Preparing students for educational work in schools. Introducing students to modern didactic models, which encompass: defining teaching goals, pedagogic strategies for implementing those goals, communication problems, and evaluation models. Developing attitudes and interests for deepening pedagogic-didactic knowledge, stimulating motivation for pursuing a vocation for teaching, as well as lifelong learning.

After successfully completing the course, students will have acquired:
competences for applying theoretical pedagogic and didactic knowledge in planning, implementing and evaluating educational work;
competences for developing a critical and creative approach in teaching practice;
a high quality basis for further pedagogic-didactic and methodological education, research and professional development.

Theoretical lectures

1. Upbringing as the broadest pedagogic process and concept, basic features of upbringing development and pedagogy;
2. Capabilities and boundaries of upbringing;
3. Goal and tasks of upbringing – to concretize goals and tasks of upbringing according to the areas of development and sides of upbringing;
4. General methods and instruments of upbringing;
5. School and school system, development, critique, types of school, structure of educational activities in school;
6. School and its surroundings, family upbringing, upbringing in free time, social and leisure activities of pupils, educational significance of mass media;
7. Agents in education and their roles; the concept, position, and role; social and educational interaction in school; the school's openness to the local and global surroundings;
8. Teacher’s role, what determines it, the character of the teacher’s role, the teacher’s role in teaching, the teacher’s role in relation to the teaching program, the teacher’s role in relation to the forms and methods of work, the teacher’s role in relation to pupils – individualization, the teacher’s role in relation to the class as a group, the teacher’s role in cooperation with parents – integrating developmental contexts, the teacher’s role in school, work in the teacher council and the subject teachers expert body, participation in social and cultural programs in school, work in professional organizations, advanced training and life-long professional development;
9. Pupil’s role, pedagogic interaction: interdependence between the pupil’s and teacher’s activity, quantitative aspects of pedagogic communication, discipline;
10. Teaching process structure;
11. Class, concept, phases, typology, different structural models, conducting the process of teaching, type of teaching;
12. Planning and preparing educational work, the curricular approach to the process of planning and programing;
13. Demands of contemporary teaching: learning from dealing with problems and contexts, the holistic approach, school teaching constructs (learning through solving problems, cooperative learning, learning through experience, the project approach, integrative learning, work with pupils with special needs);
14. Tracking, evaluating, and rating the pupil’s progress;
14. Cooperation between the family and school;
15. Contemporary demands of pedagogy: intercultural pedagogy, ecological pedagogy.

Practical lectures

Project: researching educational practice.

Compulsory literature: selected pieces of text that follow the program and that are refreshed every year in accordance with the appearance valuable pedagogical works and research results.

Đorđević, J, (2010), Pedagogija, Naučna knjiga, Belgrade (197-201), (208-210), (216-221), (323-356);

Antonijević, R, (2013), Opšta pedagogija, Belgrade, Insitute for pedagogy and andragogy (9-20), (38-56), (266-280), (281-320);

Havelka, N, (2000), Učenik i nastavnik u obrazovnom procesu, Belgrade, Institute for textbook publishing and teaching aids (89-95), (121-142), (164-175);

Glasser, W, (1999), Nastavnik u kvalitetnoj školi, Zagreb, Educa (27-38; 79-84)

Bognar, L, Matijević, M, (2002), Didaktika, Zagreb: Školska knjiga (379-395);