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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.

  • red. prof. dr. MARIJA JAVORNIK

  • Written examination: 100

  • : 45
  • : 15
  • : 15
  • : 105

  • Slovenian
  • Slovenian

  • PEDAGOGY - 2nd