Študijski programi

Objectives and competences

Student: • acquires and understands factors and processes influencing educational work at school, • gets to know contemporary educational approaches and strategies and forms a critical attitude towards these, • develops the ability for transferring theoretical knowledge into the educational praxis.

Content (Syllabus outline)

• Introduction to the subject, definition of basic principles and relations among them. • Education for developing responsibility; definitions and dilemmas. • Educational dimension of institutional education; factors, means and methods. • Purpose, features and regulations for planning education in public school. • Legal framework of the education concept in public school. • Educational-theoretical approaches and theoretical principles in the formation of an educational concept in school. • Discipline approach as an integral part of the educational concept in school. • Principles, basic areas and specifics of preventive, supportive and corrective discipline.

Learning and teaching methods

• Higher education lecture, • discussion, • problem solving, • case studies, • cooperative and individual learning.

Intended learning outcomes - knowledge and understanding

Knowledge and Understanding: • Understands and analyses the educational dimension of institutional education. • Knows features and regulations and understands the purpose of planning for education/discipline in school. • identifies and critically evaluates education-theoretical approaches and theoretical principles in the formation of the educational concept in school. • Understands and evaluates the importance of the discipline approach as an integral part of the educational concept in school. • Compares and evaluates specifics of preventive, supportive and corrective discipline.

Readings

• Kroflič, R., Mažgon, J., Klarič, T., Jeznik, K., Štirn Janota, P., Štirn, D., Vončina Vodeb, V., Ermenc, K. S., Lenič, Š., Makovec Radovan, D., Rutar, V., & Peček, M. (2009). Ali poklicne in strokovne šole potrebujejo vzgojni koncept? (str. 187). Center RS za poklicno izobraževanje. • Kroflič, R., Klarič, T., Štirn Janota, P., Stolnik, K., Gibbs, J. C., Skiba, R., Boone, K., Fontanini, A., Wu, T., Strussell, A., Peterson, R. L., & Cremin, H. (2011). Kazen v šoli?: izbrani pristopi k sankcioniranju prestopkov in podpori prosocialnega ter moralnega ravnanja (str. 278). Center RS za poklicno izobraževanje. http://www.cpi.si/files/cpi/userfiles/Datoteke/Publikacije/ZbornikKAZNOVANJE_V_SOLIweb.pdf • Pšunder, M. (2011). Vodenje razreda (Let. 82, str. 219). Mednarodna založba Oddelka za slovanske jezike in književnosti, Filozofska fakulteta. • Pšunder, M. (2004). Disciplina v sodobni šoli (1. natis, str. 195). Zavod Republike Slovenije za šolstvo. • Košir, K., Špes, T., Horvat, M., Kozina, A., Kranjec, E., Pečjak, S., Peras, I., Pirc, T., Pivec, T., Usenik, J., & Zorjan, S. (2024). Priročnik za načrtovanje krepitve vključujoče razredne in šolske klime ter preprečevanja in odzivanja na medvrstniško nasilje v osnovni šoli (1. izd., str. II, 66, 4). Univerza v Mariboru, Univerzitetna založba. https://press.um.si/index.php/ump/catalog/book/901 Aktualni prispevki v znanstveni periodiki./Current articles in scientific journals.

Prerequisits

The successful completion of all obligations within the seminar is required to take the written exam.

red. prof. dr. MATEJA PŠUNDER

Written examination: 60
Project: 40

: 30
: 30
: 120

Slovenian
Slovenian