University of Montenegro

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE I

Course:

ENGLISH LANGUAGE I/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1814	Obavezan	1	3	2+1+0

Programs	PEDAGOGY
Prerequisites	No prerequisites.
Aims	Acquiring the skills of understanding spoken and written texts, developing oral and written communication skills in English, improving and upgrading the existing knowledge of the English grammar.
Learning outcomes	After successfully completing the course, students will be able to understand the main ideas of complex texts dealing with concrete and abstract topics, participate in conversation with English native speakers, express their opinions relatively fluently, and produce clear and coherent written texts on a relatively wide range of topics.
Lecturer / Teaching assistant	Doc. dr Branka Živković, Spomenka Nikolić, MA
Methodology	Lectures, seminars, homework, class presentations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the course.
I week exercises	Introduction to the material to be covered in seminars.
II week lectures	Getting to know you (text analysis)
II week exercises	Getting to know you (integrated skills)
III week lectures	Grammar: General revision (tenses; questions)
III week exercises	Social Expressions
IV week lectures	The we live (text analysis)
IV week exercises	The way we live (integrated skills)
V week lectures	Grammar (Present Simple Tense, Present Continuous Tense, have / have got)
V week exercises	Collocations
VI week lectures	It all went wrong (text analysis)
VI week exercises	It all went wrong (integrated skills)
VII week lectures	Grammar (Past Simple Tense, Past Continuous Tense)
VII week exercises	Time Expressions
VIII week lectures	Revision
VIII week exercises	Mid-term test
IX week lectures	Lets go shopping ( text analysis)
IX week exercises	Lets go shopping ( integrated skills)
X week lectures	Grammar (much / many / some / any / a few / a little / a lot of)
X week exercises	Articles
XI week lectures	What do you want to do? (text analysis)
XI week exercises	What do you want to do? (integrated skills)
XII week lectures	Grammar (Future Forms: going to / will; verb patterns)
XII week exercises	Hot verbs
XIII week lectures	Tell me! Whats it like? (text analysis)
XIII week exercises	Tell me! Whats it like? (integrated skills)
XIV week lectures	Grammar (comparatives, superlatives, synonyms, antonyms)
XIV week exercises	Directions
XV week lectures	Famous Couples (text analysis)
XV week exercises	Make-up mid-term test

Student workload	WEEKLY: 2 credits x 40/30 = 2 hours and 40 minutes. Structure of the load: 1h 30 min: lectures, 70 minutes of independent work including consultations. DURING THE SEMESTER: Lectures and final exam: 2 hours and 40 minutes x 16 = 42 hours and 40 minutes. Necessary pre-semester preparations (administration, enrolment, verification) 2 x 2 hours and 40 minutes = 5 hours and 20 minutes. Total workload for the subject 2 x 30 = 60 hours. Additional work for preparation of exams in the make-up exam period, including taking the make-up exam: from 1 to 14 hours. Structure of the workload: 42 hours and 40 minutes (teaching) + 5 hours and 20 minutes (preparation) + 14 hours of additional work.
Per week	Per semester
3 credits x 40/30=4 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 1 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work)
Student obligations	Students are expected to attend lectures and seminars regularly, actively participate in classes, do homework, take tests and final exams.
Consultations
Literature	Liz & John Soars (2003), New Headway Pre-Intermediate: Students Book, OUP. Liz & John Soars (2003), New Headway Pre-Intermediate: Workbook, OUP. L. G. Alexander (1994), Longman English Grammar: Longman, London & New York.
Examination methods	Mid-term test - 40 points; class attendance - 5 points; presentation - 5 points; final exam - 50 points.
Special remarks	The lectures and seminars are held in English.
Comment	None.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO COMPUTER SCIENCE

Course:

INTRODUCTION TO COMPUTER SCIENCE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1955	Obavezan	1	4	2+1+0

Programs	PEDAGOGY
Prerequisites	No preconditions.
Aims	The aim of this course is to introduce students to acquire knowledge and the basics of information technology and to master computer skills and be trained in their use during the study and in business.
Learning outcomes	Upon completion of this course the student will be able to: - Appointed, describe and explain the concepts of Information Technology and Computing; - Recognizes and explain parts of the computer and the functions performed; - Apply programs for word processing (Word), spreadsheet (Excel) and presentation (Power Point) for data processing; - Manipulating files and folders within the Windows operating system; - Use the Internet to find information and sending e-mail.
Lecturer / Teaching assistant	Assoc. Prof. Nikola Žarić
Methodology	Lectures and exercises in the computer classroom.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Computing - basic concepts, development divisions.
I week exercises	Computing - basic concepts, development, distribution - practical examples.
II week lectures	Computers, hardware, development, basic components. Operating systems, Windows operating system, work with files and folders,
II week exercises	Computer hardware - demonstration. Basic settings of the Windows operating system. Work with files and folders.
III week lectures	Computer Networks, WWW, Internet, e-mail, search.
III week exercises	Internet, e-mail, search - practical use.
IV week lectures	Text processors - Word, creating documents, fonts, encoding, working with text, paragraph settings.
IV week exercises	Text processors - Word, creating documents, fonts, encoding, working with text, paragraphs setting - practical work.
V week lectures	Text processors - Word,, work with tables, images, data sheets, work in multiple columns, graphs.
V week exercises	Text processors - Word,, work with tables, images, data sheets, work in multiple columns, graphs - practical work.
VI week lectures	Text processors - Word, create headers, titles, content, footnotes, list of literature.
VI week exercises	Text processors - Word, create headers, titles, content, footnotes, list of literature - practical work.
VII week lectures	Recap material and preparing for the test.
VII week exercises	Practical work on the recapitulation of the material.
VIII week lectures	Colloquium.
VIII week exercises	Colloquium.
IX week lectures	Tabulation of data - Excel, entering and formatting data, the basic formula.
IX week exercises	Tabulation of data - Excel, entering and formatting data, the basic formula - practical work.
X week lectures	Excel, work with formulas, working with multiple worksheets and documents.
X week exercises	Excel, work with formulas, working with multiple worksheets and documents - practical work.
XI week lectures	Excel, work with advanced formulas and graphics.
XI week exercises	Excel, work with advanced formulas and graphics - practical work.
XII week lectures	Applications for graphical presentation - Power Point, working with text, images, tables.
XII week exercises	Applications for graphical presentation - Power Point, working with text, images, tables - practical work.
XIII week lectures	Applications for graphical presentation - Power Point, the effects on text, audio and video content.
XIII week exercises	Applications for graphical presentation - Power Point, the effects on text, audio and video content - practical work.
XIV week lectures	Repetition of colloquium.
XIV week exercises	Repetition of colloquium.
XV week lectures	Recap material and preparing for the final exam.
XV week exercises	Recap material and preparing for the final exam - the practical work.

Student workload	Per week: 4 credits x 40/30 = 5 hours and 20 minutes Structure: 2 hours of lectures 1 hour of practical exercises 2 hours and 20 minutes for individual work, including consultations In semester: Teaching and the final exam: 5 hours and 20 minutes x 16 = 85 hours, 20 minutes Preparation before the beginning of the semester (administration, enrollment, etc) 2 x (5 hours and 20 minutes) = 10 hours, 40 minutes Total work hours for the subject of 4x30 = 120 hours Additional work for the preparation of the examination in the correction of final exam, including the exam taking from 0 to 24 (the remaining time of the first two items, up to the total load of the subject) Structure: 85 hours, 20 minutes (classes) + 10 hours and 40 minutes (preparation) + 24 h (additional work).
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend lectures and exercises, take the test and the final exam.
Consultations	After the lectures and exercises.
Literature	Literature: Material from lectures and exercises, I. Orović, N. Zaric, M. Dakovic, S. Stankovic, Fundamentals of business informatics and information systems 1, UCG, FTH 2010
Examination methods	Attendance and tests - 10 points, 40 points test, final exam - 50 points. The student has passed the examination with 50 or more points in the aggregate.
Special remarks	No.
Comment	Note: Plan implementation program under the terms of thematic units, students will receive at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / GENERAL PSYCHOLOGY

Course:

GENERAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
762	Obavezan	1	5	2+1+0

Programs	PEDAGOGY
Prerequisites	No.
Aims	Introducing students with basic psychological concepts, facts and theories of modern psychology.
Learning outcomes	- After passing this exam a student will be able to: - Explain the subject of psychology as a science, and at the same time taking into account its pluralistic nature. - Explain the basic concepts of psychological methodology along with various methods and techniques and that some of them use. - Explain the nature and progress of cognitive processes- such as perception, learning, memory and forgetting; describe experiments by which they demonstrated a basic knowledge of these processes. - - Explain neurophysiological and neurochemical basis of learning, memory and forgetting. - Explain to construct of intelligence including basic questions linked with the measurement ie. intelligence testing; explain the structure of the different tests and practical purposes as well as the structure of intelligence issues and theories that are motivated by this issue, including domain formulated their application. - Explain the determinants of intelligence; explain certain categories of intellectual development and the content of the concepts of mental retardation, false mental retardation and intellectual talents. - Explain the nature and effects of emotions, temperament and stress. - Explain the motivational processes, types of motivation, their satisfaction and frustration and defense mechanisms triggered during these processes.
Lecturer / Teaching assistant	Vojin Simunović (PhD), Nina Rajković (assistant)
Methodology	Lectures and debates. Preparation according to one essay on a given topic from one of the areas of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Psychology as a discipline.
I week exercises	Fields of psychology.
II week lectures	The subject of psychology.
II week exercises	The contribution of different psychological schools and directions. Analysis of the object of study of psychology depending on the different schools and directions.
III week lectures	Methods of psychology.
III week exercises	Examples of application methods in psychology. Practical introduction to various techniques in psychology (questionnaires, interviews, rating scales, tests, sociometric procedure). The ethics of research in psychology.
IV week lectures	Perception.
IV week exercises	Demonstration of the principles of Gestalt. Context-depended perception.
V week lectures	Learning, memory and forgetting.
V week exercises	Classical conditioning. Emotional conditioning. Screenings of short educational films about experiments in the field of classical and emotional conditioning. Instrumental learning. Screenings of short educational films about experiments in the field of in
VI week lectures	Learning: basic forms.
VI week exercises	Social learning. Showing of educational films about the experiments of Albert Bandura. Insight learning.
VII week lectures	Learning, memory and forgetting: neurophysiological and neurochemical basis.
VII week exercises	The practical execution of the experiment in the field of proactive and retroactive interference. Mnemonics.
VIII week lectures	I Written test.
VIII week exercises	Demonstration of context-dependent memory. Memory disorders.
IX week lectures	Intelligence: the nature and measurement.
IX week exercises	Practical knowledge with tests for assessing intelligence: Binet-Simon scale.
X week lectures	The structure of intelligence.
X week exercises	Practical knowledge with tests for assessing intelligence VITI, REVISK, Ravens Progressive Matrices
XI week lectures	Determinants of intelligence.
XI week exercises	The influence of hereditary and social factors on the development of intelligence.
XII week lectures	Emotions.
XII week exercises	Comparing the contribution of genetics and environment in the development of emotions.
XIII week lectures	II Written test.
XIII week exercises	Recognizing the basic and complex emotions. Cultural differences.
XIV week lectures	Motivation: the nature and types of motives.
XIV week exercises	The hierarchy of motives. The weaknesses of the theory of the hierarchy of motives.
XV week lectures	Satisfaction and frustration motives; Defense mechanisms.
XV week exercises	Frustrations. The types of conflicts. Identifying the types of defense mechanisms in the examples.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours for teaching 1 hour for exercises 3 hours and 40 minutes for individual work, including consultations per semester Teaching and the final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total work hours for course: 5x30 = 150 hours of additional work for exams preparing correction of final exam, including the exam taking from 0 to 30 hours (the remaining time of the first two items to the total load of items) hours structure: 106 hours and 40 minutes. (lectures) + 13 hours and 20 minutes. (preparation) + 30 hours (additional work )
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and doing two tests. Students are prepared by an essay and participate in the debate following the presentation of essays.
Consultations	After the lecture
Literature	• Ljubomir Žiropađa, «Psihologija», Čigoja, 4. izdanje
Examination methods	Activity during the classes 10 points. - 2 written tests with 20 points each. - Final exam with 50 points. Student gets the passing grade If needed at least 51 points
Special remarks
Comment	The plan of implementation of the curriculum by thematic units and terms students will receive at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PHILOSOPHY WITH LOGIC

Course:

PHILOSOPHY WITH LOGIC/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10129	Obavezan	1	5	2+2+0

Programs	PEDAGOGY
Prerequisites	No prerequisites.
Aims	The subject aims to enable students to understand the philosophical problems and basic categories and concepts of philosophy.
Learning outcomes	Upon the completion of this course, students will be able to: 1. Explain the main ideas of Philosophy, its key concepts and problems, as well as its importance and its role in human life. 2. Is familiar with the corpus of philosophical knowledge and methods and their relation to other cognitive experiences (science, art, religion). 3. Explain the specifics of different methods and techniques in the scientific research. 4. Analyze the fundamental philosophical questions about the nature, history, people and their knowledge, creation and action. 5. Connect the acquired knowledge in Philosophy with key concepts of Sociology.
Lecturer / Teaching assistant	Doc.dr Radoje Golovic, mr Darko Blagojevic
Methodology	Lectures. Seminar papers. Studying for tests and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The term and importance of philosophy.
I week exercises	Concept, importance and actuality of philosophy. Interpretation of the text.
II week lectures	Sources of philosophical thought. Puzzlement, doubt and critical opinion. Sense of philosophical questions.
II week exercises	Sources of philosophical thinking. Analysis.
III week lectures	Philosophical method, problem setting, argumentation and dialogue, analysis, synthesis, induction, deduction.
III week exercises	Analysis and synthesis as logical methods. Examples.
IV week lectures	Theoretical and practical philosophy. The notion and distribution of the discipline.
IV week exercises	Theoretical and practical philosophy. Interpretation of the text.
V week lectures	Philosophy in relation to science, art, religion, politics and everyday life.
V week exercises	Philosophy in relation to science. Analysis.
VI week lectures	The first test
VI week exercises	Presentation of seminar papers.
VII week lectures	Ontology and metaphysics: the deduction of basic categories and theories.
VII week exercises	Ontology and metaphysics. Examples.
VIII week lectures	The theory of knowledge: deduction of basic concepts and theories
VIII week exercises	Theory of knowledge as a philosophical discipline.
IX week lectures	Ethics: deduction of basic concepts and theories. Ethics and politics .
IX week exercises	Definition of ethics. Examples.
X week lectures	Aesthetics: basic concepts and theories .
X week exercises	Aesthetics.Examples.
XI week lectures	Philosophy of history: history and the historical science, time and eternity, historical progress, meaning and goal of history.
XI week exercises	The meaning and purpose of history. Interpretation of the text.
XII week lectures	Philosophy and the modern world: humanism and the "death of God", a philosophical critique of humanism, art, science and politics; the culture of the mind and the culture of the heart.
XII week exercises	Philosophical criticism of humanism.
XIII week lectures	Basic movements in the contemporary philosophy: phenomenology, existential philosophy, positivism, analytical philosophy, structuralism, post-modernism and others.
XIII week exercises	Analytical philosophy and the apotheosis of logic.
XIV week lectures	The second test
XIV week exercises	Interpretation of texts
XV week lectures	Philosophy of Education. Significance of PAIDEIA in the ancient culture and Philosophy. Secular and spiritual education.
XV week exercises	Philosophy of education. Analysis.

Student workload	weekly 5 credits x 40/30= 6 hours and 40 minutes Structure: 2 hours of lectures 0 hours of tutorials 4 hours and 40 minutes for individual work, including consultations Teaching and the final exam: ( 6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Preparation before the start of the semester (administration, enrollment, etc ) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total hours for the course 5x30 = 150 hours Additional work for exams, preparation for the final exam, including the exam taking from 0 to 30 hours (the remaining time of the first two items to the total load of cases) Structure: 106 hours and 40 minutes . ( Lectures) + 13 hours and 20 minutes . ( Preparation) + 30 hours ( additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, write a seminar paper, take both tests and the final examination.
Consultations	After the lecture
Literature	Literature:1.P. Kozlovski, Vodič kroz filosofiju,Plato,Beograd, 2003. 2.B. Bošnjak, Uvod u filozofijsko mišljenje i rječnik,Naprijed,Zagreb,1985. Dodatna literatura: - E. Fink, Uvod u filosofiju, NOLIT, Beograd, 1989. - T. Adorno, Filozofska terminolo
Examination methods	Forms of assessment: - Two tests, 20 points each(total of 40 points) - Class attendance, 5 points - Seminar paper, 5 points - Final examination, 50 points. - A pass grade is awarded for the the cumulative number of at least 52 points.
Special remarks
Comment	The students will receive the plan of implementation of the curriculum by thematic units as well as examination times at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / HISTORY OF PEDAGOGY

Course:

HISTORY OF PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10130	Obavezan	1	6	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	To familiarize students with the emergence and development of pedagogical thought since ancient times to the early twentieth century; Training students for expert analysis and critical reflection of different pedagogical ideas and directions through history; Training students for comparative analyzes of different pedagogical standpoint through the history.
Learning outcomes	After passing this exam student will be able to: - Explain the essence and significance of the history of pedagogy as a pedagogical discipline; - Describes the development and connection of pedagogical theory and practice through the historical periods; - Specify and represent the core ideas the pedagogical classics; - Describe the relationship history of pedagogy and other pedagogical disciplines.
Lecturer / Teaching assistant	Associate Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic from one of the areas of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the subject and assignment of students obligations.
I week exercises	Analysis of the rules for essay presentation and process, selection and agreement on time limitation of student elaboration.
II week lectures	Subject, tasks and importance of the history of pedagogy.
II week exercises	Discussion about object of study, tasks and significance of history of pedagogy. Student elaborations and essay analyses on topics and tasks of historical pedagogy.
III week lectures	The development of pedagogical theory and practice through the historical periods.
III week exercises	Analysis of historical development of educational phenomenon (Original community, Ancient Greece- Sparta and Athens, Rome, middle Ages). Work in small groups with materials prepared in advance. Student elaborations and essay analyses on topics of pedagogy
IV week lectures	The development of education in the periods of feudalism, Humanism and the Renaissance.
IV week exercises	Analysis of historical development of educational phenomenon (feudalism, Rable, Montaigne, Mor, Rotherdamsky, Capanela). Work in small groups on fragments from authors original works. Elaborations and essay analyses which is according to plans for this we
V week lectures	Pedagogical ideas of Jan Amos Komensky
V week exercises	Analysis of fragments from Didactica Magna and Maternal School - Komensky. Elaborations and planned essay analyses.
VI week lectures	Pedagogical ideas of John Locke
VI week exercises	Analysis of John Locke contribution to pedagogy, comparison with Komensky. Elaborations and essay analyses.
VII week lectures	I test
VII week exercises	Colloquium analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	Pedagogical ideas of Jean Jacques Rousseau
VIII week exercises	Analysis of the fragments of Emilias education, Russo- work in pairs. Elaborations and essay analyses of Rousseu.
IX week lectures	Pedagogical ideas of Johann Heinrich Pestalozzi
IX week exercises	Analysis of fragments from Linhard and Gertrude, work in small groups. Elaborations essay analyses predicted for this week.
X week lectures	Pedagogical ideas of Johann Friedrich Herbart
X week exercises	Analysis of fragments from general Pedagogy derived from Herberts educational goal. Elaborations and essay analyses of Herbart and his contribution to pedagogy.
XI week lectures	Pedagogical ideas of Friedrich Froebel
XI week exercises	Analysis of Friedrich Froebel contribution to pedagogy, comparison with other pedagogical classics. Elaborations and essay analyses.
XII week lectures	Pedagogical ideas of L. Tolstoy and A. Makarenko
XII week exercises	Analysis of fragments from Tolstoy and Makarenko original works. Elaborations and planned essay analyses.
XIII week lectures	Pedagogical ideas of John Dewey
XIII week exercises	Analysis of fragments from original works of Dewey. Elaborations and essay analyses.
XIV week lectures	The relationship of history of pedagogy and other educational disciplines.
XIV week exercises	Brainstorming- system of pedagogical disciplines and history of pedagogy. Elaborations and planned essay analyses and/or preparation for colloquium/test.
XV week lectures	II test
XV week exercises	Commenting on the results. Elaborations and essay analyses planned for this week.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 2 hours of lectures 2 hours of exercises 5 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including the exam taking from 0 to 42 hours (the remaining time of the first two items to the total load of cases) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (Preparation) + 42 hours (Amendment. Work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	Vucina Zoric - Friday, office 323, 10:30-11:30h, Nađa Kasalica - Thursday, office 326, 10:00-11:00h.
Literature	- Žlebnik, L. (1983). Opšta istorija školstva i pedagoških ideja. Naučna knjiga: Beograd. - Frost, S.E. (1966). Historical and Philosophical Foundations of Western Education. Columbus: Charles E. Merrill Books. - Zorić, V. i Jelić, M.: Pedagoški prakt
Examination methods	- Two tests max 18 points (36 points total) -Homework max 6 points- Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 4 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at min 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO PEDAGOGY

Course:

INTRODUCTION TO PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1920	Obavezan	1	7	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	To help students master the pedagogical terminology, to found out the reasons for the existence and importance of research of pedagogy as science, and to understand role and importance of pedagogy in the stage of preparing the individual for the professional conduct of pedagogical vocation.
Learning outcomes	After passing this exam student will be able to: - Describe of the origin and development of pedagogy; - Explain the basic pedagogical concepts and categories; - Analyzes the functions and forms of education; - Recognizes and connects the main factors of personality development; - Describe the relationship between pedagogy and its relationship with other sciences; - Represent modern pedagogical directions.
Lecturer / Teaching assistant	Associate Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic from one of the areas of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the subject and assignment of students obligations
I week exercises	Introduction. Rules assignment of essay presentation and process, selection and agreement on time limitation of student elaboration.
II week lectures	Historical development of education as a social activity
II week exercises	Analysis of historical development of educational phenomenon. Work in small groups with materials prepared in advance. Student elaborations and essay analyses of themes of historical educational development and ideas of pedagogy.
III week lectures	Basic pedagogical concepts and categories.
III week exercises	Discussion about pedagogical concepts and categories. Elaborations and essay analyses of basic pedagogical concepts and categories.
IV week lectures	Pedagogy and its object of study.
IV week exercises	Analysis of pedagogical object of study and its tasks, work in small groups with materials prepared in advance. Student elaborations and essay analyses of themes of pedagogical object of study and tasks.
V week lectures	The importance, the forms, the creation and development of education
V week exercises	Work in groups (with materials prepared in advance) by which the importance of education, its appearance in forms and its development can be seen. Elaborations and essay analyses planned for this week.
VI week lectures	Possibilities and limits of education I
VI week exercises	Detailed analysis of personality development factors: heritage, social community, education, student conscious creative activity.Theory of personal development (work in groups). Temper, personality. Elaborations and essay analyses and/or preparation of co
VII week lectures	I test
VII week exercises	Analysis of colloquium, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	Possibilities and limits of education II
VIII week exercises	Discussion about temper, the concept of personality, personality traits. Analysis of texts in Pedagogical Chrestomaty (Vlahović and Franković, 1995). Schedule predicted elaboration and essay analysis.
IX week lectures	The system of pedagogical disciplines
IX week exercises	Brainstorming- system of pedagogical disciplines and their objects of study. Elaborations and essay analyses of themes of the system of pedagogical disciplines.
X week lectures	The relationship of pedagogy and other sciences
X week exercises	Work in small groups - Relationship of pedagogy and psychology, sociology, philosophy and anthropology. Schedule predicted elaborations and essay analyses.
XI week lectures	Modern pedagogical theories and trends I
XI week exercises	Analysis of original works -some of which: M.Montessori, E.Key, E.Dirkem, A.Ferier, Kersestajner, W.Dilltey, J.Dewey, E.Clepared, S.Froyd, L.Tolstoy... (work in small groups). Schedule predicted elaborations and essay analyses for this week.
XII week lectures	Modern pedagogical theories and trends II
XII week exercises	Analysis of fragments of original works -some of which: W.Diltey, J.Dewey, E.Clapared, S.Froyd, L.Tolstoy... (work in small groups). Schedule predicted elaborations and essay analyses.
XIII week lectures	Education as function of development of man
XIII week exercises	Work in groups with materials prepared in advance - Education and Society, Education and work, Education and culture, Education and spare time. Elaborations and essay analyses planned for this week.
XIV week lectures	Learning, education and teaching
XIV week exercises	Detailed analysis of terms: learning, education, their relationship and connection. Student elaborations and essay analyses and/or preparation for colloquium.
XV week lectures	II test
XV week exercises	Commenting on the results. Elaborations and essay analyses planned for this week.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 3 hours of lectures 2 hours of exercises 4 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including the exam taking from 0 to 42 hours (the remaining time of the first two items to the total load of cases) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (Preparation) + 42 hours (Amendment. Work)
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	Vucina Zoric - Friday, office 323, 10:30-11:30h, Nađa Kasalica - Thursday, office 326, 10:00-11:30h.
Literature	1. Đorđević, J. i Trnavac, N.: Pedagogija, “Naučna knjiga”, Beograd, 1995. 2. Vlahović, B. et al.: Opšta pedagogija, “Učiteljski fakultet”, Beograd, 1996. 3. Zorić, V. i Jelić, M.: Pedagoški praktikum, "Filozofski fakultet", Nikšić, 2015. 4. Krulj, R.
Examination methods	- Two tests max 18 points (36 points total) -Homework max 6 points- Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 4 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at min 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE II

Course:

ENGLISH LANGUAGE II/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1815	Obavezan	2	4	2+1+0

Programs	PEDAGOGY
Prerequisites	No prerequisites.
Aims	Acquiring the skills of understanding spoken and written texts, developing oral and written communication skills in English, improving and upgrading the existing knowledge of the English grammar.
Learning outcomes	After completing the course, students will be able to: 1. use the English language in everyday oral communication at the intermediate level, 2. use the English language in written communication at the intermediate level, 3. prepare a presentation on the given topic related to their field of study 4. use the English language in professional communication at the intermediate level.
Lecturer / Teaching assistant	Doc. dr Branka Živković, Spomenka Nikolić, MA
Methodology	Lectures, seminars, homework, class presentations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Famous couples (text analysis)
I week exercises	Famous couples (integrated skills)
II week lectures	Grammar (Present Perfect Tense / Past Simple Tense)
II week exercises	Tense revision; short answers
III week lectures	Dos and Donts (text analysis)
III week exercises	Dos and Donts (integrated skills)
IV week lectures	Grammar (Modals: have (got) to; should; must)
IV week exercises	At the doctors. Holidays in January.
V week lectures	Grammar (Time and conditional clauses)
V week exercises	Hot verbs. In a hotel.
VI week lectures	Scared to death (text analysis)
VI week exercises	Scared to death (integrated skills)
VII week lectures	Revision
VII week exercises	Preparation for mid-term test
VIII week lectures	Grammar (Verb patterns 2)
VIII week exercises	Mid-term test
IX week lectures	Infinitives
IX week exercises	Exclamations
X week lectures	Things that changed the world (text analysis)
X week exercises	Things that changed the world (integrated skills)
XI week lectures	Gramatika (Passives; verbs and nouns that go together)
XI week exercises	Writing a review
XII week lectures	Dreams and reality (text analysis)
XII week exercises	Dreams and reality (integrated skills)
XIII week lectures	Grammar (Second Conditional)
XIII week exercises	Phrasal verbs
XIV week lectures	Social Expressions
XIV week exercises	Conversation. Writing and Listening Skills.
XV week lectures	Preparation for the final exam.
XV week exercises	Make-up mid-term test

Student workload
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are expected to attend lectures and seminars regularly, actively participate in classes, do homework, take tests and final exams.
Consultations
Literature	Liz & John Soars (2003), New Headway Pre-Intermediate: Students Book, OUP. Liz & John Soars (2003), New Headway Pre-Intermediate: Workbook, OUP. L. G. Alexander (1994), Longman English Grammar: Longman, London & New York.
Examination methods	Mid-term test - 40 points; class attendance - 5 points; presentation - 5 points; final exam - 50 points.
Special remarks	The lectures and seminars are held in English.
Comment	None.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL COMMUNICATION

Course:

PEDAGOGICAL COMMUNICATION /

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
3067	Obavezan	2	5	2+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introduction of students with issue of communication and solving problems in education process during pedagogical engagement.
Learning outcomes	After the student passes this exam, he will be able to: - Explain basic communication concepts and processes; - Values the importance of communication for the educational process; - Explain the nature and elements of the communication process; - Interprets his role as a pedagogue in communication situations in educational work; - Analyzes types of communication in the pedagogical process.
Lecturer / Teaching assistant	Katarina Todorović, PhD: Sanja Čalović Nenezić, MA
Methodology	Lectures and debates. Preparing an essay on one topic related to the curriculum. Preparing for tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction of students with program and future obligations.
I week exercises	Introduction of students with the way of work. Presentation of rules for preparation and presentation of essays, selection and setting time for realisation.
II week lectures	Interdisciplinary access to communication.
II week exercises	Interdisciplinary access to communication - discussion in pairs and discussion in groups.
III week lectures	Place and importance of Pedagogical communicology in the system of pedagogical disciplines.
III week exercises	Importance of Pedagogical communicology for pedagogists - discussion in groups. Presentation and analysis of essays as scheduled.
IV week lectures	Importance of communication for development of man.
IV week exercises	Discussion: Importance of conversation for personality development and development of identity; after discussion fulfilling of in advance prepared material in groups.
V week lectures	Nature of communication in educational work.
V week exercises	Analyzing elements of communication process; Styles of teachers communication - exercise (in advance prepared materials).
VI week lectures	Communication and human needs.
VI week exercises	Analyzing different classifications of human needs. Exercise: What teachers should/should not do in order to satisfy needs of child.
VII week lectures	Education as communication.
VII week exercises	Preparation for the first colloquium.
VIII week lectures	The first colloquium.
VIII week exercises	Remedial first colloquium.
IX week lectures	Types and kinds of communication.
IX week exercises	Classification communication according to different criteria; discussion in small groups.
X week lectures	Verbal communication in educational process.
X week exercises	Pair work: examples of positive and negative verbal communication. Workshop: "I am telling you a story". Presentation of essays as planned.
XI week lectures	Kinds of messages in the process of conversation.
XI week exercises	Exercise You and me messages. Presentation of essays.
XII week lectures	Non-verbal communication in educational process.
XII week exercises	Pair work: Examples positive and negative non-verbal communications. Workshop: non-verbal communication.
XIII week lectures	Listening and silence in educational work and barriers in the communication process.
XIII week exercises	Explaining elements of active listening. Pair work: Paraphrasing on the base of given situation (sentences). Presentation of essays as planned.
XIV week lectures	Feedback and meta communication in educational work.
XIV week exercises	Preparation for the second colloquium.
XV week lectures	The second colloquium.
XV week exercises	Remedial second colloquium.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in the debates and take the final exam. Students are also obliged to prepare an essays and initiate a debate upon its presntation.
Consultations	Friday, at 15 p.m.
Literature	* Brajša, P., (1994) Pedagoška komunikologija, Školske novine, Zagreb • Reardon, Kathleen K., (1998) Interpersonalna komunikacija, prevod: Prof. dr Pavao Novosel, Alinea, Zagreb • Tomić, Z., (2003) Komunikologija, Čigoja, Beograd • Trebješanin, Z i Žikic, B. (2015) Neverbalna komunikacija, Zavod za udzbenike, Beograd
Examination methods	Tests 15 points each, an essays 11 point, active participation 10 points; final examination 49 points. Passing grade can be4 given if a students collects at least 51 poents.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / DEVELOPMENTAL PSYCHOLOGY

Course:

DEVELOPMENTAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
768	Obavezan	2	7	3+2+0

Programs	PEDAGOGY
Prerequisites	General psychology
Aims	The goal of this course is for students to become familiar with the general principles of development, individual differences in development, and disorders that can accompany an individuals development path. This knowledge is necessary in the practice of encouraging high-quality psychophysical growth and development of school-age children, a prerequisite for the adequate implementation of educational work.
Learning outcomes	After the student passes this exam, he will be able to: 1. describe the specifics of development in childhood and adolescence; 2. explain normative development and characteristics of individual development; 3.analyzes the influence of socialization agents (family, peers, school, media...) on child development and creation of self-concept; 4. identifies developmental disorders; 5. application of acquired knowledge in working with children of typical and atypical developmental flow; 6. works in a multidisciplinary team that directs development through educational activities.
Lecturer / Teaching assistant	Olivera Kalajdžić PhD, MA Ljiljana Bogdanović
Methodology	Lectures and discussions. Preparation of one seminar paper on a given topic from one of the content areas of the course. Consultations. Studying for colloquiums and the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to developmental psychology, basic concepts.
I week exercises	Basic concepts of developmental psychology
II week lectures	Theories of development.
II week exercises	Application of methods and techniques of developmental psychology
III week lectures	Methods and techniques of developmental psychology
III week exercises	Review of research in the field of developmental psychology
IV week lectures	General laws of development, periodization of development
IV week exercises	Social and personal factors of development
V week lectures	Social and personal factors of development, with special reference to the school context.
V week exercises	Prenatal
VI week lectures	Physical growth and development.
VI week exercises	First test
VII week lectures	Cognitive and emotional development.
VII week exercises	The development of emotion
VIII week lectures	A picture of yourself.
VIII week exercises	Physical and motor development
IX week lectures	Moral development.
IX week exercises	Elementary school children - activities
X week lectures	Gender differences and gender roles.
X week exercises	Development of morality
XI week lectures	Play and drawing as a diagnostic tool.
XI week exercises	The second test
XII week lectures	Social development and socialization of children.
XII week exercises	Review of developmental disabilities
XIII week lectures	Developmental disorders.
XIII week exercises	Review of developmental disabilities
XIV week lectures	Specifics of working with children with special developmental needs.
XIV week exercises	Review of developmental disabilities
XV week lectures	Giftedness and creativity
XV week exercises	Essay

Student workload
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and do two colloquiums. They prepare one seminar paper each. The work is presented in front of the group and everyone participates in the discussion. Taking the final exam is mandatory.
Consultations	Once a week after class
Literature	- Brković, A. (2011). Razvojna psihologija. Čačak: Regionalni centar za profesionalni razvoj zaposlenih. - Berk,L.E. (2008). Psihologija cjeloživotnog razvoja. Jastrebarsko:Slap. - Klarin, M. (2006). Razvoj djece u socijalnom kontekstu. Jastrebarsko: Slap. - Pijaže, Ž. (1990). Psihologija razvoja deteta. Novi Sad: Dobra vest. - Pijaže, Ž. I Inhelder, B. (1977). Intelektualni razvoj deteta. Beograd: Zavod za udžbenike i nastavna sredstva. - Vigotski, L.S.(1977). Mišljenje i govor. Nolit. Beograd.
Examination methods	- attendance and participation in classes with 5 points; - seminar work with 5 points; - two colloquiums with 20 points each (40 in total); - final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / THEORY OF EDUCATION

Course:

THEORY OF EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
1921	Obavezan	2	7	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	That students acquire pedagogical terminology, learn the characteristics of educational work and other pre-conditions necessary for effective work with children; to develop and expand their own educational culture.
Learning outcomes	After passing this exam student will be able to: - Explain the determinants and different understandings of the concept and objective of education; - Identify ways to operationalize the objectives of education; - Explain the components of education and their relationship; - A describe of the general educational principles and methods; - Recognizes the importance of educational means of mass communication.
Lecturer / Teaching assistant	Assistant Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic from one of the content of subject areas. Testing of knowledge and preparation for the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the subject and assignment of students obligations
I week exercises	Introduction of rules for essay process and presentation, selection and agreement on time limitation of student elaboration.
II week lectures	Place and tasks of General pedagogy in the system of pedagogical disciplines
II week exercises	Discussion and place analysis of General pedagogy within the systems of pedagogical disciplines. Elaborations and analyses of planned essays.
III week lectures	The aim of education; Different approaches to the concept and objective of education.
III week exercises	Discussion about objectives of education from historical aspects and comparisons with contemporary educational needs and formulation of object of education. Text analysis from pedagogical chrestomaty (Vlahović and Franković, 1996) of objective of educati
IV week lectures	Determinants of the objectives and tasks of education; Concretization of the objective of education - creating a system of tasks
IV week exercises	Brainstorming: What defines the objective of education and how it can be concretized? Analyses of the results and discussions about determinants of objectives of education and criteria for tasks classification. Student elaborations and essay analyses of t
V week lectures	General principles of educational work
V week exercises	Work in small groups- principles of education (materials prepared in advance). Elaborations and essay analyses of topics on principles of education.
VI week lectures	Methods of pedagogical work and associated tools.
VI week exercises	Work in small groups (materials prepared in advance) - Methods and objects of education. Student elaboration and essay analysis and/or preparation for test.
VII week lectures	I test
VII week exercises	Test analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	Components (sides, areas) of education and their interdependence
VIII week exercises	Detailed analysis and defining the components of education, inspection of mistakes and the analysis their independence. Elaborations and essay analyses which is according to plans for this week.
IX week lectures	Intellectual education
IX week exercises	Text analysis from Pedagogical chrestomaty (Vlahović and Franković, 1996) of intellectual education (work in groups). Elaborations and essay analyses planned for this week.
X week lectures	Physical education
X week exercises	Work in groups, with prepared materials: Physical education, its significance, tasks, relationship eith other educational components. Elaborations and essay analyses planned for this week.
XI week lectures	Moral education
XI week exercises	Brainstorming: morality, moral behavior, moral education? Discussion about significance of moral education and attitude towards it through historical overview. Elaborations and essay analyses of topic on moral education.
XII week lectures	Aesthetic education
XII week exercises	Aestetics, what is aestetical in life, aestetic education? Discussion and clarification of terms. Component analysis of aestetic education, its objective, methods, tasks. Elaborations and essay analyses planned for this week.
XIII week lectures	Working education
XIII week exercises	Text analysis of topics on working education from Pedagogical chrestomaty (Vlahović and Franković, 1996). Elaborations and essay analyses planned for this week.
XIV week lectures	The means of mass communication and their educational significance
XIV week exercises	Clarification of terms - means of mass communication- discussion about their application in educational system. Video and other materials about significance and possibilities of application. Student elaborations and essay analyses and/or preparation for
XV week lectures	II test
XV week exercises	Commenting on the results. Elaborations and essay analyses planned for this week.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 3 hours of lectures 2 hours of exercises 4 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including the exam taking from 0 to 42 hours (the remaining time of the first two items to the total load of cases) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (Preparation) + 42 hours (Amendment. Work)
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after his presentation.
Consultations	Vucina Zoric - Friday, office 323, 10:30-11:30h, Nađa Kasalica - Wednesday, office 326, 10:00-11:00h.
Literature	1. Đorđević, J. i Trnavac, N.: Pedagogija, “Naučna knjiga”, Beograd, 1995. 2. Vlahović, B. et al.: Opšta pedagogija, “Učiteljski fakultet”, Beograd, 1996. 3. Zorić, V. i Jelić, M.: Pedagoški praktikum, "Filozofski fakultet", Nikšić, 2015. 4. Krulj, R.
Examination methods	- Two tests max 18 points (36 points total) -Homework max 6 points - Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 4 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / FAMILY PEDAGOGY

Course:

FAMILY PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2651	Obavezan	2	7	3+2+0

Programs	PEDAGOGY
Prerequisites	No requirements.
Aims	The goal of the course is for students to acquire as complete knowledge as possible about the family, its educational function and ways of achieving that function, to be trained from the pedagogues perspective to achieve a partnership with the family, as well as to be trained for critical reflection and evaluation of contemporary tendencies and parenting practices.
Learning outcomes	After completing the Family Studies course, students will be able to: - understand the position of family pedagogy as a scientific discipline and its contribution to other sciences, - explain the basic concepts and different understandings of the concept of family, - classify, analyze and think critically about development, the basic functions of the family and the competences of parents in encouraging the development and upbringing of children - critically evaluate contemporary trends in family development, functioning and education - explain and distinguish different educational phenomena and modalities of mutual relations between family members - identify the importance of cooperation between educational institutions and families - apply the skills of effectively establishing cooperation with parents - identify, explain, distinguish and evaluate areas, contents, methods, strategies and models of cooperation with parents - plan, explain and analyze the program of cooperation and pedagogical education of parents - understand family education in the context of specific social circumstances.
Lecturer / Teaching assistant	Assistant professor PhD Jovana Marojević, Teaching Assistant MA Sanja Čalović Nenezić
Methodology	Lectures, workshops and debates. Independent work of students - preparation, presentation and defense of one essay each. Continual knowledge evaluation in the function of the most efficient preparation for the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Family, childhood and upbringing in the family: a view through history.
I week exercises	Agreement on student obligations; delegation of topics for essays/seminar papers; agreement on testing dynamics and evaluation criteria; reference to basic and additional literature.
II week lectures	"Family Construction"; "ideal", "normal" and "other" families.
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Social context of family life: critical analysis of selected examples (individualist and collectivist cultures)
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	Developmental niche - the nature and needs of the child as the basis of family upbringing I.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Developmental niche - the nature and needs of the child as the basis of family upbringing II.
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Test I
VI week exercises	Analysis of test results; presentation of the students independent work (essay/seminar work).
VII week lectures	Theories of the parent-child relationship: attachment theory.
VII week exercises	Presentation of the students independent work (essay/seminar paper).
VIII week lectures	Theories about the parent-child relationship: the theory of parenting styles.
VIII week exercises	Presentation of the students independent work (essay/seminar paper).
IX week lectures	Parental authority and power relations in the adult-child dyad.
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Discipline and disciplining children in the family: a critical analysis.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	Education and prosocial behavior of children.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	Modern family and parenting in the modern family: critical reflections I.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Modern family and parenting in the modern family: critical reflections II.
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Partnership of educational institution and family: ecological holistic approach to child education.
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	Test II
XV week exercises	Discussion on the results of the Test; presentation of the students independent work (essay/seminar work); discussion about the form of the exam, evaluation criteria, etc.

Student workload
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and take two tests. Students prepare one independent written work (essay) and participate in the discussion after its presentation.
Consultations	/
Literature	Nenadić, M. (2011): Pojmovne i istorijske dimenzije detinjstva u Sociologija detinjstva (hrestomatija). Sombor: Pedagoški fakultet. Arijes, F. (1989): Vekovi destinjstva. Beograd: Zavod za udžbenike i nastavna sredstva. str. 11-14; 176-186; 252-310. Vederli, R. (2005): Kolaps kulture. Beograd: Clio. str. 162-185alić Kreso, A. (2004): Koordinate obiteljskog odgoja. Sarajevo: JEŽ. str. 11-16. Kačapor, S., Vilotijević, N. (2005): Školska i porodična pedagogija. Učiteljski fakultet: Beograd. Str. 327-331. Milić, A. (1987): Pedagoška enciklopedija. Zavod za udžbenike i nastavna sredstva: Beograd. Str. 47-49. Engels, F. (1967): Poreklo porodice, privatne svojine i države. Str. 14-34; 67-77. French, V. (2019): Ancient History od Parenting. In Bornstein, M. (ed.): Handbook of Parenting, Vol. 2 Biology of Parenting. Rautledge: New York. str. 287-320. Milić, A. (prir.) (1988): Rađanje moderne porodice. Beograd: Zavod za udžbenike i nastavna sredstva. Str. 5-41. Kušević, B. (2017): Nacrtajte mi jednu idealnu obitelj... Hegemonijske konstrukcije idealne obitelji u crtežima studenata pedagogije. Rasprave i članci. 309-328 Pašalić Kreso, A. (2004): Koordinate obiteljskog odgoja. JEŽ. str. 16-22; 36-43; 87. Maleš, D., Kušević, B. (2017): Nova paradigma obiteljskog odgoja. U Maleš, D. (ur.): Nove paradigme ranoga odgoja. Filozofski fakultet Sveučilišta u Zagrebu. str. 41-66. Bowlby, J. (1969/1982). Attachment and loss: Vol. 1. Attachment (2nd ed.). New York: Basic Books (Original work published 1969). Gleason, T., Narvaez, D. (2019): Beyond Resiliance to thriving: Optimizing Child Wellbeing. International Journal of Wellbeing, 9 (4), 59-78. Amato, P. (2005). The impact of family formation change on the cognitive, social, and emotional wellbeing of the next generation. The Future of Children, 15, pp. 75–96. Fry, D. P. (2006). The human potential for peace: An anthropological challenge to assumptions about war and violence. New York, NY: Oxford University Press. Hambrick, E., Brawner, T., Perry, B., Brandt, K., Hofmeister, C., Collins, J. (2018): Beyond the ACE score: Examining relationships between timing of developmental adversity, relational health and developmental outcomes in children. Archives of Psychiatric Nursing, https://doi.org/10.1016/ j.apnu.2018.11.001. Hewlett, B., Lamb, M. (Eds.) (2005): Hunter–gatherer childhoods: Evolutionary, developmental and cultural perspectives. New Brunswick, NJ: Transaction. Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191–195. doi:10.1111/1467–8721.00198 Konner, M. (2005). Hunter–gatherer infancy and childhood: The !Kung and others. In B. Hewlett, & M. Lamb (Eds.), Hunter–gatherer childhoods: Evolutionary, developmental and cultural perspectives (pp. 19–64). New Brunswick, NJ: Transaction. Narvaez, D., Gleason, T., Wang, L., Brooks, J., Lefever, J., Cheng, A., & Centers for the Prevention of Child Neglect (2013). The Evolved Development Niche: Longitudinal effects of caregiving practices on early childhood psychosocial development. Early Childhood Research Quarterly, 28(4), 759–773. Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (2013). The value of using an evolutionary framework for gauging children’s wellbeing. In D. Narvaez, J. Panksepp, A. Schore, & T. Gleason (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 3–30). New York: Oxford University Press. Narvaez, D., Gleason, T. (2013): Developmental Optimization. In Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (Eds.) Evolution, Early Experience and Human Development: From Research to Practice and Policy. New York: Oxford University Press. Gleason, T., Narvaez, D. (2014): Childhood Environments and Flourishing. In Narvaez, D., Valentino, K., Fuentes, A., McKenna, J., Gray, P. (eds.) (2014): Ancestral Landscapes in Human Evolution. New York: Oxford University Press. pp. 335-349. Narvaez, D. (2016). Embodied morality: Protectionism, engagement and imagination. Palgrave Macmillan. Narvaez, D., Braungart-Rieker, J., Miller-Graff. L., Gettler, L., Hastings, P. (eds.) (2016): Contexts gor Ypung Children Flourishing. New York: Oxford University Press. Narvaez, D. (2020): Moral education in a time of human ecological devastation, Journal of Moral Education, DOI: 10.1080/03057240.2020.1781067. Shonkoff, J., Richter, L., van der Gaag, J., Bhutta, Z. (2012): An Integrated Scientific Framework for Child Survival and Early Childhood Development. Pediatrics. 129:2, pp Harlow, H., Dodsworth, R., Harlow, M. (1965): TOTAL SOCIAL ISOLATION IN MONKEYS. R. Rosenthal, L. Jacobson (1968): Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development Joseph Guttmann , Amnon Lazar & Moran Karni (2008) Teachers and School Childrens Stereotypic Perception of the Child of Divorce: 20 Years Later, Journal of Divorce & Remarriage, 49:1-2, 131-141 Siegel, D., Hartzell, M. (2014): Parenting from the Inside Out. New York: Penguin. Siegel, D. (2013): Brainstorm: The Power and the Purpose of The Teenage Brain. New York: Penguin. str. 131-134. van Bakel, H., Hall, R. (2018): Parent-Child Relationships and Attachment. In M. R. Sanders, A. Morawska (eds.). Handbook of Parenting and Child Development Across the Lifespan. Springer. Grolnick, W., Caruso, A., Levitt, R. (2019): Parenting and Children’d Self-regulation. In Bornstein, M.(ed). Handbook of Parenting, Volume 5, The Practice of Parenting. Routledge. Landford, J. (2019): Parenting and Child Discipline. In Bornstein, M.(ed). Handbook of Parenting, Volume 5, The Practice of Parenting. Routledge. Spinrad, T., Eisenberg, N., Valiente, C. (2019): Parenting and Children’s Prosocial Development. In Bornstein, M.(ed). Handbook of Parenting, Volume 5, The Practice of Parenting. Routledge. Petani, R. (2011): Odnos roditelj-dijete. U Maleš, D. (ur.): Nove paradigme ranog odgoja. Filozofski fakultet Sveučilišta u Zagrebu. Str. 97-125. Gordon, T. (2006): Umeće roditeljstva. Kreativni centar. str. 112-122; 141-155. Baumrind, D. (2013): Authoritative Parenting revisited: History and Current Status. In Larzelere, R., Morris, A., Harrist, A. (Eds.): Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. Baumrind, D. (2012): Differentiating between Confrontive and Coercive Kinds of Parental Power-Assertive Disciplinary Practices. Human Development, 55: 35-51.
Examination methods	Forms of testing and evaluation: - Two tests with 20 points (40 points in total), - Presentation and essay defense 7 points; - Class attendance 3 points; - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE III

Course:

ENGLISH LANGUAGE III/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2627	Obavezan	3	3	2+1+0

Programs	PEDAGOGY
Prerequisites	None
Aims	Preparing students to use professional literature in English independently and actively as well as working on enhancing all four language skills
Learning outcomes	After the student passes this exam, he/she will be able to: - upgrade language skills of English (speaking, listening, reading, writing), - use the specialist English vocabulary in the field of methodology of teaching and pedagogy, - enrich the vocabulary of English in the field of the child development, motivation in learning, the parent-child relation, the teacher - child relation, - enhance the use of grammar structures in English
Lecturer / Teaching assistant	Saša Simović, Associate Professor, Spomenka Nikolić, MA
Methodology	Lectures, consultations, presentations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the course
I week exercises	Introduction to the course
II week lectures	Back to school
II week exercises	Integrated skills
III week lectures	A point of view of a child; Childhood memories
III week exercises	Integrated skills
IV week lectures	Nature vs. nurture; Developmental psychology
IV week exercises	Integrated skills
V week lectures	Sleep survey report; Sleep disorders; Sleep vs. healthy lifestyles
V week exercises	Integrated skills
VI week lectures	Aspects of the reading process
VI week exercises	Integrated skills
VII week lectures	Erikson: stage 1 (hope)
VII week exercises	Integrated skills
VIII week lectures	Erikson: stage 2 (autonomy vs. shame and doubt)
VIII week exercises	Integrated skills
IX week lectures	TEST 1
IX week exercises	Integrated skills
X week lectures	Erikson: stage 3 (purpose: initiative vs. guilt)
X week exercises	Integrated skills
XI week lectures	Primary school; Child vs. teacher
XI week exercises	Integrated skills
XII week lectures	Motivation in the classroom
XII week exercises	Integrated skills
XIII week lectures	Group work vs. individual work
XIII week exercises	TEST 2
XIV week lectures	Creative teaching; The role of a teacher
XIV week exercises	Integrated skills
XV week lectures	General revision
XV week exercises	General revision

Student workload	WEEKLY 3 credits x 40/30= 4h 0min
Per week	Per semester
3 credits x 40/30=4 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 1 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes, prepare themselves and participate actively in discussions
Consultations	After each class
Literature	1. Mirjana Prica. English for Students of Psychology and Education. Beograd, Plato, 1996. 2. W. A. Ytreberg. Teaching English to Children. New York, Longman, 2010. 3. Erik Erikson, Identity and the Life Crisis; New York: Norton, 1980; 4. Additional materials (texts, audio-visual materials, grammar tests ...)
Examination methods	attendance - 5p, test 1 - 20p, test 2 - 30p, final exam - 45p. A pass mark is obtained by collecting at least 50 points.
Special remarks	Lectures and seminars are taught in English
Comment	This subject is aimed for the students of Teachers Education and Pedagogy

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PRACTICE I

Course:

PEDAGOGICAL PRACTICE I/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10422	Obavezan	3	3	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims
Learning outcomes	- After passing the exam, the student will be able to: - - Describe and explain the basic concepts and theories of school pedagogy; - - Analyze the school system and place the school in the system; - - Explain the origin and development of the school, crisis and criticism of the school and alternative schools; - - Appoint the structure of educational activities of the school; - - Connect and clarify the role of students and teachers at the school; - - Differ various forms of school governance.
Lecturer / Teaching assistant	Jelena Vukotić, MA
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	School pedagogy as scientific branch.
I week exercises	Analysis of the system of pedagogical disciplines and the position of school pedagogy in it. Specifying the method for both writing and presentation of essays.
II week lectures	Establishing and development of school.
II week exercises	Review of the school historical development. Defining essay subjects and drafting of the presentation plan.
III week lectures	Significance and specifics of school education.
III week exercises	Analysis of the essential pedagogical concepts: upbringing, education and teaching. Working on the previously prepared materials.
IV week lectures	Criticism of school and school way of education.
IV week exercises	Analysis of the essential elements of the critic of school and associating those elements with the present school situation.
V week lectures	Types of schools.
V week exercises	Discussion about the characteristics of primary and secondary (general-program and professional) school.
VI week lectures	School and school system.
VI week exercises	Structure of the educational system in Montenegro with a special review of the school system.
VII week lectures	I test/exam.
VII week exercises	Essay presentation.
VIII week lectures	Structure of educational activity of school.
VIII week exercises	Essay presentation.
IX week lectures	Position of pupils in schools.
IX week exercises	Analysis of the student’s position in school. Working on the previously prepared materials.
X week lectures	Role and tasks of teachers in school work.
X week exercises	Discussion about the key roles of a teacher in school, as well as about his/her most important personal and professional qualities .
XI week lectures	Methodology of educational activity in contemporary school.
XI week exercises	Essay presentation.
XII week lectures	School and State– how to democratize school.
XII week exercises	Essay presentation.
XIII week lectures	Role and tasks of school pedagogy teacher.
XIII week exercises	Analysis of the basic school pedagogue’s working areas. Exposition of the key activities of each of the working areas – associating those activities with practice.
XIV week lectures	School and its surroundings.
XIV week exercises	School and its wider surroundings.
XV week lectures	II test/exam.
XV week exercises	Essay presentation.

Student workload	Per week ects x 40/30 = 6 hours and 40 min Structure: 2 hours of lectures 1 hours of the exercises 3 hours and 40 minutes of individual work and consultations
Per week	Per semester
3 credits x 40/30=4 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 0 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take two tests. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	On wednesdays 13.00 a.m.
Literature	• Trnavac, N. iĐorđević, J.: Pedagogija(glava III i IV), Naučnaknjiga, Beograd, 1992. • Krneta, Lj. idr.:Pedagogija II (poglavlje o školi), MaticaHrvatska, Zagreb, 1968. • Trnavac, N. :Školskapedagogija I i II, Beograd, 2005. • Vilotijević, M.: Organiz
Examination methods	It is garded: - Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks
Comment	The plan of accopmlishment of the curriculum by themes and segments will be given to students at the beginning of the term.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PRESCHOOL PEDAGOGY

Course:

PRESCHOOL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
844	Obavezan	3	5	3+1+0

Programs	PEDAGOGY
Prerequisites	No prerequisites required.
Aims	Insight into the development of pedagogical thought a well as the early age educational process, along with an insight into the most important pedagogical ideas and theories that have found their practical application in classic systems of preschool educational system. Introducing students into the place and role of preschool pedagogy as a scientific and educational discipline, and its place in the system of pedagogy. Teaching students about preschool pedagogy and its relationship to other relevant social sciences and other educational disciplines. An insight into the basic dimensions of education at the preschool age.
Learning outcomes	Upon completion of the course, the student will be able to: - Explain the characteristics and importance of observing children, and systematic ways of monitoring the application of various techniques of observation (anecdotes, checklists, rating scales, narrative techniques, interviews ...); - Develop thematic plan and apply an integrated approach in working with children; - Explain the meaning of a holistic approach to working with children of preschool age; - Provide a precise description of the different roles of teachers in pre-school institutions; - Explain the criteria for designing various preschool programs; - Fully estimated the importance of "imlicitnihteorija" and knowledge of teachers of early childhood education.
Lecturer / Teaching assistant	Tatjana Novovic,Ph.D. Jelena Vukotić, M.A.
Methodology	Lectures and debates. Preparing an essay on one of the topis related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introductory remarks, themes and content
I week exercises	Introductory remarks, themes and contents; proposing and possible discussing topics of term papers; scheduling.
II week lectures	Socialization and Education
II week exercises	Analysis and comparison of functional and humanistic approach to education, on the materials prepared in advance; Analysis and comparison of cognitive development and maturation-socialization approach (work on the materials prepared in advance); analysis
III week lectures	The objectives and functions of preschool education;
III week exercises	Analysis of individual functions of discussion on the preschool education.
IV week lectures	Monitoring and observation of children (techniques and procedures of recording and individualized follow-up of the children)
IV week exercises	Analysis of examples related to different techniques and monitoring procedures, the materials prepared in advance; work in small groups on designing the most commonly used techniques of observation in kindergarten.
V week lectures	Open system of education (experience, needs and interests of children, as a starting point for learning in the specific context)
V week exercises	A discussion about the characteristics of an open system of education; the open curriculum features; Cooperation with the family and the local community; the role of educators in an open system.
VI week lectures	Dealing with childrens behavior.
VI week exercises	Discussion of key points: discipline, rewards, punishment; positive and negative concept of discipline; behavioral and humanistic approaches to discipline; Punishments and rewards vs. reciprocal sanctions (limiting, braking) and support (recognition, unde
VII week lectures	Pre-school curricula and thematic planning
VII week exercises	Basics of thematic planning; thematic plans in small groups (work on materials prepared in advance).
VIII week lectures	Mid-term test 1 / colloquium
VIII week exercises	Presentation and analysis of seminar.
IX week lectures	The roles of teachers in the educational process (teachers as reflective practitioners)
IX week exercises	The role of reflection and self-reflection in developing pre-school teachers as teachers who practically implement the ideas; Teacher as a tradition, and reflective practitioner.
X week lectures	Teamwork and cooperation of educators with professional services
X week exercises	Comparison of group and team work; Understanding the functioning of the team and its efficiency (work on prepared materials).
XI week lectures	Playing games and Creativity
XI week exercises	The concept of the game; classification games; The concept and characteristics of creativity; The concept and characteristics of a gifted child; developing creativity and talent in the early ages.
XII week lectures	The development of identity, self-esteem and independence in children in the family and the institution
XII week exercises	Discussion on the development of self-concept (identity) in children of preschool age; concepts of learning and learning independence dependency.
XIII week lectures	Cooperation of family and kindergarten and behavior problems in preschool children
XIII week exercises	The forms of cooperation between family and kindergarten; the benefits of cooperation between family and kindergarten.
XIV week lectures	Preschool education programs in the world (Curricula-Sweden, Canada, Japan, New Zealand)
XIV week exercises	Presentation and analysis of video material on pre-school education in the world.
XV week lectures	Mid-term test 2 / colloquium
XV week exercises	Presentation and analysis of seminar papers.

Student workload	Per week 6 ects x 40/30 = 8 hours Structure: 3 hours of lectures 1 hours of the exercises 4 hours of individual work and consultations
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Consultations
Literature	Mitrović, D. Predškolska pedagogija, Sarajevo, Veselin Masleša, 1967. • Kamenov, E. Predškolska pedagogija I, Beograd, ZUNS, 2002. • Marjanović, A., Tematsko programiranje: izvori, konceptualizacija, pedagoška razrada i primena, Predškolsko dete, 2001. •
Examination methods	Tests 20 points each, an essay10 points, active participation 5 points; final examination 45 points. Passing grade can be given if a student collects at least 55 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO DIDACTICS

Course:

INTRODUCTION TO DIDACTICS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2286	Obavezan	3	5	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing students to the concept, function and essence of didactics as a pedagogical discipline. Acquaintance with basic teaching and educational processes, laws, principles and legalities.
Learning outcomes	After passing the exam, the student will be able to: - Explain basic didactic processes, concepts, factors and categories; - Analyzes forms of planning and evaluation of teaching, compares modern and traditional models of planning and evaluation; - Compare the structure of the class-subject-hour system in the past and the present; - Uses a general educational framework for mapping learning, teaching problems and current topics; - Uses scientific-didactic sources to study problems in teaching and learning; - Uses theoretical-empirical approaches when presenting certain questions and problems in teaching; - Participates in team solving of problems related to the organization of teaching and learning.
Lecturer / Teaching assistant	Assistant professor PhD Milica Jelic and Teaching Assistant MA Milena Krtolica
Methodology	Lectures and debates. The preparation of an essay on a given topic from a field of the subject content. Study for the tests and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept, the role and importance of didactics as a scientific discipline.
I week exercises	The division of topics for essays on determining the dynamics of their creation. Analysis of basic didactic concepts. Division of topics for seminar papers, determination of the time of their realization. Discussion.
II week lectures	Historical retrospective of the development of didactics.
II week exercises	Extracting and analyzing the key ideas of the most prominent thinkers about teaching and learning. Presentation of the seminar work, followed by critical analysis and group discussion.
III week lectures	The relation between didactics and other sciences. The place of didactics in the system of pedagogical disciplines.
III week exercises	Interpretations of the importance of other sciences for the organization of teaching. The relationship between didactics and pedagogical disciplines - interpretation and analysis. Presentation of the seminar work, followed by critical analysis and group discussion.
IV week lectures	The concept and the essence of teaching. The ways and processes of cognition in teaching.
IV week exercises	Extracting the basic characteristics of teaching from different textbooks and source literature. Analysis of the stages of the learning process in teaching. Presentation of the seminar work, followed by critical analysis and group discussion. Presentation of the seminar work, followed by critical analysis and group discussion.
V week lectures	Basic factors of teaching. The teacher, his personality and role in the educational process.
V week exercises	Discussion on the relationship between students and teachers in teaching (the student as subject and object of the teaching process; what is the role of the teacher in this). Interpretation of the importance of other (direct and indirect) factors of teaching work. Presentation of the seminar work, followed by critical analysis and group discussion.
VI week lectures	Student participation in the educational process.
VI week exercises	Discussion on the relationship between students and teachers in teaching (the student as subject and object of the teaching process; what is the role of the teacher in this). Interpretation of the importance of other (direct and indirect) factors of teaching work. Presentation of the seminar work, followed by critical analysis and group discussion.
VII week lectures	Test 1
VII week exercises	Presentation of the seminar work, followed by critical analysis and group discussion.
VIII week lectures	Rules, principles and regulations in the process of teaching and learning.
VIII week exercises	Interpretation of the terms laws, principles and rules of teaching work. Presentation of the seminar work, followed by critical analysis and group discussion.
IX week lectures	Origin, development and essence of the class-subject-hour system.
IX week exercises	Analysis of the development, advantages and criticism of the class-subject-class system.
X week lectures	The variety of learning paradigms and teaching approaches that can arise from them.
X week exercises	Analysis of learning paradigms and teaching approaches. Presentation of the seminar work, followed by critical analysis and group discussion.
XI week lectures	Metacognitive strategies in teaching.
XI week exercises	Analysis of metacognitive strategies in teaching. Presentation of the seminar work, followed by critical analysis and group discussion.
XII week lectures	Models of teaching organization.
XII week exercises	Analysis of different models of teaching organization. Presentation of the seminar work, followed by critical analysis and group discussion.
XIII week lectures	Teaching planning and teacher preparation;
XIII week exercises	Analysis of teachers work plans as well as different preparations for lessons.
XIV week lectures	Vrednovanje i ocjenjivanje nastavnog rada;
XIV week exercises	Defining and demarcating different dokimological terms with emphasis on the difference between evaluation and evaluation. Preparation for the colloquium.
XV week lectures	Test 2
XV week exercises	Colloquium analysis. Giving guidelines for the exam.

Student workload	Per week 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 1 hour of exercises 2 hours and 40 minutes for individual work, including consultations In the course of the semester. During semester Teaching and the final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (6 h 40 min) = 13 hours and 20 minutes. Total hours for the course 5x30 = 150 hours. Additional work for exams preparing correction of final exam, including the exam taking from 0 to 30 hours (the remaining time of the first two items to the total load of cases). Structure: 106 hours and 40 minutes. (Lectures) + 13 hours and 20 minutes. (Preparation) + 30 hours (Amendment. Work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in debates and take two tests. Students are supposed to prepare an essay and participate in debates after its presentation.
Consultations	On Tuesdays, 13.30
Literature	Vilotijević, M.: Didaktika I i III, Naučna knjiga, Beograd, 1999; Bognar, L. i Matijević, M.: Didaktika, Školska knjiga, Zagreb, 2002; Sladoje-Bošnjak, B.: Metakognitivne strategije u nastavi, Filozofski fakultet, Pale, 2013.
Examination methods	- Two tests – 20 points each (40 points total), - Making a point in classes and taking part in debates – 5 points; - Preparation of a seminar paper on a given topic – 5 points; The passing grade is awarded for the cumulative number of least 51 points. - Final exam – 50 points.
Special remarks	None
Comment	None

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PSYCHOLOGY

Course:

PEDAGOGICAL PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
774	Obavezan	3	7	3+2+0

Programs	PEDAGOGY
Prerequisites	No prerequisites required.
Aims	Preparation and training of students to understand complex psychological processes that determine the learning process and teaching process. The goal is to prepare them for the role of school advisors, coordinators of activities related to increasing motivation for work, organizers of a productive organizational climate in school, and promoters of the values of an idiographic approach in teaching.
Learning outcomes	After passing this exam, the student will be able to: 1. apply research methods and techniques in educational psychology; 2. take appropriate measures to correct and enhance the teaching process; 3. identify behaviors atypical for the observed age group and, in collaboration with parents, the school, and the broader social community, work on their elimination and prevention; 4. manage student motivation and interpersonal relationships; 5. write student reports (dossier); 6. describe the position and role of the pedagogue in the overall educational process.
Lecturer / Teaching assistant	Milica Drobac-Pavićević,Ph.D. Ljiljana Bogdanović, M.A.
Methodology	Lectures and discussions. Preparation of one student dossier each. Consultations. Studying for quizzes and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to educational psychology, basic concepts.
I week exercises	Introduction to educational psychology, basic concepts.
II week lectures	Methods and techniques of research in educational psychology.
II week exercises	Methods and techniques of research in educational psychology.
III week lectures	Cognitive development and learning. Concept and types of learning.
III week exercises	Cognitive development and learning. Concept and types of learning.
IV week lectures	Factors that determine the learning process.
IV week exercises	Factors that determine the learning process.
V week lectures	Transfer of learning, memory, and forgetting.
V week exercises	Transfer of learning, memory, and forgetting.
VI week lectures	Motivational techniques in learning.
VI week exercises	Motivational techniques in learning.
VII week lectures	Personality traits, learning abilities, and individualization of teaching.
VII week exercises	Personality traits, learning abilities, and individualization of teaching.
VIII week lectures	Identification of cognitive styles and their application in the field of learning and teaching.
VIII week exercises	Identification of cognitive styles and their application in the field of learning and teaching.
IX week lectures	Classroom interaction and interpersonal relationships.
IX week exercises	Classroom interaction and interpersonal relationships.
X week lectures	Communication skills.
X week exercises	Communication skills.
XI week lectures	Evaluation of achievement, problems in assessment.
XI week exercises	Evaluation of achievement, problems in assessment.
XII week lectures	Identification of gifted students and students with developmental disabilities.
XII week exercises	Identification of gifted students and students with developmental disabilities.
XIII week lectures	Working with students exhibiting delinquent behavior.
XIII week exercises	Working with students exhibiting delinquent behavior.
XIV week lectures	The position and role of pedagogues in educational institutions.
XIV week exercises	The position and role of pedagogues in educational institutions.
XV week lectures	Final exam
XV week exercises	Final exam

Student workload	Teaching and final exam: (9 hours and 20 minutes) x 16 = 149 hours and 20 minutes. Necessary preparations before the semester starts (administration, enrollment, verification): 2 x (9 hours and 20 minutes) = 18 hours and 40 minutes. Total workload for the course: 7 x 30 = 210 hours. Additional work for exam preparation in the retake exam session, including taking the retake exam amounts to 42 hours. Load structure: 149 hours and 20 minutes (Teaching) + 18 hours and 40 minutes (Preparation) + 42 hours (Additional work).
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions, and take two colloquiums. They prepare one student dossier each. The paper is presented to the group, and everyone participates in the discussion. A final exam is obligatory
Consultations	Once a week after the lecture.
Literature	Grgin, T. (2004). Edukacijska psihologija. Jastrebarsko: Naklada Slap. Kolić – Vehovec, S. (1999). Edukacijska psihologija. Filozofski fakultet u Rijeci. Stojaković, P. (2002). Pedagoška psihologija I. Filozofski fakultet u Banja Luci. Stojaković, P. (2002). Pedagoška psihologija II. Filozofski fakultet u Banja Luci. Vučić, L. (2005). Pedagoška psihologija. Beograd: Savez društava psihologa Srbije.
Examination methods	Attendance and participation in class: 5 points Student dossier: 5 points Two quizzes, each worth 20 points (total 40 points) Final exam: 50 points A passing grade is obtained if a cumulative minimum of 51 points is scored.
Special remarks	-
Comment	-

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / SCHOOL PEDAGOGY

Course:

SCHOOL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2736	Obavezan	3	7	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims	Preparing and training students for a more complete understanding of the school context in order to improve it from the position of a pedagogue as a professional associate; Direct training of students for the study and improvement of educational work at the level of the educational institution as a whole, and at the level of classes and departments.
Learning outcomes	After passing the exam, the student will be able to: - systematize and critically use theoretical knowledge from school pedagogy; - analyzes the school system and the schools place in that system; - explain the origin and development of the school, the crisis and criticism of the school, as well as alternative schools; - names the structure of the educational activity of the school and recognizes its place in that system; -analyzes and compares ways of school management.
Lecturer / Teaching assistant	Katarina Todorovic, Ph.D.
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Information about the way of work, literature and obligations from this subject.
I week exercises	Analysis of the system of pedagogical disciplines and the position of school pedagogy in it. Specifying the method for both writing and presentation of essays.
II week lectures	Establishing and development of school.
II week exercises	Review of the school historical development. Defining essay subjects and drafting of the presentation plan.
III week lectures	Significance and specifics of school education.
III week exercises	Analysis of the essential pedagogical concepts: upbringing, education and teaching. Working on the previously prepared materials.
IV week lectures	Criticism of school and school way of education.
IV week exercises	Analysis of the essential elements of the critic of school and associating those elements with the present school situation.
V week lectures	Types of schools.
V week exercises	Discussion about the characteristics of primary and secondary (general-program and professional) school.
VI week lectures	School and school system.
VI week exercises	Structure of the educational system in Montenegro with a special review of the school system.
VII week lectures	School and school system.
VII week exercises	Essay presentation.
VIII week lectures	Structure of educational activity of school.
VIII week exercises	Essay presentation.
IX week lectures	Position of pupils in schools.
IX week exercises	Analysis of the student’s position in school. Working on the previously prepared materials.
X week lectures	Role and tasks of teachers in school work.
X week exercises	Discussion about the key roles of a teacher in school, as well as about his/her most important personal and professional qualities .
XI week lectures	Methodology of educational activity in contemporary school.
XI week exercises	Essay presentation.
XII week lectures	School and State– how to democratize school.
XII week exercises	Essay presentation.
XIII week lectures	Role and tasks of school pedagogy teacher.
XIII week exercises	Analysis of the basic school pedagogue’s working areas. Exposition of the key activities of each of the working areas – associating those activities with practice.
XIV week lectures	School and its surroundings.
XIV week exercises	School and its wider surroundings.
XV week lectures	Test/exam.
XV week exercises	Remedial knowledge test

Student workload	Per week ects x 40/30 = 6 hours and 40 min Structure: 2 hours of lectures 1 hours of the exercises 3 hours and 40 minutes of individual work and consultations
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take test. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	On Friday 15.00 h
Literature	• Trnavac, N. : Školska pedagogija I i II, Beograd, 2005. • Ilić, M., Nikolić, R. i Jovanović, B.: Školska pedagogija, Banja Luka, 2008. • Staničić S. : Suvremeno upravljanje i rukovođenje u školskom sustavu, Persona,Velika Gorica, 2001
Examination methods	It is garded: - One test with 30 points, - Activity during classes and participation in debates 10 points, - Essay 20 points, - Final Exam 40 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks
Comment	The plan of accopmlishment of the curriculum by themes and segments will be given to students at the beginning of the term.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE IV

Course:

ENGLISH LANGUAGE IV/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2628	Obavezan	4	3	2+1+0

Programs	PEDAGOGY
Prerequisites	There are no prerequisites for taking this course.
Aims	After passing the exam, the student should be able to: Understand and correctly use basic vocabulary related to cognitive development, memory, learning difficulties, and other topics related to the issues addressed by pedagogy, both in speech and in written language. Learn to paraphrase what they have learned or heard in English. Master more complex units of vocabulary: idioms, compounds, and phrasal verbs. Master techniques for explaining viewpoints and arguments and learn how to refer to other authors in academic work in English. Learn how to compile a list of bibliographic units of works used in research.
Learning outcomes
Lecturer / Teaching assistant	doc. dr Sanja Ćetković, mr Spomenka Nikolić
Methodology	Lectures, practice, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Unit I, Vygotsky and Piaget: Thought and Language; Related reading activities
I week exercises	-introduction
II week lectures	Unit 1: Cognitive development, vocabulary; Paraphrasing at sentence level; Writing Complex sentences.
II week exercises	-auxiliary verbs
III week lectures	Unit 2: Memory; Compound Nouns; Fixed Phrases; Related listening activities
III week exercises	-vocabulary
IV week lectures	Unit 2: Given and new information in sentences; Clarifying points.
IV week exercises	-prepositions
V week lectures	Unit 3: Mental Disorders: Popular Myths; Nouns from verbs; Related reading and comprehension activities
V week exercises	-simple present
VI week lectures	Unit 3: Popular misconceptions about mental illness; Passive in dependent clauses; Writing essay plans
VI week exercises	-simple present passive
VII week lectures	Revision
VII week exercises	-synonyms and antonyms
VIII week lectures	Mid-term exam
VIII week exercises	-past simple tense
IX week lectures	Unit 4: Personality; Fixed phrases; psychological vocabulary; Related listening activities
IX week exercises	-regular and irregular verbs
X week lectures	Unit 4: Using the Cornell note-taking system; Born Leaders-reading; Fixed phrases from academic English; Referring to other people’s ideas.
X week exercises	-simple past tense/active and passive
XI week lectures	Unit 5:Modern Addictions; Neutral and marked words; Expressing confidence/tentativeness.
XI week exercises	-adverbs
XII week lectures	Unit 5: Identifying stance and level of confidence; Inferring implicit ideas.
XII week exercises	-modals
XIII week lectures	Unit 5: Eating disorders-related vocabulary; Writing bibliography/reference list.
XIII week exercises	-colloquium preparation
XIV week lectures	Revision
XIV week exercises	-colloquium
XV week lectures	Final exam
XV week exercises	-results

Student workload
Per week	Per semester
3 credits x 40/30=4 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 1 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 4 hour(s) i 0 minuts x 16 =64 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 4 hour(s) i 0 minuts x 2 =8 hour(s) i 0 minuts Total workload for the subject: 3 x 30=90 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 18 hour(s) i 0 minuts Workload structure: 64 hour(s) i 0 minuts (cources), 8 hour(s) i 0 minuts (preparation), 18 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, take midterm and final exams. The teachers may also assign other tasks such as homework, presentations, etc.
Consultations	Consultations are held at a time agreed upon with the students.
Literature	English for Psychology in Higher Education Studies by Jane Short, Coursebook, Garnet Pubishing Ltd. 2010; Theodore Millon, Personality Disorders in Modern Life; Hoboken: Wiley, 2004; John Eastwood, Oxford Guide to English Grammar, Oxford: Oxford University Press, 2003.
Examination methods	Midterm exam: up to 40 points Attendance and active participation in classes: up to 10 points Final exam: up to 50 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PRACTICE II

Course:

PEDAGOGICAL PRACTICE II/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10423	Obavezan	4	5	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying and hearing the case.
Aims	The goal of the course is to enable students to connect theoretical knowledge with situations in practice, in order to identify problems and offer approaches to their solutions. The specific goal is to train students to monitor and evaluate the quality of teaching organization and, accordingly, to propose solutions for its improvement, with an emphasis on the individualization of the teaching process. In addition, students should be trained to assess the quality of our educational system based on international indicators, as well as to assess the role and importance of teachers, students and families in the organization of the educational process.
Learning outcomes	The student will be able to: • Applies theoretical knowledge in practice and identifies problems and approaches to solving them. • Knows international indicators for the assessment of educational systems and makes comparisons based on them. • Assesses the quality of teaching organization. • Evaluates the roles of basic teaching factors. • Helps in organizing educational activities for different categories of children and students. • Knows and solves problems in the behavior of children and adolescents. • Assesses the roles of parents and encourages positive mechanisms for regulating childrens behavior.
Lecturer / Teaching assistant	mr Milica Jaramaz
Methodology	Practical lectures and discussions, individual activity and engagement of students in institutions, independent work, consultations, ongoing knowledge testing, internships.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Scientific research instruments and their metric characteristics.
I week exercises	-Presentation and analysis of students practical tasks.
II week lectures	International indicators of assessment of educational systems.
II week exercises	-Presentation and analysis of students practical tasks.
III week lectures	Educator/teacher, his personality and role in the educational process.
III week exercises	-Presentation and analysis of students practical tasks.
IV week lectures	Child/student participation in the educational process.
IV week exercises	-Presentation and analysis of students practical tasks.
V week lectures	Adult participation.
V week exercises	-Presentation and analysis of students practical tasks.
VI week lectures	Organization of modern teaching - types of teaching, methods, forms, media (at all levels of the educational system).
VI week exercises	-Presentation and analysis of students practical tasks.
VII week lectures	Educational support for gifted students and extracurricular activities for gifted students.
VII week exercises	-Presentation and analysis of students practical tasks.
VIII week lectures	Characteristics of certain developmental disabilities and individualized approach.
VIII week exercises	-Presentation and analysis of students practical tasks.
IX week lectures	Intercultural education of specific groups - minorities and REA population.
IX week exercises	-Presentation and analysis of students practical tasks.
X week lectures	Free time and media as environmental and educational influences in late childhood and youth.
X week exercises	-Presentation and analysis of students practical tasks.
XI week lectures	Developmental-pedagogical difficulties and behavioral disorders in adolescence.
XI week exercises	-Presentation and analysis of students practical tasks.
XII week lectures	Pedagogical intervention of disorders in adolescence and delinquent behavior of young people.
XII week exercises	-Presentation and analysis of students practical tasks.
XIII week lectures	Peer violence - bullying and addictive diseases among young people.
XIII week exercises	-Presentation and analysis of students practical tasks.
XIV week lectures	Types of parents and problems in family roles.
XIV week exercises	-Presentation and analysis of students practical tasks.
XV week lectures	Mechanisms of family upbringing, regulation of childrens behavior, self-control.
XV week exercises	-Presentation and analysis of students practical tasks.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to write an essay on a given topic and create the necessary research instruments, visit institutions and carry out internships.
Consultations	By agreement, email.
Literature	Odabrana poglavlja iz sljedećih knjiga: • Banđur V. i Potkonjak N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Spasenović, V. (2013): Školski sistemi iz komparativne perspektive, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu: Beograd. • Vilotijević, M.: Didaktika I i III, Naučna knjiga, Beograd, 1999; • Slunjski E. (2009): Dječji vrtić - Zajednica koja uči, Spektar Media d.o.o. iz Zagreb; • Daniels E. i Staford K.: Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces .- Podgorica: Pedagoški centar Crne Gore, 2002. • George D. (2005): Obrazovanje darovitih: Kako identificirati i obrazovati darovite učenike, „Eduka”, Zagreb; • Erić, Lj. i Ćurčić, V. – urednici- (1997): Adolscencija: identitet-psihopatologija-psihoterapija. • Bašić, J. (2009), Teorije prevencije: prevencija poremećaja u ponašanju i rizičnih ponašanja djece i mladih, Zagreb, Školska knjiga. • Kulić, R. i Despotović, M. (2004): Uvod u andragogiju, „Svet knjige“, Beograd; • Paš Haug-Schnabel, Gabriele: Agresivnost u dječijem vrtiću .- Zagreb: Educa, 1997.alić-Kreso, A.: Koordinate obiteljskog odgoja, JEŽ i Filozofski fakultet u Sarajevu, 2004.
Examination methods	The total number of points that a student can achieve is 100, of which the following are evaluated: - essay max 10 points, - designing research instruments, max 15 points; - observation protocol, max 15 points; - teaching assistance (practical work), max 20 points; - descriptive case study, max 40 points.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO THE WIORK METHODOLOGY OF PEDAGOGUES

Course:

INTRODUCTION TO THE WIORK METHODOLOGY OF PEDAGOGUES/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10424	Obavezan	4	5	2+2+0

Programs	PEDAGOGY
Prerequisites	None.
Aims	Getting to know the field of work of a school pedagogue. Training of pedagogues for direct work in educational practice.
Learning outcomes	After passing this exam a student will be able to: correctly interprets the profession of a school pedagogue and describes his competencies necessary for the realization of activities in an educational institution; distinguishes the areas of work of a school pedagogue and lists characteristic tasks within them; explain the basic functions of the work of a school pedagogue and their influence on the developmental pedagogical activity of the school; identifies and applies procedures for planning and programming their work in the school; analyzes the participation of the school pedagogue in the processes of planning and programming his work in the school institution; analyzes the participation of pedagogues in the processes of planning, implementation and evaluation of educational work at the level of the school institution and assessment of the possibility of their advancement.
Lecturer / Teaching assistant	Tatjana Radojević, Ph.D., Milica Jaramaz, M.Sc
Methodology	Lectures and discussion. Preparation of one essay on a given topic from one subject content area. Studying for the written knowledge test and final exam, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction, preparation for work and presentation of the program.
I week exercises	Clarification of students obligations during the semester, agreement on the method of preparation and presentation of essays.
II week lectures	The subject of studying the methodology of work of a school pedagogue.
II week exercises	Work on previously prepared materials (school pedagogy-theoretical framework of work of a school pedagogue).
III week lectures	Development of pedagogical and psychological services.
III week exercises	A detailed analysis of the social, school, individual and family reasons for the emergence of PPS.
IV week lectures	Profession - school pedagogue and his key competencies.
IV week exercises	Work on previously prepared materials (disadvantages and advantages in the work of a school pedagogue, successful and unsuccessful pedagogues, when and why they criticize school pedagogues).
V week lectures	School pedagogue as a member of a team of professional associates. Professional training of pedagogues.
V week exercises	Analysis of the role and cooperation of the school pedagogue in the team of professional associates (psychologist, speech therapist, defectologist...) analysis of the necessary forms of professional development of the pedagogue.
VI week lectures	School pedagogue and his role in educational work.
VI week exercises	Analysis of methods and principles of educational work that are necessary in the work of a school pedagogue.
VII week lectures	Communication and communication competence of pedagogues.
VII week exercises	Organization of workshops on the topic of communication and communication competence of pedagogues.
VIII week lectures	And the knowledge test - colloquium.
VIII week exercises	Analysis of the results achieved at the 1st colloquium. Essay presentation.
IX week lectures	Areas of work of school pedagogues and typical jobs
IX week exercises	Analysis of the school pedagogues activities within each area of work with reference to the official work program of professional associates.
X week lectures	Basic functions of a pedagogue.
X week exercises	Analysis of the basic functions of a school pedagogue (operational, study-analytical, informative, instructive, advisory, research, normative). Examples from practice.
XI week lectures	Planning and programming of school work.
XI week exercises	Analysis of an example of the schools annual work plan.
XII week lectures	Planning and programming the work of a school pedagogue.
XII week exercises	Analysis of an example of the annual and monthly work plan of a school pedagogue.
XIII week lectures	Methods and techniques of school pedagogue work.
XIII week exercises	Students independently or in small groups create a monthly work plan for a school pedagogue. They present and discuss plans.
XIV week lectures	Methods, techniques and procedures for monitoring, analyzing and evaluating the educational process (concepts of observing and supervising educational work; instruments for the work of school pedagogues...).
XIV week exercises	Instruments for the work of a school pedagogue - analysis of the most frequently used instruments in the work of a school pedagogue.
XV week lectures	II knowledge test - colloquium.
XV week exercises	Analysis of the results achieved at the II Olympic Games. Essay presentation.

Student workload	Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 16 minutes Necessary preparations before the beginning of the semester (administration, registration, certification). 2 x 6 40 minutes = 13 hours 20 minutes Total workload for the course 5x30 = 150 hours Supplementary work for exam preparation in the remedial exam period, including taking a make-up exam from 0 to 30 hours (remaining time from the first two items to the total load for the subject) Load structure: 106 hours and 40 minutes (Teaching) + 30 hours (Additional work) Structure: 85 hours and 20 minutes. (Lectures) + 10 hours and 40 minutes. (Preparation) + 24 hours (additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and take two tests. Students prepare one essay each and participate in a discussion after the presentation of the essay.
Consultations	After the lecture.
Literature	1. Jurić, V. (2004). Methodology of school pedagogue work. Zagreb: School book. 2. Damjanović, R. (2013). The work of a school pedagogue. Podgorica: Institute for textbooks and teaching aids. 3. Mandić, P. and Vilotijević, M. (1978). Programming of school work. Sarajevo: Light. 4. Trnavac, N. (1993). Teacher at school. Belgrade: Faculty of Philosophy. 5. Trnavac, N. and Potkonjak, N. (2001). Instruments for the work of a school pedagogue. Belgrade: Faculty of Philosophy. 6. Mortensen, D. and Schmuller, A. (1973). Pedagogical guidance in modern schools. Sarajevo: Light. 7. Damjanović, R. (2006). Pedagogical-psychological service, in the book: Mosaic of educational topics and dilemmas (Part II). Podgorica: Institute for textbooks and teaching aids. 8.. Mirzeta Hađžić-Siljkić (2015). Work methodology of school pedagogue, Tuzla.
Examination methods	The following are evaluated: - Two tests with 15 points (Total 30 points), - Attendance at lectures and participation in debates with 9 points; - Essay with 10 points; - Final exam with 49 points; - A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	Lectures and exercises are partly realized using the mentioned literature.
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ORGANIZATION OF TEACHING AND LEARNING

Course:

ORGANIZATION OF TEACHING AND LEARNING /

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10425	Obavezan	4	5	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing the students to the basic didactic concepts such as the teaching period. Introducing the students to the forms of the teaching procedure, the teaching methods. Making students competent for the quality control of the teaching period and the evaluation of didactic efficiency of the teaching period.
Learning outcomes	After passing the exam, the student will be able to: - Classifies the basic objectives of teaching according to different taxonomic levels; - Analyzes the curriculum, program and curriculum; - Knows the specifics of teaching organization from preschool, primary, secondary, university to adult education and professional development. - Respects ethical rules in the teaching and learning process. - Monitors and analyzes practical educational work. - Applies theoretical and practical knowledge to analyze available research results.
Lecturer / Teaching assistant	Assistant professor PhD Milica Jelić, Teaching Assistant MA Milena Krtolica
Methodology	Lectures and debates. The preparation of an essay on a given topic from a field of the subject content. Study for the tests and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Teaching goals and tasks.
I week exercises	Analysis of the basic goals and tasks of teaching. Theoretical and practical elaboration of Blooms taxonomy of teaching objectives. Presentation of the seminar work, followed by critical analysis and group discussion.
II week lectures	Contents of education and teaching.
II week exercises	Analysis of the importance of teaching content, as well as the connection of content with goals and outcomes.
III week lectures	Concept, structure and modalities of the curriculum.
III week exercises	Analysis of different types of curricula. Presentation of the seminar work, followed by critical analysis and group discussion.
IV week lectures	Understanding the modern educational curriculum and its specificities. Presentation of the seminar work, followed by critical analysis and group discussion.
IV week exercises	Analysis of programs for preschool education, primary and secondary schools.Presentation of the seminar work, followed by critical analysis and group discussion.
V week lectures	Forms of teaching organization.
V week exercises	Presentation of the seminar work, followed by critical analysis and group discussion.
VI week lectures	Organization of teaching in a combined department.
VI week exercises	Analysis of the specifics of teaching organization in combined classes. Presentation of the seminar work, followed by critical analysis and group discussion.
VII week lectures	Test 1
VII week exercises	Analysis of colloquium results. Presentation of the seminar work, followed by critical analysis and group discussion.
VIII week lectures	Students homework and organization of educational excursions;
VIII week exercises	Presentation of the seminar work, followed by critical analysis and group discussion.
IX week lectures	Concept, classification and essence of teaching methods.
IX week exercises	Comparative analysis of forms and methods of work and their modalities. Presentation of the seminar work, followed by critical analysis and group discussion.
X week lectures	Didactic media and their role in teaching.
X week exercises	Analysis of lessons with regard to forms, methods and didactic media. Presentation of the seminar work, followed by critical analysis and group discussion.
XI week lectures	Research in the process of teaching and learning.
XI week exercises	Acquaintance of students with small investigations of the teaching and learning process. Development of simple research instruments.
XII week lectures	Historical perspective of teaching organization in our environment.
XII week exercises	Analysis of the historical development of teaching in our country. Presentation of the seminar paper, followed by analysis and discussion.
XIII week lectures	Organization of modern teaching.
XIII week exercises	Comparative analysis of the characteristics of traditional and modern teaching. Presentation of the seminar paper, followed by analysis and discussion.
XIV week lectures	The role and importance of communication in teaching.
XIV week exercises	Analysis of the basics of communication in teaching, with emphasis on student-teacher communication. Presentation of the seminar work, followed by critical analysis and group discussion. Preparation for the colloquium.
XV week lectures	Test 2
XV week exercises	Systematization of content, preparation for the exam.

Student workload	Per week 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 2 hour of exercises 1 hours and 40 minutes for individual work, including consultations In the course of the semester. During semester Teaching and the final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (6 h 40 min) = 13 hours and 20 minutes. Total hours for the course 5x30 = 150 hours. Additional work for exams preparing correction of final exam, including the exam taking from 0 to 30 hours (the remaining time of the first two items to the total load of cases). Structure: 106 hours and 40 minutes. (Lectures) + 13 hours and 20 minutes. (Preparation) + 30 hours (Amendment. Work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in debates and take two tests. Students are supposed to prepare an essay and participate in debates after its presentation.
Consultations	On Tuesdays, 13.30.
Literature	- Vilotijević, M.: Didaktika I i III, Naučna knjiga, Beograd, 1999; - Bognar, L. i Matijević, M: Didaktika, Školska knjige, Zagreb, 2002; - Previšić, V. –ur. Kurikulum, Školska knjiga, Zagreb, 2007; - Meyer, H. Didaktika razredne kvake, Educa, Zagreb, 2002
Examination methods	Two tests – 20 points each (40 points total), - Making a point in classes and taking part in debates – 5 points; - Preparation of a seminar paper on a given topic – 5 points; - Final exam – 50 points. The passing grade is awarded for the cumulative number of least 51 point.
Special remarks	None
Comment	None

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / STATISTICS IN PEDAGOGY

Course:

STATISTICS IN PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
2584	Obavezan	4	6	3+1+0

Programs	PEDAGOGY
Prerequisites	None.
Aims	Introducing the role of statistics in pedagogical surveys. Understanding the significance of statistical methods and statistical tests to be applied in different pedagogical surveys.
Learning outcomes	After passing this exam a student will be able to: 1. Understand the importance of Statistics in pedagogy and importance of pedagogical research. 2. Understand the basic statistical concepts. To make difference between continuous and categorical variables, and to distinguish scales of measurement. 3. Group and analyz the data, determines the presence of non-standard observations. 4. Calculate measures of central tendency and measures of variability. 5. Understand the importance of normal and to recognize the asymmetric distribution. Recognize the importance of asymmetric distribution in modeling statistical data. 6. Implement and interpret the parametric and non-parametric statistical tests. 7. Understand the difference between parametric and non-parametric statistical analysis. 8. Work with raw data and apply proper statistical techniques. 9. Implement these statistical techniques in some of the software for data processing (eg. IBM Statistics).
Lecturer / Teaching assistant	Božidar V. Popović, PhD.
Methodology	Lectures, exercises, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Subject, tasks and importance of statistics in pedagogy. The basic statistical terms, the grouping of statistical data.
I week exercises	Grouping of statistical data (Sturges formula). Levels of measurement. Examples.
II week lectures	The categorical variables and its frequency. Calculation of absolute and relative frequencies.
II week exercises	The frequency and mode. Examples.
III week lectures	Continuous variables. The mean value.
III week exercises	The calculation of the mean value. Examples.
IV week lectures	The weighted mean. The mean value for grouped data.
IV week exercises	The mean value for grouped and ungrouped data. Examples.
V week lectures	Absolute and relative variability measures (variance, standard deviation, coefficient of variation).
V week exercises	The variance and standard deviation for grouped and ungrouped data. Examples.
VI week lectures	Introduction to combinatorics (permutations, variations and combinations without repetition).
VI week exercises	The elementary exercises related to basic combinatorics. Examples.
VII week lectures	The discrete and continuous probability distributions (binomial, Poisson, normal and Student).
VII week exercises	The elementary exercises related to introduced probability distributions. Examples.
VIII week lectures	Different chart types (histograms, line charts, box plot). The outlier detection. The measures of distribution asymmetry: skewness and kurtosis.
VIII week exercises	Outliers and recognition of asymmetric distribution using row statistical data. Examples.
IX week lectures	Testing of statistical hypothesis testing. Parametric statistical analysis - t test for two independent samples.
IX week exercises	t test for two independent samples. Examples.
X week lectures	t test for two dependent samples.
X week exercises	t test for two dependent samples. Examples.
XI week lectures	Correlation. Pearson coefficient of correlation and its statistical significance.
XI week exercises	Pearson coefficient of correlation and its statistical significance. Examples.
XII week lectures	Simple linear regression (estimation of coefficients, interpretation). Significance of the slope coefficient.
XII week exercises	Simple linear regression and estimation of coefficients. Linear regression interpretation. Significance of the slope coefficient. Examples.
XIII week lectures	Nonparametric statistics. Spearman correlation coefficient and testing of its statistical significance.
XIII week exercises	Spearman correlation coefficient and testing of its statistical significance. Examples.
XIV week lectures	Mann Whitney test. Difference between Mann Whitney and t test for two independent samples.
XIV week exercises	Mann Whitney test. Examples.
XV week lectures	Wilcoxon test. Difference between Mann Whitney and t test for two independent samples.
XV week exercises	Wilcoxon test. Examples.

Student workload	Lectures and the final exam: (5 h 20 min) x 16 = 85 hours and 20 minutes . Preparation before the start of the semester (administration, enrollment, etc) 2 x (5 hours and 20 minutes) = 10 hours and 40 minutes. Total work hours for subject to 4x30 = 120 hours. Structure: 85 hours and 20 minutes. (Lectures) + 10 hours and 40 minutes. (Preparation) + 24 hours (additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend lectures and exercises. The exercises are carried out on the exercises hours.
Consultations	After the lectures.
Literature	1. Ho, R. (2014). Handbook of Univariate and Multivariate Data Analysis with IBM SPSS, second edition (hbk), Chapman & Hall / CRC Press, xxiii+561 pages
Examination methods	Two tests of 20 points (40 points in total), Active participation in lectures and exercises up to 10 points, Final exam up to 50 points. To pass the exam 51 points is needed.
Special remarks	Lectures and exercises are partly realized by using raw statistical databases in order to acquire some SPSS commands.
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INCLUSIVE PEDAGOGY

Course:

INCLUSIVE PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
10426	Obavezan	4	6	3+1+0

Programs	PEDAGOGY
Prerequisites	There is no requirement to register and listen to object
Aims	Preparing and training students for a more complete understanding of the theoretical basis of inclusive pedagogy; Direct training of students to study and understand key inclusive terms and concepts; Training students to recognize and explain developmental impairments and difficulties; Preparing and training students to participate in the development of IROP.
Learning outcomes	After passing the exam, the student will be able to: - Describe and explain the theoretical foundations of inclusive pedagogy; - Analyzes, describes and breaks down basic inclusive concepts and terms; Analyzes the theoretical foundations of integration and inclusion; - Recognize and explain developmental disturbances and difficulties; It makes IROP.
Lecturer / Teaching assistant	Nada Šakotić, PhD
Methodology	Lectures and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Integration and inclusion
I week exercises	Analysis of the concepts of integration and inclusion. Specifying the way of creating and presenting essays, as well as defining topics for essays and drawing up a presentation plan
II week lectures	Children with slow cognitive development DKD
II week exercises	Screening of the film "Benny and June", discussion about the film and DKD
III week lectures	Basics of different groups of developmental difficulties (dysgnosia, dyscalculia, dyslexia)
III week exercises	Discussion. Work on previously prepared materials
IV week lectures	General and developmental dyspraxia, dysortography and dysgraphia
IV week exercises	Presentation of the essay, discussion
V week lectures	Early diagnosis and visual impairment
V week exercises	Braille
VI week lectures	Early intervention in hearing impaired children
VI week exercises	Visit to the Institute in Kotor
VII week lectures	Speech and language pathology prevention
VII week exercises	Presentations of essays and discussion about them
VIII week lectures	Lateralization of movements and senses (motor skills and psychic development)
VIII week exercises	Watching the movie "My Left Foot" and discussion
IX week lectures	Hypoactivity and hyperactivity
IX week exercises	Additional clarifications of terminology, work in groups, discussion
X week lectures	Autism
X week exercises	Review of the film "Rain Man", discussion
XI week lectures	Observing and assessing
XI week exercises	Essay presentations, discussions
XII week lectures	Development of individual educational plans/roles of pedagogues
XII week exercises	Presentations of essays and discussions after their presentation
XIII week lectures	Characteristics of individual developmental disorders and an individualized approach
XIII week exercises	Analysis of developmental problems and difficulties, work according to the prepared material, discussion.
XIV week lectures	Adaptation of space for children with developmental disabilities
XIV week exercises	Essay presentations and discussions after their presentation
XV week lectures	Knowledge test
XV week exercises	Presentations of essays

Student workload	Weekly 6 credits x 40/30=8 hours and 0 minutes 3 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 4 hours and 0 minutes independent work, including consultations During the semester Lessons and final exam: 8 hours and 0 minutes x 16 = 128 hours and 0 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hours and 0 minutes x 2 = 16 hours and 0 minutes Total workload for the course: 6 x 30=180 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total workload for the course) 36 hours and 0 minutes Load structure: 128 hours and 0 minutes (teaching), 16 hours and 0 minutes (preparation), 36 hours and 0 minutes (additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay
Consultations	Wednesday at 1 pm
Literature	Daniels, E. i Staford, K. (2002): Uključivanje djece sa posebnim potrebama u redovni vaspitno-obrazovni proces, Pedagoški centar Crne Gore, Podgorica; -Heekin, Š. i Mengel, P. (1997) : Priručnik »Novi prijatelji«, Mali profesor, Zagreb; - Hrnjica, S. (1997): Dete sa razvojnim smetnjama u osnovnoj školi, Učiteljski fakultet, Beograd; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; - Savez društava defektologa Hrvatske (1997): Integracija graničnih slučajeva u redovnu Osnovnu školu, Zagreb; - Dimić, D. (2005): Deca sa blagim smetnjama u razvoju u učenju u odelenjima redovne Osnovne škole, Novi Sad; - Vukajlović B. (2004): Inkluzivno obrazovanje, Naučna knjiga, Banja Luka; - Šakotić,N. (2005): Ljevorukost u Osnovnoj školi, Podgorica; - Šakotić,N. (2008): Efekti inkluzivne prakse u osnovnim školama u Crnoj Gori. Doktorska disertacija; - Šakotić, N. (2012): Uticaj integracije na socijalni razvoj djece sa usporenim kognitivnim razvojem, Institut društvenih nauka –Centar za ekonomska istraživanja, Beograd; - Šakotić, N.(2013): Uloga savremenog vaspitača u procesu vaspitanja, In: Joković, M. (Eds) Zbornik sa simpozijima, Vaspitač u 21 veku, Aleksinac; - Šakotić, N. (2014): Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Education – „Challenges Toward the Future“,Shkodra; - Šakotić, N., Kosić, S., Kustudić, M., Čolović, R. (2018): Priručnik za djecu sa i bez ostatka sluha, JU Resursni centar za sluh i govor „Dr Peruta Ivanović“, Kotor; - Šakotić, N. (2023): Osnove inkuzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić, N.(2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PERSONALITY PSYCHOLOGY

Course:

PERSONALITY PSYCHOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
4544	Obavezan	5	5	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no requirements for registering and listening to the exam
Aims	Adoption of basic concepts about the structure, dynamics and formation of personality and theoretical approaches to the study of personality. Analytical and critical review of approaches to the study of personality and understanding of their importance for psychological theory and practice.
Learning outcomes	After the student passes this exam, he/she will be able to: explain personality as a complete psychological system as well as the importance of that concept in the context of education; explain the basic questions of personality psychology and the pluralistic approach to their research; explain the concept of personality structure and the nature of the elements that make up its composition; explain the concept of personality dynamics, the nature and functioning of the processes involved in it; explain the development of the personality as well as the factors that act on it; to explain the nature and factors of socialization; explain the concept of self-awareness, the concept of personal identity, and the concepts of integrity and personality maturity; explain the structure and use of certain personality tests; know and explain Freuds psychoanalytic theory of personality, know Jungs analytical theory of personality, know Cattells factor theory of personality, know Allports personality theory, know Maslows personality theory, know Eysencks personality theory.
Lecturer / Teaching assistant	Prof. dr Milorad Simunović, mr Dragica Rajković
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Personality as a complete system
I week exercises	Analysis of approaches to the study of personality psychology
II week lectures	Definitions of personality
II week exercises	Defining personality - structural analysis of different definitions of personality
III week lectures	Personality traits
III week exercises	Problems of studying structure, dynamics and personality development
IV week lectures	Personality typologies
IV week exercises	The importance of knowing the personality structure for predicting behavior,
V week lectures	Self-awareness – "I" feeling
V week exercises	The significance of the "I" feeling-self-awareness
VI week lectures	Identity and integrity of personality; Personality maturity
VI week exercises	Characteristics of a mature personality
VII week lectures	Structure and dynamics of personality. An overview of the understanding of the structure and dynamics of personality
VII week exercises	Colloquium I
VIII week lectures	Freuds theory of personality
VIII week exercises	The contribution of Freuds personality theory
IX week lectures	Jungs theory of personality
IX week exercises	The contribution of Jungs theory of personality
X week lectures	Allports tory of personality
X week exercises	The significance of Allports theory of personality
XI week lectures	Maslows theory of personality
XI week exercises	The contribution of Jungs theory of personality
XII week lectures	Katels theory of personality
XII week exercises	The significance of Katels theory of personality
XIII week lectures	Colloquium II
XIII week exercises	Personality tests
XIV week lectures	Eysencks theory of personality
XIV week exercises	The significance of Eysencks theory of personality
XV week lectures	Systematization
XV week exercises	Final review of the material

Student workload	Weekly: 6 credits x 40/30 = 8 hours Load structure: 2 hours of lectures 2 hours of exercises 4 hours of independent work including consultations
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	The student is obliged to attend lectures and exercises and take colloquiums
Consultations	Every week after class
Literature	Literature: Hall, K., S., Lindsey, G. (1983). Theories of personality. Belgrade: Nolit. Fulgosi, A. (1983). Personality psychology: theories and research. Zagreb: School book. Popović, B., V. (2002). A primer on personality theory. Belgrade: Center for Applied Psychology of the Serbian Society of Psychologists. Kaprara, Đ., V., Ćervone, D. (2003). Personality: determinants, dynamics and potentials. Belgrade: Dereta.
Examination methods	Two tests with 20 points (Total 40 points), Attendance and activity in classes 10 points, Final exam 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / GENERAL METHODOLOGY OF CLASS-SUBJECT TEACHING

Course:

GENERAL METHODOLOGY OF CLASS-SUBJECT TEACHING /

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11400	Obavezan	5	5	2+2+0

Programs	PEDAGOGY
Prerequisites	none
Aims	Acquiring knowledge about the general methodology of class-subject teaching as a teaching discipline. Getting to know and mastering the general methodological glossary. Critical analysis of elementary school curricula for subjects studied in class, class-subject, and subject classes, with the necessary theoretical starting points. Understanding the concept of regular primary school teaching, other types of teaching, sections, and extracurricular activities. Training students to monitor and evaluate all stages of teaching.
Learning outcomes	After the student passes this exam, he/she will be able to: 1. define basic terms from the general methodology of class-subject teaching; 2. explain the place and role of the pedagogue in all phases of the teaching process - from planning to evaluation and participate in team activities at school, 3. analyze the plan and programs of elementary school subjects, 4. monitor and evaluate lessons in various elementary school subjects, as well as work and results of work achieved in other types of classes outside regular classes; 5. proposes the improvement of teaching based on the data collected during hospitalizations, in accordance with contemporary knowledge of pedagogical, especially methodical disciplines.
Lecturer / Teaching assistant	Prof. dr Dijana Vučković, mr Milica Jaramaz
Methodology	Lectures, discussions, exercises. Preparation of one essay on a given topic from one of the content areas of the course. Consultations. Internships at school and portfolio preparation. Studying for colloquiums and the final exam

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	General methodology of class-subject teaching in the system of pedagogical disciplines. Interdisciplinary character of the methodology.
I week exercises	General methodology of class-subject teaching in the system of pedagogical disciplines. Interdisciplinary character of the methodology.
II week lectures	Concept of elementary school teaching. Class, class-subject and subject teaching. The curriculum of the nine-year primary school.
II week exercises	The curriculum of the nine-year primary school.
III week lectures	Planning, implementation and evaluation of regular classes in the subject Montenegrin - Serbian, Bosnian, Croatian language and literature.
III week exercises	Planning, implementation and evaluation of regular classes in the subject Montenegrin - Serbian, Bosnian, Croatian language and literature.
IV week lectures	Other types of teaching from the Montenegrin subject - Serbian, Bosnian, Croatian language and literature, extracurricular activities and sections.
IV week exercises	Other types of teaching from the Montenegrin subject - Serbian, Bosnian, Croatian language and literature, extracurricular activities and sections.
V week lectures	Regular teaching of the subject Mathematics - planning (from annual to daily), monitoring of implementation and evaluation.
V week exercises	Regular teaching of the subject Mathematics - planning (from annual to daily), monitoring of implementation and evaluation.
VI week lectures	Other types of teaching related to mathematics, extracurricular activities, and sections. Colloquium.
VI week exercises	Other types of teaching related to mathematics, extracurricular activities, and sections. Colloquium.
VII week lectures	Regular teaching of subjects derived from the group of natural sciences - curricula and teaching process - from planning to evaluation.
VII week exercises	Regular teaching of subjects derived from the group of natural sciences - curricula and teaching process - from planning to evaluation.
VIII week lectures	Other types of teaching related to the group of subjects formed from natural sciences, extracurricular activities, and sections.
VIII week exercises	Other types of teaching related to the group of subjects formed from natural sciences, extracurricular activities, and sections.
IX week lectures	Regular teaching of subjects derived from the group of social sciences - curricula and teaching process - from planning to evaluation.
IX week exercises	Regular teaching of subjects derived from the group of social sciences - curricula and teaching process - from planning to evaluation.
X week lectures	Other types of teaching related to the group of subjects formed from social sciences, extracurricular activities, and sections.
X week exercises	Other types of teaching related to the group of subjects formed from social sciences, extracurricular activities, and sections.
XI week lectures	Arts in primary school teaching, elements of regular teaching.
XI week exercises	Arts in primary school teaching, elements of regular teaching.
XII week lectures	Arts - other types of teaching, extracurricular activities, sections, and school performances.
XII week exercises	Arts - other types of teaching, extracurricular activities, sections, and school performances.
XIII week lectures	Physical culture in primary school education - place, role, importance, variety of activities. Planning, implementation and evaluation.
XIII week exercises	Colloquium.
XIV week lectures	Elective and optional subjects in elementary school teaching. Correlation and integration of operational goals from different subjects and areas. The role of the pedagogue in the processes of planning, preparation, implementation and evaluation of the teaching process as a whole.
XIV week exercises	Elective and optional subjects in elementary school teaching. Correlation and integration of operational goals from different subjects and areas. The role of the pedagogue in the processes of planning, preparation, implementation and evaluation of the teaching process as a whole.
XV week lectures	Final exam.
XV week exercises	/

Student workload	Weekly 6 credits x 40/30 = 8 hours Structure: 2 hours of lectures 2 hours of exercises 4 hours of independent work, including consultations. During the semester Classes and final exam: 8 hours x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x 8 hours = 16 hours. Total workload for the course: 6 x 30 = 180 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 34 hours (remaining time from the first two items to the total workload for the course) Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 34 hours (Supplementary work).
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and do two colloquiums. Students prepare one essay each and participate in a discussion after the presentation of the essay. An integral part of the course are internships at school. Students follow the classes of the subjects mentioned in the program with the use of observation protocols. The final exam is oral.
Consultations	Wednesday, 10–11 a.m., room 105.
Literature	 Lekić, Đ. (priredio): Metodika razredne nastave – didaktički sinkretizam, Prosvetni pregled, Beograd, 1997.  Previšić, V. (uredio): Kurikulum – teorije, metodologija, sadržaj, struktura, Zavod za pedagogiju i Školska knjiga, Zagreb, 2007.  Nastavni plan i predmetni programi za osnovnu školu dostupni na http://www.zzs.gov.me/
Examination methods	two colloquiums with 10 points each (20 points in total),  class attendance, emphasis during lectures and participation in discussions 5 points,  essay with 5 points,  portfolio made during the hospitalization with 20 points,  final exam with 50 points. Grades: 50 - 59 (E), 60 - 69 (D), 70 – 79 (C), 80- 89 (B), 90 – 100 (A)
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / COMPARATIVE PEDAGOGY

Course:

COMPARATIVE PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11401	Obavezan	5	6	3+1+0

Programs	PEDAGOGY
Prerequisites	No prerequisites are required.
Aims	To enable students to contribute professionally and methodologically to the improvement of the educational system; Train students for an active role in society from an educational point of view; To enable students to adequately situate educational theory, practice, and politics in society; To enable students to critically review educational theory, practice, and policies; To enable students to understand theoretical models and/or research approaches in the comparison of educational systems
Learning outcomes	Understanding of key educational concepts and their comparison; Understanding of key international educational trends focused on comprehensiveness, local autonomy, quality assurance, inclusiveness, etc.; Interpreting and critically observing curricular processes; Understanding the key methods of comparing educational systems; Understanding the impact of key international educational concepts on national educational systems; Understanding the mutual conditioning of educational systems and the influence of the social environment;
Lecturer / Teaching assistant	Assistant Professor Milica Jelić, PhD
Methodology	Lectures and debates. Preparing an essay on one of the topics related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theories of comparison of educational systems;
I week exercises	Explaining the obligations of students, planning the dynamics of essay realization, and providing instructions for writing essays.
II week lectures	Comparison of educational systems methodology
II week exercises	Discussion about the development of methodology for comparison of educational systems
III week lectures	Political culture in educational policy;
III week exercises	Essay presentation
IV week lectures	International assessment indicators of educational systems
IV week exercises	Essay presentation.
V week lectures	International comparative studies of educational systems;
V week exercises	Essay presentation.
VI week lectures	Skills for comparing educational systems
VI week exercises	Essay presentation.
VII week lectures	I test
VII week exercises	Analysis of the results achieved at the I test. Essay presentations.
VIII week lectures	Evaluation studies of relevant national education systems;
VIII week exercises	Essay presentation.
IX week lectures	Evaluation studies of relevant national education systems;
IX week exercises	Essay presentation.
X week lectures	Evaluation studies of relevant national education systems;
X week exercises	Essay presentation.
XI week lectures	Evaluation studies of relevant national education systems;
XI week exercises	Essay presentation.
XII week lectures	International educational trends: global reforms, equality, effectiveness, etc.
XII week exercises	Essay presentation.
XIII week lectures	International educational organizations and agencies;
XIII week exercises	Essay presentation
XIV week lectures	Education of citizens for a pluralistic society;
XIV week exercises	Essay presentation
XV week lectures	II test
XV week exercises	Analysis of the results achieved at the II test. Essay presentation

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates, and take two tests. Students prepare one essay each and participate in a debate after the essay presentation.
Consultations
Literature	o Crossley, M. & Watson, K.(2004), Comparative and international research in education. London-New York, Routledge Falmer. o Dupriez, V. & Dumay, D. (2006) Inequalities in school systems: effect of school structure or of society structure?, Comparative Education, 42:02, 243-260. o Duffour, B. & Curtis, W. (2012). Studij odgojno-obrazovnih znanosti – uvod u ključne discipline. Zagreb: Educa. o Colby, A et al (2003). Educating Citizens. San Francisco: Jossey-Bass.
Examination methods	- Two tests max 20 points (40 points total) - Attendance, activity during classes, and participation in the discussions max 5 points; - Essay max 5 points; - Final exam max 50 points; Passing grade gets if cumulative collect at least 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO ANDRAGOGY

Course:

INTRODUCTION TO ANDRAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11411	Obavezan	5	7	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims	Familiarizing students with the subject and with goals of andragogy, with the basic terms and categories of andragogy; developing students skills for critical analysis of the basic terms and categories in andragogy.
Learning outcomes	After passing the exam, the student will be able to: analyze the constitutive problems of andragogy; explain the concept of maturity/adulthood; explain the key determinants and functions of adult education; differentiates earlier and more recent adult learning research; explain the concept of lifelong learning and the role of school and teachers in that concept; compare formal, non-formal and informal adult learning.
Lecturer / Teaching assistant	prof. dr Miomir Despotović i mr Milica Jaramaz
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Concept of the science of education.
I week exercises	Presentation of the students independent work (essay/seminar paper).
II week lectures	Historical roots of education of adults.
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Constituent problems of andragogy.
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	Concept of adulthood - maturity.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Education of adults as social phenomenon.
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Psychological basis of education of adults.
VI week exercises	Presentation of the students independent work (essay/seminar paper).
VII week lectures	I test/ exam
VII week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.
VIII week lectures	Early studies of education of adults.
VIII week exercises	Presentation of the students independent work (essay/seminar paper).
IX week lectures	Contemporary research of education of adults.
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Lifelong education as philosophy and principle of organization of education.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	School in the concept of lifelong education.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	Teacher in the concept of lifelong education.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Formal, informal and casual teaching of adults.
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Segments and content of education of adults.
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	II test/ exam.
XV week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.

Student workload
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take two tests. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	By agreement, e-mail.
Literature	Kulić, R. i Despotović, M. (2004): Uvod u andragogiju, „Svet knjige“, Beograd; • Savićević, D. (1983): Čovjek i doživotno obrazovanje, „Republički zavod za unapređivanje školstva“, Titograd; • Savićević, D. (2007): Osobenosti učenja odraslih, „Zavod za udžbenike“, Beograd; • Savićević, D. (2000): Koreni i razvoj andragoških ideja, Institut za pedagogiju i andragogiju, Beograd; • Savićević, D. (1991): Savremena shvatanja andragogije, „Institut za pedagogiju i andragogiju“, IP „Prosveta“, Beograd.
Examination methods	- Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / BASICS IN PEDAGOGICAL RESEARCH METHODOLOGY

Course:

BASICS IN PEDAGOGICAL RESEARCH METHODOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11412	Obavezan	5	7	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing the students to the relevance and role of pedagogical research methodology in the process of studying complex educational problems research; to master basic theoretical-methodological logic, scientific paradigms, and pedagogical rules and regulatons.
Learning outcomes	After passing the exam, the student will be able to: - Describes the interdisciplinary character of pedagogical research methodology; - Explain basic methodological concepts; - Analyzes the relationship between methodology, logic and epistemology; - Identifies the characteristics of pedagogical knowledge; - Distinguishes between scientific laws and regularities; correlative and causal relationships; - Defines pedagogical problems, hypotheses and variables; - Analyzes scientific literature; - Evaluates and uses different research paradigms.
Lecturer / Teaching assistant	Prof. Nikola Mijanović, PhD, Sanja Čalović Nenezić, MA.
Methodology	Lectures and debates; individual work of students, consultations, regular assesment in efficient preparation for final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept and the essence of methodology of pedagogical research.
I week exercises	Definition of science and its constituent elements. Making an agreement on the preparation of homework and planning the time framework for its presentation.
II week lectures	Scientific and non-scientific knowledge.
II week exercises	The group level discussion; two fundamental periods in development of methodology of pedagogical research (the period of experiential research in pedagogy and the period of the beginning of the systemic scientific research).
III week lectures	Ontological and epistemological assumptions of methodology.
III week exercises	The group work: analyzing of the relation between gnoseology, pedagogy and methodology; gnoseology and epistemology; epistemology and pedagogy.
IV week lectures	The development of methodology of pedagogical research after the constitution of pedagogy as science.
IV week exercises	Group work: The concept and the essence of Herbarts scientific research paradigm.
V week lectures	Research paradigms in social sciences. Positivistic-empirical determination of methodology of pedagogical research.
V week exercises	Group work: The essential definition of the postivistic methodological paradigm. Group work grounded in the beforehand prepared material: research paradigms.
VI week lectures	The relationship between theory and empiricism. The pedagogical-subject specific qualities of cognition in education.
VI week exercises	The pedagogical-subject specific qualities of cognition in education. Preparation for the colloquium.
VII week lectures	The first colloquium.
VII week exercises	Remedial the first colloquium.
VIII week lectures	The aims and tasks of scientific pedagogical cognition.
VIII week exercises	The group level discussion about the reasons of study of pedagogical problems and the purpose of scientific pedagogical study.
IX week lectures	Compression and revelation of rules and regulations in education.
IX week exercises	Differences between pedagogical rules and regulations (the group discussion and making conclusions). Group work: examples of causal and correlative relationships in education.
X week lectures	Classification of pedagogical research
X week exercises	Group work: Stating the key characteristics of different types of research (fundamental, applied, action, small, comparative , futuristic, longitudinal, transversal, sociometrical).
XI week lectures	Methodological starting points in research: searching scientific and professional literature
XI week exercises	Exercise: searching scientific and professional literature.
XII week lectures	Scientific research variables and hypothesis in pedagogical research. Population and sample.
XII week exercises	Exercise: Types of hypotheses - work on prepared material; Variables - work on prepared material; Types of sample - work on prepared material.
XIII week lectures	Determining the research strategy: quantitative and/or qualitative approach.
XIII week exercises	Group work on prepared material: Determining the research strategy: quantitative and/or qualitative approach.
XIV week lectures	Possibilities and limitations of methodology of pedagogical research.
XIV week exercises	Group dicussion: Possibilities and limitations of methodology of pedagogical research.
XV week lectures	Mid-term exam 2.
XV week exercises	Repair mid -term exam 2.

Student workload	Weekly 7 credits x 40/30 = 9 hours and 20 minutes Structure: 3 hours of lectures 2 hours of exercises 4 hours and 20 minutes for individual work, including consultations In the course of the semester Teaching and the final exam: 9 hours and 20 minutes x 16 = 149 hours and 20 minutes Preparation before the start of the semester (administration, enrollment, etc) 2 x (9 h 20 min) = 18 hours and 40 minutes Total hours for the course 7x30 = 210 hours Additional work for exams preparing correction of final exam, including the exam taking from 0 to 42 hours (the remaining time of the first two items to the total load of cases) Structure: 149 hours and 20 minutes. (Lectures) + 18 hours and 40 minutes. (Preparation) + 42 hours (Additional Work)
Per week	Per semester
7 credits x 40/30=9 hours and 20 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 9 hour(s) i 20 minuts x 16 =149 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 9 hour(s) i 20 minuts x 2 =18 hour(s) i 40 minuts Total workload for the subject: 7 x 30=210 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 42 hour(s) i 0 minuts Workload structure: 149 hour(s) i 20 minuts (cources), 18 hour(s) i 40 minuts (preparation), 42 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in discussions and take two tests. Students are supposed to prepare homework and take part in discussion after its presentation.
Consultations	Tuesday, at 14 p.m.
Literature	• Banđur V. i Potkonjak N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Halmi A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, „Naklada Slap“, Zagreb; • Cohen, L., Manion L. i Morrison, K. (2007): Metode istraživanja u obrazovanju, „Naklada Slap“, Zagreb; • Mejovšek M. (2003): Uvod u metode znanstvenog istraživanja, „Naklada Slap“, Zagreb; • Mužić V. (1986): Metodologija pedagoških istraživanja, „Zavod za izdavanje udžbenika“, Sarajevo; • Mužić V. (2004): Uvod u metodologiju istraživanja odgoja i obrazovanja (drugo dopunjeno izdanje), “Educa”, Zagreb; • Potkonjak N. (1982): Metodološki problemi sistemnih proučavanja u pedagogiji, „Prosveta“, Beograd; • Mandić, P. (2004): Metodologija naučnog rada, „Akademija nauka i umjetnosti Republike Srpske“, Banja Luka; • Petz, B. (2007): Osnovne statističke metode za nematematičare, „Naklada Slap“, Zagreb; Vujević, M. (2002): Uvođenje u znanstveni rad u području društvenih znanosti (sedmo izdanje), “Školska knjiga”, Zagreb.
Examination methods	Forms of assesment: Tests 20 points each (40 points total), regular class attendance and activity - 4 points; homework on a given topic - 6 points; final examination 50 points. The passing grade is awarded for the cumulative number at least 51 poents. Passing grade can be4 given if a students collects at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ADOLESCENT PEDAGOGY

Course:

ADOLESCENT PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11404	Obavezan	6	4	2+1+0

Programs	PEDAGOGY
Prerequisites	No requirements.
Aims	To introduce students with developmental characteristics and typical behaviors in late childhood and youth; to understand the causes of behavior in puberty and adolescence; to recognize the possibilities of educational action on development in the adolescent age.
Learning outcomes	Upon completion of this course, students will be able to: understand the position of adolescence pedagogy in the system of pedagogical disciplines; give an overview of the basic developmental characteristics of adolescents; critically reflect and discuss the educational factors of development in adolescence; identify maladaptive and risky behaviors of adolescents; communicate effectively with adolescents with the aim of quality pedagogical work with them and their parents.
Lecturer / Teaching assistant	Assistant professor PhD Jovana Marojević Assistant professor PhD Jovana Marojević
Methodology	Lectures, workshops and debates. Independent work of students - preparation, presentation and defense of one workshop each. Continual knowledge evaluation in the function of the most efficient preparation for the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Adolescence: terminology and basic concepts of adolescence pedagogy.
I week exercises	Agreement on student obligations; delegation of topics for planning workshops on risky behavior for children of older primary or secondary school age; agreement on testing dynamics and evaluation criteria; reference to basic and additional literature.
II week lectures	Theoretical approaches to adolescence: a pedagogical perspective.
II week exercises	Workshop presentation; analysis and discussion with the group.
III week lectures	Developmental tasks of adolescence: a pedagogical perspective.
III week exercises	Workshop presentation; analysis and discussion with the group.
IV week lectures	Physical changes and development in adolescence: a pedagogical perspective.
IV week exercises	Workshop presentation; analysis and discussion with the group.
V week lectures	Adolescent brain: "ESSENCE" of adolescence
V week exercises	Workshop presentation; analysis and discussion with the group.
VI week lectures	Decision making in adolescence: a pedagogical perspective.
VI week exercises	Workshop presentation; analysis and discussion with the group.
VII week lectures	Social relations in adolescence: adolescents and parents
VII week exercises	Workshop presentation; analysis and discussion with the group.
VIII week lectures	Social relations in adolescence: adolescents and peers
VIII week exercises	Workshop presentation; analysis and discussion with the group.
IX week lectures	Test I
IX week exercises	Analysis of test results; workshop presentation; analysis and discussion with the group.
X week lectures	Cognitive and moral development in adolescence: a pedagogical perspective.
X week exercises	Workshop presentation; analysis and discussion with the group.
XI week lectures	Identity in adolescence: a pedagogical perspective.
XI week exercises	Workshop presentation; analysis and discussion with the group.
XII week lectures	Emotional difficulties, stress and sexuality in adolescence: a pedagogical perspective.
XII week exercises	Workshop presentation; analysis and discussion with the group.
XIII week lectures	Risky behaviors in adolescence: critical reflection I
XIII week exercises	Workshop presentation; analysis and discussion with the group.
XIV week lectures	Risky behaviors in adolescence: critical reflection II
XIV week exercises	Workshop presentation; analysis and discussion with the group.
XV week lectures	Test II
XV week exercises	Analysis of test results; workshop presentation; analysis and discussion with the group.

Student workload
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one workshop each and participate in a post-workshop debate with their colleagues.
Consultations	/
Literature	Kapor-Stanulović, N. (2007): Na putu ka odraslosti: Psihčki život i psihosocijalni aspekti zdravlja mladih, Bograd: Zavod za udžbenike i nastavna sredstva. Erikson, E. (2008): Identitet i životni ciklus, Beograd: Zavod za udžbenike i nastavna sredstva. Žlebnik, L. (1972): Psihologija deteta i mladih, Beograd: Delta-pres. Altaras Penda, I. (2005). Identitet kao osobno pitanje. Revija za sociologiju 36 (1-2), 55-62. Car, S. (2013). Adolescencija 21. stoljeća: društvena uvjetovanost, temeljne karakteristike i pedagoški izazovi. Pedagogijska istraživanja 10 (2), 285-294. Hurrelmann, K., Richter, M. (2006). Risk behaviour in adolescence. The relationship between developmental and health problems. Journal of Public Health, 14, 20-28. Lebedina Manzoni, M., Lotar, M., Ricijaš, N. (2007). Podložnost vršnjačkom pritisku i samopoštovanje kod studenata. Hrvatska revija za rehabilitacijska istraživanja 44 (1), 77-92. Meščić-Blažević, Lj. (2007): Pedagoška prevencija poremećaja u ponašanju adolescenata, Pedagogijska istraživanja, 4(2), 301-308. Opić, S., Jurčević-Lozančić, A. (2008): Kompetencije učitelja za provedbu pedagoške prevencije poremećaja u ponašanju, Odgojne znanosti, Vol. 10, br. 1, str. 181-194. Olsson, C.A., Bond, L., Burns, J.M., Vella-Brodrick, D.A., & Sawyer, S.M. (2003). Adolescent Resilience: A Concept Analysis. Journal of Adolescence, Vol. 26, No. 1, 1-11. Ricijaš, N., Krajcer, M., Bouillet, D. (2010): Rizična ponašanja zagrebačkih srednjoškolaca – razlike s obzirom na spol, Odgojne znanosti, Vol. 12, br. 1, str. 45-63. Rudan, V. (2004). Normalan adolescentni razvoj. Medix 10 (52), 36-39. Zloković, J., Vrcelj, S. (2010): Rizična ponašanja djece i mladih, Odgojne znanosti, Vol. 12, br. 1, 2010, str. 197-213. Zloković, J. (2004): Nasilje među vršnjacima – problem obitelji, škole, društva, Pedagogijska istraživanja, Vol.1, No.2, str. 207-219. Šaljić, Z. (2014): Vaspitni rad u školi u funkciji prevencije nepožljnih ponašanja učenika, Univerzitet u Beogradu, doktorska disertacija, UDK: 37.048.2:376.56.
Examination methods	The following are evaluated: - Two tests with 15 points (30 points in total), - Preparation and execution of a workshop with 21 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ANDRAGOGIC DIDACTICS

Course:

ANDRAGOGIC DIDACTICS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11407	Obavezan	6	4	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims	Understanding of theory and concept of education of adults and gaining basic skills of planning, managing, organisation and evaluation of teaching of adults.
Learning outcomes	After passing the exam, the student will be able to: explain the key terms and categories of andragogic didactics; distinguishes the basic contents and organizational models of adult education; explain the characteristics of adult learning and the peculiarities of the teaching process in adult learning; explain the planning, organization and evaluation of educational/teaching work with adults; explain the specifics of the teachers role in adult education and learning.
Lecturer / Teaching assistant	prof. dr Miomir Despotović i mr Milica Jaramaz
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Subject and tasks of the androgogy didactics.
I week exercises	Presentation of the students independent work (essay/seminar paper).
II week lectures	Goals and objectives of education of adults.
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Basic criteria for selection of educational content.
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	Areas and content of education of adults.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Basic organisational models of education of adults.
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Basic characteristics of education of adults.
VI week exercises	Presentation of the students independent work (essay/seminar paper).
VII week lectures	I test/exam.
VII week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.
VIII week lectures	Principles of education of adults.
VIII week exercises	Presentation of the students independent work (essay/seminar paper).
IX week lectures	Basic characteristics and systems for education of adults.
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Androgogy cycle - programming and planning of educational and teaching work.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	Androgogy cycle - organisation and performance and evaluation of educational work.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	Methods in education and teaching of adults.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Other forms of methods and techniques in aducation of adults.
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Place and role of a teacher in education of adults.
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	II test/exam.
XV week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.

Student workload
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take two tests. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	By agreement, e-mail
Literature	Djukanović, R., (2008) Andragogija, Zavod za udžbenike i nastavna sredstva, Podgorica; • Kulić, R., Despotović, M., (2004) Uvod u andragogiju, Svet knjige, Beograd; • Andrilović, V., i drugi, Andragogija, Školska knjiga, Zagreb, 1985; • Savićević, D., (2002) Filozofski osnovi andragogije, Zavod za udžbenike i nastavna sredstva, Beograd, Filozofski fakultet univerziteta u Beogradu, Institut za pedagogiju i andragogiju.
Examination methods	- Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / STAFF DEVELOPMENT AND EDUCATION PLANNING

Course:

STAFF DEVELOPMENT AND EDUCATION PLANNING/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11408	Obavezan	6	4	2+1+0

Programs	PEDAGOGY
Prerequisites	Nema uslova za prijavljivanje i slušanje predmeta.
Aims	Training of students to understand different models of curricula development, as well as understanding of the educational concepts focused on competences/ outcomes.
Learning outcomes	Nakon položenog ispita student će biti u mogućnosti da: opiše i objasni različite modele razvoja kurikuluma; obrazloži značenje i karakteristike obrazovanja usmjerenog na kompetencije i obrazovanja zasnovanog na ishodima; definiše pojam, strukturu i karakteristike ishoda; razlikuje i upoređuje taksonomije ishoda učenja; analizira specifikaciju evaluacije i ocjenjivanja.
Lecturer / Teaching assistant	Marina Banovic, PhD Milica Jaramaz, MSc
Methodology	Teaching and debates. Preparation of one essay on the required topic. Preparation for tests and final exam. consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Meaning of the curriculum
I week exercises	Presentation of the students independent work (essay/seminar paper).
II week lectures	Models of curriculum development
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Curriculum and teaching
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	The concept of competencies in vocational education
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Alignment of work and education
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	The meaning and characteristics of competency-based education
VI week exercises	Presentation of the students independent work (essay/seminar paper).
VII week lectures	Meaning of competence and competency.
VII week exercises	Presentation of the students independent work (essay/seminar paper).
VIII week lectures	Knowledge test I / colloquium
VIII week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.
IX week lectures	Curriculum development in vocational education - basic processes and products
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Development, meaning and characteristics of outcome-based education.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	Concept, structure and characteristics of outcomes. Types of outcomes. Formulation of outcomes.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	Taxonomies of learning outcomes.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Specification of evaluation and assessment. Curriculum evaluation
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Performance evaluation as part of the assessment. Evaluation standards.1 / 2
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	Second knowledge test/colloquium
XV week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.

Student workload	Weekly : 4 ECTS x 40/30 = 5 hours and 20 minutes Structure: 2 hours of teaching 1 hour of exercises 2 hours i 20 minutes of individual work, including consultations During the term: Teaching and final exam: (5 hours and 20 minutes) x 16 = 85 hours and 20 minutes Necessary preparation before the term (admin, admission, authorization) 2 x (5 hours and 20 minutes) = 10 hours and 40 minutes Total workload per subject: 4x30 = 120 hours additional work for preparation of the exam in reassessment exam period, including reassessment exam test from 0 to 30 hours (remaining time from first two elements to total workload per subject) Structure of workload: 85 hours and 20 min. (Teaching) + 10 hours i 40 min. (Preparation) + 24 hours (Additional work)
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend lessons, to take part in debates and perform two tests. students are due one essey and participation in debate on the essay.
Consultations
Literature	Despotović, M., (2010): Razvoj kurikuluma u stručnom obrazovanju: pristup usmeren na kompetencije, Filozofski fakultet, Univerzitet u Beogradu; • Pastuović, N.,(1999) Edukologija, Znamen, Zagreb.
Examination methods	- Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / COMPARATIVE ANDRAGOGY

Course:

COMPARATIVE ANDRAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11409	Obavezan	6	4	2+1+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims	Methodological enabling students for comparative research in education of adults as well as introduction to similar systems of education of adults in Europe and on other continents.
Learning outcomes	After passing the exam, the student will be able to: analyze the theoretical and methodological problems of comparative andragogy; compare and analyze contemporary systems of adult education in Europe, America, Africa and Asia; explain the importance and role of international organizations in adult education; explain and analyze the problems of adult education in transitioning countries; explain the European policy and programs in the area of adult education.
Lecturer / Teaching assistant	prof. dr Miomir Despotović i mr Milica Jaramaz
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Familiarization, preparation and enrollment in a term.
I week exercises	Presentation of the students independent work (essay/seminar paper).
II week lectures	Theroretical and methodological problems of comparative andragogy .
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Contemporary systems of education of adults in Europe – England and Scandinavian countries .
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	Contemporary systems of education of adults in Europe - Germany.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Particularities of the system of education of adults in United States .
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Educational problems in the countries in transition.
VI week exercises	Presentation of the students independent work (essay/seminar paper).
VII week lectures	Contemporary importance and role of UNESKO in education of adults.
VII week exercises	Presentation of the students independent work (essay/seminar paper).
VIII week lectures	I test/exam.
VIII week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.
IX week lectures	Education of adults in Africa and Asia.
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Other main barears of education activity in education of adults.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	Europe as educational theritory.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	European politics and programs for suport of education of adults.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Priority areas of education of adults in Europe.
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Intercultural education and study.
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	II test/exam.
XV week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.

Student workload
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take two tests. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	By agreement, e-mail
Literature	Savićević,D.,(2003)Komparativna andragogija,NPA,Beograd; • Savićević, D., (1984) Komparativno proučavanje vaspitanja i obrazovanje, Prosvjeta, Beograd; • Medić, S., Popović, K., (1997) Medjunarodne institucije, udruzenja i projekti u obrazovanju odraslih, NPA, Beograd; • Dokumenti i publikacije UNESKO-a; • Jarvis, P., Obrazovanje odraslih - Evropska perspektiva, Andragoške studije, br. 2, 1995.
Examination methods	- Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / EARLY CHILDHOOD PEDAGOGY

Course:

EARLY CHILDHOOD PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11413	Obavezan	6	4	2+1+0

Programs	PEDAGOGY
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Acquaintance of students with the reasons for the emergence of different conceptions and models of preschool education. Introducing students to the types and characteristics of epistemological paradigms of pedagogical research.; Acquainting students with the concept and ideas of active learning at preschool age, encouraging students to think critically and compare the modern models of education.
Learning outcomes	Getting to know and understanding the reasons for the emergence of different concepts and models of preschool education. Consideration, comparison and analysis of different models and characteristics of epistemological paradigms of pedagogical research.; Understanding and evaluating concepts and ideas of active learning at preschool age. critical reflection and comparative analysis of modern education models.
Lecturer / Teaching assistant	Tatjana Novovic, PhD Jelena Vukotic, MA
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.
I week exercises	Analysis and discussion of contradictory aspects of preschool education
II week lectures	Scientific foundation of educational practice in preschool institutions
II week exercises	Consideration and comparison of different scientific models of childhood
III week lectures	Early preschool learning and individualization of access
III week exercises	Looking at the specifics of learning at an early age, presentations, stations...
IV week lectures	Conception of the child, his development and upbringing
IV week exercises	Models of childhood - analysis of the specificity of the traditional model of childhood in our culture positive sides and shortcomings
V week lectures	Childhood as a cultural-historical creation (Concepts and approaches; understanding of childhood)
V week exercises	Analysis of 4 scientific models, observation of similarities and differences, comparison with the current understanding of childhood in our culture
VI week lectures	1st colloquium A
VI week exercises	nalysis of essays on the topic of different models of childhood, using relevant sources
VII week lectures	Scientific and other conceptions of childhood (Historical, sociological, ethnographic, psychological, literary)
VII week exercises	Discussion, analysis of different research approaches in the field of childhood advantages of qualitative approach, critical discussion
VIII week lectures	New research methods (action research, ethnographic approach, practitioner research)
VIII week exercises	presentation of ethnographic research - discussion of advantages and disadvantages
IX week lectures	The context of an early childhood education institution, a holistic approach
IX week exercises	Why holism? developmental or holistic approach, debate
X week lectures	Changing the context and educational practices of kindergartens
X week exercises	Floor plan of the working environment of the preschool institution
XI week lectures	Curricula of early education and education
XI week exercises	program-curriculum, differences, reasons for changes discussion
XII week lectures	Scientific foundation of educational practice in preschool institutions
XII week exercises	Consideration and comparison of different scientific models of childhood
XIII week lectures	the role of professionals in preschool institutio
XIII week exercises	conversations and angles: child, educator, parentns as open systems
XIV week lectures	the role of professionals in preschool institutions as open systems
XIV week exercises	development of educators as reflective practitioners - assumptions, needs, perspectives discussion
XV week lectures	second colloquium
XV week exercises	create a child "folder"

Student workload	6 credits x 40/30=8 hours and 0 minutes 2 hour(s) of theoretical lecture 0 hour(s) of practical lecture 1 exercise 5 hour(s) and 0 minutes independent work, including consultations
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations	Two tests - 20 points each Essay/presentation/homework - 5 points Special homework for students who are interested in
Consultations	by agreement with the students
Literature	Arijes, F., Vekovi detinjstva, ZUNS, Beograd, 1989, 176-185, 210-218. • Bruner, J., Kultura obrazovanja, Eduka, Zagreb, 2000, 17-55, 139-157. • Marjanović, A (1987). at al: Dečiji vrtić kao otvoreni sistem, Predškolsko dete, 1-4 • Marjanović, A (1987).: Protivrečna pitanja javnog vaspitanja predškolske dece, Predškolsko dete, 1-4 • Miljak,A. (1996) : Humanistički pristup teoriji i praksi predškolskog odgoja. Zagreb, Persona. • Pešić, M. (1998);: Pedagogija u akciji-metodološki priručnik, IPA, Beograd • Vigotski, L. Učenje i razvoj u predškolskom uzrastu, Predškolsko dete, • Horvat, L. (1986) ::Predškolsko vaspitanje i intelektualni razvoj, ZUNS, Beograd. • Petrovič-Sočo B.: Kontekst ustanove za rani odgoj i obrazovanje, holistički pristup • Petrovič-Sočo, B: Mijenjanje konteksta i odgojne prakse dječjih vrtića • Slunjski E. (2009): Dječji vrtić - Zajednica koja uči, Spektar Media d.o.o. iz Zagreb Novović, T., Mićanović, V. (2019): Predškolstvo u Crnoj Goriod pedagoške koncepcije ka praksi, Podgorica: Zavod za udžbenike i nastavna sredstva Crne Gore, ISBN 978-86-303-2290-7, COBISSCG-ID 39427856
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL SCIENTIFIC RESEARCH METHODS

Course:

PEDAGOGICAL SCIENTIFIC RESEARCH METHODS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
7607	Obavezan	6	5	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing the students to the role, elements (parts) and procedures of creating a scientific research project; characteristics, selection and application of scientific research methods, techniques and procedures, as well as design of research instruments; To sensitize students to the needs and possibilities of applying the scientific approach in work.
Learning outcomes	After passing the exam, the student will be able to: - Select chooses and rationally use the avaliable pedagogical resources for the development of quantitative and qualitative research projects; - Uses different methods and techniques; - Constructs research instruments; - Make a draft for an educational project; - Plans, organizes and implements various types of pedagogical research; - Define a valid scientific research conclusions and makes adequate scientific generalizations.
Lecturer / Teaching assistant	prof. Nikola Mijanović, PhD, Sanja Čalović Nenezić, MA
Methodology	Lectures and discussions; individual work of students on the scientific research project and the design of research instruments; consultations, regular assessment in efficient preparation for the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The basic pedagogical scientific research stages.
I week exercises	Introduction to the subject, requirements and obligations. The basic pedagogical scientific research stages: group discussion.
II week lectures	The concept and the purpose of the scientific research project.
II week exercises	Exercise: Bibliographical preparation of the research project / Methodological practicum.
III week lectures	Structural elements of a scientific research project; drafts of historical, descriptive, comparative, experimental research.
III week exercises	Group work: Elaboration of the key elements of the scientific research project. Individual work: Methodological starting points in research / Methodological practicum.
IV week lectures	Classification of scientific research methods; methodological specificity of the historical method and the method of theoretical analysis; possibilities of applying the descriptive method.
IV week exercises	Formulation of topics for a scientific research project. Discussion on the advantages and disadvantages of certain scientific research methods. Group work: Selection of scientific-research methods according to selected topics of the scientific-research project.
V week lectures	The experimental method and its modalities.
V week exercises	Procedure for performing certain types of experiments (group work).
VI week lectures	Characteristics of systemic-structural-functional research.
VI week exercises	Preparation for the mid-term exam 1.
VII week lectures	Mid-term exam 1.
VII week exercises	Repair Mid-term exam 1.
VIII week lectures	The key concepts of qualitative research (paradigms, position of the researcher...)
VIII week exercises	Group work: analysis of the key concepts of qualitative research.
IX week lectures	The types of qualitative research.
IX week exercises	Group work: Analysis of certain types of qualitative research.
X week lectures	Data collection procedures in qualitative and quantitative research: content analysis, participant observation, interviewing, survey...)
X week exercises	Advantages and disadvantages of certain scientific research techniques - the group level discussion. Selection of research techniques according to the selected topic for the scientific research project.
XI week lectures	Scientific research instruments and their metric characteristics.
XI week exercises	The choice of research instruments according to the selected topic for the scientific research project. Analyzing drafts of certain scientific research instruments.
XII week lectures	Organization of data, their processing and interpretation; analyzing research material: thematic analysis, discourse analysis, narrative pedagogical approach.
XII week exercises	The choice of appropriate procedures for arranging data according to the chosen topics of the scientific research project.
XIII week lectures	The structure and design of the scientific research report - elaboration.
XIII week exercises	Exercise: Research report / Methodology practicum.
XIV week lectures	The key characteristics of researchers.
XIV week exercises	Preparation for the mid-term exam 2.
XV week lectures	The mid-term exam 2.
XV week exercises	The remedial mid-term exam 2.

Student workload
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in discussions and take two tests and individually outline a research project on a given topic.
Consultations	Tuesday, at 13 p.m.
Literature	• Banđur V. i Potkonjak N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Halmi A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, „Naklada Slap“, Zagreb; • Cohen, L., Manion L. i Morrison, K. (2007): Metode istraživanja u obrazovanju, „Naklada Slap“, Zagreb; • Mejovšek M. (2003): Uvod u metode znanstvenog istraživanja, „Naklada Slap“, Zagreb; • Mužić V. (1986): Metodologija pedagoških istraživanja, „Zavod za izdavanje udžbenika“, Sarajevo; • Potkonjak N. (1982): Metodološki problemi sistemnih proučavanja u pedagogiji, „Prosveta“, Beograd; • Mandić, P. (2004): Metodologija naučnog rada, „Akademija nauka i umjetnosti Republike Srpske“, Banja Luka; • Milas, G. (2005): Istraživačke metode u psihologiji i drugim društvenim znanostima, “Naklada Slap”, Jastrebasrko, (odabrana poglavlja) • Petz, B. (2007): Osnovne statističke metode za nematematičare, „Naklada Slap“, Zagreb.
Examination methods	Forms of assessment: Tests 20 points each (40 points total), regular class attendance and activity - 3 points; work on the research project and active participation in its defense - 6 points; final exam 50 points. The passing grade is awarded for the cumulative number at least 51 poents. Passing grade can be4 given if a students collects at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / WORK METHODOLOGY OF PRESCHOOL AND SCHOOL PEDAGOGUES

Course:

WORK METHODOLOGY OF PRESCHOOL AND SCHOOL PEDAGOGUES/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11403	Obavezan	6	5	3+2+0

Programs	PEDAGOGY
Prerequisites	Does not have.
Aims	Getting to know the field of work of a school pedagogue. Training of pedagogues for direct work in educational practice.
Learning outcomes	After completing this exam, the student will be able to: explain the specifics of the school pedagogues work and cooperation with different school subjects: teachers, students, parents and predict specific forms and procedures of help and support for these subjects; analyzes the activities of the school teacher in the process of professional orientation of students; identifies the general rules of successful communication and recognizes their importance in the pedagogical process and its activities; list his tasks in working with students with special educational needs and recognize the importance of the role of the school pedagogue in building an inclusive society; independently conducts and interprets simpler research tasks and demonstrates the skill of conducting a pedagogical workshop on a given topic.
Lecturer / Teaching assistant	Tatjana Radojević, Ph.D., Milica Jaramaz, M.Sc
Methodology	Lectures and discussion. Preparation of one essay on a given topic from one subject content area. Studying for the written knowledge test and final exam, consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction, preparation for work and presentation of the program.
I week exercises	Clarification of students obligations during the semester, agreement on the method of preparation and presentation of essays and student files. Agreement and distribution of students to schools for the performance of practical tasks.
II week lectures	Cooperation of pedagogues with students. Formation of student files
II week exercises	Analysis of the school pedagogues activities within the scope of the school pedagogues work with students. Independent work of students on the creation of student files.
III week lectures	Advisory work with students. Individual and group.
III week exercises	Organizing workshops on the topic of advisory work with students.
IV week lectures	Preparation for the beginning of the students education.
IV week exercises	Acquaintance of students with the student testing procedure and the structure of the tests applied by school pedagogues with the aim of testing the maturity of the child to start school.
V week lectures	The work of a school pedagogue with students with special needs (Gifted and talented students).
V week exercises	Realization of the workshop. Analysis.
VI week lectures	The work of a school pedagogue with students with special needs. (Students with developmental disabilities)
VI week exercises	Realization of the workshop. Analysis.
VII week lectures	Communication in a group.
VII week exercises	Realization of the workshop. Analysis.
VIII week lectures	And the knowledge test - colloquium.
VIII week exercises	Analysis of the results achieved at the 1st colloquium. Essay presentation.
IX week lectures	Cooperation of school pedagogues with teachers.
IX week exercises	Analysis of the activities of the school pedagogue in cooperation with the teachers (preparation for the lesson, plan and preparation of the visit to the lesson, analysis of the lesson).
X week lectures	The role of the school pedagogue in the process of professional orientation of students.
X week exercises	Realization of the workshop. Analysis.
XI week lectures	Work with professional bodies of the school, cooperation with professional institutions and the social environment.
XI week exercises	Realization of the workshop. Analysis
XII week lectures	Cooperation of pedagogues with parents of students. Individual and group cooperation.
XII week exercises	Realization of the workshop. Analysis.
XIII week lectures	Management of documentation and preparation for work.
XIII week exercises	Realization of the workshop. Analysis.
XIV week lectures	Peer violence.
XIV week exercises	Realization of the workshop. Analysis.
XV week lectures	II knowledge test - colloquium.
XV week exercises	Analysis of the results achieved at the II colloquium. Essay presentation.

Student workload	Lessons and final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x 6 40 minutes = 13 hours 20 minutes Total workload for the course 5x30 = 150 hours Supplementary work for exam preparation in the remedial exam period, including taking a make-up exam from 0 to 30 hours (remaining time from the first two items to the total load for the subject) Load structure: 106 hours and 40 minutes (Teaching) + 30 hours (Additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions and take two tests. Students prepare one essay, one workshop each and participate in a discussion after the presentation of the essay and the workshop. Students are obliged to familiarize themselves with the work tasks of the school pedagogue during their stay at the school.
Consultations	After the lecture
Literature	1. Jurić, V. (2004). Methodology of school pedagogue work. Zagreb: School book. 2. Damjanović, R. (2013). The work of a school pedagogue. Podgorica: Institute for textbooks and teaching aids. 3. Mandić, P. and Vilotijević, M. (1978). Programming of school work. Sarajevo: Light. 4. Trnavac, N. (1993). Teacher at school. Belgrade: Faculty of Philosophy. 5. Trnavac, N. and Potkonjak, N. (2001). Instruments for the work of a school pedagogue. Belgrade: Faculty of Philosophy. 6. Mortensen, D. and Schmuller, A. (1973). Pedagogical guidance in modern schools. Sarajevo: Light. 7. Damjanović, R. (2006). Pedagogical-psychological service, in the book: Mosaic of educational topics and dilemmas (Part II). Podgorica: Institute for textbooks and teaching aids 8. Ilić.M, Nikolć, R., Jovanović, B. (2006). School pedagogy, Faculty of Philosophy, Užice 9. Kačapor, S., Vilotijević, N. (2005). School and family pedagogy, Faculty of Philosophy - Kosovsak Mitrovica, Faculty of Teachers - Belgrade.
Examination methods	Two tests with 10 points (Total 20 points), - Attendance at lectures and participation in debates with 5 points; - Essay with 5 points; - Practice diary with 10 points - File of students from 9 - Final exam with 49 points; - A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / CURRICULUM DEVELOPMENT

Course:

CURRICULUM DEVELOPMENT/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11405	Obavezan	6	5	3+2+0

Programs	PEDAGOGY
Prerequisites	No pre-conditions.
Aims	Acquaintance of students with leading theoretical-methodological approaches and curriculum development (term-conceptual definitions, curriculum conceptions, ways of officialization/legitimization, and curriculum types); introducing students to the basic characteristics of the curriculum at all levels of the educational vertical; development of the ability to critically reflect on the curriculum and the interdependence of numerous aspects that arise from it and determine the educational process; development of analytical skills for evaluation of curriculum implementation, as well as development of skills for managing an interactive and flexible curriculum.
Learning outcomes	Acquaint students with the development of curriculum history both in our country and in neighboring countries, train them to understand and compare curricula, evaluate and understand all parts of the curriculum in the education system.
Lecturer / Teaching assistant	Biljana Maslovaric, PhD Jelena Vukotic, MA
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Curricular movement and history of curriculum development.
I week exercises	Debates, case studies.
II week lectures	Curriculum theories.
II week exercises	Debates, case studies.
III week lectures	Curriculum theory and reconceptualism.
III week exercises	Debates, case studies.
IV week lectures	Curriculum theory and reconceptualism II.
IV week exercises	Debates, case studies.
V week lectures	Theoretical frameworks of preschool curriculum co-construction.
V week exercises	Debates, case studies.
VI week lectures	Curriculum planning methodology and determinants in curriculum creation.
VI week exercises	Debates, case studies.
VII week lectures	Situational analysis/needs assessment when choosing teaching content.
VII week exercises	Debates, case studies.
VIII week lectures	Permanent innovation and curriculum development-reform.
VIII week exercises	Debates, case studies.
IX week lectures	Permanent innovation and curriculum development-reform II.
IX week exercises	Debates, case studies.
X week lectures	Taylors planning model.
X week exercises	Debates, case studies.
XI week lectures	Walkers conscious approach to planning.
XI week exercises	Debates, case studies.
XII week lectures	Centralized curriculum creation at the level of competent institutions.
XII week exercises	Debates, case studies.
XIII week lectures	Decentralized curriculum creation at the level of an educational institution - social constructivism and sociocultural theory of early education curriculum.
XIII week exercises	Debates, case studies.
XIV week lectures	Creation and implementation of the curriculum.
XIV week exercises	Debates, case studies.
XV week lectures	Creation and implementation of curriculum II.
XV week exercises	Debates, case studies.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 1 hour of exercises 2 hours and 40 minutes of independent work, including consultation During the semester Classes and final exam: 6 hours and 40 minutes x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total workload for the course 5x30 = 150 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total load for the courses) Structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 minutes (Preparation) + 30 hours (Additional work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	- Two tests with 20 points (Total 40 points), - Emphasis during lectures and participation in debates 5 points: Essay with 10 points, - Final exam with 45 points. - A passing grade is obtained if at least 55 points are accumulated cumulatively.
Consultations	Wednesday 12:30 p.m (327)
Literature	Marsh, C.: Curriculum – fundamental concepts. - Zagreb: Educa, 1994; Previšić V.: Curriculum-theories, methodology, structure and structure, School book, Zagreb, 2007 Gudjons, H.: Didactic theories. - Zagreb: Educa, 1992; Gudjons, H.: Pedagogy - basic knowledge. - Zagreb: Eudca, 1993; Vilotijević, M.: Didactics 3 – teaching organization. - Belgrade: Faculty of Education, 1999; • Pešić, M.: Evaluation of preschool educational programs - Institute for textbooks and teaching aids, Belgrade
Examination methods	Two tests with 20 points (Total 40 points), Highlighting during lectures and participating in debates 5 points: Essay with 10 points, Final exam with 45 points. A passing grade is obtained if at least 55 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / ORGANIZATION OF ADULT EDUCATION

Course:

ORGANIZATION OF ADULT EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
11406	Obavezan	6	6	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying for or listening to the subject.
Aims	Familiarizing students with the basic organisational models of education of adults, with thw basic methodology of education of adults and its particularities; developing students skills for critical analysis and assesment of the andragogy cicle.
Learning outcomes	After passing the exam, the student will be able to: define and explain the concept of adult learning; distinguishes and compares experiential, organizational and self-directed learning; explain educational needs and models of their determination; analyzes participation in adult education (motives and barriers to adult learning); describe the basic elements of evaluation in adult education; analyzes the professionalization of the field of adult education.
Lecturer / Teaching assistant	prof. dr Miomir Despotović i mr Milica Jaramaz
Methodology	Teaching and debating. Preparation of one essay on a given topic from one segment of the subject. Studying for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Particularities of the cognisent development of adults.
I week exercises	Presentation of the students independent work (essay/seminar paper).
II week lectures	What is education and tesching of adults.
II week exercises	Presentation of the students independent work (essay/seminar paper).
III week lectures	Learning through experience.
III week exercises	Presentation of the students independent work (essay/seminar paper).
IV week lectures	Organisational study.
IV week exercises	Presentation of the students independent work (essay/seminar paper).
V week lectures	Transformational study.
V week exercises	Presentation of the students independent work (essay/seminar paper).
VI week lectures	Self guided study.
VI week exercises	Presentation of the students independent work (essay/seminar paper).
VII week lectures	I test/exam.
VII week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.
VIII week lectures	Educational needs of adults.
VIII week exercises	Presentation of the students independent work (essay/seminar paper).
IX week lectures	Models for determining educational needs.
IX week exercises	Presentation of the students independent work (essay/seminar paper).
X week lectures	Theories of educational needs.
X week exercises	Presentation of the students independent work (essay/seminar paper).
XI week lectures	Participation in the education of adults.
XI week exercises	Presentation of the students independent work (essay/seminar paper).
XII week lectures	System of education of adults.
XII week exercises	Presentation of the students independent work (essay/seminar paper).
XIII week lectures	Evaluation in the process of education of adults.
XIII week exercises	Presentation of the students independent work (essay/seminar paper).
XIV week lectures	Professionalization of the area of education of adults.
XIV week exercises	Presentation of the students independent work (essay/seminar paper).
XV week lectures	II test/exam.
XV week exercises	Presentation of the students independent work (essay/seminar paper). Analysis of test results.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obligated to attend classes, participate in debates, and take two tests. Students are writing one essay and participate in a debate after the presentation of the essay.
Consultations	By agreement, e-mail
Literature	Kulić, R. i Despotović, M. (2004): Uvod u andragogiju, „Svet knjige“, Beograd; • Savićević, D. (2001): Koncepcija obrazovnih potreba, „Zavod za udžbenike“, Beograd; • Despotović, M. (2000): Igra potreba –andragoške varijacije, „Institut za pedagogiju i andragogiju“, Beograd; • Despotović, M. (2010): Razvoj kurikuluma u stručnom obrazovanju, „Filozofski fakultet, Univerzitet u Beogradu“, Beograd; • Ovesni, K. (2009): Andragoški kadrovi – profesija i profesionalizacija, „Institut za pedagogiju i andragogiju“, Beograd.
Examination methods	- Two tests with 20 points (total 40 points) , - Activity during classes and participation in debates 3 points,: Essay 8 points, - Final Exam 49 points. - Passing grade is given if one collects minimum of 51 point.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Accesibility Adjustments

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE I

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO COMPUTER SCIENCE

Faculty of Philosophy / PEDAGOGY / GENERAL PSYCHOLOGY

Faculty of Philosophy / PEDAGOGY / PHILOSOPHY WITH LOGIC

Faculty of Philosophy / PEDAGOGY / HISTORY OF PEDAGOGY

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO PEDAGOGY

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE II

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL COMMUNICATION

Faculty of Philosophy / PEDAGOGY / DEVELOPMENTAL PSYCHOLOGY

Faculty of Philosophy / PEDAGOGY / THEORY OF EDUCATION

Faculty of Philosophy / PEDAGOGY / FAMILY PEDAGOGY

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE III

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PRACTICE I

Faculty of Philosophy / PEDAGOGY / PRESCHOOL PEDAGOGY

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO DIDACTICS

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PSYCHOLOGY

Faculty of Philosophy / PEDAGOGY / SCHOOL PEDAGOGY

Faculty of Philosophy / PEDAGOGY / ENGLISH LANGUAGE IV

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL PRACTICE II

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO THE WIORK METHODOLOGY OF PEDAGOGUES

Faculty of Philosophy / PEDAGOGY / ORGANIZATION OF TEACHING AND LEARNING

Faculty of Philosophy / PEDAGOGY / STATISTICS IN PEDAGOGY

Faculty of Philosophy / PEDAGOGY / INCLUSIVE PEDAGOGY

Faculty of Philosophy / PEDAGOGY / PERSONALITY PSYCHOLOGY

Faculty of Philosophy / PEDAGOGY / GENERAL METHODOLOGY OF CLASS-SUBJECT TEACHING

Faculty of Philosophy / PEDAGOGY / COMPARATIVE PEDAGOGY

Faculty of Philosophy / PEDAGOGY / INTRODUCTION TO ANDRAGOGY

Faculty of Philosophy / PEDAGOGY / BASICS IN PEDAGOGICAL RESEARCH METHODOLOGY

Faculty of Philosophy / PEDAGOGY / ADOLESCENT PEDAGOGY

Faculty of Philosophy / PEDAGOGY / ANDRAGOGIC DIDACTICS

Faculty of Philosophy / PEDAGOGY / STAFF DEVELOPMENT AND EDUCATION PLANNING

Faculty of Philosophy / PEDAGOGY / COMPARATIVE ANDRAGOGY

Faculty of Philosophy / PEDAGOGY / EARLY CHILDHOOD PEDAGOGY

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL SCIENTIFIC RESEARCH METHODS

Faculty of Philosophy / PEDAGOGY / WORK METHODOLOGY OF PRESCHOOL AND SCHOOL PEDAGOGUES

Faculty of Philosophy / PEDAGOGY / CURRICULUM DEVELOPMENT

Faculty of Philosophy / PEDAGOGY / ORGANIZATION OF ADULT EDUCATION