1.1.Instructors / PhD M. Pranjić, full professor / 1.6.Year of study / First year, second semester
1.2.Course title / Pedagogy for Teachers / 1.7.Credit units (ECTS) / 4 ECTS
1.3.Associates / Katarina Dadić, MA / 1.8.Course teaching delivery (number of hours of lectures+practice+seminars+e-learning) / 2+0+0
1.4.Study programme (undergraduate, graduate, integrated) / Graduate / 1.9.Expected number of students on the course / Around 40 students
1.5.Course status / Required / 1.10.E-learning application level (1, 2, 3), percentage of online teaching (max. 20%) / 1–2
2. COURSE DESCRIPTION
2.1.Course objectives / The course objective is to prepare a future teacher for performing the educator’s job as a master of arts by providing pedagogic knowledge and skills qualification.
2.2.Prerequisites for enrolling the course and input competences necessary for the course / Enrolled graduate study. Minimum grade average during undergraduate study 3.5. Motivation for working in an educational institution and at least a passive experience of it.
2.3.Learning outcomes at the level of the programme that the course contributes to / At the level of the programme, General pedagogy makes students capable of:
Pravilno interpretirati osnovne pojmove pedagogije, objasniti pedagošku epistemologiju te interpretirati interakciju odgoja i pedagogije, odnosno pedagogije i kulture.
Correctly interpreting the basic concepts of pedagogy, explain pedagogic epistemology and interpreting the interaction of education and pedagogy.
2.4.Expected learning outcomes on the level of the course (6-10 learning outcomes) / Having passed the General pedagogy exam, the student is able to:
- Interpret key pedagogic concepts (educate, educator, education, enculturation, acculturation, socialization, the science of education, educational authorities, educational role models etc.);
- Validly interpret the scientific foundations of pedagogy;
- Differentiate between views of man and the according pedagogic procedures based upon or arising from them;
- Explain learning and teaching as parts of education;
- Classify different development theories in the framework of reflecting on and organizing education;
- Compare educational needs according to different theoretical backgrounds (natural sciences on education, social sciences and humanities on education, social problems in behaviour);
- Summarize the content of certain educational policies;
- Test pedagogical thought in the face of contemporary pedagogic challenges;
- Analyse the relationship between education and pedagogy on the one hand and pedagogy and culture on the other;
- Detect the limits of education (characteristics, heritage, environment, human freedom, pedagogic optimism, pedagogic pessimism, pedagogic realism);
- Evaluate communication in education;
- Recognize that education is not synonymous to socialization, acculturation, enculturation, and least of all manipulation;
- Interpret the mechanisms of behavioural change conditioned by systematic education.
2.5.The course content elaborated according to the lecture time schedule (one to three lines for a one-hour lesson) / The course content is delivered to students via power point presentations and various forms of animations, with the open possibility for the student to intervene whenever he or she feels the need to.
- The educatee as the centre of not only education, but entire pedagogy. Various perspectives on man, from chemical materialism and different historical versions on the nature of man to the view shaped by different cultures and civilizations (European, Asian, African).
- The possibility of and the need for education (education as an activity that creates both man and society, looked at from the point of view of different scientific disciplines and professions that all have contributed to the interdisciplinary approach in pedagogy as a science and the practice based upon it).
- With maximum respect for education as a possibility and a need, limits of education are discussed as well, whereby both pedagogical optimism and pessimism are elaborated as an introduction to the informed opting for pedagogic interactionism, i.e. pedagogic realism.
- Pedagogy as a distinct science (educational science or sciences, basic concepts of pedagogy, the difference between pedagogy and educational science(s), the objectives of pedagogy, the fields of educational sciences, pedagogy and related sciences (sociology, psychology, anthropology, neurosciences, biology), epistemological division: humanistic-scientific pedagogy, empirical educational science, critical educational science.
- New challenges facing pedagogy (concern about its scientism, education and its references, interaction of education and pedagogy, interaction of pedagogy and culture).
- Communication in education (relevant characteristics of education, education as the change of behaviour, intentional and functional learning, education as interpersonal activity, education as social interaction, education as social communication, education as purposeful help in learning).
- Learning and teaching as parts of education (learning as a pedagogic problem, education – the concept of human growing up, educational policy).
- Theories of behaviour change in education (psychoanalysis, behaviourism, insight, defence mechanisms, urge, and libido).
- Authority in education (authority as the triple relationship of the instructor, the subject, and the field; the difference between authority and authoritarianism, the relationship between paedocentrism and types of authority, educational models, who is an ideal educator).
- Four to five classes are entirely dedicated to student research projects and the presentation of their seminar papers, with stronger focus on educational practice (highly talented and disabled persons in education, problematic behaviour of educatees in education and schooling, still insufficiently explored man, alternative education, different degrees of education and schooling etc.).
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) / 2.7.Comments:
2.7.Student obligations / Regular attendance of lectures and participation in discussions. Individual preparation for the presentation of a book from the field of pedagogic practice and participation in seven similar preparations and presentations of other students. Written exam based on obligatory literature (15 questions).
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 / 2 ECTS / Project
Experimental work / Research / Practical work
Essay / Report / (something else)
Continuous assessment exam / Seminar paper / (something else)
Oral exam / (something else)
Students are required to individually research into a specific pedagogic problem, to report on it, and to participate in the work of other students / 1 ECTS
2.9.Marking and evaluating the work of students during the instruction period and the final exam / Students personally register their attendance at every lecture, they check the record the following time, and lead discussions with the professor and colleagues (20% of the final grade). Students also conduct individual additional literature research on a specific pedagogical problem, report on it in front of all the students and lead a discussion about it, participate in seven similar projects of other students (40% of the grade) and take a written exam (15 questions) based on obligatory literature (40% of the grade).
2.10.Obligatory literature (available in the library and on other media) / Title / The number of copies in the library / Availability on other media
Dimitriadis, Greg (2006), Theory for education, New York: Routledge
Pranjić, M. (2001), Pedagogija: suvremena stremljenja, naglasci, ostvarenja, Zagreb. Hrvatski studiji Sveučilišta u Zagrebu, pp. 338. / Sufficient
Professor's lectures, with up-to-date novelties published in the field of pedagogy in relation to student, education, the discipline of pedagogy etc.
2.11.Additional literature (at the moment of the study programme proposal application) / Bach, H (2005). Osnove posebne pedagogije, Zagreb: Educa
Bratanić, M. (2002), Paradoks odgoja, Zagreb: Hrvatska sveučilišna naklada
Fenwick, Tara (2010), Actor-network theory in education, London: Routledge
Flitner, A., Konrade, tako je govorila gospođa mama, Zagreb: Educa
Gert Biesta, Julie Allan and Richard Edwards (2014?), Making a difference in theory : the theory question in education and the education question in theory, London: Routledge
Gopnik, A. i dr. (2003), Znanstvenik u kolijevci, Zagreb: Educa
Gudjons, H. (1993), Pedagogija : temeljna znanja, Zagreb: Educa
Milat, J. (2005), Pedagogija – teorija osposobljavanja, Zagreb: Školska knjiga
Montessori, M. (203), Dijete : tajna djetinjstva, Jastrebarsko: Naklada slap.
Seitz, M and Hallwachs, U. (1997), Montessori ili Waldorf?, Zagreb: Educa
Vukasović, A. (1998), Pedagogija, Zagreb: Hrvatski katolički zbor „Mi“
Winkel, R (1996), Djeca koju je teško odgajati, Zagreb: Educa
2.12.Quality monitoring forms that ensure the acquisition of output knowledge, skills, and competences / Students will be monitored in all three stages of the course delivery.
In the first stage, when the basic concepts of pedagogy are taught, the student's motivation is monitored based on active engagement in class, as well as regular attendance (20% of the final grade).
In the second stage, the student’s individual and group work in research on a specific pedagogical problem, multimedia presentation and reporting on it in front of colleagues, and participating in the same assignment of other students are monitored (30 % of the final grade).
The third stage refers to the evaluation of the student's systematic knowledge of pedagogy by means of a written exam (15 questions) based on obligatory literature and professor’s lectures (50% of the final grade).
Theoretical and partly practical competences acquired during this course serve as the basis for the systematic work in two ensuing Practical training courses (10 ECTS).