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.

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:

• Cronbleth, C. (1998), Curriculum In and Out of Contex, Journal of Curriculum and Supervision, Vol 3, No 2, pp. 85-96.
• Mitrović, M. (2007), Osnovna kretanja u novim studijama pismenosti, Pedagogija, LXII, 4, str. 550-560.
• Mitrović, M.(2012),Promene u teoriji i praksi ocenjivanja u nastavi i njihova značenja za istraživanje kvaliteta obrazovanja u nastavi, u (zb.), Posebna pitanja kvaliteta u obrazovanju Beograd, IPA FF,155-172
• Tobach, E. et al. (eds) (1997). Mind and Social Practice: Selected Writings of Sylvia Scribner, Cambridge, Cambridge University Press, pp. 266-287.
• Vilijams, R. (2008), Analiza kulture, u Đorđević, J. (prir.), Studije kulture, Beograd, Službeni glasnik, str. 124-133.
• Wells, G. (2005), Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education, Cambridge, Cambridge University Press, pp. 51-92, 135-165
• Wells, G. and Claxton, G. (eds), (2002). Learning for Life in the 21st Century: Sociocultural Perspectives on the Future Education, Blackwell Publishing, pp. 1-33, 141-153.
• Klafki, W. (1994), Didaktika kao teorija obrazovanja u okviru kritičko - konstruktivističke znanosti o odgoju, u Gudjons, H. (ur.), Didaktičke teorije, Zagreb, Educa, str. 13-33.
• OECD: CERI (2010), Razumeti mozak: rođenje nauke o učenju, Beograd, Ministarstvo prosvete Srbije, str.47-73, 243-271.
• Pinar, W. F. (2004), What is Curriculum Theory? London, Lawrence Erlbaum Associates, Publishers.
• Spajić, S. N. (2007), Geneza i mogućnosti razvijajuće nastave, Pedagogija, LXII, 4, str. 561-574.
• Bernstein, B. (1999). Vertical and Horizontal Discourse: an essay, British Journal of Sociology of Education, 20, pp. 157–173
• Mitrović, M., Radulović, L. (2011), Načini razumevanja i konceptualizovanja kvaliteta u obrazovanju, u Kačavenda Radić, N. (ur.), Kvalitet u obrazovanju, Beograd, IPA, FF, str. 135-154.