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<\/p>\nLesson planning is considered a vital component of teacher education, and particular attention is devoted to this aspect in university courses in didactics and teaching methodology. Subject curricula are also an important part of the education of future teachers, as they form the basis for planning the entire teaching process. The starting point in these documents is represented by learning outcomes, which constitute narrowly focused competences. Considering the subject curriculum as a starting point for lesson planning should form part of the professional development experience of future teachers, not only in the context of a national document but also from the perspective of didactics and teaching methodology \u2013 academic disciplines concerned with teaching and the methodology of teaching individual subjects. This important topic was discussed at a virtual panel discussion organised by the Centre for Didactic and Methodological Research (CEDIM), which operates at the Faculty of Humanities and Social Sciences in Osijek. Teachers of didactics and teaching methodology from the Faculty of Humanities and Social Sciences in Osijek and the Faculty of Croatian Studies, University of Zagreb, as well as students of the Faculty of Humanities and Social Sciences, discussed subject curricula and their implementation in the teaching of didactics and teaching methodology.<\/p>\n
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Associate Professor Renata Juki\u0107, PhD, from the Department of Pedagogy and Vice-Dean for Teaching and Students, spoke about her experiences with implementing subject curricula in the courses Didactics and Curriculum Theory in the third year of the undergraduate study programme in Pedagogy. In the Didactics course, students analyse subject curricula from the perspective of two dominant concepts \u2013 the functionalist and humanistic curriculum \u2013 as well as from the perspective of open, closed and mixed curricula. Subject curricula are also addressed when teaching learning outcomes and their levels of achievement in the cognitive, affective and psychomotor domains. She highlighted the issue of inconsistency in the design of study programmes at the Faculty, where students in some departments attend teaching methodology courses before taking didactics, which affects the quality of the teaching process. Senka \u017di\u017eanovi\u0107, PhD, a postdoctoral researcher at the Department of Pedagogy, pointed out that, taking into account the relationship between didactics and teaching methodology, subject curricula are approached from a general perspective in the Didactics course. The course does not address the specific issues of individual subject curricula, since they differ in the structure and areas of individual subjects; rather, they are implemented in the context of curriculum thinking, curriculum planning and programming, and the paradigm shift in teaching. When teaching students to think in terms of curriculum, emphasis is placed on the curriculum cycle, with particular attention in the context of subject curricula being paid to learning outcomes, that is, the educational outcomes of subject curricula. Through various practical exercises, students distinguish good outcomes from poor ones and attempt to formulate them independently, elaborate educational topics, write lesson plans and design school curriculum activities \u2013 all of which are differentiated according to students\u2019 prior knowledge and experience.<\/p>\n
Assistant Professor Dra\u017eenka Molnar, PhD, from the Department of English Language and Literature, presented the implementation of the English Language Curriculum within the English Language Teaching Methodology course, which deals with practical issues related to teaching various aspects of the English language to three main age groups (preschool and early school age, older school-age learners and adult learners) and at three basic levels of language proficiency (beginner, intermediate and advanced). In implementing the English Language Curriculum, students are taught what a curriculum is, what the purpose and objectives of teaching English are in comparison with other languages, what communication in a foreign language entails, which curriculum area it belongs to, what its domains are and how they are organised. The focus is placed on preparing lesson plans, elaborating the stages of a lesson and the practical application of activities. As challenges encountered by students, she mentioned defining levels of educational outcomes, establishing links when selecting teaching methods, and differences between groups of students. Students connect the English Language Curriculum with the school curriculum, cross-curricular curricula, the national curriculum and other subject curricula. She highlighted students\u2019 classroom observation visits to schools as a particularly valuable component of English language teaching methodology, although unfortunately these could not be carried out during that academic year because of the epidemiological situation. During classes, students prepare teaching plans and programmes as well as individual elements for different language proficiency levels, with emphasis also placed on cross-curricular integration.<\/p>\n
Iva Ri\u0161ner, a second-year graduate student of English Language and Literature and German Language and Literature, spoke about the implementation of subject curricula in the German Language Teaching Methodology course. She presented her seminar paper, in which she examined German language curricula: the curriculum for primary schools and grammar schools and the curriculum for vocational schools. In her seminar paper, she analysed the curricula with regard to the different status and number of German language lessons and whether students learn German as their first or second foreign language. Emphasis was placed on educational outcomes and their achievement. Within this framework and based on the levels of achievement of educational outcomes, she created two games using the LearningApps application, an online platform where users can find various free tools or create their own using templates for use in teaching. As a recommendation for good teaching practice, she highlighted the integrated teaching of language structures, adaptation to students\u2019 age and level of language development, comparison of German, Croatian and other foreign languages, the development of intercultural communicative competence and fostering a positive attitude towards the school subject. She described the games she designed as a means of motivating students to learn German and as an attempt to bring the German Language Curriculum to life by supporting teaching and providing opportunities for developing one\u2019s own creativity.<\/p>\n
Assistant Professor Anita Dremel, PhD, from the Department of Sociology, spoke about the implementation of the Sociology Curriculum within the Sociology Teaching Methodology course, emphasising learning outcomes as the starting point for lesson planning. She also highlighted certain issues related to the Sociology Curriculum \u2013 it was designed centrally and is prescriptive with regard to the subject, while there is no list of compulsory topics but rather a content framework. Through various examples used in teaching, emphasis is placed on personalising content and correlating it with other school subjects. She identified distinguishing between general and specific educational outcomes, as well as project-based teaching, as challenges. The Sociology Curriculum is critically examined during classes, and ways of operationalising educational outcomes are proposed. The Sociology subject curriculum is considered as a sociological phenomenon, with particular emphasis on the role of the teacher. From the perspective of secondary-school sociology teaching, Krunoslav Vukeli\u0107, a sociology teacher at two secondary schools, discussed the implementation of the subject curriculum. He highlighted significant changes in the Sociology Curriculum compared with the previous teaching plan and programme. He particularly emphasised the issue of the State Matura, where sociology-related questions are factual and inconsistent with actual classroom teaching. He also integrates teaching methodology content through Erasmus projects.<\/p>\n
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Sergej Filipovi\u0107, Assistant at the Department of History, spoke about the implementation of the History Curriculum within the courses History Teaching Methodology I and II and Methodological Exercises. During the courses, students work with the subject curriculum on two levels: when writing seminar papers for which they need the History Curriculum and when working on the annual implementation curriculum. He identified understanding the levels of educational outcomes as a problem students encounter. Based on the subject curriculum, students prepare an annual implementation curriculum and write lesson plans within the courses History Teaching Methodology, Methodological Exercises and School Practice. He emphasised the need for cooperation between didactics specialists and teaching methodology specialists at the Faculty, as well as cooperation with the senior adviser for history in order to achieve constructive alignment of the system and stronger links between the Faculty and teaching practice. Assistant Professor Rona Bu\u0161ljeta Kardum, PhD, from the Faculty of Croatian Studies, University of Zagreb, also spoke about the History subject curriculum. She pointed out that the History Curriculum is incorporated into the courses History Teaching Methodology, Practical Exercises in Subject Teaching Methodology, Correlation Exercises and Teaching Practice. In teaching methodology classes, students apply their knowledge of didactics, after which they attend practical exercises related to teaching methodology as well as correlation exercises. As one of their assignments in the History Teaching Methodology course, students compare the current History Curriculum with the history curricula of other European countries with regard to objectives, outcomes and concepts. Within the Practical Exercises in Subject Teaching Methodology course, among other activities, they prepare an annual implementation curriculum and written lesson plans based on the subject curriculum. In the same course, they also teach three lessons and conduct a workshop, as well as complete teaching practice through classroom observations. She observed that one of the problems in teaching is that students generally focus on teaching content, that is, on conveying the most important facts, while they find it more difficult to adopt the curriculum-based approach to teaching and learning.<\/p>\n
Associate Professor Vesna Bjedov, PhD, is the course coordinator and instructor for Croatian Language Teaching Methodology and Methodology of Teaching Language Expression at the Department of Croatian Language and Literature, as well as for the Teaching Methodology course for social sciences and humanities within the Pedagogical-Psychological-Didactic-Methodological Training Programme and the Religious Education Teaching Methodology course at the Catholic Faculty of Theology in \u0110akovo. In her presentation, she focused on the application of the Croatian Language Curriculum within the Croatian Language Teaching Methodology course. The implementation of this document is particularly evident in the introductory lecture topics concerning the planning of Croatian language teaching and the planning of individual lessons and learning outcomes. During the first part of seminar classes, students work directly with the subject curriculum through two key assignments: preparing an implementation curriculum for the Croatian language and writing a Croatian language lesson plan. Seminar papers for this course also take the form of written lesson plans for Croatian language classes, meaning that students continue to work with the subject curriculum during the second part of the seminar classes. Bernarda Brekalo, a second-year graduate student of Croatian Language and Literature and Pedagogy and a student demonstrator for Associate Professor Vesna Bjedov, PhD, in the Croatian Language Teaching Methodology course, also participated in the virtual panel discussion. She pointed out that she first encountered curriculum components in the Curriculum Theory and Didactics courses, and the Croatian Language subject curriculum in the Croatian Language Teaching Methodology and Literature Teaching Methodology courses. As a student demonstrator, she gained the most knowledge about the curriculum because working with Professor Bjedov and completing the assignments she was given enabled her to analyse and critically reflect on the Croatian Language Curriculum in greater depth. She particularly emphasised that she expanded her curriculum knowledge by learning about a different approach to designing Croatian language teaching, especially the preparation of lesson plans. From her perspective as a student, she highlighted the issue of insufficient coordination between teaching methodology courses and didactics and noted that students who had completed didactics before taking teaching methodology courses coped considerably better.<\/p>\n","protected":false},"excerpt":{"rendered":"
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