Develop students' competence for the successful preparation and execution teaching geography. This means to develop skills that precisely define the aim of the teaching; to carry out an adequate selection of the relevant geographic content to be presented to students in accordance with the aims and outcomes defined in the teaching curricula. Developing the skills of teaching and transmitting knowledge in accordance with the defined aims of the teaching make a selection of the most appropriate teaching methods, forms and means of work that will be presented to the intended geographic content. Students should be taught to apply different teaching methods in the teaching process, as well as different organizational forms of work. To enable students to apply textual, visual and audio-visual teaching aids in the teaching process and to use methodical and didactic resources. It is also necessary to enable them to monitor and assess student achievement in the classroom.

The outcome means what is required of students, future teachers are expected to know and be able to do upon completion of school practice.

Theoretical lectures

Preparation of teachers for the classroom,Structure of the teaching process, The concept of the class, Timetable of classroom, Types of timetable classroom, Planning timetables classroom, Duration of class, The stages of the class, The articulation of the class, Typology of the class, Generation of new contents, The class of determining materials, The class of repetition and systematization, The classes checking, Combined class, Evaluation of the in geography, Types of evaluation in teaching, An objective evaluation of techniques, Principles for evaluation, The teacher as a factor for evaluation, The pupil as a factor for avaluation, Curricula in elementary school, high school and secondary vocational schools, Methods of activating the students in the class geography (methods, forms, working medium), Monitoring and assessment of achievement of students in the class (the application of various forms of verification student achievement and evaluation), Planning of the teaching (global, month, topical, for each class), Planning class - producing written preparation for class (scenarios), Analysis of the preparation of the written class, Attendance monitoring experimental classes geography teacher in schools, Realization of various types class (processing, determining, systematization), The work of the teachers geography and other professionals of the school, Obligations in the field of school administration.

Živković, Lj., Đorđević, I. (2017). Školska praksa I-skripta. Beograd: Univerzitet u Beogradu -  Geografski fakultet.

Živković, Lj., Jovanović, S., Rudić, V., (2015). Metodika nastave geografije. Beograd: Srpsko geografsko društvo.

Ivić, I., Pešikan, A., Antić, S. (2001). Aktivno učenje. Ministarstvo prosvete i sporta Republike Srbije: Institut za psihologiju, Ministarstvo za prosvetu i nauku Crne Gore. Beograd.

Pešikan, A., Jankov, R., Antić, S., Šišović, D., Muždeka, V. (2005). Kako približiti deci prirodne nauke kroz aktivno učenje. Zbirka scenarija. Beograd: Institut za psihologiju.

Udžbenici za osnovnu i srednju školu.
Nastavni planovi i programi geografije za osnovnu i srednje škole.
Izabrani tekstovi iz časopisa Nastava i vaspitanje.