School Pedagogy

Pre-requisites: There are no particular requirements for attending this course.

Course objectives: Introduction into the characteristics, development trends and perspectives of institutional education and training for understanding the complexity of content and structure of school institution and the functioning principles of school and school system.

Course description: Theoretical course: School education as a science discipline and university course (the research subject School Education, conceptual set of School Education, methodological approaches to studying the school and school systems). The characteristics of education institutionalization process and developmental trends of institutionalization of education. School function and school tasks – different conceptions of institutional education. Determinants of school activity and school functioning. School as a system – content-structural components of school and their relations. The structure of educational school activities. Practical course: Research-practical student work in school towards acquiring the insight into the particular components and the ways of functioning and working of our elementary school; writing the report about realized research-practical work in school, which is presented in the class.

Learning Outcomes: Students should understand: the determinants and phases of school and school system development; the conceptions of institutional education; content-structural components of school and school systems; the structure of educational school activities.

Literature/Reading:

• Trnavac, N. (2005). Školska pedagogija - predavanja i članci, knjiga I. Beograd: Naučna knjiga – Komerc.
• Trnavac, N. (2005). Školska pedagogija - predavanja i članci, knjiga II. Beograd: Naučna knjiga – Komerc.
• Hebib, E. (2009). Škola kao sistem. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
• Hebib, E. (2013). Kako razvijati školu – razvojni i reformski procesi u oblasti školskog obrazovanja. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
• Hebib, E. i Spasenović, V. (2011). Značaj razgranate strukture školskih aktivnosti. Nastava i vaspitanje, God. 60, Br. 1, str. 65 – 80.
• Spasenović, V. (2013). Školski sistemi iz komparativne perspektive. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
• Hebib, E. (2015). Efektivno upravljanje školom kao pretpostavka razvoja kvaliteta školskog obrazovanja. U E. Hebib, B. Bodroški Spariosu i A. Ilić Rajković (ur.), Istraživanja i razvoj kvaliteta obrazovanja u Srbiji – stanje, izazovi i perspektive (str. 93-104). Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
• Hebib, E., Spasenović, V. i Šaljić, Z. (2017). Funkcija(e) škole: vaspitanje i/ili obrazovanje. U M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Vaspitanje danas (str. 10-18). Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije.
• Hebib, E. i Spasenović, V. (2011). Školski sistem Srbije - stanje i pravci razvoja. Pedagogija, 2011, god. 66, br. 3, 373-383.
• Spasenović, V. i Hebib, E. (2014). Programi obaveznog obrazovanja u evropskim zemljama: osnovne odlike i pravci promena. U R. Nikolić (ur.), Nastava i učenje: savremeni pristupi i perspektive (str. 37-44). Užice: Učiteljski fakultet u Užicu Univerziteta u Kragujevcu.
• Tomić, M., Spasenović, V. i Hebib, E. (2015). Dualni model srednjeg stručnog obrazovanja – primer Austrije. Nastava i vaspitanje, god. 64, br. 1, 131-144.