Teaching in Social-Cultural Context

Pre-requisites: none

Course objectives: Training students for studying the teaching and its phenomena in given social-cultural context with integration of the relevant knowledge in the field of social constructivism, studies of culture, studies of programmes and studies of literacy.

Course description: Teaching in a social-cultural context – network of influences in interaction. Educational practice as a form of social practice. Social-constructivist model of learning and teaching. Teaching as a semiotic apprenticeship. Practitioner’s speech about teaching: educational discourse and development of educational practice. Teaching method as an expression of mutual understanding of participants’ intentions in teaching. Knowledge as a co-construction. Educational content and development of students’ identity. Development of abilities in teaching from the cultural perspective. Tendencies in curriculum development: the relation between school learning and creativity. Skills and competences – developmental implications. Current projects about teaching – analysis of theoretical outcomes and possible applicability.

Learning Outcomes: Student is familiar with the history of changes in the meanings of basic didactic concepts; knows to use them in contextual studying of teaching; understands the social-constructivist model of learning and teaching; is familiar with the current teaching and educational projects.

Literature/Reading:

• Bruner, J. (2000), Kultura obrazovanja, Zagreb, Educa, 64-74.
• Gergen, K., Gergen, M. (2006), Socijalna konstrukcija : Ulazak u dijalog, Beograd, Zepter Book World, 23-41.
• Klafki, W., Didaktika kao teorija obrazovanja u okviru kritičko – konstruktivističke znanosti o odgoju, Didaktičke teorije, Zageb, Educa, 1994, 13-32.
• Mitrović, M. (2007), Osnovna kretanja u novim studijama pismenosti, Pedagogija, LXII, 4;
• Mind and Social Practice: Selected Writings of Silvia Scribner (1997), (ed. E. Tobach), Cambridge, Cambridge University Press;
• Wells, G. (2005), Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education, Cambridge, Cambridge University Press.