2.1.Course objectives
To empower the students to organize, implement and evaluate independently teaching process and students achievements. Enable the students to develop competences for the independent and efficient professional activity.
2.2.Course enrolment requirements and entry competences required for the course
No enrolment requirements.
2.3.Learning outcomes at the level of the programme to which the course contributes
-A constructive contribution to school planning and decision making;
-The ability to adjust the curriculum and teaching materials to the specific social environment requirements;
-The ability to recognize individual needs of students and to response to them;
-The ability to create and implement diverse strategies for monitoring and evaluation of the process of teaching and its outcomes;
-Knowledge and skills to manage the class and the processes of teaching and learning;
-The ability to apply quantitative and qualitative methods to pedagogical research (in upbringing and education);
-The qualification for team work;
-The ability to quality cooperate with the community/institutions/economy sector in order to familiarize their students with the world out of school;
-The ability to respect and accept diversity, to develop citizenship and respect democracy; deliberations on personal systems of values.
2.4.Learning outcomes expected at the level of the course (4 to 10 learning outcomes)
The course Didactics should enable the students to gain theoretical knowledge and skill from the area of instruction/teaching and learning, that is, to gain the following competences:
-for successful dealing with actual school and instructional situations;
-for understanding the course curriculum and its development within the context of the school and national curriculum;
-for the teaching organization and implementation of the subject they are studying;
-for the selection and implementation of efficient teaching strategies, methods and procedures;
-for the communication and cooperation with parents and local community;
-teaching curriculum design and development.
2.5.Course content broken down in detail by weekly class schedule (syllabus)
Lectures and seminars
1.Introduction to didactics: concept definition, founders, tasks (2L)
2.Historical development of the didactics idea in the world and in Croatia (2L)
3.The basic didactic concepts: teaching, instruction, education, training, upbringing, process of education, socialization, schooling, informal education, self-education, learning, learning from experience (2L + 1S))
4.Didactics theories. Didactics and other scientific disciplines. The analysis of previous (in)efficiency of education (especially of teaching/learning process) and deliberation on the vision of and conditions necessary for more efficient education (conditions: psychological, pedagogical, program, organizational, didactical, methodological, sociological). (2L + 1S)
5.The theory of curriculum (historical approach, concept definition, curriculum plan, system theory and curriculum, theoretical concept of school as a starting point in curriculum design, curriculum as regards preparation and implementation levels). Conceptions of curriculum: humanistic, functionalistic, closed, open, etc. (2L + 1S)
6.Identification of educational needs - situation analysis: curriculum objectives (outcomes) - key competences of pupils/students; (2L + 1S)
7.The contents of teaching selection and distribution. Conditions, prerequisites for the curriculum implementation and instruction/teaching organization (teaching methods and strategies - informatively) (2L + 1S)
8.Evaluation of students achievements and curriculum. Algorithm of school and teaching curriculum design. (2L + 1S)
9.Factors of teaching (a pupil/student, teacher, teaching contents, educational technology) (2L + 1S)
10.Communication in teaching. (2L + 1S)
11.Planning and programming, tasks of teaching (material, functional, educational) (2L + 1S)
12.Microstructure components of teaching:
-material-technical and psychological (2L)
-cognitive component of teaching and teaching methods (part one) (2L)
-teaching methods (part two) (2L + 1S)
13.Macrocomponents of teaching and learning:
-instruction contents preparation and introduction/implementation, acquisition and processing (2L)
-repetitions, exercises (2L + 1S)
-evaluation (monitoring, examination, testing, grading). (2L)
14.Strategies (systems) of teaching and learning:
-problem teaching, heuristic teaching, programmed teaching (2L)
-project teaching, cooperative teaching (2L + 1S)
-team teaching, mentor teaching (2L + 1S)
15.Organizational forms of teaching (individual work, pair work, group work, frontal work). Didactical (teaching) principles. (2L)
16.Preparation of pupils/student and teachers for classes and learning - techniques, procedures. The media in education and upbringing. (2L + 1S)
17.Alternative approaches to teaching. Successeful class management and cooperation with parents. Evaluation of educational outcomes, self-evaluation. (2L + 1S)
Seminars (note):
The students are free to choose contents (topic selection of seminar essays, autonomy in the selection of contemporary foreign literature to cover adequately certain didactical topics).
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- , 1.Cindrić, M., Miljković, D., Strugar, V. (2010) Didaktika i kurikulum. Zagreb: IEP-D2., , , .
- , 2.Poljak, V. (1991) Didaktika. Zagreb: Školska knjiga., , , .
- , 1.Bognar, L., Matijević, M. (2002). Didaktika. Zagreb: Školska knjiga, , , .
- , 2.Meyer, H. (2002.). Didaktika razredne kvake. Zagreb: Educa., , , .
- , 3.Rijavec, M., Miljković, D. (2004.). Vodič za preživljavanje u školi. Zagreb: IEP-D2., , , .
- , 4.Rijavec, M., Miljković, D. (2010). Pozitivna disciplina u razredu. Zagreb: IEP-D2., , , .
- , 5.Kyriacou, C. (2001). Temeljna nastavna umijeća. Zagreb: Educa., , , .
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