Prerequisites: enrolment in the appropriate academic year of the study programme.
Subject and tasks of didactics; relationship between general and special didactics.
Education factors: teacher – student – subject matter; roles of teacher and student in modern school; traditional and communication - constructivist teaching models.
Structure of the educational process: material and technical, cognitive and psychological aspects of teaching.
Constituent parts of education: knowledge, competences – skills; syllabus and curriculum, teaching contents.
Teaching methods and teaching forms, teaching strategies.
Articulation of the educational process (preparing pupils for the education, presenting new teaching contents, training, repetition, checking, assessing).
Planning educational process; operative formulation of educational objectives, Bloom's taxonomy of educational goals.
Checking and assessing knowledge; types and ways of checking, advantages and weaknesses of particular checking methods; rules on checking and assessing knowledge.
Didactic principles and their realization.
Learning individualization and differentiation.
Learning differences between pupils; work with pupils who have learning disorders, detection of gifted pupils and work with such pupils.
Teacher’s cooperation with parents; the role and work of a class teacher.
Planning teacher’s work.
Modern informational and communicational technology in classes.
Get familiar with connection and dependence between fundamental education factors and their impact on school achievement,
Form theoretical foundation for reasonable choice and effective use of forms, methods and means of teaching;
Develop their abilities of analyzing and solving didactic problems; master basic principles and procedures for planning, carrying out and evaluating their teaching process;
Develop their interest and competences to introduce innovation in classes and to creatively search for efficient ways to achieve educational objectives;
Become familiar with fundamental didactic characteristics of our elementary and secondary school reform;
Get an insight into the teacher’s role in classes and form a positive attitude to teaching profession, thus laying foundation of their own professional development;
Form interest and critical attitude towards didactic literature.
Knowledge and understanding
Knows fundamental education factors and their interdependence.
Understands essential characteristics of the traditional and the communication – constructivist teaching models.
Knows characteristics as well as advantages and limits of particular forms and methods of teaching.
Knows articulation of the educational process and characteristics of each stage of education.
Knows taxonomy of educational objectives, importance of planning operative educational objectives and ways of assessing degrees of their attainment.
Knows didactic principles and paths to their realization.
Knows models of instructional individualization and differentiation and also advantages and limits of particular models.
Selects, reasonably and systematically, suitable methods and forms of teaching to encourage pupils’ active role in classes.
Uses suitable didactic approaches in reference to the set educational objectives.
Prepares an adequate syllabus by forming operative educational objectives for his/her subject area.
Adequately combines various ways of knowledge assessment in reference to the purpose and objectives of teaching.
Organizes and carries out effective forms of cooperation between school and parents.
Designs various types of teaching preparations, particularly written preparations for a lesson.
In his/her work, the student uses information-communication technology and develops pupils’ informational literacy.
Recognizes fundamental characteristics of the teacher’s and the pupil’s role in the educational process and their impact on learning efficiency and attainment of educational objectives.
Develops independence in judging didactic situations and searches for suitable solutions in problem situations.
Based on skills of reflecting on his/her own acting in classes, the student introduces appropriate improvements and thus develops professionally.
Masters fundamental principles and procedures of planning, implementing and evaluating the educational process.
Transferable skills – not linked to a single subject
Forms a critical attitude towards didactic literature and ability to efficiently represent a certain problem area in an expert discussion.
Is qualified for analyzing and solving didactic problems.
Analyzes needs of a particular learning group, looks for suitable approaches and analyzes effects.
Develops new instruments and procedures to observe and follow up his/her own work and work of pupils, using different perspectives.
Introduces innovations in classes and constantly endeavours to increase quality of education.
Plans, follows up, evaluates and adjusts his/her own professional development
The subject is carried out in the form of lectures and tutorial.
Lectures include various forms of active experience-based learning, with students as contributors in co-designers of the educational process.
In the tutorial, students connect theory with practical cases and acquire skills of communication, delivering in front of a group, discussing, analyzing situations; they develop planning skills, learn to select suitable forms of work to achieve the set objectives, test various educational methods and forms.
Within the frame of this subject, they prepare a seminar paper, analyzing in detail one of didactic problems.
Type (examination, oral, coursework, project):
Before accessing the test, students shall prepare a seminar paper and a reflection on a tutorial in which they actively participated Students shall pass a written exam
Grades: 1-5 (negative), 6-10 (positive) (according to the University of Ljubljana Rules)
1.VALENČIČ ZULJAN, Milena, KALIN, Jana. Effectiveness and competency of teachers in terms of student's assesment of teacher's conduct. V: PEKLAJ, Cirila (ur.). Teacher competencies and educational goals, (Schriften zur Bildungs- und Freizeitwissenschaft, Bd. 6). Aachen: Shaker Verlag, 2010, str. 51-73. (171 str.). ISBN 978-3-8322-9661-2.
2.KALIN, Jana, ŠTEH, Barbara. Interpersonal discussions between teachers and parents. V: HOLEN, Jodi Bergland (ur.), PHILLIPS, Amy L. (ur.). Studies in education from diverse contexts. Grand Forks: College of education and human development, University of North Dakota, 2011, str. 139-159 (194 str.). ISBN 978-0-615-43064-5.
3.KALIN, Jana, VALENČIČ ZULJAN, Milena. Teacher perceptions of the goals of effective school reform and their own role in it. Educ. stud., June 2007, vol. 33, no. 2, str. 163-175. ISSN 0305-5698
4.KALIN, Jana, VALENČIČ ZULJAN, Milena. Views of Slovenian teachers on differentiated learning in elementary school. V: DESPOTOVIĆ, Miomir (ur.), HEBIB, Emina (ur.). Contemporary issues of education quality : Elektronski vir. Beograd: Faculty of Philosophy: Institute for Pedagogy and Andragogy: Faculty of Adult Education and HRD, 2013, str. 71-85.
5.MURŠAK, Janko, JAVRH, Petra, KALIN, Jana. Community and teacher's professional development, (Studien zur Berufs- und Professionsforschung, 23). Hamburg: Verlag Dr. Kovac, 2015. 192 str., ilustr. ISBN 978-3-8300-8078-7.