Faculty of Philosophy / PEDAGOGY / CONTEMPORARY DIDACTIC THEORIES
| Course: | CONTEMPORARY DIDACTIC THEORIES/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4591 | Obavezan | 1 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | There are no pre-conditions for the attendance of this course. |
| Aims | Introducing the students to traditional and contemporary didactic theories; development of critical thought and making reliable criteria for validation of certain theories; supervising and critical estimate of high-quality didactic sources. |
| Learning outcomes | - After passing the exam, the student will be able to: - - Explain the relationship between teaching practice, teaching theory and metatheory; - - Compare the different didactic theories, schools, directions and models; - - Critically assesses traditional and modern didactic theory; - - Critically assesses the importance of teaching theory to improve the organization of teaching and learning. |
| Lecturer / Teaching assistant | Nikola Mijanović,Ph.D, Milena Krtolica, MA |
| Methodology | Lectures and debates. The preparation of an essay on a given topic from a field of the subject content. Study for the written form of assessment. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Comprehension, understanding and classification of didactic theories. |
| I week exercises | Giving the themes for students’ presentations and determining the period of time for their realization. |
| II week lectures | Didactic theories and metatheories. |
| II week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| III week lectures | Didactic theories oriented toward learning. |
| III week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| IV week lectures | Didactic theories oriented toward education. |
| IV week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| V week lectures | Characteristics of the ‘Klafki’ and ‘Heiman’ didactic models. |
| V week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| VI week lectures | Didactic theories oriented toward instruction and learning. |
| VI week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| VII week lectures | Characteristics of the ‘Berlin’ and ‘Hamburg’ didactic models. |
| VII week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. The synthesis of the covered material in preparation for the mid-term exam. |
| VIII week lectures | Mid-term exam 1 |
| VIII week exercises | Mid-term exam analysis |
| IX week lectures | Didactics grounded in the information theory. |
| IX week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| X week lectures | Theoretical and communicational specific qualities of didactics. |
| X week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| XI week lectures | Systemic-structural didactics. |
| XI week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| XII week lectures | Theory of didactic curriculum. |
| XII week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| XIII week lectures | Innovative didactic theories and directions. |
| XIII week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. |
| XIV week lectures | Critique of contemporary didactic theories. |
| XIV week exercises | Students’ comments on a theme discussed followed by the group critical analysis and discussion. The synthesis of the covered material in preparation for the mid-term exam. |
| XV week lectures | Mid-term exam 2 |
| XV week exercises | Mid-term exam analysis. The synthesis of the complete material in preparation for the exam. |
| Student workload | Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 1 hour exercise 2 hours and 20 minutes for individual work, including consultations During the semester Teaching and the final exam: (6 hours, 40 min) x 16 = 106 hours and 40 minutes Preparation before the beginning of the semester (before semester): 2 x (6 hours, 40 min) = 13 hours and 20 minutes Total hours for the course 5x30 = 150 hours Additional work for exams preparing for make-up exam, including the make-up exam is 30 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
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 | Tuesday, 14.00. |
| Literature | • Davidov, V.V. (1995): O shvatanjima razvijajuće nastave, Saznavanje i nastava, Institut za pedagoška istraživanja, Beograd; • Gudjons H. Teske R. I Winkel R. (1994): Didaktičke teorije, Educa, Zagreb; • Đukić M. (2003): Didaktičke inovacije kao izazov |
| Examination methods | Forms of assessment: two tests – 20 points each (40 points total), regular attendance and making a point in debates – 3 points; preparation of a written assignment on a given topic – 7 points; final exam – 50 points. A passing grade is obtained if 51 points are accumulated cumulatively. |
| Special remarks | |
| Comment | Students will be given the realization plan of the program of instruction including the thematic units and terms 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 / METHODOLOGY APPLIED BY SCHOOL PEDAGOGUE I
| Course: | METHODOLOGY APPLIED BY SCHOOL PEDAGOGUE I/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4592 | Obavezan | 1 | 5 | 3+2+0 |
| Programs | PEDAGOGY |
| Prerequisites | No conditions to sign in and listen to the subjects. |
| Aims | To introduce the content, obligations and tasks of the school pedagogues work to the students as well as a direct application of concepts,approaches and the models of work and communication. To make a pedagogue be able for a direct work in practice – at school and preschool institution. |
| Learning outcomes | - After the completion of which students will be able to: - Correctly interprete profession school counselor and describe its competences necessary for the performance of an educational-educational institution; - Differ areas of work of a school pedagogist and mentions the characteristic activities within them; - Explain the basic functions of labor school educators and their impact on the development of school educational activities; - Identify and application procedures of planning and programming of its work in schools; - Analyze the participation of educators in the planning, implementation and evaluation of educational work at the school facility and assess the possibilities for their improvement; - Explain the specifics of the work and establish a cooperation of school educators with different school subjects: teachers, students and parents and provide for concrete forms and methods of assistance and support to these entities. |
| Lecturer / Teaching assistant | Mr Stanica Marković and mr Milica Jaramaz |
| Methodology | Lectures and debates. Preparing an essay on the given theme consisting of an area of the subject content.To study for written exams and the final exam. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction, preparation for the work and introduction of the program. |
| I week exercises | Planning of students’ obligations during the semester. Agreeing on the method for both essay writing and its presentation. |
| II week lectures | Profession – a school pedagogue and his/her basic competences. |
| II week exercises | Working on the previously prepared materials (failures of the work of a school pedagogue; successful and unsuccessful pedagogue; when and why are school pedagogues criticized; what a school pedagogue shouldn’t be like). |
| III week lectures | Work fields of the school pedagogue and characteristic jobs. |
| III week exercises | Analysis of the activities of a school pedagogue within each of the working areas with a review of the official professional associates’ working Program. |
| IV week lectures | The basic school pedagogue’s functions ( operational, study – analytical, informational, instructive, advisory, reserach, normative). |
| IV week exercises | Analysis of the basic roles of a school pedagogue. Examples from practice. |
| V week lectures | Planning and programming the school pedagogue’s work ( types of planning and making school plans as well as a pedagogue’s plan. |
| V week exercises | Analysis of the copies of school pedagogue’s yearly and monthly plan. |
| VI week lectures | Methods and techniques of the school pedagogue’s work. |
| VI week exercises | Students draft a monthly plan of a school pedagogue individually or in smaller groups. They present their plans and discuss about them. |
| VII week lectures | Work to improve the educational process. |
| VII week exercises | Essay presentation. Synthesis of curriculum for the first mid-term exam. |
| VIII week lectures | The First test / The colloquium. |
| VIII week exercises | Analysis of the results achieved on the first mid-tem exam. Essay presentation. |
| IX week lectures | Methods, techniques and procedures of monitoring and evaluation of the educational process ( the observation terms and supervising of the educational work; intstruments for the school pedagogue’s work... ). |
| IX week exercises | Instruments used for the work of a school pedagogue- analysis of the most frequently used instruments by a school pedagogue. |
| X week lectures | Cooperation of the school pedagogue with teachers. |
| X week exercises | Analysis of the basic ways of school pedagogue’s work with teachers. Examples from practice. |
| XI week lectures | The work of the school pedagogue with students. |
| XI week exercises | Discussion about the reasons of students’ failures in school and about the key elements of the failures. Working on the previously prepared materials - The list for diagnosing the chain of reasons for students’ failure. |
| XII week lectures | Concepts and modalities of the advisory pedagogical work. |
| XII week exercises | Working on the previously prepared materials - Rules and instructions needed for an advisory conversation. |
| XIII week lectures | The school pedagogue in cooperation with parents. |
| XIII week exercises | Traditional and modern ways of cooperation with parents. Particular examples. |
| XIV week lectures | Research – action function of the school pedagogue. |
| XIV week exercises | Essay presentation. Synthesis of curriculum for the second mid-term exam. |
| XV week lectures | The Second test / The colloquium. |
| XV week exercises | Analysis of the results achieved on the second mid-term exam. Essay presentation. |
| Student workload | Weekly: 5 credits x 40/30 = 6 hours and 40 min. Structure: 3 hours of lecture; 2 hours of exercises; 1 hour and 40 min of individual work, including 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 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 the lectures, take part in debates and do two tests. Students prepare an essay and participate in the debate after the essay presentation. |
| Consultations | Tuesday,10.45 |
| Literature | 1. Jurić, V. (2004). Metodika rada školskog pedagoga. Zagreb: Školska knjiga. 2. Damjanović, R. (2013). Rad školskog pedagoga. Podgorica: Zavod za udžbenike i nastavna sredstva. 3. Mandić, P. i Vilotijević, M. (1978). Programiranje rada škole. Sarajevo: |
| Examination methods | Evaluated are: - Two tests with 20 points (Total 40 points); - Regular attendance at lectures and students excellent work 3 points; - Essay 7 points; - The Final exam 50 points. - The poll degree is for getting 55 points at least. |
| Special remarks | |
| Comment | The realization plan of the teaching program according to thematic units and terms the students will get 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 / ANDRAGOGIC DIDACTICS
| Course: | ANDRAGOGIC DIDACTICS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4595 | Obavezan | 1 | 5 | 3+1+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 concepts and categories andragogical didactics; - Define basic contents and organizational models of adult education; - Explain the characteristics of adult learning and teaching process characteristics in adult learning; - Explain the planning, organization and evaluation of educational / teaching adults; - Explain the specifics of the role of teachers in education and adult learning. |
| Lecturer / Teaching assistant | Milica Jaramaz, M.A. |
| 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 | Analysis of the subject of Andragogical didactics. Specifying themes for essay writing. |
| II week lectures | Goals and objectives of education of adults. |
| II week exercises | Comparison of humanistic, economical and social aims. |
| III week lectures | Basic criteria for selection of educational content. |
| III week exercises | Analysis of key criteria for the selection of educational/teaching content. |
| IV week lectures | Areas and content of education of adults. |
| IV week exercises | Analysis of the educational offer in Montenegro – overview of the Montenegrin system for the education of adults. |
| V week lectures | Basic organisational models of education of adults. |
| V week exercises | Comparison of formal, non-formal, informal and self-directed learning. Examples from practice. |
| VI week lectures | Basic characteristics of education of adults. |
| VI week exercises | Analysis of key characteristics of education of adults. Essay presentation. |
| VII week lectures | Principles of education of adults. |
| VII week exercises | Discussion about the principles of education of adults. Synthesis of curriculum for the first mid-term exam. |
| VIII week lectures | I test/exam. |
| VIII week exercises | Analysis of the results achieved on the first mid-term exam. Essay presentation. |
| IX week lectures | Basic characteristics and systems for education of adults. |
| IX week exercises | Comparison of the basic models of education of adults. |
| X week lectures | Androgogy cycle - programming and planning of educational and teaching work. |
| X week exercises | Andragogical cycle: analysis of its first stage. |
| XI week lectures | Androgogy cycle -organisation and performance and evaluation of educational work. |
| XI week exercises | Andragogical cycle: analysis of the second and third stage. |
| XII week lectures | Methods in education and teaching of adults. |
| XII week exercises | Essay presentation. |
| XIII week lectures | Other forms of methods and techniques in aducation of adults. |
| XIII week exercises | Analysis of both methods and techniques of learning within the education of adults. |
| XIV week lectures | Place and role of a teacher in education of adults. |
| XIV week exercises | Analysis of the particularity of teacher’s work within the education of adults. Synthesis of curriculum for the second mid-term exam. |
| XV week lectures | II test/exam. |
| XV week exercises | Analysis of the results achieved on the second mid-term exam. Essay presentation. |
| Student workload | Per week 5 ects x 40/30 = 6 hours 40 min Structure: 3 hours of lectures 1 hours of the exercises 2 hours and 40 minutes 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 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 thuersdays 14.00 a.m. |
| Literature | Djukanović, R., (2008) Andragogija, Zavod za udžbenike i nastavna sredstva, Podgorica 2. Kulić, R., Despotović, M., (2004) Uvod u andragogiju, Svet knjige, Beograd. 3. Andrilović, V., i drugi, Andragogija, Školska knjiga, Zagreb, 1985. 4. Savićević, D. |
| 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 / DOKIMOLOGY
| Course: | DOKIMOLOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4596 | Obavezan | 2 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | There are no pre-conditions for the attendance of this course. |
| Aims | Introducing the students to the basic docimological terms, problems, criteria and standards. |
| Learning outcomes | Upon completion of this course the student will be able to: - Master basic concepts and categories of Dochimology; - Explain the evaluation criteria; - Identify different types and forms of school evaluation; - Identify the basic functions of school evaluation; - Find various of methods and instruments for evaluating students' achievements. |
| Lecturer / Teaching assistant | Prof. Nikola Mijanović, PhD Sanja Čalović, MA |
| Methodology | Lectures and debates. The preparation of a written assignment 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 term, the origin, the subject and development of docimology |
| I week exercises | Explanation and discussion about the following issues: the meaning of the term docimology; the subject of its study; historical development of docimology. Introduction of rules for doing homework and its presentation, the choice of the theme, and an agree |
| II week lectures | The basic docimological terms and categories (supervising, checking, examination, measuring, assessment, validation, evaluation). |
| II week exercises | The group work: defining the basic docimological terms; discussion and making conclusions. Making the instruments needed for supervising, observing and checking educational process used by pedagogues |
| III week lectures | Educational aims, tasks as determinants of objective and purpose-serving validation of school accomplishment. |
| III week exercises | Taxonomy of educational aims in cognitive, affective and psychomotor fields; making a point of the taxonomy levels; the group discussion about detailed elaboration of taxonomies in abovementioned fields. Working on a beforehand prepared material – setting |
| IV week lectures | Criteria and standards of assessment. |
| IV week exercises | Explanation of a priori defined criterion and statistical criterion. Working on a beforehand prepared material – normative and criteria tests; making conclusions about the assessment criteria. Homework presentations |
| V week lectures | Factors of validation (teachers; students; social environment). |
| V week exercises | The teacher as the factor of validation – discussion and making conclusions. The student as the factor of validation – discussion and making conclusions. Homework presentations. |
| VI week lectures | The basic components of validation (knowledge, attitude toward the subject, dedication of students, individual capabilities, working and living conditions of an individual). |
| VI week exercises | The basic components of validation (knowledge, attitude toward the subject, dedication of students, individual capabilities, working and living conditions of an individual) – discussion and making conclusions. The synthesis of the covered material in prep |
| VII week lectures | Mid-term exam 1 |
| VII week exercises | Mid-term exam analysis. Homework presentations. |
| VIII week lectures | Methods and procedures of validation. |
| VIII week exercises | Subjective and objective procedures of validation – discussion about their advantages and disadvantages. Working on a specific material – assessment of the tasks done in the form of an essay. Discussion and making conclusions |
| IX week lectures | Types of assessment (numerical, attributive, alphabetical, combined). |
| IX week exercises | Discussion about advantages and disadvantages of certain types of assessment: numerical, attributive, alphabetical, combined – the group work. |
| X week lectures | Objective ways and approaches of validation (tests, types of tests and their metrical characteristics). |
| X week exercises | Objective procedures of validation – discussion about metrical characteristics of tests. Working on a beforehand prepared material- checking the metrical characteristics. Giving the objective type tasks in Docimology (the group work). |
| XI week lectures | The individualized approach as a starting point of a correct validation of accomplishment; self-assessment and self-validation. |
| XI week exercises | The purpose of self-assessment and self-validation – making conclusions grounded in the prior individual responses of students. Drawing up the guidelines for self-validation of one’s accomplishment. Individual self-assessment within the framework of the s |
| XII week lectures | The basic functions of a mark (pedagogical, psychological, selective, promotional). |
| XII week exercises | Discussion about basic functions of marks (pedagogical, psychological, selective, promotional) and making conclusions. Homework presentations |
| XIII week lectures | Pedagogical ethics and the teacher’s errors in the process of validation |
| XIII week exercises | The group level discussion. Pedagogical ethics and the teacher’s errors in the process of validation. Homework presentations. |
| XIV week lectures | Validation of pedagogical issues in school. |
| XIV week exercises | The things that imply the process of validation of pedagogical issues in school – discussion and making conclusions. The synthesis of the covered material in preparation for the mid-term exam. |
| XV week lectures | Mid-term exam 2. |
| XV week exercises | Mid-term exam analysis. |
| Student workload | Weekly 5 credits x 40/30 = 6 hours 40 minutes Structure: 3 hours of lectures 1 hour of practical work 2 hours 40 minutes of individual work including 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 regularly the lectures, take part in debates and take two tests. Students are supposed to do homework in the form of a written assignment and participate in debates after its presentation. |
| Consultations | Tuesday, 14:00. |
| Literature | 1.Gojkov, G. (2009): Dokimologija, „Visoka škola strukovnih studija za obrazovanje vaspitača“, Vršac; 2. Grgin, T. (1999): Školsko ocjenjivanje znanja, „Slap“, Zagreb; 3. Havelka, N. (2000): Učenik i nastavnik u obrazovnom procesu, „Zavod za udžbenike |
| Examination methods | Forms of assessment: two tests – 20 points each (40 points total), attendance, making a point in classes and taking part in debates – 4 points; homework -written assignment – 6 points; final exam – 50 points. The passing grade is awarded for the cumulativ |
| Special remarks | |
| Comment | Students will be given the realization plan of the program of instruction including the thematic units and terms 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 / METHODOLOGY APPLIED BY SCHOOL PEDAGOGUE II
| Course: | METHODOLOGY APPLIED BY SCHOOL PEDAGOGUE II/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 4597 | Obavezan | 2 | 5 | 3+2+0 |
| Programs | PEDAGOGY |
| Prerequisites | No conditions to sign in and listen to the subjects. |
| Aims | To make a student be able to plan and program educational work at school, to use different methodological, techniques and instruments as prerequisites for a good work as a pedagogue. |
| Learning outcomes | Critically assess the strengths and weaknesses of the basic model curriculum planning; Demonstrate the interconnections between the order and procedures in didactic-methodical conception of educational work and recognize the role of school pedagogue in providing pedagogical guidance; Explain and evaluate the participation of school educator in the process of professional development at the school level; Identify the general rules of successful communication and recognize their importance in the pedagogical process and its activities; Explain the specificity of school conflicts and violence and assess the contribution to their school counselor prevention and resolution; Review the activities of school pedagogues in the process of professional orientation of students; Submit the working assignments with students with special educational needs and recognizes the important role of school pedagogue in building an inclusive society; Conduct and interpret an independent simple research tasks and demonstrate the skill of keeping the pedagogical workshop on a certain topic. |
| Lecturer / Teaching assistant | mr Stanica Marković and mr Milica Jaramaz |
| Methodology | Lectures and debates. Preparing an essay on the given theme consisting of an area of the subject content.To study for written exams and the final exam. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction, preparation for the work and introduction of the program. |
| I week exercises | Exposition of the students’ obligations and their way of work during the semester. Agreement on the students’ allocation around schools for the purpose of accomplishing their practical tasks. |
| II week lectures | Strategic and operational planning of the educational school work. |
| II week exercises | Analysis of the teaching plans (both particular plans and the plans for direct work with students). |
| III week lectures | Realization and the evaluation of the aims and tasks of the educational work at school. |
| III week exercises | Students’ reports after accomplishing their first practical tasks ( interview with a school pedagogue concerning the work he/she accomplishes at school, insight into one of the teaching plans, discussion about school pedagogue’s involvement into planning |
| IV week lectures | The basic models of the curiculum planning. |
| IV week exercises | Students’ reports on accomplishing their second practical task (insight into the official educational and subject programs both of primary and of secondary school). |
| V week lectures | Interconnection of the aims, tasks, contents, methods and types of educational work; position and importance of the didactic – methodical and pedagogical instructions. |
| V week exercises | Students’ reports on accomplishing their third practical task( analysis of both the general aims of subject programs and of operating aims of the teaching process within the subject programs (teaching curriculum);ways of defining informational, formativ |
| VI week lectures | Methods, techniques and procedures to be participated in the teaching. |
| VI week exercises | Students’ reports on accomplishing their fourth practical aim – class observation (class analysis according to specific indicators, the most significant class observation notes). |
| VII week lectures | The position of the school pedagogue in the processes of introducing innovations and professional teachers development. |
| VII week exercises | Synthesis of curriculum for the first mid-term exam. |
| VIII week lectures | The first test / The colloquium. |
| VIII week exercises | Preparing students to carry out a workshop with primary school students. Specifying themes and plans in order to write a synopsis of the workshop. |
| IX week lectures | The position of the pedagogue in the process of the team and research work development. |
| IX week exercises | Workshop realization (each student carries out the workshop individually in one primary school class)- school work. Analysis of the activity realized. |
| X week lectures | Models of pedagogical communication among the subjects in the educational process. |
| X week exercises | Workshop realization. Analysis. |
| XI week lectures | Conflicts and violence in schools, how to solve the school problems in a non-violent way. |
| XI week exercises | Workshop realization. Analysis. |
| XII week lectures | The position of school pedagogue in the process of students professional orientation. |
| XII week exercises | Workshop realization. Analysis. |
| XIII week lectures | The school pedagogue and the work with the students who have special educational needs. |
| XIII week exercises | Workshop realization. Analysis. |
| XIV week lectures | The work in professional school board; Cooperation with institutions... ; The work on the pedagogical documentation. |
| XIV week exercises | Synthesis of curriculum for the second mid-term exam. |
| XV week lectures | The second test / The colloquium. |
| XV week exercises | Workshop realization. Analysis. |
| Student workload | Weekly: 5 credits x 40/30 = 6hours and 40 min. Structure: 3 hours of lecture; 2 hours of exercises; 1 hour and 40 min of individual work, including 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 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 the lectures, take part in debates and do two tests. Students prepare an essay and participate in the debate after the essay presentation. |
| Consultations | Tuesday,10.45 |
| Literature | 1. Jurić, V. (2004). Metodika rada školskog pedagoga. Zagreb: Školska knjiga. 2. Damjanović, R. (2013). Rad školskog pedagoga. Podgorica: Zavod za udžbenike i nastavna sredstva. 3. Trnavac, N. (1993). Pedagog u školi. Beograd: Filozofski fakultet. |
| Examination methods | Evaluated are: - Two tests with 20 points (Total 40 points); - Regular attendance at lectures and students excellent work 3 points; - Essay 7 points; - The Final exam 50 points. - The poll degree is for getting 55 points at least. |
| Special remarks | |
| Comment | The realization plan of the teaching program according to thematic units and terms the students will get 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 / STRATEGIES IN TRAINING AND EDUCATION CONTENTS
| Course: | STRATEGIES IN TRAINING AND EDUCATION CONTENTS/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7026 | Obavezan | 1 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | No preconditions for applying and attending this subject |
| Aims | Acquaintance of students with leading theoretical-methodological approaches and curriculum development (term-conceptual definitions, curriculum conceptions, ways of officialization/legitimization, and curriculum types); 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. |
| Learning outcomes | Upon completion of classes in the above-mentioned subject, the student will be able to: - Compares the historical basics and frameworks of the term curriculum; - compares the goals and tasks of the curriculum in preschool systems/national and international; - knows and compares curriculum models (Tylers; Walkers, etc.); - explains the functions, dimensions and patterns in the implementation of curricula. - Describes the historical basics and frameworks of the term curriculum. - Compares theories and determinates in curriculum creation; - Explains and compares curriculum models (Tylers; Walkers, centralized curriculum, etc.); - Explain the national standards of knowledge and their influence on the creation of the curriculum; - Explain the functions, dimensions and patterns in the implementation of curricula. |
| Lecturer / Teaching assistant | PhD Biljana Maslovarić and MA Jelena Vukotić |
| Methodology | Lectures, presentations 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 | Presentation. |
| II week lectures | Curriculum theory. |
| II week exercises | Presentation/debates and analysis of seminar papers. |
| III week lectures | Curriculum theory and conceptualism. |
| III week exercises | Presentation/debates and analysis of seminar papers. |
| IV week lectures | Curriculum theory and sociology of knowledge. |
| IV week exercises | Presentation/debates and analysis of seminar papers. |
| V week lectures | Curriculum planning methodology and determinants in curriculum creation. |
| V week exercises | Presentation/debates and analysis of seminar papers. |
| VI week lectures | Situational analysis/needs assessment when choosing teaching content. |
| VI week exercises | Presentation/debates and analysis of seminar papers. |
| VII week lectures | Permanent innovation and curriculum development-reform. |
| VII week exercises | Presentation/debates and analysis of seminar papers. |
| VIII week lectures | Taylors model of planning teaching contents. |
| VIII week exercises | Presentation/debates and analysis of seminar papers. |
| IX week lectures | Walkers conscious approach to curriculum planning. |
| IX week exercises | Presentation/debates and analysis of seminar papers. |
| X week lectures | Centralized curriculum creation at the level of competent institutions. |
| X week exercises | Presentation/debates and analysis of seminar papers. |
| XI week lectures | Decentralized curriculum creation at the level of an educational institution. |
| XI week exercises | Presentation/debates and analysis of seminar papers. |
| XII week lectures | Decentralized curriculum creation at the level of an educational institution II. |
| XII week exercises | Presentation/debates and analysis of seminar papers. |
| XIII week lectures | Decentralized curriculum creation at the level of an educational institution III. |
| XIII week exercises | Presentation/debates and analysis of seminar papers. |
| XIV week lectures | National knowledge standards and impact on curriculum creation. |
| XIV week exercises | Presentation/debates and analysis of seminar papers. |
| XV week lectures | National knowledge standards and impact on curriculum creation II. |
| XV week exercises | Presentation/debates and analysis of seminar papers. |
| Student workload | Per week 5 credits x 40/30 = 6 hours 40 minutes Structure: 3 hours of teaching 1 hour of practice 2 hours 40 minutes of individual work, including 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 required to attend lectures, participate in debates and pass two tests. Students prepare an essay and participate in the debate following the presentation of the essay |
| Consultations | Wednesday 12:30h |
| Literature | Marsh, C.: Curriculum – Basic terms .- Zagreb: Educa, 1994; Gudjons, H.: Didactic theories .- Zagreb: Educa, 1992; Gudjons, H.: Pedagogija – Basic knowledge .- Zagreb: Educa, 1993; Vilotijević, M.: Diidaktika 3 – Teaching organization .- Beo |
| Examination methods | Will be graded: Two tests at 20 points (Total of 40 points), Active participation in lectures and debates 5 points,: Essay 10 points, Final exam 45 points. Positive grade is awarded if the total of points is 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 / INTERACTIVE TEACHING
| Course: | INTERACTIVE TEACHING/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7027 | Izborni | 2 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | |
| Aims | |
| Learning outcomes | Upon completion of this course, students will be able to: - Explain the basic elements of interactive teaching and learning. - Compare the developmental and educational effects of traditional and active teaching in terms of the basic characteristics (objectives, programs, methods / modes of teaching / learning, motivation for learning, assessment, role of teacher, position of students). - Explain the specifics of different teaching approaches (cooperative learning, problem teaching), individualized and project classes, and their use in interactive teaching. - Analyze the role of teachers and students in the position of interactive teaching. - Demonstrate the proper application of interactive teaching approaches and methods of active teaching / learning. - Apply the acquired knowledge, skills and competencies required for continuing education and lifelong learning. |
| Lecturer / Teaching assistant | |
| Methodology |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | |
| I week exercises | |
| II week lectures | |
| II week exercises | |
| III week lectures | |
| III week exercises | |
| IV week lectures | |
| IV week exercises | |
| V week lectures | |
| V week exercises | |
| VI week lectures | |
| VI week exercises | |
| VII week lectures | |
| VII week exercises | |
| VIII week lectures | |
| VIII week exercises | |
| IX week lectures | |
| IX week exercises | |
| X week lectures | |
| X week exercises | |
| XI week lectures | |
| XI week exercises | |
| XII week lectures | |
| XII week exercises | |
| XIII week lectures | |
| XIII week exercises | |
| XIV week lectures | |
| XIV week exercises | |
| XV week lectures | |
| XV week exercises |
| Student workload | |
| 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 | |
| Consultations | |
| Literature | |
| 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 / STAFF DEVELOPMENT AND EDUCATION PLANNING
| Course: | STAFF DEVELOPMENT AND EDUCATION PLANNING/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 7029 | Obavezan | 2 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | There are no conditions for applying for or listening to the subject. |
| Aims | Enhancing and spreading of specialist and spiritual curiosity of students for the phenomena of culture and educatiuon and applying those skills in future teaching work. |
| Learning outcomes | After passing the exam, the student will be able to: - Describe and explain the different models of curriculum development; - Explain the meaning and characteristics of education focused on competencies and education based on outcomes; - Define the concept, structure and characteristics of the outcome; - Recognize and compare the taxonomy of learning outcomes; - Analyze the specification of evaluation and assessment. |
| Lecturer / Teaching assistant | Milica Jaramaz, M.A. |
| 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 | Getting familiar with the curriculum. |
| I week exercises | Specifying students obligations during the semester. Defining themes for essay writing and specifying the way of essay presentation. |
| II week lectures | Planning of education in the system of science on education. |
| II week exercises | Analysis of education planning within the system of education and upbringing sciences. |
| III week lectures | Theories and models of planning of education. |
| III week exercises | Introducing the basic models of curriculum development. |
| IV week lectures | Technicistic model of planning. |
| IV week exercises | Analysis of technicistic models of education planning. |
| V week lectures | Political model of planning and education. |
| V week exercises | Analysis of political models of education planning. |
| VI week lectures | Consensual models of planning of education. |
| VI week exercises | Analysis of consensual models of education planning. |
| VII week lectures | Detemination of sucsessful implamentation of plans and educational strategy. |
| VII week exercises | Essay presentation. Synthesis of curriculum for the first mid-term exam. |
| VIII week lectures | I test/exam. |
| VIII week exercises | Analysis of the results achieved on the first mid-term exam. Essay presentation. |
| IX week lectures | Relationship between politics and educational planning. |
| IX week exercises | Analysis of both meaning and characteristics of competence-directed education and of education based on its results. |
| X week lectures | Reasearch of educational plotics. |
| X week exercises | Essay presentation. |
| XI week lectures | Managing of educational system. |
| XI week exercises | Essay presentation. |
| XII week lectures | Reforming of educational system. |
| XII week exercises | Analysis of defining the outcomes of learning and their characteristics. |
| XIII week lectures | School in reform of education. |
| XIII week exercises | Essay presentation. |
| XIV week lectures | Infrastructure of educational system. |
| XIV week exercises | Analysis of the structure of educational system in Montenegro. Synthesis of curriculum for the second mid-term exam. |
| XV week lectures | II test /exam. |
| XV week exercises | Analysis of the results achieved on the second mid-term exam. Essay presentation. |
| Student workload | Per week 5 ects x 40/30 = 6 hours 40 min Structure: 3 hours of lectures 1 hours of the exercises 2 hours and 40 minutes 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 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 thursdays 14.00 a.m. |
| Literature | Pastuović, N.,(1999) Edukologija, Znamen, • Kvalitetno obrazovanje za sve – put ka razvijenom društvu, (2002) Ministarstvo prosvete, Beograd; . Despotović, M., (2010): Razvoj kurikuluma u stručnom obrazovanju, Filozofski fakultet, Univerzitet u Beograd |
| 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 / EARLY CHILDHOOD PEDAGOGY
| Course: | EARLY CHILDHOOD PEDAGOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 8376 | Obavezan | 1 | 5 | 3+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | No prerequisites required |
| Aims | To inform students about the reasons for inventing various concepts and models of preschool education. To familiarize students with the types and characteristics of the epistemological paradigms of pedagogical research; To inform the students about the concepts and ideas of active learning in the preschool educational period. Encouraging students to develop critical thinking and ability to comparatively analyze contemporary models of education. |
| Learning outcomes | Upon completion of the exam, the student will be able to: - Describe various theoretical conceptions of childhood; (theoretical approaches and contemporary practices); - Name and explain the developmental stages of the micro-research; - Organize and conduct little research in pre-school context; - Critically analyze the possibilities of transformation context and educational practices kindergartens. |
| Lecturer / Teaching assistant | Tatjana Novovic,Ph.D. Jelena Vukotić, M.A |
| Methodology | Lectures and debates. 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 | Introductory remarks |
| I week exercises | Introductory remarks; Insight into literature; Discussing possible topics of the seminar papers / essays and presentations of the same dynamics. |
| II week lectures | Contradictory issues related to the early preschool education (traditional pedagogical-psychological models and contemporary models of environmental intervention) |
| II week exercises | Discussions about conflicting issues: changes in the conditions for the socialization of children in the family; clarifying the concepts of educational universals, de contextualization of education, public segregation of children, etc., |
| III week lectures | Scientific foundation of educational practices in pre-school institutions (the scientific theory of development and learning-behaviorist, phenomenological, psychoanalytic, cognitive, cultural and historical). |
| III week exercises | Analysis of the theories of development and learning: behaviorist, phenomenological, psychoanalytic, cognitive, cultural, historical |
| IV week lectures | Teaching early preschool children and individualization access |
| IV week exercises | Discussion on the characteristics of learning at an early age; clarifying the relationship between learning and development (Piaget, Vygotsky) |
| V week lectures | The concept of the child, its development and training |
| V week exercises | Analysis clips works: "The centuries of Childhood" (F. of Aries) and "Child and Culture" (I. Kon) - understanding "childhood" as a social construct; Analysis of extracts from works: "The performances of the child in Serbian culture" - an understanding of |
| VI week lectures | Childhood as a cultural and historical structures (Concepts and approaches; understanding of childhood) |
| VI week exercises | Analysis of the segments of the following works: "The centuries of Childhood" (F. of Aries) and "A Child and Culture" (I. Kon) - understanding "childhood" as a social construct; Analysis of extracts from works: "The performances of the child in Serbian cu |
| VII week lectures | Scientific and other conceptions of childhood (historical, sociological, ethnographic, psychological, literary) |
| VII week exercises | Analysis of the segments of the following works: "The centuries of Childhood" (F. of Aries) and "Child and Culture" (I. Kon) - understanding "childhood" as a social construct; Analysis of extracts from works: "The performances of the child in Serbian cult |
| VIII week lectures | Mid-term test 1 / colloquium |
| VIII week exercises | Presentation and analysis of the seminar papers |
| IX week lectures | New research methods (action research, ethnographic approach) |
| IX week exercises | The sample analysis and ethnographic action of a research. |
| X week lectures | New research methods (participatory research, micro research practitioners) |
| X week exercises | Analysis of examples of participatory research and practitioners. |
| XI week lectures | Context institutions for early education, the holistic approach. |
| XI week exercises | Presentation and analysis of the seminar papers. |
| XII week lectures | Changing context and educational / training practices in the kindergartens. |
| XII week exercises | Presentation and analysis of the seminar papers. |
| XIII week lectures | The curriculum of early-age education |
| XIII week exercises | Presentation and analysis of the seminar papers. |
| XIV week lectures | Facilities of early-age education as a self-organizing and open system |
| XIV week exercises | Presentation and analysis of the seminar papers. |
| XV week lectures | Mid –term test 2 / colloquium |
| XV week exercises | Presentation and analysis of the seminar papers. |
| Student workload | Per week 5 ects x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 1 hours of the exercises 2 hours and 40 minutes 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 | • Аrijes, F., Vekovi detinjstvа, ZUNS, Beogrаd, 1989, 176-185, 210-218. • Bruner, J., Kulturа obrаzovаnjа, Edukа, Zаgreb, 2000, 17-55, 139-157. • Marjanović, A (1987). at al: Dečiji vrtić kao otvoreni sistem, Predškolsko dete, 1-4 • Marjanović, A (19 |
| 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 / INTERCULTURAL PEDAGOGY
| Course: | INTERCULTURAL PEDAGOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 8696 | Obavezan | 2 | 5 | 2+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | No prerequisites required. |
| Aims | To provide a strong background of pedagogical-didactic and psychological principles as the foundation for the realization of multiculturalism in the educational process * To introduce students with the basic characteristics and specificities of children belonging to different ethnic, confessional and social groups; Teaching students basic methods and strategies of establishing multiculturalism in the educational process. |
| Learning outcomes | After passing the exam, a student will be able to: - Explain the theoretical foundations of intercultural education; - Explain the basics of democratization of the educational process and civic education; - Describe and compare the systems and the UN declaration on the basic human and childrens rights; - Explain and organize educational work with specific groups of children (members of minority people, persons belonging to socially-deprived groups, refugees); - Apply various strategies to suppress prejudices and stereotypes in the educational process. |
| Lecturer / Teaching assistant | Saša Milić,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 | Theoretical foundations of intercultural education. |
| I week exercises | Introduction to basic concepts and categories of the course (inclusion, participation, tolerance, pluralism, criticism, democratization, stereotypes, prejudices, generalizations, interculturalism, multiculturalism, oppression, freedom, "color tv", "black- |
| II week lectures | Theoretical foundations of intercultural education. |
| II week exercises | Barriers that can be found in a multicultural communication ; The three principles of Intercultural Education (UNESCO Guidelines on Intercultural Education, Education Sector, UNESCO, Paris, 2006); development of cultural sensitivity (Bennett). |
| III week lectures | Systems and the UN Declaration on the basic human rights. |
| III week exercises | Analysis (complete or clips) of human rights documents; Work on prepared materials. |
| IV week lectures | Systems and the UN Declaration on the basic rights of the child. |
| IV week exercises | Analysis (complete or clips) of childrens rights documents; Working in small groups on an analysis of individual segments of the Convention of the Rights of the Child; Work on prepared materials. |
| V week lectures | Legislation and regulations concerning the rights of the child. |
| V week exercises | Exposure to the concept of "Hermans network" (Ludimar Herman, 1870); The discussion about how do we see each other and how precise that perception is; |
| VI week lectures | The basics of civic education. |
| VI week exercises | Discussion of the concept of "tolerance" as "the backbone of education for democracy" (Z. Avramovic); The democratic ethos of the school; Democratic student’s personality; The pluralistic cognitive style; Probabilism in for the opinions; Self relativism; |
| VII week lectures | Test 1 / mid-term examination paper. |
| VII week exercises | Presentation and analysis of term papers, essays, group projects on specific topics. |
| VIII week lectures | Democratization of the educational process. |
| VIII week exercises | Projection of the documentary film "Babies," Thomas Balmes, 2010; Analysis and discussion of perception of raising and education. |
| IX week lectures | The specific features of educational work with members of minorities. |
| IX week exercises | Talk with representatives of NGOs dealing with the issue of education of the Romani population in Montenegro; gathering information on their position in the educational system in Montenegro today. |
| X week lectures | The specific features upbringing arr. work with members of socially deprived groups. |
| X week exercises | Presentation and analysis of term papers, essays, group projects on specific topics. |
| XI week lectures | The specific features of educational work with children in exile. |
| XI week exercises | Screening of the film "A Class Devided" William Peters, Frontline, PBS, 1985; analysis of observations. |
| XII week lectures | Strategies to suppress prejudice and stereotypes in the educational process. |
| XII week exercises | Presentation and analysis of term papers, essays, group projects on specific topics. |
| XIII week lectures | Contemporary tendencies and Education for All Movement. |
| XIII week exercises | Presentation and analysis of term papers, essays, group projects on specific topics. |
| XIV week lectures | Test 2/ mid-term examination paper. |
| XIV week exercises | Presentation and analysis of term papers, essays, group projects on specific topics. |
| XV week lectures | Inrerreligious education. |
| XV week exercises | Presentation of project named Implicit; Online testing of individual students on the implicit preferences; Discussion the tests results. |
| Student workload | Per week 6 ects x 40/30 = 8 hours Structure: 2 hours of lectures 1 hours of the exercises 5 hours of individual work and 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 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 he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation. |
| Consultations | |
| Literature | Bitem, D. & Bojl, K.: Uvod u demokratiju .- Beograd: Kreativni centar, 1997. - Hansen, K et al.: Obrazovanje i kultura demokratije .- Podgorica: Pedagoški centar Crne Gore, 2001. - Perotti, A.: Pledoaje za interkulturalni odgoj i obrazovanje .- Zagreb: |
| 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 / SOCIAL PEDAGOGY
| Course: | SOCIAL PEDAGOGY/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 9012 | Obavezan | 1 | 5 | 2+1+0 |
| Programs | PEDAGOGY |
| Prerequisites | No prerequisites required. |
| Aims | To teach the students about different theoretical, research and practical approaches to social and pedagogical work; * to inform them about the usage of different methodological and research methods in the social-pedagogical work and to train them for specific educational work with special categories of children. |
| Learning outcomes | After passing the exam, a student will be able to: - Explain the specifics of educational work with different categories of children (hyperactive, hypoactive, aggressive and children from dysfunctional families); - Explain the concept of peer violence and compare different types of violence; - Explain the concept of school phobia; - Analyze the phenomenon of juvenile delinquency; - Recognize and analyze juvenile addiction; - Explain the specifics of educational work with spoiled children and children without parental care. |
| Lecturer / Teaching assistant | Milica Jelić, Ph.D. Milica Jaramaz, M.A. |
| Methodology | Lectures, debates, writing an essay on one of the given topics, consultation hours and final exam. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Getting familiar with the curriculum. |
| I week exercises | Specifying students’ obligations during the semester. Defining essay themes and the method of their presentation. |
| II week lectures | Social Pedagogy in the system of numerous disciplines and its theoretical basis. |
| II week exercises | Analysis of the subject of Social pedagogy. |
| III week lectures | The specifics of educational work with hyperactive children. |
| III week exercises | Review of the particularity of educational work with hyperactive children. Analysis of the parts of the textbook “A hyperactive child”. |
| IV week lectures | The specifics of educational work with hypoactive children. |
| IV week exercises | Discussion about the particularity of the educational work with hypoactive children. Analysis of the parts of the textbook “Overcome the feeling of shame”. |
| V week lectures | The specifics of educational work with aggressive children. |
| V week exercises | Analysis of the particularity of the educational work with aggressive children. Essay presentation. |
| VI week lectures | Specific of work with children from dysfunctional families. |
| VI week exercises | Discussion about the educational work with the children that come from single-parent families. Examples from practice. |
| VII week lectures | Peer violence - bullying. |
| VII week exercises | Analysis of different types of violent behavior. Synthesis of curriculum for the first mid-term exam. |
| VIII week lectures | Mid-term examination paper 1. |
| VIII week exercises | Analysis of the results achieved on the first mid-term exam. Essay presentation. |
| IX week lectures | Overloaded students, school phobia, problem with skipping classes. |
| IX week exercises | Analysis of texts from the textbook “Children who are difficult to be raised”. |
| X week lectures | Programs for juvenile delinquency prevention. |
| X week exercises | Programs for the prevention of violent behavior of the young (examples from practice). |
| XI week lectures | Juvenile delinquency. |
| XI week exercises | Essay presentation. |
| XII week lectures | Substance abuse among young people. |
| XII week exercises | Essay presentation. |
| XIII week lectures | The specifics of educational work with spoiled children. |
| XIII week exercises | Discussion about the particularity of educational work with spoiled children. Analysis of the textbook “(Pampered)spoiled child”. |
| XIV week lectures | The specifics of educational work with children without parental care. |
| XIV week exercises | Analysis of the particularity of educational work with children who lack parental care-examples from practice. Synthesis of curriculum for the second mid-term exam. |
| XV week lectures | Mid –term examination paper 2. |
| XV week exercises | Analysis of the results achieved on the second mid-term exam. Essay presentation. |
| Student workload | Per week 5 ects x 40/30 = 6 hours 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 |
| 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 he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation. |
| Consultations | On Wednesdays 12.30 A.M. |
| Literature | • Winkel, R.: Djeca koju je teško odgajati .- Zagreb: Educa, 1996. • Vidanović, I.: Pojedinac i porodica – metode, tehnike i vještine socijalnog rada .- Beograd: Naučno-istraživački centar za socijalni rad i socijalnu politiku FPN, 1997; • Kocijan-Her |
| Examination methods | - Two tests 20 pts each ( 40 pts), - Studentss activities, especially in the debates: 5 poena, an essay10 pts, - Final exam: 45 pts. - A student passes the test if collects at least 55 pts |
| 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 |
