SLO | EN
PRD-v18

2

Uniform master's studies

2 (druga)

8 (8)

0026615

7

2024/25

red. prof. dr. ROBERT REPNIK

Text about acceptance

The five-year 2nd cycle MA study programme Subject Teacher was upheld at the third regular meeting of the Senate of the Faculty of Natural Sciences and Mathematics of the University of Maribor, on 8 April 2015. The major subject Educational Chemistry was upheld by the Senate of the Faculty of Chemistry and Chemical Engineering of the University of Maribor on 10 April 2015; the major subject Computer Science in Education was upheld by the Senate of the Faculty of Electrical Engineering and Computer Science of the University of Maribor on 27 September 2013. The study programme was adopted by the Senate of the University of Maribor on 21 April 2015. The Slovenian Quality Assurance Agency for Higher Education accredited the study programme during its 96th meeting on 17 December 2015 by Decision No. 6033-17/2015/10.

Advancement criteria of a study programme

A student advances to a higher study year if they collect at least 53 ECTS credits in the year in which they are enrolled, and if they collect all the ECTS credits from the previous study years. Without having completed all 1st study year obligations, it is not possible to advanace to the 3rd study year under any conditions. Without having completed all 2nd study year obligations, it is not possible to advanace to the 4th study year under any conditions. Without having completed all 3rd study year obligations, it is not possible to advanace to the 5th study year under any conditions. Conditions for repeating or extending a study year: Repeating a study year or advancement to a higher study year under exceptional circumstances is stipulated by the Statute of the University of Maribor.

Study advancement options

Graduates of the study programme Subject Teacher can continue with 3rd level study programmes, in accordance with the conditions of the higher education institution offering the 3rd level study programme.

Employment possibilities

Graduates of the study program Subject Teacher will be employable as teachers of selected subject areas in primary and secondary schools. Given the basic program goals and the general and subject-specific competences of the study program, graduates will also be employable in a wide range of professional activities from the relevant fields, i.e., in workplaces that require knowledge of engineering and technology, science, mathematics, and communication and analytical skills. Qualifications obtained by completing this study program enable employability even outside Slovenia, especially within the European Union, in the following areas: - Education institutions, - Education units in organizations from various fields of related industries, - Project-based work (organization of social events and processes), - Research institutions, - Public institutions, - Various media organizations. Graduates are able to perform tasks related to the planning and implementation of technical and educational activities, participate in consulting services and contribute to the popularization of contemporary forms of teaching and learning. Graduates learn to cooperate or independently work on innovation projects, and as organizers of projects in the fields of science, mathematics, engineering, computer sciences, culture, youth work, and volunteer work. Graduates acquire a wide range of transferable skills, which highly increases their employment opportunities. From the point of view of the growing importance of workforce flexibility, the scope of employment opportunities is the best guarantee for a successful placement of graduates of this study program on the Slovenian labour market.

Additional information

The study program Subject Teacher involves two compulsory orientations, which the candidate selects upon enrolment in the program (Biology Education, Physics Education, Chemistry Education, Mathematics Education, Technology and Engineering Education, Computer Science Education), adding up to a total of 244 ECTS, and a compulsory general pedagogy module, which is worth 32 ECTS.

Assesment criteria

Examination and assessment of student learning outcomes is performed in accordance with the criteria and methods defined in the Rules on the Examination and Assessment of Knowledge at the University of Maribor: https://www.um.si/univerza/dokumentni-center/akti/Dopolnitve2013/Pravilnik%20o%20preverjanju%20in%20ocenjevanju%20znanja%20na%20UM%20-%20NPB3,%20AVGUST%202019doc.pdf. Knowledge examination and assessment methods at the University of Maribor are regulated by the Statute of the University of Maribor and the Rules on Examinations and Grading of the University of Maribor, No. A4/2009-41AG (University of Maribor Journal, No. XXVII-6-2009); Amendments to the Rules on Examinations and Grading of the University of Maribor, No. A4/2009-41AG (University of Maribor Journal, No. XXVIII-7-2010); Amendments to the Rules on Examinations and Grading of the University of Maribor, No. A4/2009-41AG (University of Maribor Journal, No. XXX-2-2012); Amendments to the Rules on Examinations and Grading of the University of Maribor, No. A4/2009-41AG (University of Maribor Journal, No. XXXII-5-2014); Rules on Examinations and Grading of the University of Maribor – unofficial consolidated text (2015); Amendments to the Rules on Examinations and Grading of the University of Maribor, No. A4/2009-41AG (2019): https://www.um.si/univerza/dokumentni-center/akti/Dopolnitve2013/Pravilnik%20o%20preverjanju%20in%20ocenjevanju%20znanja%20na%20UM%20-%20NPB3,%20AVGUST%202019doc.pdf. Forms and methods of assessment are defined in Article 5 of the Rules on Examinations and Grading. Criteria and methods for knowledge assessment of individual subjects are part of the Subject Specification, and are publicly available on the faculty’s website: https://www.fnm.um.si/index.php/predstavitev-tudija/podiplomski-tudijski-programi/.

Main study programme objectives

Basic programme goals of the study programme Subject Teacher: - Basic expertise in at least two subject areas, which are important for education in this subject area, - Subject-didactic knowledge of at least two selected subject areas of education, together with practical pre-service training, - Basic expertise in pedagogical, psychological, philosophical and sociological sciences, which are important for education workers. The basic study programme goals are upgraded in the fourth and fifth year to include basic expertise of contemporary content. In this way, students become trained in connecting and applying basic expertise and concepts in a wide variety of circumstances. Students build on the basic expertise by taking courses in subject didactics of more demanding and interrelated contents. One of the basic goals of this study programme is to train students in developing new methods of teaching and constructing demonstration and laboratory experiments, including contemporary learning environments. Based on self-reflection and the use of pedagogic methodology, students are able to evaluate the pedagogical effects of new methods and newly proposed teaching models and experiments. In addition, students develop leadership skills, organizational skills (for the organization of practical and fieldwork), the ability to collaborate as part of an interdisciplinary team, and the ability to establish a partnership relation with different groups. One of the important goals of this study programme is also the acquisition of basic expertise for further independent professional and research work in the field of subject didactics.

General competences of graduates, gained at a study programme

1. Ability to communicate, ability to participate in collaborative / teamwork. 2. Synthetic, analytical and creative thinking for problem solving. 3. Flexible application of knowledge in practice. 4. Autonomy, (self)-criticism, (self)-reflection, (self)-evaluation, and striving for quality. 5. General broadmindedness, ability to communicate with experts from other expert and scientific fields. 6. Initiative / ambition, continuous personal advancement and professional training. 7. Information literacy. 8. Time-management skills, planning skills, self-control of plan execution. 9. Communication in a foreign language. 10. Knowledge and understanding of social systems (especially processes in education). 11. Sensitivity / openness to people and social situations. 12. Knowledge and understanding of the basic characteristics of human development, and an awareness of the differences and needs of each individual. 13. Knowledge of educational concepts, their philosophical and historical foundations. 14. Knowledge and understanding of the institutional frameworks related to their work (requirements, legislation, documentation, legal aspects of education). 15. Use of information and communication technologies in education. 16. Understanding individual values, value systems and professional ethics. 17. Knowledge and understanding of, and orientation towards inclusive, non-discriminatory forms of work and multiculturalism. 18. Knowledge of the subject matter and methodology of the field. 19. Understanding and application of curriculum theories and general and didactic knowledge in the subject area. 20. Interdisciplinary content integration. 21. Use of special pedagogical knowledge for working with children with special needs. 22. Organizational skills for the pedagogical management of the class and / or group. 23. Ability to organize active and independent learning; training students for effective learning. 24. Ability to test and assess students' knowledge and achievements, and to provide feedback. 25. Communicating with experts from various fields of education. 26. Cooperation with parents. 27. Creating a comprehensive assessment of the needs of the individual or group, their strengths and weaknesses, taking into account the physical, social, and cultural environment factors.

Selection criteria in the event of limited enrolment

In the case of restricted enrolment, the candidates referred to in Points a) and c) will be selected according to the following criteria: - Grade point average of the Matura examination or final exam (60% of points) - Grade point average in the third and fourth year of the secondary school (40% of points) The candidates referred to in point b) will be selected according to the following criteria: - Grade point average of the Vocational Matura examination (20%) - Grade point average in the third and fourth year of the secondary school (20%) - Grade point average in third- and fourth-year Mathematics (40%) - Grade point average in the graduation subject (20%).

Transfer criteria between study programmes

Transition is possible from study programs from the fields of pedagogy, natural sciences, mathematics and technical sciences, and from study programs from non-pedagogical fields, natural sciences, mathematics and technical sciences, if: - the candidate meets the general conditions for enrollment in this study program, - at least half of the study obligations (ECTS credits) from the first study program can be recognized as compulsory subjects in this program, - the fulfillment of the conditions for the transition is decided by the Commission for Student Affairs of FNM UM; in the decision, the Commission determines the year in which the candidate may enroll; if necessary, the Commission determines the differential exams which the candidate must pass in order to continue their studies.

Criteria for recognition of knowledge and skills, gained before the enrolment in the study programme

Students can obtain full recognition of the knowledge and skills acquired through various forms of formal education before enrolment, which the student demonstrates with relevant qualifications (certificates, degrees, diplomas and other documents). The recognition process shall take into account the following criteria: the assessment of the achieved knowledge and skills must be based on the educational goals of the study program; the relevant skills must be properly documented and at an appropriate level of complexity; the acquired knowledge and skills are recognized regardless of where and when the student acquired them. The process of identification, verification and recognition of knowledge and skills entails the submission of an application, amendments to the application, consideration of the application at the competent authority of the member faculty, the issuing of a decision, and the procedure for the appeal of a candidate against the issued decision. The faculty recognises the knowledge and skills of the candidates if, in terms of their scope, content and complexity, these correspond fully or partially to the general or subject-specific competences determined by the study programme in which the candidates wish to enrol or are enrolled. Recognition of knowledge and skills is defined in the RULES ON THE RECOGNITION OF KNOWLEDGE AND SKILLS IN THE STUDY PROGRAMMES OF THE UNIVERSITY OF MARIBOR No. 012/2019/2: https://www.um.si/univerza/dokumentni-center/akti/GlavniDokumenti2013/Pravilnik%20o%20priznavanju%20znanj%20in%20spretnosti%20v%20%C5%A1tudijskih%20programih%20UM%20%C5%A1t.%20012-2019-2.pdf.

Criteria for completing the study

Candidates complete the study with an MA seminar paper (6 ECTS) and a final MA thesis (12 ECTS). Students graduate once they have successfully completed all obligations required by the study program, and obtained at least 300 ECTS by completing obligations of the orientations selected at the time of enrolment.

IZOBRAŽEVALNA BIOLOGIJA

mag. prof. biol. in ... / mag. prof. biol.in ...
magister profesor biologije in ...
magister profesor biologije in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

BIOLOGY EDUCATION: 1. Development of scientific thinking skills. 2. Knowledge of the basic facts and laws of nature. 3. Knowledge and understanding of the diversity of organisms. 4. Knowledge and understanding of the principles of structure and functioning of organisms. 5. Knowledge and understanding of the relationships between organisms and the environment. 6. Knowledge of the structure and functioning of the human body and human development. 7. Knowledge and understanding of the human as a part of the biosphere and the human impact on the environment. 8. Knowledge of the indigenous fauna and flora and their characteristics. 9. Knowledge of basic ethical principles and starting points for the protection of organisms and the environment. 10. Ability to discuss general aspects of the subject matter of biology in order to achieve learning objectives. 11. Knowledge and skills for solving problems related to biology and to the teaching of biology, through the use of ICT. 12. Professional autonomy in the selection of approaches, methods, forms of work, didactic resources and teaching materials. 13. Mastery of field and laboratory work skills and skilled cultivation and handling of organisms for a high-quality pedagogical process. 14. Mastery of methodologies for imparting theoretical and practical knowledge as part of biology classes. 15. Knowledge of the basics of mathematics, physics, chemistry and ICT.

IZOBRAŽEVALNA FIZIKA

mag. prof. fiz. in ...
magister profesor fizike in ...
magister profesor fizike in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Advancement criteria of a study programme

A student advances to the higher (2nd) year if they collect at least 53 ECTS from the current year of study. Without having completed obligations for the courses Mechanics, and Electromagnetism, it is not possible to advance to the 2nd study year under any conditions. 3rd year advancement requirements: A student advances to the 3rd year if they have completed all 1st year obligations (60 ECTS), and if they have collected at least 53 ECTS from the current year of study. Without having completed obligations for the course Oscillation and Waves, and for one of the courses: Physics Experiments 2 or Physics Experiments 3, it is not possible to advance to the 3rd study year under any conditions.

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

PHYSICS EDUCATION: 1. Development of scientific thinking skills, knowledge of the basic facts and laws of nature. 2. Knowledge and understanding of the basic concepts of physics and their application in the interpretation of natural phenomena and events in the environment. 3. Knowledge of the connections between physical systems and other systems in nature and society. 4. Knowledge and understanding of the impact of physics on the development of engineering and technology. 5. Understanding and solving basic subject-specific problems (physics, ICT, media) and education issues at the qualitative and quantitative level. 6. Application of scientific thinking approaches to quantitatively address problems in nature, the environment and society. 7. Linking macroscopic and microscopic interpretations of different phenomena. 8. Basic understanding of environmental issues and the importance of physics in preventing and reducing pollution. 9. Theoretical and experimental-technical skills for problem solving. 10. Mastery of basic and complex measurement methods of relevant subject-specific areas. 11. Use of ICT in theoretical and experimental work. 12. Organizing project, group and laboratory work. 13. Ability to safely experiment or safely perform laboratory work, ability to assess occupational hazards, knowledge of safety regulations and compliance with them. 14. Mastering the skills of fieldwork. 15. Theoretical and practical knowledge for effective integration of ICT in relevant subject-specific fields. 16. Knowledge of procedures for maintenance and management of audio-visual or media technologies. 17. Knowledge of procedures for maintenance and management of ICT. 18. Ability to manage interest activities in science, technology and computer science. 19. Knowledge of procedures for establishing, maintaining and managing e-learning systems for small, medium and large systems (companies, education institutions, etc.). 20. Knowledge of procedures for establishing, maintaining and managing distance education systems for small, medium and large systems (companies, education institutions, etc.).

IZOBRAŽEVALNA KEMIJA

mag. prof. kem. in ...
magister profesor kemije in ...
magistrica profesorica kemije in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

CHEMISTRY EDUCATION: 1. Competence in didactic and technological planning, preparation and implementation of expert inspections of the chemical and related industries. 2. Ability to integrate selected aspects of knowledge of the field of chemistry, and apply this knowledge in topical areas of the economy. 3. Ability to distinguish and explain laboratory operations used in the laboratory and technological processes of obtaining and treating specific chemicals or technological products. 4. Understanding the mechanisms of chemical reactions of new synthetic products. 5. Solving basic chemical problems on a qualitative and quantitative level. 6. Awareness of problems in the environment and the society and solving these problems by using scientific thinking approaches. 7. Ability to integrate selected aspects of chemistry education methodology and apply them in existing programmes for primary and secondary vocational education. 9. Awareness of problems in the environment and the society from the perspective of chemistry as a science, and solving these problems as an integral part of the curricula of primary and secondary education programmes. 10. Mastery of computer skills required for the operation of chemical data. 11. Mastery of ICT skills such as text formatting, working with spreadsheets, entering and saving chemical data. 12. Ability to effectively integrate ICT into teaching and learning in the field of chemical sciences.

IZOBRAŽEVALNA MATEMATIKA

mag. prof. mat. in ...
magister profesor matematike in ...
magistrica profesorica matematike in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

MATHEMATICS EDUCATION: 1. In-depth awareness of the curriculum, content and concepts of primary and secondary school level mathematics, in order to create such learning conditions, in which students are able to build high-quality knowledge (sustainability, transferability, integrity). 2. Ability to formulate goals, to plan and implement lessons and to evaluate knowledge in maths classes for a balanced development of mathematical knowledge (conceptual, procedural, problem-based and communication skills) in students. 3. Effective evaluation, selection and application of existing teaching materials, didactic aids and ICT in maths classes (graphing calculators, mathematical programs, interactive whiteboards, the internet, etc.). 4. Ability to develop an appropriate professional literacy in students in terms of mathematical language. 5. Inclusion of terminology from specialist theoretical subjects in high school maths lessons. 6. Mastery of specific organizational forms of maths lessons: organizing »project days« and extracurricular activities (clubs/teams for maths, logic, fun maths), mentorship of research assignments. 7. Ability of cross-subject planning and implementing lessons together with teachers of other subjects. 8. Confidence in coping with contemporary didactic findings and integrating current approaches to learning (e.g., combined education, flipped classroom); critical and thoughtful integration of innovation into the teaching practice.

IZOBRAŽEVALNA TEHNIKA

mag. prof. teh. in ...
magister profesor tehnike in ...
magistrica profesorica tehnike in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

TECHNOLOGY AND ENGINEERING EDUCATION: 1. Understanding and mastery of basic scientific and technology concepts and their application in the interpretation of natural and technological phenomena. 2. Didactic design of subject-field knowledge adapted to the developmental stage of students to achieve learning goals in the curriculum of primary and secondary schools, and professional autonomy in the selection of approaches, methods, forms of work, didactic resources and teaching materials. 3. Organization of various forms of teaching inside and outside of the school (e.g. summer camps, field trips, study trips, various other extracurricular activities) and ability to use didactic methods and teaching aids effectively. 4. Development and mastery of various teaching methods, forms and strategies of work and the use of ICT in technology and engineering education. 5. Development of practical forms of work and safe use of modern manual and machine processing devices and technologies for the treatment of various materials (paper, wood, metal, plastics, modern composites and engineering materials, and other natural materials and packaging waste). 6. Ability to design, implement and test electronic circuits, and to understand their functioning. 7. Understanding the basics of electrical engineering and the principles of operation of basic electrical machines and their construction. 8. Knowledge of basic energy systems and their impact on the environment, and an awareness of the overall impacts of technology on human life. 9. Understanding and analysis of machine elements and knowledge of working principles and functions of components and manufacturing technologies. 10. Understanding the mechanics and life cycle of a product and the importance of manufacturing technologies and other factors in the entire product development process. 11. Knowledge and understanding of the basics of descriptive geometry and technical drawing, knowledge of information technologies required for the creation and interpretation of technical drawings. 12. Knowledge of technological materials, understanding of basic machining, processing and design technologies and ability to select and apply appropriate research methods. 13. Knowledge and understanding of the basics of industrial economics and technological systems. 14. Creation of software for supporting the operation of an electronic circuit or device.

IZOBRAŽEVALNO RAČUNALNIŠTVO

mag. prof. rač. in ...
magister profesor računalništva in ...
magister profesor računalništva in ...
M.A.
Master of Arts

01 - Education
0114 - Teacher training with subject specialisation

5 - Social Sciences

Additional information

The summary shows the average values of hours for the study program. Electives cause deviations for each individual student.

Subject specific competences of graduates, gained on a study programme

COMPUTER SCIENCE EDUCATION: 1. Understanding and knowledge of key notions, facts, theoretical and practical concepts in the field of computer science. 2. Knowledge and appropriate selection of tools for quality work in the field of computer systems and user software. 3. Providing one's own understanding of computer concepts and procedures. 4. Understanding and knowledge of basic strategies in computer problem solving. 5. Knowledge and use of education-specific content related to the field of computer science and informatics. 6. Recognition and quality work with various forms of data and information. 7. Understanding and solving basic computer problems on a qualitative and quantitative level. 8. Apply scientific thinking approaches to quantitatively address issues in nature, the environment and society. 9. Evaluation of the results of own work in the field of computer education. 10. Use of appropriate psychologic, pedagogic and didactic approaches in imparting knowledge to other persons. 11. Ability to develop an appropriate professional literacy in students in terms of computer science language. 12. Knowledge and use of expert terminology from specialist theoretical subjects in primary and high school computer science lessons 13. In-depth awareness of the curriculum, content and concepts of primary and secondary school level computer science, in order to create such learning conditions, in which students are able to build high-quality knowledge (sustainability, transferability, integrity). 14. Ability to formulate goals, to plan and implement lessons and to evaluate knowledge in computer science classes in the light of a selected taxonomy, in order to create an encouraging environment for a balanced development of conceptual, procedural, problem-based and communication skills in students. 15. Effective evaluation, selection and application of existing teaching materials, didactic aids and ICT in computer science classes (diverse software, interactive whiteboards, the internet, etc.). 16. Mastery of specific organizational forms of computer science lessons: organizing »project days« and extracurricular activities, mentorship of research assignments. 17. Familiarization with recent achievements and current trends in computer science education, integration of new findings into own work in a critical and thoughtful manner. 18. Collaboration with other education institutions in scientific and research work in computer science education and pre-service teacher education programmes in this field.