BSc Programme in Pedagogy (Double Major)

BSc Programme in Pedagogy (Double Major)

DEPARTMENT OF PEDAGOGY

Qualification at 4.2 level (grammar school secondary education; four- and five-year vocational secondary education), successfully passed State Secondary School Leaving Examination in obligatory and elective subjects

3 years (6 semesters)

90

Bachelor’s degree (baccalaureus/baccalaurea) in Pedagogy

Knowledge and understanding

Students will demonstrate knowledge and understanding of the basic pedagogical concepts related to general pedagogy; general and national history of pedagogy; philosophy and sociology of education; developmental psychology; theories of education; pre-school, family, institutional, intercultural pedagogy and leisure time pedagogy and be able to explain the need for change in the education system and curriculum (from preschool to high school) in contemporary society. They will be able to define the meaning of the terms "pedagogy", "education", "teaching", "socialization", "personalization", "enculturation" etc., and name the branches of pedagogy and the fundamental determinants of conceptual categorization of pedagogical science. They will be able to distinguish between different theories of learning: behavioural, cognitive, social and humanistic, and distinguish between different sociological theories of education.

Students will have learned the cause and effect relationship of pedagogical ideas and name the pedagogical directions, theories and the role of important pedagogues on general and national historic level, and properly interpret and describe the fundamental concepts of didactics, different didactic theories, trends and models.

Students will be able to define school theories and name different types of schools. They will understand the situation and relationship between entities and their role in the educational process, and identify them and discuss their different role in the history of school education. Students will be able to name the types of schools, school systems, educational practice and pedagogical theories. They will be able to talk about the contributions and ideas of individual pedagogues important for the world and Croatian history of pedagogy.

Students will understand the difference between primary, secondary and tertiary historical sources and models, theories of curriculum and its co-construction. Students will be able to name and define the basic concepts of leisure time pedagogy. They will learn to describe the historical development of leisure time pedagogy as a scientific discipline.

Students will be able to define the subject, tasks and purpose of institutional pedagogy, define the area of research covered by institutional pedagogy, and name and define the forms of educational work in the institution and the contents of educational work. They will learn to describe and explain the concept, role and importance of educators and principals in the institution, name the professional competencies of educators and the advantages and disadvantages of living in residential care.

Students will be able to describe and define the subject of sociology of education. They will be able to name and define the different theories of education. The students will be able to define the basic communicational theories. They will be able to make arguments and hold a conversation in a professional context. Students will be able to explain conflicts in society: causes, ways to manifestation, methods of resolution, collaborative contributions, reciprocity and mediation processes (facilitation). Students will be able to process quantitative data and present them graphically and in tables. They will be able to calculate the mean values, measures of dispersion and correlation of quantitative data obtained in simple pedagogical research, and to use sources and literature in a foreign language. They will understand and encourage the holistic development of the child, starting from the child’s needs, taking into account the individual approach and student-centred teaching.

Application of knowledge and understanding

Students will be able to elaborate on the continuous development of pedagogical directions, processes and theories, and explain the benefits and limitations of the same. They will be able to explain the relationship between pedagogical theory and practice, and explain the differences between certain theories of education. They will recognize the need for an interdisciplinary approach to the problem of education, in the broader social context, and the interactive and communication aspect of education based on various types of teaching, learning and assessment.

They will be able to identify and explain the various problems in educational practice, from family, preschool to school environment, describe the individual schools, school systems and pedagogical systems. They will learn to use the critical apparatus in historical analysis, synthesis and to determine the cause-and-effect relationship. They will learn to classify different individual school activities into logical units/categories.

They will be able to define the learning objectives and learning outcomes and devise different methods of evaluation, create various forms of teaching with the use of multi-source content and learning styles. They will be able to distinguish educational work from the specific content of educational work in individual courses, to distinguish the area of institutional pedagogy from other pedagogical disciplines, and to classify different types of institutions according to different criteria.

They will be able to draft a list of possible contents of educational work for a specific institution (home) to which they will be introduced in field courses; they will discern the difference between planning and programming of work in an institution, and the institutional curriculum. They will be trained for the implementation of educational contents that require creativity, engagement, active and lifelong learning from the family and the preschool context to the different contexts of formal, non-formal and informal education with special emphasis on the intercultural components, taking into account the psychological, sociological, philosophical and other foundations of learning and development.

They will distinguish between the education for democracy and democratic education, they will distinguish between formal and substantive reasons for the democratization of education, formal and actual social values and the criteria of vertical and horizontal mobility.

They will be able to develop and analyze the curriculum, taking into account the curricular approach to teaching and the co-constructive process of developing a school curriculum based on the national curriculum for education.

They will be able to use and explain the choice of teaching technology and demonstrate ICT competence. They will be able to analyze the values in the context of education for non-violence and cooperation.

They will distinguish the different approaches in conflicts and learn how to apply non-violent communication skills: active listening, I-messages, open-ended questions, summarizing, paraphrasing, transformation and receiving and giving feedback. They will be trained to calculate the indicators required to evaluate the mean value and the proportion of the basic set on the basis of data obtained from a sample.

They will be able to calculate the X² non parametric indicator. They will be able to critically examine the results of simple pedagogical research.

Analysis, deduction, evaluation, decision-making

Students will be able to evaluate the significance of particular pedagogical ideas and pedagogues from the national to the general level. They will be able to distinguish between different theories in education. They will be able to evaluate the importance of some pedagogical ideas for historical continuity and their contribution to the development of pedagogical science.

They will be able to deduce from the general pedagogical laws/rules according to the procedures of practical applicability. On the basis of individual cases from educational practice, they will be able to synthesize general educational rules.

They will distinguish between formal and real life education, and between indoctrination, manipulation and education. They will be able to assess and evaluate harmful, inadequate educational-socialization factors and content, including media content.

They will be able to analyze the role of school architecture and furniture in the didactic-methodological organization of instruction and select the most appropriate one. They will learn to evaluate the role of school environment in general pedagogisation of schools. They will determine the importance of creating a culture of quality leisure time in preventing the etiology of asocial and antisocial behavioural disorders.

They will link the importance of the relationship between spending leisure time and the development of knowledge, skills and abilities with the aim of increasing the quality of social life of the individual. They will be able to evaluate the importance of the personality and professional competence of educators, to compare and evaluate professional work and the role of teachers and principals before and after the establishment of a democratic society; they will be able to compare the contents and forms of educational work of specific resident care institutions they were introduced to during field courses.

They will be able to design and implement the techniques of assessment and evaluation of student achievements. They will be able to distinguish between clear and unclear communication. They will be trained for a productive approach to conflict.

They will develop empathy for the purpose of successful non-violent conflict resolution. They will be trained to evaluate the advantages and disadvantages of living in residential care institutions. They will be trained to interpret the quantitative indicators obtained by using statistical methods. They will be able to draft instructions for teaching students deriving from the humanistic theories of learning.

Synthesis and evaluation

Students will be able to create an independent oral and written presentation of a particular trend, theory, school, or pedagogue. They will be trained to implement independent research projects by using historical sources and the critical apparatus, and to develop and compare time and ideological similarities and differences between the general and national pedagogical tendencies.

They will be qualified for the presentation of educational content that requires creativity, engagement and action activities in all courses. They will be able to critically discuss the results of simple pedagogical research. They will be able to present arguments and hold a conversation in a professional context. They will be able to design and deliver a lesson by applying adequate teaching methods. They will be able to create materials for self-study. They will be able to conduct and interpret simple research tasks in the field of didactics. On the basis of statistical indicators, the students will be able to propose measures to improve the educational process.

They will create a portfolio with systematized course contents in Pedagogy and present it to other students. They will present the basic postulations of historical and alternative models of schools. They will report on the specifics of contemporary educational systems in different countries. They will be trained to draft a proposal of changes in an educational institution. They will create and implement programs of quality use of leisure time. They will prepare and conduct a presentation of a program of education for peace and non-violence. They will act as facilitators in informal mediation in conflicts in school and everyday life. They will present individual data synthetically by means of various forms: tables, graphs. They will be trained to organize oral or written discussions on different educational models. They will be able to create and compose questionnaires as instruments of summative evaluation of pedagogical work in a residential care institution (home), which will be applied in the institution during field courses.

They will implement the self-evaluation of the learning process by using relevant indicators.

They will keep up-to-date on professional literature in Croatian and a foreign language, prepare and independently conduct presentations in the Croatian language, and critically evaluate the presented topics.

They will understand and apply the learning skills necessary for life-long learning and further education at the graduate level, and will understand and apply the basic principles of planning and career development in their profession and their own entrepreneurial endeavours.

Pedagogy is the general science of education and students who complete the first three years of undergraduate studies are awarded the academic title of Bachelor (baccalaureus/baccalaurea) in Pedagogy and are prepared for further studies or for employment in activities dealing with education in the broader sense, such as organizing leisure time for the youth, work in the media, organizing excursions, youth tourism, work in sports, cultural and technical societies that bring together young people, etc.