Teaching and Learning

Pre-requisites: /

Course objectives: Understanding the connections between models of teaching and concepts of learning and training for teaching practice modelling according to modern learning concepts.

Course description: Theoretical course: New constructs of school learning (learning by means of discovery, cooperative learning, empirical learning, learning by construction, integrative learning...) and appropriate teaching models (problem-based teaching, group teaching, cognitive apprenticeship, interactive teaching, action-based teaching). Modern teaching demands: problem-based and contextual learning, holistic approach, development of competences, metacognition and reflectivity... Modelling of teaching as planning of learning. Modelling the teaching process: the role of institutional organization, teaching programmes, education and specialization of teachers, standardization of student and teacher competences, supporting the teacher groups... The role of educationalist in modelling the teaching process. Practical course: Analysis of didactic literature and educational documentation regarding to learning problems in teaching process. Research of learning and teaching in teaching practice. Planning and realization of activities towards modelling the teaching practice.

Learning Outcomes: Student understands the relation of modern constructs of school learning with the appropriate models of teaching; critically reviews the theory and the practice of modern teaching, knows how to create and realize teaching activities according to modern learning and the context.

Literature/Reading:

• Terhart,E (2001): Metode poučavanja i učenja, Zagreb.
• Meyer, H. (2005): Što je dobra nastava? Erudita, Zagreb.
• Rychen,D (2003): Key competencies for a Successful Life and a Well-Functioning Society.
• Davыdov, V. (1996): Teoriя razvivaющego obučeniя, Intor, Moskva.
• Dubljanin, S. (2010): Učenik u razvijajućoj nastavi, Nastava i vaspitanje, 4, Pedagoško društvo Srbije, Beograd.
• Marzano, R. Pickering,D. Pollock,J. (2006): Nastavne strategije, Edica, Zagreb.
• Glasser, W. (1999): Nastavnik u kvalitetnoj školi, Educa, Zagreb.
• Dubljanin, S. (2011): Funkcija nastavnika i funkcija učenika – da li je ta podela održiva?, Nastava i vaspitanje,1, Pedagoško društvo Srbije, Beograd.