Approaches to Teacher Education

Pre-requisites: /

Course objectives: Understanding the educational-epistemological foundations of current approaches to the professional education of teachers and training for individual observation and research of educational problems and professional development of teachers.

Course description: Different approaches and current research in theory and practice of initial education and professional development of teachers (academic education, training as acquiring skills, eclectic connection of theoretical education and practical training, education for research and reflective practice), and their epistemological foundations, are presented through observation, critical review and research of the problems which define them, and are referred to: 1. the way of understanding the teacher education goals (the characteristics and roles of teachers; the types of knowledge necessary for teachers: knowledge about, skills, competences; educational concept of the teacher, professional identity); 2. selection of the teacher education strategies, principles, contents and methods (the relations between subject-academic and educational-psychological, theoretical and practical, empirical and research teacher education). Practical course: Planning and realizing the teacher education problem research, presentation of the results and suggestions for altering the practice.

Learning Outcomes: Student understands the goals, basic principles and features of different conceptions of education of teachers and research approaches to the problems of teacher education.

Approaches to Teacher Education

Pre-requisites: /

Course objectives: Understanding the educational-epistemological foundations of current approaches to the professional education of teachers and training for individual observation and research of educational problems and professional development of teachers.

Course description: Different approaches and current research in theory and practice of initial education and professional development of teachers (academic education, training as acquiring skills, eclectic connection of theoretical education and practical training, education for research and reflective practice), and their epistemological foundations, are presented through observation, critical review and research of the problems which define them, and are referred to: 1. the way of understanding the teacher education goals (the characteristics and roles of teachers; the types of knowledge necessary for teachers: knowledge about, skills, competences; educational concept of the teacher, professional identity); 2. selection of the teacher education strategies, principles, contents and methods (the relations between subject-academic and educational-psychological, theoretical and practical, empirical and research teacher education). Practical course: Planning and realizing the teacher education problem research, presentation of the results and suggestions for altering the practice.

Learning Outcomes: Student understands the goals, basic principles and features of different conceptions of education of teachers and research approaches to the problems of teacher education.

Literature/Reading:

• Buchberger, F., Campos, B. P., Kallos, D., Stephenson, J (2000): Zelena knjiga o obrazovanju nastavnika u Evropi, Beograd.
• Vujisić-Živković, N. (2007): „Pedagoška istraživanja i obrazovanje nastavnika“, Zbornik Instituta za pedagoška istraživanja, god. 39, br. 2, str. 243-258.
• Vujisić-Živković, N. (2005): Pedagoško obrazovanje učitelja – razvijanje vaspitnog koncepta, Zadužbina Andrejević, Beograd.
• Carr, W., Kemimis, S. (1986): Becoming Critical, The Falmer Pres, London and Philadelphia.
• Eliot, Dž. (2006): „Profesionalno obrazovanje nastavnika i razvijanje kompetencija”, Pedagogija (Beograd), 4, str. 431-440.
• Pešić, M. (u red.) (1998): Pedagogija u akciji, IPA, Beograd,
• Radulović, L. (2011): Obrazovanje nastavnika za refleksivnu praksu, Beograd: Filozofski fakultet.
• Schoon, D. (1987): Educating the Reflective Practitioner, Jossey-Bass Publication, San Francisco.
• Zeichner, K., Liston, D. (1996): Reflective Teaching, An Introducvtion, Lawrence Erlbaum Associates, New Jersey.