Goal:Introduction to basic didactical knowledge (development of elementary didactical ability for understanding of essence, aim and tasks of education). Training for forming the consist of curriculum, educational outcomes in the aim of adequate choice and creative using of educational methods , forms, didactical media, strategies in the process of planning and realization of educational process.
Outcome:Acquired knowledge (declarative and procedural) and developed abilities for applying of didactical legality, principles and norms in lecturing of school subjects and integrative themes.
Contents of the course
Theoretical instruction:
Didactics in the system of pedagogical science. Term and the essence of education.
Historical development of education.
Education in the process of lecturing.
Term and structure of education (knowledge, sorts and levels of knowledge, skills and habits.
Curricular approach to lecturing. Aims and outcomes of education in the lecturing circumstances.
Operative tasks of lecturing.
Taxonomy of educational aims and tasks.
Phases of educational process- preparations of students for learning, working on consists, exercises, repetition.
Typology and phases of the class. Articulation of education. Forms of educational working, individual, group.
Methods of educational working (monolog, dialog, method of illustrative works, demonstration)
Educational means and didactical media. Didactical principles and their implementation in education.
Didactical models of education (individualized, program, problem, team work, cooperation).
Planning of lecturing and other forms of educational work- educational plan and program, strategies.
Evaluation of student`s work and achievement- criteria, techniques and mistakes in evaluation.
Evaluation of didactical efficiency of the class and self=evaluation.
Analysis of curricula and syllabi, with identification of teaching objectives, content, and learning outcomes. Formulation of teaching aims, objectives, and learning outcomes using specific examples from students’ professional fields. Application of Bloom’s Taxonomy in designing learning tasks. Analysis of the structure and organization of different types of lessons. Designing learning activities through the application of various teaching methods, forms of instruction, and didactic principles. Selection and development of teaching aids and instructional materials. Analysis of examples of traditional and contemporary didactic models of teaching. Independent preparation of two written lesson plans within students’ respective professional fields – one based on a traditional teaching model and the other on an innovative didactic model. Presentation and simulation of selected teaching activities (microteaching). Development of assessment instruments for monitoring, evaluating, and grading student achievement. Analysis and evaluation of implemented teaching activities, self-evaluation, and peer evaluation.
Textbooks and References
Vilotijević, M., Didaktika 1, 2 i 3. Beograd, Učiteljski fakultet (odabrana poglavlja), 2000
