Foundations of Teacher Education

Course objectives: Developing teachers` professional identity; understanding the teacher`s role in school and developing openness for competence building; to teach students to critically appraise basic pedagogical and psychological concepts and knowledges; formulating and elaborating on personal theories of teaching; enabling students to establish effective communication, cooperation and mutual support in relations with learners, parents, colleagues and local environment.

Course description: Theoretical instruction Teaching as a profession: The position and role of teachers in the process of teaching and in an educational institution. Teachers` competences. The teacher as a reflexive practitioner. Teachers` professional development. Contemporary theories of education: Education and the related concepts. Education in social context. Concepts of education and all-encompassing education. Life-long education as a civilization need. School: School as a learning community and an open system. Cooperation between teachers and students, parents and colleagues. Learners` participation in school activities. School climate. Inclusive education. Children as individuals: the inseparability of socio-emotional and cognitive development, and between learning and development. Class as a group: Group processes in the classroom. The role of teachers and learners in the classroom. Classroom management. Classroom as an agent of socialization. Practical instruction 1. Case studies. Teachers` cooperation with other actors of school life. 2. School climate with the focus on inclusion.

Learning Outcomes: Students should (be able to): explain and adopt the different roles teachers take as part of their professional identity; to use proper basic pedagogical and psychological terminology; to critically evaluate school`s educational practice from the perspective of modern education concepts; be aware of the importance of cooperation with relevant actors in the process of education and to improve cooperation at work; be acquainted with different types of teachers` professional development and be prepared to develop professionally and to contribute to the development of the school.

Literature/Reading:

• Bruner, Dž. (2000) Modeli uma i pedagoški modeli, Kultura obrazovanja, Zagreb:Educa, str.64-74
• Gudjons, H. (1994) Pedagogija, Temeljna znanja, Zagreb: Educa, str.17-24, 143-148, 160-165.
• Hebib, E., Radulović, L. (2001), Dečja participacija u školi, Beograd: Učitelj, 71-72, str. 126-135.
• Hebib, E. (2009) Škola kao sistem, Beograd: IPA, Filozofski fakultet, str.32-42, 95-103.
• Knežević-Florić, O. (2006) Interaktivna pedagogija Novi Sad:Savez pedagoških društava Vojvodine, str. 9-28, 48-59, 86-95, 96-115
• OECD (2010), Politike obrazovanja i usavršavanja: Nastavnici su bitni, Beograd: OECD i Ministarstvo prosvete, str. 139-146,178-180, 188-193.
• Pešić, M. (1991), Planiranje, praćenje i evaluacija sopstvenog rada, Učitelj u praksi, Beograd, 227-235.
• Radulović, L. (2011), Obrazovanje nastavnika za refleksivnu praksu, Beograd: Filozofski fakultet, 19-26.