TEACHING PRACTICE
↓ General Course Information ↓
Course status: compulsory
Study programme: University Single-Major Graduate Teacher Education Study Programme in Croatian Language and Literature; University Double-Major Graduate Teacher Education Study Programme in Croatian Language and Literature
Course coordinator: Prof. Vesna Bjedov, PhD
Year of study: second
Semester: fourth
Total weekly hours: –
Course objectives:
Independent preparation and teaching by students in all subject areas of Croatian Language as a school subject in primary and secondary schools. Encouraging an analytical approach to teaching, as well as self-analysis and self-evaluation of one’s own teaching.
Course content outline:
Student attendance at the mentor’s classes; Independent teaching by students; Student attendance at classes taught by fellow students; Analysis of the course of a lesson and classroom interaction; Preparation of a written lesson plan and teaching materials; Attendance at school activities and extracurricular activities; Familiarization with pedagogical documentation.
Learning outcomes:
Upon successful completion of the course, students will be able to:
- prepare a written lesson plan for various subject areas within Croatian Language as a school subject
- apply methodological knowledge when selecting and using teaching systems, forms and methods of work, as well as methodological procedures in teaching Croatian Language
- independently teach Croatian Language classes
- analyse the course of a lesson and classroom interaction.
Literature:
1. Required:
Stjepko Težak: Teorija i praksa nastave hrvatskoga jezika 1, Zagreb, 1996.
Dragutin Rosandić: Metodika književnoga odgoja, Školska knjiga, Zagreb, 2005.
2. Supplementary:
Stjepko Težak, Teorija i praksa nastave hrvatskoga jezika 2, Školska knjiga, Zagreb, 2003.
Dragutin Rosandić, Hrvatski jezik u srednjoškolskoj nastavi, Školske novine, Zagreb, 1996.
Zdenka Gudelj-Velaga, Nastava stvaralačke pismenosti, Školska knjiga, Zagreb, 1990.
Karol Visinko, Jezično izražavanje u nastavi hrvatskoga jezika: pisanje, Profil, Zagreb, 2010.
Dragutin Rosandić, Od slova do teksta i metateksta, Profil, Zagreb, 2002.
Milan Matijević, Diana Radovanović, Nastava usmjerena na učenika, Školske novine, Zagreb, 2011.
Dubravka Bouša-Slabinac, Priručnik za interpretaciju književnog djela: teorija književnosti (lirski, epski, dramski i diskurzivni rod), teorija pisanja, Školska knjiga, Zagreb, 2009.
Vlado Pandžić, Hrvatski roman u školi, Profil international, Zagreb, 2001.
Karol Visinko, Dječja priča: povijest, teorija, recepcija i interpretacija, Školska knjiga, Zagreb, 2009.
Wolfgang Mattes, Nastavne metode: 75 kompaktnih pregleda za nastavnike i učenike, Naklada Ljevak, Zagreb, 2007.
ECTS: Single-Major Programme 10
ECTS: Double-Major Programme 5
Requirements for earning credits:
Attendance at model lessons taught by teachers in primary or secondary school. Preparation and independent teaching of lessons in primary or secondary school. Attendance at lessons taught by fellow students in the group and attendance at extracurricular activities at school.
Assessment method:
The final grade takes into account grades awarded for attendance at the mentor’s classes and analysis of lessons, as well as for the student’s preparation, independent teaching and lesson analysis, together with other forms of activity prescribed by the Teaching Practice monitoring form.
Across all monitored and assessed elements, a student can earn a maximum of 34 grade points, representing 100% of the final grade. To receive a passing grade, a student must earn a minimum of 27 grade points, or 79% of the total.
A student can earn a total of 34 points, representing 100%. The distribution of points, corresponding grades and percentages is as follows:
Points – grade – percentage:
27-28 = 2 79% – 84%
29-30 = 3 85% – 91%
31-32 = 4 92% – 96%
33-34 = 5 97% – 100%
List of schools where students complete their Teaching Practice:
1. Jagoda Truhelka Primary School, Osijek
2. First Grammar School, Osijek
3. Third Grammar School, Osijek