Objectives and competences
The objective of this course is to a student:
- recognizes education as a special human and social activity, a basic didactical notions and phenomenon, their characteristics and legitimacy;
- recognizes the characteristics of the lessons, their structural components and didactical relationship between them;
- recognizes articulation, lessons planning and the preparation of the lessons;
- recognizes didactic as a science;
- develops professional interest for educational work and didactical theory, for quality development in education and their own professional development.
Content (Syllabus outline)
1. Introduction in didactic:
Basic didactical phenomena and notions: education, lessons; teaching, learning; teacher, student; educational programme, curriculum; school, school system; didactics.
2. Structure, forming and preparation of the education process
- structure, component, guidance and criteria at selecting and forming the components, structure and the course of the lesson,
- didactically important documentation,
- articulation of the education process: didactical unit, educational programme (curriculum),
- teacher's preparation for the education process.
3. Realization of the education process
• methods, form and the didactical systems (strategies) of educational process;
• stages of educational process.
4. Didactical principles
Learning and teaching methods
- lecture,
- microteaching,
- the method of discourse,
- case studies and critical event studies,
- a method of resolving problems,
- role playing,
Intended learning outcomes - knowledge and understanding
A student:
adopts a basic didactical notions and understands their legitimacy;
understands the structure of the lessons, didactical relations between the structures of he lessons and articulation of the lessons; understands relations between particular stages and activity in them.;
understands a teachers role, a role of the pupils, the characteristics and the meaning of the didactical communication in the didactical process;
knows how to examine, evaluate and estimate knowledge, and estimate analyse and change his own work.
Transferable / essential skills and other atributes:
knows to choose and didacticaly form a contents and goals of the lessons;
knows to chose the methods, didactical means and to articulate methodical decisions of performing the lessons;
knows to incorporate pupils in the lessons and stimulate, direct and lead their activity;
knows to examine, evaluate and estimate the achievements of the pupils;
in able to create a curriculum, perform by stages and every day preparation of the lessons;
knows to analyse his own work, implementing changes and novelties in the lessons and develop quality of the education;
is able to find a theoretical grounds of the didactical phenomenon and the lessons;
has interest for the educational work, for its theoretical – didactical side and for permanent improvement of the educational process;
has developed interest for his own professional development
Intended learning outcomes - transferable/key skills and other attributes
- knows to choose and didacticaly form a contents and goals of the lessons;
- knows to chose the methods, didactical means and to articulate methodical decisions of performing the lessons;
- knows to incorporate pupils in the lessons and stimulate, direct and lead their activity;
- knows to examine, evaluate and estimate the achievements of the pupils;
- in able to create a curriculum, perform by stages and every day preparation of the lessons;
- knows to analyse his own work, implementing changes and novelties in the lessons and develop quality of the education;
- is able to find a theoretical grounds of the didactical phenomenon and the lessons;
- has interest for the educational work, for its theoretical - didactical side and for permanent improvement of the educational process;
- has developed interest for his own professional development
Readings
Blažič, M., Ivanuš M. Kramar, M. Strmčnik, F. (2004) Didaktika. Novo mesto – Visokošolsko središče (glavni vir)
Cohen, L., L. Manion, K. Morrison (2004). A Guide to Teaching Practice, 5th Edition, London, New York: Routledge.
Ivanuš Grmek, M., M. Javornik Krečič (2011). Osnove didaktike. Maribor: Pedagoška fakulteta.
Kramar, M. (1993). Načrtovanje in priprava izobraževalno-vzgojnega procesa v šoli. Nova Gorica: Educa
Krek, J. e tal (1995). Bela knjiga o vzgoji in izobraževanju v R Sloveniji. Ljubljana: Ministrstvo za šolstvo.
Levpušček Puklek, M. & B. Marentič Požarnik (2005). Skupinsko delo za aktiven študij. Ljubljana: Center za pedagoško izobraževanje FF.
Polak, A. (2007). Timsko delo v vzgoji in izobraževanju. Ljubljana: Modrijan.
Strmčnik, F. (2001). Didaktika. Ljubljana: FF.
Šolska zakonodaja (1996). Ljubljana: Ministrstvo za šolstvo.
Tomić, A. (1999).Izbrana poglavja iz didaktike. Ljubljana: Center FF za pedagoško andragoško izobraževanje.
Valenčič Zuljan, M., J. Kalin (2020). Učne metode in razvoj učiteljeve metodične kompetence. Ljubljana:
Pedagoška fakulteta Univerze v Ljubljani.
Pri vsakem obravnavanem poglavju so študenti na začetku in med študijskim letom seznanjeni še z drugo aktualno študijsko literaturo in gradivom.
Prerequisits
Mandatory active participation in laboratory exercises and a seminar are required to take the exam.
Additional information on implementation and assessment - active obligatory participation at LV and seminar work. Successfully completed LV and SE are obligatory for exam. Microteaching, homework.
- written examination. - 100 %
