1.1.Instructors / PhD Marko Pranjić, full professor / 1.6.Year of study / Second year, first semester
1.2.Course title / Practical training, humanities / 1.7.Credit units (ECTS) / 5 ECTS
1.3.Associates / PhD Rona Bušljeta; Bruno Pušić, MA; Božica Jelaković, MA; Zdravka Martinić-Jerčić, MA / 1.8.Course teaching delivery (number of hours of lectures+practice+seminars+e-learning) / 0+15+15
1.4.Study programme (undergraduate, graduate, integrated) / Graduate / 1.9.Expected number of students on the course / Around 40 students
(maximum 10 students per group)
1.5.Course status / Required / 1.10.E-learning application level (1, 2, 3), percentage of online teaching (max. 20%) / 1st level
2. COURSE DESCRIPTION
2.1.Course objectives / The main objective of the course is to prepare students for working in elementary and secondary schools. The students are expected to practically apply the knowledge obtained in the fields of Pedagogy, Didactics, and Teaching Methodology in the field of social sciences by actually teaching classes. The objective is that the students master basic teaching methods and forms, using thereby contemporary media, and be able to encourage (their future) students as much as possible to be cooperative by designing and implementing various creative workshops
2.2.Prerequisites for enrolling the course and input competences necessary for the course / Completed appropriate graduate study. Passed exam in pedagogy, didactics, and humanities teaching methodology.
2.3.Learning outcomes at the level of the programme that the course contributes to /
- The programme level outcomes of implementing relevant knowledge obtained in theoretical courses through practical training are:
- differentiate between various didactic, pedagogical, and psychological theories;
- compare different facts and theories;
- interpret content in the sense of transposing data from one form to another;
- apply knowledge, experience, and skills in new situations;
- analyse information (specific elements, relations between elements);
- evaluate with the help of quantitative and qualitative criteria;
- synthesize in the form of a personal development plan, one's own teaching plan, abstract relations with the purpose of creating new information based on collected data;
- provide arguments for one’s attitudes;
- suggest new interpretations and even theories.
2.4.Expected learning outcomes on the level of the course (6-10 learning outcomes) / Upon finishing the Practical Training Course in social sciences, the students will be able to:
- Completely independently compile the operational teaching plan for a school year, sticking thereby to established didactic and methodological rules as well as to legal regulations.
- Draw up a professional development plan.
- Design and develop written lesson plans.
- Plan in writing at least two lessons selected from a textbook for elementary and/or secondary school.
- Teach at least two lessons selected from a textbook for elementary and/or secondary school.
- Design a creative workshop on a selected topic.
- Compile several written exams to be used for evaluation.
- Draw up the class teaching plan
- Plan a class teaching lessons.
- Plan a quality parent meeting, with the necessity of the cooperation between the family and the school in sight.
- Draw up a questionnaire for self-evaluation.
2.5.The course content elaborated according to the lecture time schedule (one to three lines for a one-hour lesson) / Because this is practical training, lectures boil down to a minimum and refer only to shorter theoretical explanations. The biggest emphasis is put on shorter professor's instructions regarding the writing of seminar papers and on the comments and/or suggestions concerning taught lessons, workshops, and written tasks.
- Practical application of theoretical bases learned in the Teaching Methodology course during the design of the operational teaching plan. Drawing up the plan according to the calendar for the coming school year, based on the National curriculum framework, Teaching plan for elementary and/or secondary school, and individual Exam catalogues in case of secondary school.
- Pointing out the importance of permanent professional development of teachers through designing the Professional Development Plan and reference to the web sites of the Education and Teacher Training Agency, Ministry of science, education, and sports, and domestic and foreign pedagogical literature.
- Practical application of the knowledge on planning and teaching lessons with the help of contemporary media, avoiding the exclusive use of the frontal teaching form and insisting on the formulation and realization of educational teaching objectives.
- In accordance with the requirements of contemporary didactics and teaching methodology, where the importance of individual work is pointed out, the students will be required to design and organize a creative workshop on a selected topic. The learning outcomes determined by the National curriculum framework have to thereby be accomplished (the field of social sciences and humanities).
- The students' attention will be drawn to the importance of class teaching lessons as the form of work aimed at getting to know the students, their needs and problems, coming together with one's students, and a more complete educational work. The students are expected to draw up and present The Class-Teaching Plan.
- The cooperation between families and school will be pointed out through one of its forms – the parent meeting. The stress will thereby be put on the need to put parents in the role of active participants, and not passive listeners. The students are required to design and plan one parent meeting.
- Taking into consideration the importance of practicing in teaching and the State Graduation Exam, this course will demand of the students to compile several forms of written exams. The students will thereby be directed to consult the National curriculum framework, Teaching plans, Exam questions catalogues, and officially approved textbooks.
- The students will in this course be taught how to draw up a simple questionnaire for getting feedback on their teaching.
2.6.Teaching delivery forms / lectures
seminars and workshops
practice
on line entirely
mixed e-learning
field instruction / individual assignments
multimedia and network
laboratory
tutorial work
something else (write what) / 2.1.Comments:
2.7.Student obligations / Regular attendance and participation in discussions on the presented topics or problems. Compilation of the entire Operative Teaching Plan for a school year, designing the Professional Development Plan, writing individual lesson plans, and planning a workshop. Designing and teaching two 45-minute lessons and one 45-minute workshop. The students also need to develop the Class Teaching Plan and the plan for one parent meeting, as well as to compile several written exams and a short questionnaire for evaluating the teacher or testing the expectations, opinions, or attitudes of the students and/or parents.
2.8.Monitoring the work of students (distribute the share of ECTS units for each activity so that the total number of ECTS units corresponds to the ECTS value of the course) / Lecture attendance / 1 ECTS / Written exam / Project
Experimental work / Research / Practical work
(teaching two lessons and holding a workshop) / 2 ECTS
Essay / Report / (something else)
Continuous assessment exam / Seminar paper / (something else)
Oral exam / (something else)
The students are required to draw up in writing two lesson plans, a workshop plan, the operational teaching plan, the professional development plan, the class teaching plan, a parental meeting plan, several exam forms, and a a questionnaire for evaluation, as well as to participate in the analysis of their colleagues' teaching. / 2 ECTS
2.9.Marking and evaluating the work of students during the instruction period and the final exam / Regular attendance and participation in discussions and analyses of taught lessons carry 1 ECTS credit unit. The drawing up of the operational teaching plan, written lesson plans for two teaching units and a workshop, the professional development plan, the class teaching plan, a parental meeting plan, several exam forms, and a questionnaire for evaluation carry 4 ECTS credit units. Lesson plans prepared and handed in in advance; teaching two 45-minute lessons, and designing and organizing a workshop carry 3 ECTS credit units.
2.10.Obligatory literature (available in the library and on other media) / Title / The number of copies in the library / Availability on other media
Teaching Plans (curricula) for elementary and secondary school / Web site of the Ministry of science, education, and sports of the Republic of Croatia
Exam catalogues / Web site of the National Centre for External Evaluation of Education
The catalogue of the approved textbooks for a certain school year / Web site of the Ministry of science, education, and sports of the Republic of Croatia
2.11.Additional literature (at the moment of the study programme proposal application) / Gruden, Z. (1992). Dijete - škola - roditelj : u trokutu dijete - škola - roditelj najzdraviji dio je dijete (Zagreb:Medicinska naklada).
Odgoj i škola: [proceedings] / ed. Josip Pivac, Vlatko Previšić.(1985) (Zagreb:Institut za pedagogijska istraživanja Filozofskog fakulteta Sveučilišta: Školske novine).
Paradis-Šprajc, Marija (2001). Pisma školskog psihologa roditeljima adolescenata (Zagreb:Sinergija).
Rađenović, A.; Smiljanić, M. (2007). Priručnik za razrednike (Zagreb:Alineja).
Rečić, M. (2006). Kako mogu surađivati sa školom (Đakovo:Tempo).
Rosić, V. (2005). Odgoj, obitelj, škola : [mala enciklopedija odgoja : savjetnik i priručnik] (Rijeka:Žagar).
Rosić, V. and Zloković, J. (2003). Modeli suradnje obitelji i škole. (Đakovo:Tempo)
Strategija odgojnog rada razrednika / priredio Hrvoje Vrgoč (2004) (Zagreb: Hrvatski pedagoško-književni zbor).
Učenici, učitelji i roditelji zajedno na putu uspješnog odgoja i obrazovanja : suradnja, partnerstvo, međuljudski odnosi, međusobno povjerenje i poštovanje, suodgovornost (2005). (Zagreb:Hrvatski pedagoško-književni zbor).
Učitelji za učitelje: primjeri provedbe načela Aktivne - efikasne škole (2000). (Zagreb:IEP).
Vilić-Kolobarić, K. (2002). Priručnik za pedagoške radionice : na roditeljskim sastancima (Đakovo:Tempo).
Wood, D. (1995). Kako djeca misle i uče (Zagreb:Educa).
Živković, Ž. (2005). Susreti s roditeljima : priručnik za održavanje roditeljskih sastanaka-vol 2. (Đakovo:Tempo).
2.12.Prerequisites for enrolling the course and input competences necessary for the course / Every student will be monitored individually as the groups are small (maximum 10 students). Monitoring the lesson plans, teaching performance, and written assignments will enable the insight into the student's obtainment of knowledge of theoretical bases of the courses from the pedagogy module, but also the command of professional subject-matter knowledge. The students will be able to apply the competences acquired on this course during obligatory attendance at observation/demonstration classes in elementary i.e. secondary schools.
Observation/demonstration classes will be held in the way that the students will be obliged to observe 10 classes held by their supervisors, selected by Studia Croatica (the faculty), and then teach 5 trial and 5 marked classes. The obligation to observe (10 classes) implies in addition to attending the supervisor's classes constant consultations with the supervisor regarding lesson planning and teaching. Trial classes refer to teaching individual parts of teaching units as arranged with the supervisor, while the marked classes mean teaching complete 45-minute lessons. The obligation to attend observation classes ends with the final (exam) lesson held before the exam (expert) commission.