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Load:
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1. komponenta
| Lecture type | Total |
| Lectures |
30 |
| Seminar |
15 |
* Load is given in academic hour (1 academic hour = 45 minutes)
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Description:
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Course Objectives and Goals
The primary objective of this course is to deepen students? foundational knowledge in didactics, with a particular focus on planning, organizing, implementing, and evaluating the teaching process. Emphasis is placed on developing professional competencies for shaping a personal teaching style grounded in the application of contemporary instructional methods that foster critical thinking and reflective practice.
Learning Outcomes
Upon successful completion of this course, students will be able to:
-interpret the fundamental concepts, theories, and models of didactics;
-differentiate between educational and functional goals of teaching aimed at promoting holistic student development;
-analyze the curriculum and syllabus in line with the curricular approach and modern educational technologies;
-design a lesson using methods focused on cognitive, metacognitive, and self-regulated learning;
-develop educational materials for independent student learning;
-describe and compare assessment and evaluation techniques used in both traditional and contemporary teaching;
-conduct basic research tasks in the field of didactics.
Course Content
-Fundamental concepts in didactics: education, upbringing, teaching, schooling, and their interrelation
-Teaching as a communicative process: verbal and non-verbal communication, interactivity, goals, and dynamics of instructional communication
-Educational goals and tasks: the purpose of education, taxonomic classification of learning objectives, their planning and monitoring
-Curriculum and content foundations of teaching: national curriculum, syllabi, structure and sequencing of educational content
-Organizational aspects of teaching: instructional methods, techniques, resources, and forms of student work (frontal, group, pair, individual, cooperative), project-based learning
-Course structure: planning, delivery, practice, review, and evaluation, including recording and analysis of teaching
-Types of teaching systems: lecture-based, demonstration, problem-based, mentoring, programmed instruction, simulation, individualized instruction
-Role of teacher and student: from teaching to learning, learner autonomy, and the development of lifelong learning competencies
-Learning beyond the classroom: tutoring, training, and self-directed learning
-Modern approaches to evaluation: summative, formative, and developmental assessment of student achievement
Forms of Instruction
-Lectures
-Seminars
-Workshops and practical exercises
Alignment of Learning Outcomes, Teaching Methods, and Assessment Methods
Teaching Method Student Activities Learning Outcome Assessment Method
Lecture, work on theoretical texts Literature analysis, discussion, problem-solving Interpret key didactic concepts, theories, and models Oral and written exams, practical work
Lecture, text analysis (e.g., Bloom?s Taxonomy) Integrating cognitive, affective, and psychomotor domains Differentiate educational objectives and tasks Seminar and practical work, exam
Analysis of national and curricular documents (HNOS, CROQF, NCC) Analyzing objectives, content, methods, and evaluation approaches Critically analyze curricula and syllabi Practical work, exam, class participation
Case studies and practice analysis Example analysis, methodological lesson planning Design a lesson using appropriate methods Seminar work, continuous assessment
Portfolio and learning map analysis Operationalizing tasks, individual and group work Develop materials for independent learning Practical assignments, product evaluation
Lecture and discussion on evaluation Solving assessment-related tasks Describe assessment techniques in various teaching contexts Written and oral exams, practical work
Work on academic articles and action research Planning and implementing group research Conduct basic research in didactics Practical work, group evaluation
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Learning outcomes:
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- Interpret the fundamental concepts, theories, and models of didactics.
- Differentiate between the educational and functional tasks of teaching.
- Analyze the curriculum and syllabus in the context of a curricular approach.
- Design a lesson using appropriate teaching methods.
- Develop materials for independent learning.
- Describe techniques for assessing and evaluating student achievement.
- Conduct a basic research task in the field of didactics.
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Literature:
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Didaktika: povijest, osnove, profiliranje, postupak;, Pranjić, M; Didaktika: povijest, osnove, profiliranje, postupak; Golden marketing - Tehnička knjiga - Hrvatski studiji Sveučilišta u Zagrebu (2005);, Pranjić, M., Golden marketing, 2005.
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Didaktika, Bognar, L., Matijević, M. (2005), Didaktika, Zagreb: Školska knjiga., Bognar, L., Marijević, M., Školska knjiga, 2005.
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Uvod u opću didaktiku, Kiper, H., Mischke, W. (2008), Uvod u opću didaktiku, Zagreb: Educa., Kiper, H., Mischke, W., Educa, 2008.
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Što je dobra nastava?, Meyer, H. (2005), Što je dobra nastava? Zagreb: Erudita., Meyer, H., Erudita, 2005.
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Nastava usmjerena na učenika: prinosi razvoju metodika nastavnih predmeta u srednjim školama, Matijević, M., Radovanović, D. (2011), Nastava usmjerena na učenika: prinosi razvoju metodika nastavnih predmeta u srednjim školama. Zagreb: Školske novine., Matijević, M., Radovanović, D., 2011.
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Optional literature:
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- Didaktika i kurikulum, Cindrić, M., Miljković, D., Strugar, V. (2010), Didaktika i kurikulum. Zagreb : IEP-D2., Cindrić, M., Miljković, D., Strugar, V., IEP-D2, 2010.
- Didaktika razredne kvake, Meyer, H. (2002), Didaktika razredne kvake. Zagreb: Educa., Meyer, H., Educa, 2002.
- Projektno učenje, Munjiza, E., Peko, A., Sablić, M. (2007), Projektno učenje. Osijek : Sveučilište Josipa Jurja Strossmayera, Filozofski fakultet, Učiteljski fakultet, Munjiza, E., Peko, A., Sablić, M., Sveučilište Josipa Jurja Strossmayera, 2007.
- Kako uspješno učiti u timu, Klippert, H. (2001), Kako uspješno učiti u timu. Zagreb: Educa., Klippert, H, Educa, 2001.
- Uspješno učenje i poučavanje: psihologijski pristupi, Desforges, C. (2001), Uspješno učenje i poučavanje: psihologijski pristupi. Zagreb: Educa., Desforges, C., Educa, 2001.
- Revolucija u učenju, Dryden, G., Vos, J. (2001), Revolucija u učenju. Zagreb: Educa., Dryden, G., Vos, J., Educa, 2001.
- Humana škola : škola mišljenja na nov način : vježba praktičnog uma, Hentig, H. (1997), Humana škola : škola mišljenja na nov način : vježba praktičnog uma. Zagreb: Educa., Hentig, H., Educa, 1997.
- Didaktičke osnove nastave, Jelavić, F. (1995), Didaktičke osnove nastave. Jastrebarsko: Naklada Slap., Jelavić, F., Naklada Slap, 1995.
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Pristupačnost