Faculty of Philosophy / PEDAGOGY / CONTEMPORARY PEDAGOGICAL POSTULATIONS

Course:

CONTEMPORARY PEDAGOGICAL POSTULATIONS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12500	Obavezan	1	6	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no requirements for enroling the course.
Aims	Introducing students with the reasons for the emergence and ways of branching out of modern pedagogical trends, and modern theoretical aspirations in pedagogy; introducing students to the basic characteristics of various modern pedagogical directions and theoretical systems of prominent representatives of certain directions; training students for critical reflection and comparative analysis of modern pedagogical understandings and theories.
Learning outcomes	After completing the Comparative pedagogy course, the student will be able to: - Critically reviews various pedagogical theories; - critically examines the impact of globalisation changes on trends in contemporary comparative pedagogy; - compares school systems and educational phenomena; - describes the emergence of different pedagogical trends at the end of the 19th and 20th centuries; - explains the historical, social and scientific foundations of certain pedagogical trends; - classifies pedagogical directions according to dominant pedagogical characteristics; - compares and evaluates the specificities of individual pedagogical directions.
Lecturer / Teaching assistant	Assistant professor PhD Jovana Marojević Assistant professor PhD Jovana Marojević
Methodology	Lectures and debates. Writing, presentation and defense of one essay/seminar paper on a given topic from the course material.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Different approaches in comparative pedagogy (historical, anthropological, geographical, sociological, philosophical); Comparative pedagogy in the system of pedagogical disciplines.
I week exercises	Agreement on student obligations; delegation of topics for essays/seminar papers; agreement on testing dynamics and evaluation criteria; reference to basic and additional literature.
II week lectures	Overview of philosophical approaches to comparative pedagogy; the emergence of different pedagogical trends at the end of the 19th and 20th centuries.
II week exercises	Presentation and analysis of essays/seminar papers on pedagogical direction.
III week lectures	Individual pedagogy and pedology.
III week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
IV week lectures	Social pedagogy theories.
IV week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
V week lectures	Cultural pedagogy theories.
V week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
VI week lectures	Functional pedagogy theories.
VI week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
VII week lectures	Test I
VII week exercises	Analysis of test results; analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
VIII week lectures	Pragmatist pedagogy.
VIII week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
IX week lectures	Essentialism and pedagogy.
IX week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
X week lectures	Egzistentialism and pedagogy.
X week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
XI week lectures	Marxism and pedagogy.
XI week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
XII week lectures	Active school pedagogy.
XII week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
XIII week lectures	Critical pedagogy teories I.
XIII week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
XIV week lectures	Critical pedagogy teories II.
XIV week exercises	Analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.
XV week lectures	Test II
XV week exercises	Analysis of test results; analysis of original works (excerpts) by authors representing the educational theory; presentation and analysis of essays/seminar papers on pedagogical direction.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the essay presentation.
Consultations	/
Literature	• Mitrović, D.: Komparativna pedagogija .- Sarajevo: Veselin Masleša, 1979. • Žlebink, L.: Opšta istorija školstva i pedagoških ideja .- Beograd: Naučna knjiga, 1962. • Potkonjak, N.: Metodološki problemi pedagogije .- Beograd: Naučna knjiga, 1982. • Vrcelj, S. (2005), U potrazi za identitetom - iz perspektive komparativne pedagogije. Rijeka: Graftrade, Hrvatsko futurološko društvo.; • Savićević, D. (1984), Komparativno proučavanje vaspitanja i obrazovanja. Beograd: Prosveta - Žiru, A. (2011): O kritičkoj pedagogiji, Beograd: Eduka. - Meklaren, P. (2013): Če Gevara, Paulo Freire i pedagogija revolucije, Beograd: Eduka. - Meklaren, P. (2013): Život u školama, Beograd: Eduka. Izvodi iz izvornih djela (materijal za analizu): o Adolf Ferijer: Škola podobnosti, Beograd, str. 5-49 o Adolf Ferijer: Aktivna škola, Beograd, str. 1 – 23, 66-117 o Elen Kej: Stoljeće djeteta, Zagreb, str. 92-108, 163-200 o Emil Dirkem: Vaspitanje i sociologija, Beograd, str. 33-57 o Pol Natorp: Obrazovane i zajednica, str. 28-38 o Vilhelm Diltaj: O mogućnosti pedagoške nauke od opšte vrednosti, Beograd, str. 3-30 o Eduard Klapared: Škola po meri, Beograd, 15-44 o Georg Keršenštajner: Teorija obrazovanja, Beograd, str. 21-38, 219-225, 249-251 o Georg Keršenštajner: Škola rada - škola budućnosti,Beograd: časopis Ućitelj, 1923. o Džon Djui: Moje pedagoško „Vjeruju“, časopis Pedagogija, 1983. o Džon Djui: Vaspitanje i demokratija, str. 52-80, 137-140 o Marks i Engels o vaspitanju, Beograd, str. 13-84 Stručni tekstovi: o Ljubomir Kocić: „Aktivna škola“ Adolfa Ferijera, Beograd o Volfgang Klafki: Duhovno-naučna pedagogija, dostignuća, ograničenja i kritička transformacija, Beograd: časopis Pedagogija, 2007. o Ratko Jurić: Duhovno-naučna pedagogija Eduarda Šprangera, Beograd: časopis Pedagogija, 1983. o Ljubomir Krneta: Funkcionalna pedagogija, Beograd: časopis Pedagogija o Ljubomir Kocić: „Škola po meri“ Eduarda Klapareda, Beograd o Jašar Redžepagić: Pedagogija radne škole, Beograd: časopis Pedagogijaa o Nikola Potkonjak: Egzistencijalizam i pedagogija, Beograd: časopis Pedagogija - Marojević, J. (2016): Od epistemologije do skrivenog kurikuluma: kritička vs. "bankovna" pedagoška perspektiva, Nastava i vaspitanje, Vol. 1., str. 125-138. - Marojević, J. (2014): Epistemološke osnove kritičke pedagogije, Nastava i vaspitanje, br. 4, str. 607-620. - Marojević, J. (2014): Obrazovanje i politika u diskursu – ogled kritičke pedagogije, Pedagogija. God. 69, br. 2 (2014), str. 203-211. - Marojević, J. (2014): O kritičkoj pedagogiji Anrija Žirua, Vaspitanje i obrazovanje, Vol 2. str. 17-36.
Examination methods	Forms of testing and evaluation: - Two tests with 20 points (40 points in total), - Presentation and essay defense 7 points; - Class attendance 3 points; - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / METHODOLOGY OF SCIENTIFIC RESEARCH WORK

Course:

METHODOLOGY OF SCIENTIFIC RESEARCH WORK/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12501	Obavezan	1	6	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditons for the attendance of this course.
Aims	- Making students competent for critical awareness and adequate scientific comprehension of pedagogical phenomena; - Applying of appropriate methodological strategies; - Creating of scientific research projects and their immediate realization; monitoring, critical evaluation and use of literature and other sources; - Having a critical and ethically professional attitude that testifies to scientific orientation, integrity and independence in research and practice.
Learning outcomes	After completion of this course, the student will be able to: - Interpret the characteristics of scientific knowledge; - Understand the complex nature of research into educational phenomena; - Evaluate different research paradigms; - Apply appropriate methodological strategies; - Critically evaluate the advantages and disadvantages of scientific research methods; - Create and adapt data collection instruments; - Design and modify the draft of the scientific research project; - Test the hypotheses on a specific sample; - Realize independent, original and publishable research in various educational areas.
Lecturer / Teaching assistant	prof. dr Nikola Mianović, mr Sanja Čalović Nenezić
Methodology	Lectures and exercises. Seminars, mentoring work and individual work of students

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The concept of science, scientific research and their contribution in the process of development of educational theory and practice
I week exercises	The concept of science, scientific research and their contribution in the process of development of educational theory and practice (analyzing and discussion)
II week lectures	Epistemological, methodological, and pedagogical specific qualities, directions and orientations
II week exercises	Epistemological, methodological, and pedagogical specific qualities, directions and orientations (analyzing and discussion)
III week lectures	Possibilities and limitations of scientific study in the field of social science and the humanities
III week exercises	Possibilities and limitations of scientific study in the field of social science and the humanities
IV week lectures	The concept, types and specifics qualities of scientific facts, rules, patterns and theories (analyzing and discussion)
IV week exercises	The concept, types and specifics qualities of scientific facts, rules, patterns and theories
V week lectures	Scientific research paradigms and their importance
V week exercises	Scientific research paradigms and their importance (analyzing and discussion)
VI week lectures	The sample selection techniques in empirical research
VI week exercises	The sample selection techniques in empirical research (group work grounded in the beforehand prepared material)
VII week lectures	Mid-term exam 1.
VII week exercises	Remedial Mid-term exam 1.
VIII week lectures	Selection of the research problem and research planning
VIII week exercises	Selection of a topic for the design of a scientific research project
IX week lectures	Methodological strategies in the research of educational phenomena and creating a research draft (Historical, Descriptive, Ex-post facto and experimental research; Case studies, Naturalistic research, Action research)
IX week exercises	Creation of a scientific research project (conceptual part)
X week lectures	Procedures for collecting empirical facts and making research instruments
X week exercises	Creation of a scientific research project (study part)
XI week lectures	Processing and interpretation of collected data; shaping the final research report
XI week exercises	Exercise: Choosing the method of processing the collected data
XII week lectures	Culture of researcher; principles and procedures of using scientific research sources
XII week exercises	Exercise: Using scientific research sources
XIII week lectures	Writing a scientific paper
XIII week exercises	Exercise: Writing a scientific paper
XIV week lectures	Ethical limitions and standards in scientific research work
XIV week exercises	Preparation for the mid-term 2.
XV week lectures	Mid-term 2.
XV week exercises	Remedial Mid-term 2.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in discussions and take two tests. Students are supposed to prepare scientific research project and take part in discussion after its presentation.
Consultations	Monday, 12.30.
Literature	• Banđur V. i Potkonjak N. (1999): Metodologija pedagogije, Učiteljski fakultet, Beograd • Halmi A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, Slap, Zagreb • Mason J. (1996): Qualitative researching, Sage, London • Mejovšek M. (2003): Uvod u metode znanstvenog istraživanja, Slap, Zagreb • Mužić V. (1986): Metodologija pedagoških istraživanja, Zavod za izdavanje udžbenika, Sarajevo • Potkonjak N. (1982): Metodološki problemi sistemnih proučavanja u pedagogiji, Prosveta, Beograd • Ristić Ž. (2006): O istraživanju, metodu i znanju, Institut za pedagoška istraživanja, Beograd.
Examination methods	Forms of assesment: Tests 20 points each (40 points total), regular class attendance and activity - 4 points; work on the research project and active participation in its defense- 6 points; final examination 50 points. The passing grade is awarded for the cumulative number at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGICAL MANAGEMENT

Course:

PEDAGOGICAL MANAGEMENT/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12526	Obavezan	1	6	2+2+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for taking the exam.
Aims	Adoption of fundamental determinants and basis of pedagogical transformative management in educational institutions - from organizational management and functions - to development and management of human potential. Adoption of basic theoretical starting points and practical approaches for management culture, procedures for creating, supplementing, renewing and applying knowledge in the 21st century school as a "learning organization" (application of the concept of lifelong learning/LLL).
Learning outcomes	Develop the ability to focus on fundamental problems of contemporary knowledge as well as management procedures in the formal education system. Develop basic management mechanisms for further configuring the knowledge system for different occasions, at different levels, and needs (pedagogue, student, teacher, director, parent, etc.). Develop the skills of leading and managing various pedagogical processes in the school. Get to know numerous instruments for monitoring the quality of management in education and their use.
Lecturer / Teaching assistant	Biljana Maslovaric, PhD Jelena Vukotic, MA
Methodology	Lectures, debates, simulations, case study analyses.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical approaches to the development of pedagogical management.
I week exercises	Essay/presentation/case study analyses.
II week lectures	Pedagogical management or the new economy of education?
II week exercises	Essay/presentation/case study analyses
III week lectures	The principal of schools - rights and obligations.
III week exercises	Essay/presentation/case study analyses
IV week lectures	Contemporary dimensions of knowledge management.
IV week exercises	Essay/presentation/case study analyses.
V week lectures	Practical starting points of pedagogical management.
V week exercises	Essay/presentation/case study analyses.
VI week lectures	Charismatic and transformational leadership.
VI week exercises	Essay/presentation/case study analyses
VII week lectures	Ethical leadership and diversity in pedagogical management.
VII week exercises	Essay/presentation/case study analyses.
VIII week lectures	Organizational climate and culture.
VIII week exercises	Essay/presentation/case study analyses.
IX week lectures	Educational organization: management and interpersonal relations.
IX week exercises	Essay/presentation/case study analyses.
X week lectures	The self-esteem in the work situation/Abraham Maslovs theory.
X week exercises	Essay/presentation/case study analyses.
XI week lectures	Functions of management in the school context.
XI week exercises	Essay/presentation/case study analyses.
XII week lectures	Change management and school (new dimensions, roles, communication).
XII week exercises	Essay/presentation/case study analyses
XIII week lectures	Change management and school (new dimensions, roles, communication)II.
XIII week exercises	Essay/presentation/case study analyses.
XIV week lectures	The new global elite: knowledge management experts, profile and competencies.
XIV week exercises	Essay/presentation/case study analyses.
XV week lectures	The new global elite: knowledge management experts, profile and competencies II.
XV week exercises	Essay/presentation/case study analyses.

Student workload	5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 3 hours and 40 minutes of independent work, including consultation.
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students are required to prepare and present one essay each and participate in the debate after the essay presentation/CS.
Consultations	Wednesday 11:00 a.m. – 12:30 p.m. (336)
Literature	Olivera Knežević-Folić, Milka Oljača (2011), Pedagogical Management, Association of Pedagogical Societies of Vojvodina, Novi Sad Svetlana Kostović, Milka Oljača (2012), Pedagogue and pedagogical dimensions of management, Faculty of Philosophy, Novi Sad Milkovich, G, J.Boudreau (1997), Human Resource Management, IRWIN Book team, Higher Education group, USA Isak Adižes (1992), Change Management, ASEE, Novi Sad J.R. Schermerhorn, J.Campling, D.Poople, R.Wiesner (2013), Management, Wiley&Sons Australia, Ltd. Morey, D. (2001), Knowledge Management, MIT Press. Bahra, N. (2001), Competitive Knowledge Management, St. Martin Press Von Hoffman, C (2001), Do We Know How to Do That? Understanding Knowledge Management, Harvard Business School Press
Examination methods	Two tests with 15 points each (Total 30 points), - Homework with 5 points, - Preparation and presentation of an essay with 10 points, - Attending classes, standing out during lectures and participating in debates 5 points - Final exam with 50 points. A passing grade is obtained if at least 51 points are accumulated cumulatively.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / SOCIAL PEDAGOGY

Course:

SOCIAL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12527	Obavezan	1	6	3+1+0

Programs	PEDAGOGY
Prerequisites	No prerequisites are required.
Aims	To teach the students about different theoretical, research and practical approaches to social and pedagogical work; * to inform them about the usage of different methodological and research methods in the social-pedagogical work and to train them for specific educational work with special categories of children.
Learning outcomes	After passing the exam, a student will be able to: - Explain the specifics of educational work with different categories of children (hyperactive, hypoactive, aggressive, and children from dysfunctional families); - Explain the concept of peer violence and compare different types of violence; - Explain the concept of school phobia; - Analyze the phenomenon of juvenile delinquency; - Recognize and analyze juvenile addiction; - Explain the specifics of educational work with spoiled children and children without parental care.
Lecturer / Teaching assistant	Assistant professor, Milica Jelić, PhD, Teaching assistant, Milica Jaramaz, MA
Methodology

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Social pedagogy practices and the development of social pedagogy perspectives in pedagogical science.
I week exercises	Presentation and analysis of the students essay/term paper.
II week lectures	From the construction of "childhood" to the pedagogy of youth work and activities in free time
II week exercises	Presentation and analysis of the students essay/seminar paper.
III week lectures	The specifics of educational work with hyperactive children.
III week exercises	Presentation and analysis of the students essay/seminar paper.
IV week lectures	The specifics of educational work with hypoactive children.
IV week exercises	Presentation and analysis of the students essay/seminar paper.
V week lectures	The specifics of educational work with aggressive children.
V week exercises	Presentation and analysis of the students essay/seminar paper.
VI week lectures	Specific of work with children from dysfunctional families.
VI week exercises	Presentation and analysis of the students essay/seminar paper.
VII week lectures	Peer violence - bullying.
VII week exercises	Presentation and analysis of the students essay/seminar paper.
VIII week lectures	I test
VIII week exercises	Presentation and analysis of the students essay/seminar paper.
IX week lectures	Overloaded students, school phobia, the problem with skipping classes.
IX week exercises	Presentation and analysis of the students essay/seminar paper.
X week lectures	Programs for juvenile delinquency prevention.
X week exercises	Presentation and analysis of the students essay/seminar paper.
XI week lectures	Juvenile delinquency.
XI week exercises	Presentation and analysis of the students essay/seminar paper.
XII week lectures	Substance abuse among young people.
XII week exercises	Presentation and analysis of the students essay/seminar paper.
XIII week lectures	The specifics of educational work with spoiled children.
XIII week exercises	Presentation and analysis of the students essay/seminar paper.
XIV week lectures	The specifics of educational work with children without parental care.
XIV week exercises	Presentation and analysis of the students essay/seminar paper.
XV week lectures	II test
XV week exercises	Presentation and analysis of the students essay/seminar paper.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Consultations
Literature	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Examination methods	- Two tests 20 pts each ( 40 pts), - Students activities, an essay10 pts, - Final exam: 50 pts. - A student passes the test if collects at least 51 pts.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / NURTURING CHILDREN'S TALENTS

Course:

NURTURING CHILDREN'S TALENTS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12528	Obavezan	1	6	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course
Aims	- Introducing students to modern trends in education of gifted children and youth. - Introducing students with the features of certain modern teaching approaches that encourage the development of giftedness and enable individualization of the educational process in line with the needs of gifted children and youth. - Enabling students to work on supporting and developing creativity and talents in children and youth.
Learning outcomes	- Proper interpretation of new approaches from the society and the vocation to the phenomenon of giftedness; - Knowledge and understanding of basic ways of recognizing and identifying gifted children; - Demonstrating knowledge and understanding of the main characteristics of the giftedness phenomenon; - Adjustment of educational programs and other educational activities to gifted children; - Demonstrating knowledge, understanding, and encouraging the development of gifted childrens potential.
Lecturer / Teaching assistant	Milica Jelić, PhD
Methodology	Lectures and debates. Preparing an essay on one of the topics related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Defining the concepts of giftedness and creativity;
I week exercises	Explaining the obligations of students, planning the dynamics of essay realization, and providing instructions for writing essays.
II week lectures	Caracteristics of different developmental domains of gifted students;
II week exercises	Discussion about the development of gifted students.
III week lectures	The nature of giftedness and its measurement – the theories of giftedness;
III week exercises	Essay presentation.
IV week lectures	The nature of giftedness and its measurement – the theories of giftedness II;
IV week exercises	Analysis of the theories of giftedness.
V week lectures	Identification of gifted children and youth;
V week exercises	Discussion on the process of identifying gifted children and young people.
VI week lectures	Socialization of gifted students and development of cooperativity;
VI week exercises	Essay presentation.
VII week lectures	Gifted in the contemporary social context;
VII week exercises	Review of the position of the gifted in contemporary society. Essay presentation.
VIII week lectures	I test
VIII week exercises	Analysis of the results achieved at the I test. Essay presentations.
IX week lectures	Gifted and their educational needs;
IX week exercises	Debate on the educational needs of typical and gifted children.
X week lectures	Education of gifted - forms of educational work with gifted students;
X week exercises	Analysis of the forms of educational work with gifted students. Examples from practice.
XI week lectures	Educational support and encouragement of gifted students;
XI week exercises	Essay presentation.
XII week lectures	Creating an IEP for gifted students;
XII week exercises	Analysis of IEP for gifted students - examples from practice.
XIII week lectures	Extracurricular activities for gifted students;
XIII week exercises	Essay presentation.
XIV week lectures	Relation of the schools, social environment, and parents towards gifted students;
XIV week exercises	Essay presentation.
XV week lectures	II test
XV week exercises	Analysis of the results achieved at the II test. Essay presentations.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Consultations
Literature	1. Đorđević B. (2005): Darovitost i kreativnost dece i mladih, „Viša škola za obrazovanje vaspitača”, Vršac; 2. Đorđević, B. i Đorđević, J. (2016): Priroda darovitosti i podsticanje razvoja; SANU, Beograd. 3. Maksić S. B. (1998): Darovito dete u školi, „Institut za pedagoška istraživanja”, Beograd; 4. Milić, S.: “Specifičnosti vaspitno-obrazovnog rada sa nadarenom djecom”; u “Vaspitanje i obrazovanje” br.3, 2003., str. 89-99; 5. Milić, S. (2016): Individualizovani pristup u vaspitno-obrazovnom procesu; Filozofski fakultet, Nikšić. 6. Winner, E. (2005): Darovita djeca – mitovi i stvarnost; CIP, Zagreb. 7. Ana Altaras Dimitrijević - Predlog za modul - IOP za darovite učenike 8. Jovanović, N. i Bajković, R. (2014): Podrška darovitim i talentovanim učenicima - priručnik za nastavnike; Podgorica. 9. Primjer IOP-a - Osnovne škole - Crna Gora
Examination methods	Forms of testing and grading: - Test - 15 points each - An essay and practical work - 15 points. - Active participation 5 points,: - Final examination 50 points. A passing grade can be given if a student collects at least 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / CONTEMPORARY DIDACTIC THEORIES

Course:

CONTEMPORARY DIDACTIC THEORIES/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12529	Obavezan	2	6	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing students to traditional and modern didactic theories; development of critical thinking and construction of reliable criteria for evaluating individual theories; monitoring and critical assessment of quality didactic sources.
Learning outcomes	After passing the exam, the student will be able to: - Explain the relationship between teaching practice, didactic theory and meta-theory; - Compares different didactic theories, schools, directions and models; - Critically evaluates traditional and contemporary didactic theories; - Critically evaluates the importance of didactic theories for improving the organization of teaching and learning.
Lecturer / Teaching assistant	Nikola Mijanović,Ph.D, Milena Krtolica, MA
Methodology	Lectures and debates. The preparation of an essay on a given topic from a field of the subject content. Study for the written form of assessment. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Comprehension, understanding and classification of didactic theories
I week exercises	Giving the themes for students’ presentations and determining the period of time for their realization.
II week lectures	Didactic theories oriented toward education.
II week exercises	Giving the themes for students’ presentations and determining the period of time for their realization.
III week lectures	Didactic theories oriented toward learning.
III week exercises	Giving the themes for students’ presentations and determining the period of time for their realization.
IV week lectures	Theory of education within critical-constructive didactics.
IV week exercises	Giving the themes for students’ presentations and determining the period of time for their realization.
V week lectures	Differences between ‘Klafki’ and ‘Heiman’ didactic models.
V week exercises	Giving the themes for students’ presentations and determining the period of time for their realization.
VI week lectures	Didactics as a cybernetic-informational theory.
VI week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion. The synthesis of the covered material in preparation for the mid-term exam.
VII week lectures	Mid-term exam 1
VII week exercises	Mid-term exam analysis
VIII week lectures	Theory of didactic curriculum.
VIII week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
IX week lectures	Didactics as a critical theory of teaching communication.
IX week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
X week lectures	Systemic-structural didactics.
X week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
XI week lectures	The purpose of the existence of different theories, systems and models of the organization of teaching and learning.
XI week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
XII week lectures	Reflections of theoretical teaching models on teaching practice.
XII week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
XIII week lectures	Innovative didactic theories and directions.
XIII week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
XIV week lectures	Critique of contemporary didactic theories.
XIV week exercises	Students’ comments on a theme discussed followed by the group critical analysis and discussion
XV week lectures	Mid-term exam 2
XV week exercises	Mid-term exam analysis. The synthesis of the complete material in preparation for the exam.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the lectures, take part in debates and take two tests. Students are supposed to prepare an essay and participate in debates after its presentation
Consultations	Tuesday, 14.00.
Literature	• Davidov, V.V. (1995): O shvatanjima razvijajuće nastave, Saznavanje i nastava, Institut za pedagoška istraživanja, Beograd; • Gudjons H. Teske R. i Winkel R. (1994): Didaktičke teorije, Educa, Zagreb; • Vilotijević M. (1999): Didaktika (knjiga 2), Didaktičke teorije i teorije učenja, Naučna knjiga, Beograd; • Jank,Werner i Meyer, Hilbert (2006): Didaktički modeli, Zavod Republike Slovenije za šolstvo, Ljubljana.
Examination methods	Forms of assessment: two tests – 20 points each (40 points total), regular attendance and making a point in debates – 3 points; preparation of a written assignment on a given topic – 7 points; final exam – 50 points. The passing grade is awarded for if at least 51 points are accumulated cumulatively.
Special remarks	None
Comment	None

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / INTERCULTURAL PEDAGOGY

Course:

INTERCULTURAL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12530	Obavezan	2	6	3+2+0

Programs	PEDAGOGY
Prerequisites	No preconditions for applying and attending this subject
Aims	- To introduce students with current theoretical models and research relevant to the educational process based on intercultural values; - Training students for adequate socio-political contextualization of contemporary pedagogical theory and practice; - Developing students abilities for adequate organization and implementation of the educational process in an intercultural context
Learning outcomes	- the ability to connect cultural-scientific, sociological, psychological, biological and economic influences on educational development and processes; - the ability to interpret differences in the educational process and the specifics of the educational process from the perspective of age, individual development, social and cultural origin, migrant status, etc. - the ability to place educational activities and support in a social, historical, cultural and legal context; - the ability to interpret educational development based on the following concepts: inclusion, dualization, globalization, diversity, interculturalization, etc.
Lecturer / Teaching assistant	Prof. dr Saša Milić
Methodology	Lectures and debates. Preparing for an essay on a given topic in one of the areas of the course content. Learning for the tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical foundations of intercultural education
I week exercises
II week lectures	Human being and diversity
II week exercises
III week lectures	Human and child rights concepts
III week exercises
IV week lectures	Pedagogical concepts for the development of intercultural awareness - Democratization of the educational process
IV week exercises
V week lectures	Pedagogical concepts for the development of intercultural awareness - Development of cooperation and togetherness
V week exercises
VI week lectures	Pedagogical concepts for the development of intercultural awareness - Education for social justice
VI week exercises
VII week lectures	I test/colloquium
VII week exercises
VIII week lectures	Intercultural education of specific groups - imigrants/refugee
VIII week exercises
IX week lectures	Intercultural education of specific groups - minority
IX week exercises
X week lectures	Intercultural education of specific groups - Roma
X week exercises
XI week lectures	Intercultural education of specific groups - bilingual education
XI week exercises
XII week lectures	Intercultural education of specific groups - interreligious education
XII week exercises
XIII week lectures	Contemporary globalization trends and education
XIII week exercises
XIV week lectures	II test/colloquium
XIV week exercises
XV week lectures	Final exam
XV week exercises

Student workload	Classes and final exam: 8 hours x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x 8 hours = 16 hours. Total workload for the course: 6 x 30 = 180 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 34 hours (remaining time from the first two items to the total workload for the course) Load structure: 128 hours (teaching) + 16 hours (preparation) + 34 hours (additional work).
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend lectures, participate in debates and pass two tests. Students prepare an essay and participate in the debate following the presentation of the essay.
Consultations	Wednesday 12:30, room no. 316
Literature	- Neuliep, J. (2012). Intercultural Communication – A Contextual Approach. London: SAGE. - Teaching for Diversity and Social Justice (2005) /eds. Adams, M., Bell, A.L. & Griffin, P./. New York: Routgedle. - Nelson, T.D. (2006). The Psychology of Prejudice. Bston: Pearson. - Parker, W.C. (2003). Teaching Democracy – Unity and Diversity in Public Life. New York: Columbia University. - Mesić, M. (2006). Multikulturalizam – društveni i teorijski izazovi. Zagreb: Školska knjiga. - Spajić-Vrkaš, V., Kukoč, M. & Bašić, S. (2001). Interdisciplinarni rječnik – obrazovanje za ljudska prava i demokraciju. Zagreb: UNESCO.
Examination methods	- Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	No
Comment	http://studiegids.ugent.be/2016/EN/studiefiches/H000474.pdf http://www.ffri.uniri.hr/files/studijskiprogrami/PED_program_preddipl_1P_2015-2016.pdf

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / BASICS IN EDUCATIONAL POLICY

Course:

BASICS IN EDUCATIONAL POLICY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12531	Obavezan	2	6	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	* Acquaintance of students with the essence of educational policy, its terminology, activity and contemporary tendencies in the creation of educational policies; * Introducing students to educational policy as a field of research and its analysis in the context of globalization; *Training of students for critical reflection and comparative analysis of the transfer of educational policies.
Learning outcomes	After the student passes this exam, he will be able to: - Explain and analyze contemporary trends in the creation of educational policies; - Explain and apply the basic tools for creating educational policy; - Analyzes the relationship of educational policy to the problems and issues of the educational system; - Describe and explain the basic postulates of educational policy, its creators, ways of adaptation, creation and implementation of reform processes; - Explain the principles of education policy budgeting.
Lecturer / Teaching assistant	Assistant Professor Vučina Zorić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic, from one area of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	What is educational policy (types and aspects)
I week exercises	Getting to know each other. Presentation of the rules for creating and presenting essays, choosing and agreeing on the time frame for student presentations.
II week lectures	Cycle of educational policies
II week exercises	Analysis of the cycle of educational policies. Work in small groups on previously prepared materials. Presentation of students and analysis of essays after their presentation.
III week lectures	Learning educational policy
III week exercises	Work in small groups on previously prepared materials. Presentation of students and analysis of essays on educational policy learning topics, discussion after their presentation.
IV week lectures	Readiness for changes in educational policy
IV week exercises	Workshop on "Changes in educational policy", discussion
V week lectures	Educational policy as a field of research
V week exercises	Analysis of excerpts from professional articles on research topics in educational policy. Essay presentation and analysis, discussion.
VI week lectures	Globalization and education
VI week exercises	Additional clarification of terminology. Watching the documentary "Globalization and Education", discussion. Presentation and analysis of essays that are scheduled for this week.
VII week lectures	I test
VII week exercises	Test analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.
VIII week lectures	International organizations and global education policy
VIII week exercises	Analysis of international organizations such as: UNESCO, OECD, World Bank and EU. Discussion on the connection and influence of international organizations on global education policy. Presentation of essays and their analysis.
IX week lectures	Transfer of educational policies
IX week exercises	Work in groups according to the prepared material. Presentation of essays and discussion after their presentation.
X week lectures	Effects of the transfer of educational policies
X week exercises	Debate on the topic "Effects of transfer of educational policies"
XI week lectures	International tests of student achievement; The concept of education based on outcomes
XI week exercises	Analysis of international examinations of student achievements, work on pre-prepared materials in small groups. Student exposition and essay analysis on outcomes-based education concept topics.
XII week lectures	Dual model of secondary professional education; Public private partnership in education
XII week exercises	Brainstorming - Dual model of secondary professional education. Presentations and analyzes of essays on the topics of the dual model of secondary professional education and public-private partnership in education
XIII week lectures	Basic dimensions of the quality of educational systems (Effectiveness; Efficiency)
XIII week exercises	Presentation of smaller group projects. Presentation of students and analysis of essays, discussion.
XIV week lectures	Basic dimensions of the quality of educational systems (Equity; Relevance; and Sustainability)
XIV week exercises	Work in small groups, additional explanations of terminology, essay presentation and discussion
XV week lectures	II test
XV week exercises	Test analysis, commenting on the results and inspection of mistakes. Elaborations and essay analyses which is according to plans for this week.

Student workload	Weekly 6 credits x 40/30 = 8 hours Structure: 3 hours of lectures 1 hour of exercises 4 hours of independent work, including consultations In the course of the semester Teaching and final exam: 8 hours x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total workload for the course 6x30 = 180 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 36 hours (remaining time from the first two items to the total load for the courses) Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 36 hours (Supplementary work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes regularly, participate in discussions and working two tests. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	By agreement, email
Literature	- Bodroski-Spariosu, B. (2007). Efikasnost i pravičnost obrazovnih sistema u evropskim politikama obrazovanja, Nastava i vaspitanje. 3, str. 264-282. - Bodroski-Spariosu, B. (2010). Osnovne dimenzije kvaliteta obrazovnih sistema, Nastava i vaspitanje, 4, str. 618-631. - Đurišić-Bojanović, M (2007). Spremnost za promene: nove kompetencije za društvo znanja. Zbornik Instituta za pedagoška istraživanja, 2, str. 211-224. - Spasenović, V. (2019). Obrazovna politika .Institut za pedagogiju i andragogiju: Beograd. - Ziljak, T. (2009). Kako uče oni koji stvaraju obrazovnu politiku. Zbornik radova IV Medjunarodne konferencije Neformalno obrazovanje i informalno učenje odraslih, str. 237-248.  Anderson, James E. (2003). Public policymaking. Boston, MA: Houghton Mifflin Company.  Odden, Allan. (1991). Education policy implementation. Albany, NY: SUNY Press.  Honig, Meredith. (2006). New directions in education policy implementation: confronting complexity. Albany, NY: SUNY Press.  Sowell, Thomas. (2007). A conflict of visions: Ideological origins of political struggles. New York, NY: Basic books.  Fullan, M. (2009). Large-scale reform comes of age. Journal of educational change, 10(2-3), 101-113.  Haddad, W. (1994). The dynamics of education policymaking: Case studies of Burkina Faso, Jordan, Peru and Thailand. Washington DC: World Bank.  Fullan, M. (1999). The three stories of education reform. Phi Delta Kappan, 76(701-712). URL: http://ww w.pdkintl.org/kappan/kful0004.htm
Examination methods	- Two tests max 18 points (36 points total); - Attendance, activity during classes and participation in the discussions max 4 points; - Essay max 10 points; - Final exam max 50 points; - Passing grade gets if cumulative collect at 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / QUANTITATIVE STATISTICAL METHODOLOGY

Course:

QUANTITATIVE STATISTICAL METHODOLOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12532	Obavezan	2	6	2+1+0

Programs	PEDAGOGY
Prerequisites	There is no conditioning
Aims	The goal of this course is the adoption of more complex statistical procedures used in data processing in pedagogical research, as well as familiarization with statistical software (R, SPSS,...).
Learning outcomes	After passing this course, the student will know how to use appropriate software (R, SPSS, ...) for statistical data analysis, to use built-in and imported software packages and data for their preparation, visualization and processing, as well as to use appropriate statistical methods student can draw a conclusion about the observed phenomenon to which the data refer.
Lecturer / Teaching assistant	Biljana Stamatovic
Methodology	Teaching will be conducted in a computer classroom, discussions will be held in class, and students will have homework through which they will also encounter a case study.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Basic Statistics. Life cycle of data analysis. Introduction to R.
I week exercises	Steps to use the software (download, installation, graphical environment, saving files, ....)
II week lectures	Data types in R. Value assignment.
II week exercises	Data types in R. Value assignment.
III week lectures	Vector. Matrix. List.
III week exercises	Vector. Matrix. List.
IV week lectures	Data frames. Na. NaN. Loading data. Use of data from the Internet.
IV week exercises	Data frames. Na. NaN.
V week lectures	Descriptive statistics and corresponding functions through R.
V week exercises	Descriptive statistics and corresponding functions through R. Functions. sapply(), lapply(), apply().
VI week lectures	Exam.
VI week exercises	Exam.
VII week lectures	Data visualization.
VII week exercises	Data visualization. Plot. Histogram. Barplot. Boxplot.
VIII week lectures	Discrete random variable.
VIII week exercises	Discrete random variable. Illustrations through R. Four distribution functions (binomial pbinom, qbinom, dbinom, rbinom).
IX week lectures	A continuous random variable.
IX week exercises	A continuous random variable. Illustrations through R. Four functions for distributions (for the normal distribution pnorm, qnorm, dnorm, rnorm)
X week lectures	Evaluation of parameters for expected value, standard deviation, frequency,...
X week exercises	Parameter estimation using the quantile function.
XI week lectures	Confidence intervals
XI week exercises	Confidence intervals (lm, confint)
XII week lectures	Hypothesis testing (p-value and confidence level)
XII week exercises	Hypothesis testing (pt, t-test)
XIII week lectures	Correlation and regression analysis (linear regression model)
XIII week exercises	Correlation and regression analysis (lm, residuals)
XIV week lectures	ANOVA
XIV week exercises	ANOVA (aov, TukeyHSD)
XV week lectures	Exam
XV week exercises	Exam

Student workload	6
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Attendance continues
Consultations	At the request of students
Literature	EMC2, Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and Presenting Data, John Wiley & Sons, 2015 Barry H. Cohen, R. Brooke Lea, Essentials of Statistics for the Social and Behavioral Sciences, John Wiley & Sons, 2004 Jay Alan Weinstein, Applying Social Statistics, ROWMAN & LITTLEFIELD PUBLISHERS, 2010 Mohammed A. Shayib, Applied Statistics, 2013
Examination methods	Homework- maximum 20 points Exam- maximum 30 points Final exam - maximum 45 points Attendance - maximum 5 points
Special remarks	No
Comment	No

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PEDAGOGIC RESOCIALIZATION

Course:

PEDAGOGIC RESOCIALIZATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12533	Obavezan	2	6	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course
Aims	- Introducing students to the conceptual categorical apparatus of pedagogical resocialization (behavioral disorders, resocialization, interventions, etc.); - Enabling students to reflect on problematic educational and life situations and analyze them from the standpoint of diagnostics, methods and techniques in the field of remedial activities; - Introducing students to the social significance and phenomenology of behavioral disorders; - Enabling students to analyze the basic mechanisms of remedial work (residential, ambuance and inclusive approaches).
Learning outcomes	- Describe, define and explain the process of behavioral disorders in modern society. - Describe and explain the impact of cultural, social and societal determinants of behavioral disorders. - Understand and position educational interventions in a political context; - Understand and position educational actions in a social, historical and cultural context; - Discuss the possibility of applying the model of prevention and resocialization of behavioral disorders. - Apply different approaches in the prevention of behavioral disorders in relation to the institutional / school and family context. - Understand the specifics of the overall functioning of pedagogical prevention and resocialization. - Be able to recognize symptoms that may indicate behavioral disorders in children and adolescents.
Lecturer / Teaching assistant	Assistant professor Milica Jelić, PhD
Methodology	Lectures and debates. Preparing an essay on one of the topics related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Pedagogical resocialization (concept, meaning, actors, structure, prevalence, degree, permanence and frequency);
I week exercises	Specifying students’ obligations during the semester. Defining essay themes and the method of their presentation.
II week lectures	Socialization and education (in the family, in institutions; socialization agents; social learning);
II week exercises	Analysis of the relationship between socialization and resocialization
III week lectures	Children and youth in a social context;
III week exercises	Essay presentation.
IV week lectures	Adolescents and peer groups (adolescent pedagogy; the role of peer groups in socialization);
IV week exercises	Discussion about the educational work with the adolescents and peers. Examples from practice.
V week lectures	Behavioral disorders in children and young people (manifestations; etiology and social significance);
V week exercises	Essay presentation.
VI week lectures	Risk and protective factors of behavioral disorders;
VI week exercises	Essay presentation.
VII week lectures	Juvenile delinquency,
VII week exercises	Essay presentation.
VIII week lectures	I test
VIII week exercises	Analysis of the results achieved on the first test. Essay presentation.
IX week lectures	Behavioral disorders – manifestations,
IX week exercises	Analysis of texts from the textbook “Children who are difficult to be raised”.
X week lectures	Penological treatment (homes, penitentiaries);
X week exercises	Guest lecturer
XI week lectures	Aspects of prevention;
XI week exercises	Essay presentation.
XII week lectures	Prevention and support for young people in vulnerable categories - specialized care for young people;
XII week exercises	Essay presentation.
XIII week lectures	Key intervention models; pedagogical prevention of behavioral disorders;
XIII week exercises	Analyzing intervention models examples from practice.
XIV week lectures	Family and juvenile delinquents. Planned study visit
XIV week exercises	Family and juvenile delinquents; - Practical assignment.
XV week lectures	II test
XV week exercises	Analysis of the results achieved on the II test. Essay presentation.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation
Consultations
Literature	1. Bašić, J. (2009). Teorije prevencije: prevencija poremećaja u ponašanju i rizičnih ponašanja djece i mladih. Zagreb: Školska knjiga. 2. Knežić, B (2001). Obrazovanje i resocijalizacija. Beograd: Zavod za udžbenike i nastavna sredstva. 3. Bouillet, D., Uzelac, S. (2007). Osnove socijalne pedagogije. Zagreb: Školska knjiga. 4. Singer, M. i sur. (2008). Kriminološke osobitosti maloljetničke delikvencije. Zagreb: Nakladni zavod Globus. 5. Knežić, B. (2017). Obrazovanje osuđenika: način da se bude slobodan. Beograd: Institut za kriminološka i sociološka istraživanja. 6. Gruden, Z.(1989). Psihoterapijska pedagogija. Zagreb: Školske novine. 7. Mehringer, A. (2003). Mala specijalna pedagogija. Zagreb: Educa. 8. Singer, M., Mikšaj-Todorović, Lj. (1993). Delikvencija mladih. Zagreb: Globus.
Examination methods	Forms of testing and grading: - Test - 20 points each - an essay - 6 points. - active participation 5 points,: - final examination 49 points Passing grade can be given if a student collects at least 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / SOCIOLOGIJA MARGINALIZOVANIH GRUPA

Course:

SOCIOLOGIJA MARGINALIZOVANIH GRUPA/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13312	Izborni	3	4	2+0+0

Programs	PEDAGOGY
Prerequisites	It is not conditioned
Aims	Introducing students to the basics of sociology of marginalized groups. Sensitization for the review of existing strategies of de-marginalization and work on designing research tasks in this area.
Learning outcomes	Knowledge of contemporary theoretical approaches to deviant behavior, knowledge of demarginalization strategies, design of research tasks in this area.
Lecturer / Teaching assistant	assistant professor Tatjana Vujović
Methodology	Lectures, exercises, consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Getting to know the basic terms in the sociology of marginalized groups
I week exercises	Presentation of seminar papers work
II week lectures	Consideration of contemporary theoretical approaches on the causes and consequences of marginalization.
II week exercises	Presentation of seminar papers work
III week lectures	Migrants
III week exercises	Presentation of seminar papers work
IV week lectures	Causes and consequences of marginalization of mentally ill persons, their roles and positions
IV week exercises	Presentation of seminar papers work
V week lectures	Poverty
V week exercises	Presentation of seminar papers work
VI week lectures	Unemployment (persons out of work)
VI week exercises	Presentation of seminar papers work
VII week lectures	Colloquium
VII week exercises	Presentation of seminar papers work
VIII week lectures	Homeless persons
VIII week exercises	Presentation of seminar papers work
IX week lectures	Epidemiology of AIDS in the world and in our country.
IX week exercises	Presentation of seminar papers work
X week lectures	Consideration of the causes of social exclusion of the Roma, with special reference to the cultural uniqueness of this group in our country as one of the factors of marginalization.
X week exercises	Presentation of seminar papers work
XI week lectures	Children victims of violence
XI week exercises	Presentation of seminar papers work
XII week lectures	Children with behavioral problems
XII week exercises	Presentation of seminar papers work
XIII week lectures	Families in crisis: Problems in family relationships
XIII week exercises	Presentation of seminar papers work
XIV week lectures	Models of protection of children without parental care
XIV week exercises	Presentation of seminar papers work
XV week lectures	Analysis of survival strategies of marginalized groups
XV week exercises	Presentation of seminar papers work

Student workload	Structure: 2 hours of lectures 2 hours of exercises 1 hour and 40 minutes of individual student work (preparation for laboratory exercises, for colloquiums, doing homework) including consultations In the semester: Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparation before the beginning of the semester (administration, registration, certification): 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total workload for the course: 5 x 30 = 150 hours Additional work for exam preparation in remedial exam period, including taking a remedial exam from 0 - 30 hours. Load structure: 106 hours and 40 minutes (teaching) + 13 hours and 20 minutes (preparation) + 30 hours (additional work) 60 hours (teaching) + 8 hours (preparation) + 22 hours (additional work)
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations
Consultations	Appointments for consultations after the lectures
Literature	Literatura:. Jugović, A (2020), Društveno osjetljive grupe, Partenon,Beograd. Fee D. (2000): Milosavljević, M., Jugović, A, Izvan granica društva – Savremeno društvo i marginalne grupe, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, 2009.Pathology and Postmodern. Mental Illnes ad discourse and expirience, Sage Publication, London, Thousand Oaks,New
Examination methods	colloquium 40 points; class attendance - 5 points, seminar paper 5 points, final exam - 50 points A passing grade is obtained if a minimum of 51 points is collected. ​
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / DOKIMOLOGIJA

Course:

DOKIMOLOGIJA/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13339	Obavezan	3	6	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Introducing the students to the basic docimological terms, problems, criteria and standards; adopt knowledge about the specifics of evaluation of educational processes, teaching and learning; become familiar with the evaluation process and the functions of school evaluations; methods and techniques for assessing and measuring knowledge and train students for their application; introducing student with specifics of evaluation in some teaching subjects and with world experiences in docimology; develop the ability of students to continuously evaluates their own achievement.
Learning outcomes	After completing of this course, the student will be able to: - master basic concepts and categories of Docimology; - explain the goals and different purposes of evaluation processes in teaching and learning; - explain the components and phases of the evaluation process; - explain the assessment criteria; - distinguish and explain subjective and objective approaches to evaluation; - distinguish types and forms of school assessment; - identifies the basic functions of school grades; - devise different procedures and objective instruments for evaluating student achievement; - identify specifics of evaluation in some teaching subjects and contents; - identify good evaluation practices from other countries.
Lecturer / Teaching assistant	prof. dr Nikola Mijanović i mr Sanja Čalović-Nenezić
Methodology	Lectures and debates. Preparation of one homework (written) paper on a given topic from one of the subject content areas. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The subject and development of docimology.
I week exercises	Explanation and discussion about the following issues: the meaning of the term docimology; the subject of its study; historical development of docimology. Introduction of rules for doing homework and its presentation, the choice of the theme, and an agree
II week lectures	The basic docimological terms and categories (monitoring, checking, measuring, evaluation, validation, evaluation)
II week exercises	The group work: defining the basic docimological terms; discussion and making conclusions.
III week lectures	Types and functions of evaluation processes; stages of evaluation processes; characteristic of evaluation processes in teaching and learning.
III week exercises	Making the instruments needed for supervising, observing and checking educational process used by pedagogues
IV week lectures	Educational aims and tasks as determinants of objective and purposeful evaluation of school achievement ; Criteria and standards of assessment.
IV week exercises	Taxonomy of educational aims in cognitive, affective and psychomotor fields; making a point of the taxonomy levels; the group discussion about detailed elaboration of taxonomies in abovementioned fields. Working on a beforehand prepared material
V week lectures	Factors of validation (teachers; students; social environment).
V week exercises	The teacher as the factor of validation – discussion and making conclusions. The student as the factor of validation – discussion and making conclusions. Homework presentations.
VI week lectures	The basic components of validation (knowledge, attitude toward the subject, dedication of students, individual capabilities, working and living conditions of an individual).
VI week exercises	The basic components of validation (knowledge, attitude toward the subject, dedication of students, individual capabilities, working and living conditions of an individual) – discussion and making conclusions.
VII week lectures	Mid-term exam 1
VII week exercises	Remedial Mid-term exam 1
VIII week lectures	Methods and procedures of validation. Subjective approaches to valuation and the difficulties arising from them
VIII week exercises	Subjective and objective procedures of validation – discussion about their advantages and disadvantages. Working on a specific material – assessment of the tasks done in the form of an essay. Discussion and making conclusions
IX week lectures	Types of assessment (numerical, attributive, alphabetical, combined)
IX week exercises	Discussion about advantages and disadvantages of certain types of assessment: numerical, attributive, alphabetical, combined – the group work.
X week lectures	Objective ways and approaches of validation (tests, types of tests and their metrical characteristics).
X week exercises	Objective procedures of validation – discussion about metrical characteristics of tests. Working on a beforehand prepared material- checking the metrical characteristics. Giving the objective type tasks in Docimology (the group work).
XI week lectures	The individualized approach as a starting point of a correct validation of accomplishment; self-assessment and self-validation.
XI week exercises	The purpose of self-assessment and self-validation – making conclusions grounded in the prior individual responses of students. Drawing up the guidelines for self-validation of one’s accomplishment. Individual self-assessment within the framework of the subject Docimology
XII week lectures	The basic functions of a mark (pedagogical, psychological, selective, promotional).
XII week exercises	Discussion about basic functions of marks (pedagogical, psychological, selective, promotional) and making conclusions. Homework presentations
XIII week lectures	Pedagogical ethics and the teacher’s errors in the process of validation
XIII week exercises	The group level discussion. Pedagogical ethics and the teacher’s errors in the process of validation. Homework presentations.
XIV week lectures	The specifics of evaluation in some teaching subjects; experiences from the world and Europe
XIV week exercises	Homework presentations.
XV week lectures	Mid-term exam 2.
XV week exercises	Remedial Mid-term 2.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes regularly, participate in discussions and take two tests. Students prepare one homework in written form and participate in discussions after its presentation.
Consultations	Tuesday, 14h
Literature	1. Gojkov, G. (2009): Dokimologija, „Visoka škola strukovnih studija za obrazovanje vaspitača“, Vršac; 2. Grgin, T. (2001): Školsko ocjenjivanje znanja, „Naklada Slap“, Jastrebarsko; 3. Havelka, N. (2000): Učenik i nastavnik u obrazovnom procesu, „Zavod za udžbenike i nastavna sredstva“ Beograd; 4. Matijević, N. (2004): Ocjenjivanje u osnovnoj školi, „Tipex“, Zagreb; 5. Kačapor, S., Vilotijević, M. i Kundačina, M. (2003): Umjeće ocjenjivanja, Univerzitet „Džemal Bijedić“, Mostar; 6. Vrgoč, H. (ur.) (2002): Praćenje i ocjenjivanje školskog uspjeha, “HPKZ”, Zagreb (odabrana poglavlja).
Examination methods	Forms of assesment: Tests 20 points each (40 points total), regular class attendance and activity - 4 points; homework on a given topic - 6 points; final examination 50 points. The passing grade is awarded for the cumulative number at least 51 poents.
Special remarks
Comment	Students will be given the realization plan of the program of instruction at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / SAVREMENI OBRAZOVNI SISTEMI

Course:

SAVREMENI OBRAZOVNI SISTEMI/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13340	Obavezan	3	5	3+1+0

Programs	PEDAGOGY
Prerequisites	There are no conditions for applying and studying the subject.
Aims	- Acquaint students with the basic theoretical foundations of modern educational systems and methods of their comparison; - Train students for an active role in the processes of reform and improvement of the educational system; - Train students for an active role in society from an educational point of view; - To train students for reasoned questioning of modern educational theories, practices and policies;
Learning outcomes	- Understanding of modern pedagogical concepts on which current educational systems are based; - Understanding cultural-scientific, psychological, sociological, etc. aspects that influence the educational process; - Understanding current educational models and concepts; Interpreting and critically analyzing various curricular processes and products in modern educational systems; - Getting to know and comparing educational systems of different countries; - Understanding and critical analysis of educational trends;
Lecturer / Teaching assistant	Prof. dr Saša Milić Jelena Vukotic, MA
Methodology	Lectures, workshops and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical foundations of contemporary education systems
I week exercises	Essay/presentations
II week lectures	Pedagogical concepts of contemporary education systems I
II week exercises	Essay/presentations
III week lectures	Pedagogical concepts of contemporary education systems II
III week exercises	Essay/presentations
IV week lectures	Contemporary education models /Reggio Emilia, Waldorf/
IV week exercises	Essay/presentations
V week lectures	Contemporary education models /Montessori, Step by Step/
V week exercises	Essay/presentations
VI week lectures	Contemporary education models /High Scope, Creative Curriculum/
VI week exercises	Essay/presentations
VII week lectures	I test/colloquium
VII week exercises	Results
VIII week lectures	Comparative studies of European education systems /selected countries/
VIII week exercises	Essay/presentations
IX week lectures	Comparative studies of Asia education systems /selected countries/
IX week exercises	Essay/presentations
X week lectures	Comparative studies of American education systems /USA, Canada/
X week exercises	Essay/presentations
XI week lectures	International programs of evaluation of education systems
XI week exercises	Essay/presentations
XII week lectures	International programs of improvement of education
XII week exercises	Essay/presentations
XIII week lectures	Global aspects of reform of education systems
XIII week exercises	Essay/presentations
XIV week lectures	II test/colloquium
XIV week exercises	Results and preparations for remedial colloquium
XV week lectures	Final exam
XV week exercises

Student workload	Lessons and final exam: 6 hours and 40 minutes x16=106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2x 6 hours and 40 minutes = 13 hours and 20 minutes Total workload for the subject 5x30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours Load structure: 106 hours 40 min (Teaching) + 13 hours 20 min (Preparation) + 30 hours (Supplementary work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Wednesday 12:30, room no. 316
Literature	o Milić. S. (2008). Savremeni obrazovni sistemi. Podgorica: Univerzitet Crne Gore. o Benavot, A. & Braslavsky, C. (2006). School Knowledge in Comparative and Historical Perspective. Hong Kong: Comparative Education Research Center & Springer. o Spasenović, V. (2013). Školski sistemi iz komparativne perspektive. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu. o Armstrong, T. (2008). Najbolje škole – kako istraživanje čovjeka može usmjeravati pedagošku praksu. Zagreb: Educa.
Examination methods	- Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	No
Comment	http://studiegids.ugent.be/2016/EN/studiefiches/H001891.pdf http://www.ffri.uniri.hr/files/studijskiprogrami/PED_program_preddipl_1P_2015-2016.pdf

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / KULTURA I OBRAZOVANJE

Course:

KULTURA I OBRAZOVANJE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13341	Obavezan	3	5	2+1+0

Programs	PEDAGOGY
Prerequisites	There are no preconditions.
Aims	Acceptance of the sociological-anthropological perspective in the approach to upbringing and education; Awareness and sensitization of students for ethical action in the educational context; Sensitization of students to understand the relevance of human development and culture; Introducing students to the elements of social development (culture) and personality development (education) with the aim of offering a theoretically coherent synthesis of knowledge; Getting to know the way of thinking about the social nature of human development and taking a critical stance in relation to the offered theoretical foundations. Getting to know the social nature of human development, knowledge and personality - by internalizing external social experiences (integration of culture and co-construction of knowledge).
Learning outcomes	Analyzes and evaluates cultural/anthropological arguments from the practice, theory and politics of education; analyzes and evaluates the categories of culture - academic and generally accepted definitions; contextualizes the perspectives of social structure and symbolic culture in public debates; analyzes ethical perspectives as linguistic, symbolic, value and cultural (co)constructs; knows and evaluates theoretical and practical ethical and value perspectives in the field of education; knows different educational models, uses theoretical perspectives in practical cases; knows and applies sociological research approaches in the field of education (social transformation of the self from early childhood, formal schooling, transformation in adolescence, ethnographic research, discourse analysis, etc.)
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Ivanović Vukotić, MA
Methodology	Lectures and debates. Preparation of one essay on a given topic from one of the areas of subject content. Studying for tests and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Educational policy and special social and educational groups - equality in education.
I week exercises	Debate.
II week lectures	Education for social justice - against prejudice and stereotypes.
II week exercises	Debate.
III week lectures	Education for social justice - against prejudice and stereotypes II.
III week exercises	Debate.
IV week lectures	Inclusive education, social environment and individual development (cultural capital, labor and knowledge market).
IV week exercises	Debate.
V week lectures	Institutional systems of education (family - school - local community) - functional environment for inclusive education.
V week exercises	Debate.
VI week lectures	Roles, tasks and psychosocial qualities of leaders in education
VI week exercises	Debate.
VII week lectures	Management of working groups; group development and group structure; cooperation.
VII week exercises	Debate.
VIII week lectures	Pedagogical communication.
VIII week exercises	Debate.
IX week lectures	Social environment, communication climate, context
IX week exercises	Debate.
X week lectures	Social environment, communication climate, context II
X week exercises	Debate.
XI week lectures	The schools partnership with the family and the local community as a factor student achievement.
XI week exercises	Debate.
XII week lectures	Motivation for cooperation with educational institutions.
XII week exercises	Debate.
XIII week lectures	Team work.
XIII week exercises	Debate.
XIV week lectures	Teacher competencies for the modern organization of teaching\learning.
XIV week exercises	Debate.
XV week lectures	Teacher competences for the modern organization of teaching/learning II.
XV week exercises	Debate.

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 3 hours 40 minutes of independent work including consultations In the semester Teaching and final exam: 6 hours and 40 minutes x16=106 hours 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2x 6 hours and 40 minutes = 13 hours and 20 minutes Total workload for the subject 5x30=150 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours Load structure: 106 hours 40 min (Teaching) + 13 hours 20 min (Preparation) + 30 hours (Supplementary work
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Thursday, 1:00 pm (327)
Literature	Antonjina Klosovska, Sociology of Culture, Čigoja štampa, Belgrade; Jan Valsiner, Human development and culture - the social nature of personality and its teaching, Institute for textbooks and teaching aids, Belgrade (1997), Whiting, B.B. & C.P. Edwards, Children of different worlds: The formation of social behavior, Cambridge, Mass: Harvard University Press (1988) Piaget, J., The equilibration of cognitive structures: the central problem of intellectual development, Chicago, University of Chicago Press (1985); Morris Ch., Varieties of Human Values, New York (1956); Bourdieu, P., Passeron, J. (1964) Les héritiers: Les étudiants et la culture. Paris: Minuit; Flere, S. (1976) Education in society - an introduction to the sociology of education. Niš: Gradina; Durkheim, E. (1973) Léducation, sa nature et son rôle. in: Education et sociologie, Paris: Presses universitaires de Fran; Kluckhohn C., Values and Value - Orientation in the Theory of Action - Toward a general Theory of Action, New York (1951
Examination methods	Two tests with 20 points (Total 40 points), Emphasis during lectures and participation in debates 5 points,: Essay with 6 points, Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PSIHOPATOLOGIJA DJECE I ADOSCELENATA

Course:

PSIHOPATOLOGIJA DJECE I ADOSCELENATA/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13342	Obavezan	3	5	2+2+0

Programs	PEDAGOGY
Prerequisites	Developmental Psychology, General psychopathology
Aims	1. Student will become familiar with developmental dimensions of most common expressions of child and adolescent psychopathology. 2.Student will become familiar with etiology, clinical presentation, diagnosis, differential diagnosis and basic therapeutic procedures applied to specific disorders
Learning outcomes	1. Understand the most common mental health disorders in children and adolescents; 2. Understand basic therapeutic procedures applicable to the disorders studied 3. Understand ICD and DSM diagnostic criteria for specific disorders 4. Will be able to apply the new information in the case studies
Lecturer / Teaching assistant	Full Professor Ivona Milačić Vidojević, specialist in medical psychology, Assistant Anja Đurić
Methodology	Lectures, exercises, colloquium, final exam, consultation.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Introduction to the study of child and adolescent psychopathology, developmental approach
I week exercises	The theories of child development
II week lectures	Approaches towards psychopathology– diagnostic approaches
II week exercises	Typical developmental problems and psycho-pathological phenomena
III week lectures	Neurodevelopmental disorders I Intellectual disability
III week exercises	case presentations
IV week lectures	Neurodevelopmental disorders II ADHD
IV week exercises	case presentations
V week lectures	Neurodevelopmental disorders III Autism spectrum disorders
V week exercises	case presentations
VI week lectures	Neurodevelopmental disordres IV Specific learning disorders
VI week exercises	case presentations
VII week lectures	Neurodevelopmental disorders V Communication disorders Anxiety disorders
VII week exercises	case presentations
VIII week lectures	Disruptive, impulse-control and conduct disorders
VIII week exercises	case presentations
IX week lectures	Child neglect and abuse
IX week exercises	case presentations
X week lectures	Anxiety disorders
X week exercises	case presentations
XI week lectures	Depressive disorders and bipolar disorders
XI week exercises	case presentations
XII week lectures	Schizophrenia spectrum
XII week exercises	case presentations
XIII week lectures	Trauma and stressor related disorders
XIII week exercises	case presentations
XIV week lectures	Substance use disorders
XIV week exercises	case presentations
XV week lectures	Stigmatization of persons with mental disorders
XV week exercises	case presentations

Student workload	2 hours of lectures 15 weeks 2 hours 15 weeks of exercises 2 hours for individual work 11 weeks 3 hours for individual work 3 weeks
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 2 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Attending lectures and exercises is mandatory
Consultations	Consultation with teachers and associate are held with students once a week defined to the terms at the beginning of academic year
Literature	1.ICD-10, WHO 2. Ivona Milačić-Vidojević, Dragojević Nada, Čolić Marija (2017). Ometenost i mentalna bolest: stavovi, stigma, diskriminacija. FASPER, Beograd. (odabrana poglavlja) 3.Charles Wenar (2003). Razvojna psihopatologija i psihijatrija. Naklada
Examination methods	Presence of theoretical teaching of 0-5 points Presence of practical teaching of 0-5 points Colloquium I 0-10 points Colloquium II 0-20 points Final examination of 0-50 points Passing grade gets the cumulative gather min 51 points
Special remarks	None
Comment	None

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / OBRAZOVNA TEHNOLOGIJA

Course:

OBRAZOVNA TEHNOLOGIJA/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13343	Obavezan	3	5	3+2+0

Programs	PEDAGOGY
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Familiarizing students with the concept and roles of modern educational technology in the educational process, and the types and characteristics of modern educational media in the teaching and learning process. Training students for rational choice and effective application of educational media in the teaching and learning process.
Learning outcomes	After the student passes this exam, he will be able to: 1. Identifies and understands the need for continuous innovation of teaching organization with the application of appropriate educational media; 2. Understands the concept, function and elements of the communication process; 3. Independently conducts studies on a specific problem in the field of educational technology; 4. Creates a multimedia presentation; 5. Connects compatible media, creating a multimedia environment in the classroom; 6. The government uses modern learning strategies as prerequisites for creating optimal conditions for the organization of teaching and learning; 7. The Internet and other electronic sources of knowledge are used successfully in the educational process; 8. It has a preventive effect on the misuse of information and communication technology.
Lecturer / Teaching assistant	dr Mirko Đukanović, mr Krtolica Milena
Methodology	Lectures and discussions; individual activity and engagement of students; written treatment of the given topic; consultations and ongoing verification of knowledge in the function of more efficient preparation of students for the final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Basic educational and technological terms
I week exercises	Basic educational and technological terms
II week lectures	The relationship between educational technology and didactics
II week exercises	The relationship between educational technology and didactics
III week lectures	Educational technological innovations and their repercussions on the organization of teaching and learning
III week exercises	Educational technological innovations and their repercussions on the organization of teaching and learning
IV week lectures	Programmed teaching and its impact on the development of educational technology
IV week exercises	Programmed teaching and its impact on the development of educational technology
V week lectures	Concept, function and elements of the communication process
V week exercises	Concept, function and elements of the communication process
VI week lectures	Organization of teaching and learning in the new media environment
VI week exercises	Organization of teaching and learning in the new media environment
VII week lectures	Sources, carriers and mediators of educational and teaching information
VII week exercises	Sources, carriers and mediators of educational and teaching information
VIII week lectures	Concept, role and division of educational media
VIII week exercises	Concept, role and division of educational media
IX week lectures	Technological applications in education (film, video, internet, distance learning, virtual reality)
IX week exercises	Technological applications in education (film, video, internet, distance learning, virtual reality)
X week lectures	Importance and role of multimedia
X week exercises	Importance and role of multimedia
XI week lectures	Educational technology in the function of presentation of teaching content
XI week exercises	Educational technology in the function of presentation of teaching content
XII week lectures	The concept and role of the school media library
XII week exercises	The concept and role of the school media library
XIII week lectures	Analysis and evaluation of the effectiveness of educational technology achievements
XIII week exercises	Analysis and evaluation of the effectiveness of educational technology achievements
XIV week lectures	Studying the position of students and teachers in the educational and technological environment
XIV week exercises	Studying the position of students and teachers in the educational and technological environment
XV week lectures	Advantages, ethical limitations and possible risks of applying information and communication technology
XV week exercises	Advantages, ethical limitations and possible risks of applying information and communication technology

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 2 hours of exercises 2 hours 40 minutes of independent work including consultations In the semester Lessons and final exam: 6 hours and 40 minutes x16=106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2x 6 hours and 40 minutes = 13 hours and 20 minutes Total workload for the subject 5x30=150 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours Load structure: 106 hours 40 min (Teaching) + 13 hours 20 min (Preparation) + 30 hours (Supplementary work)
Per week	Per semester
5 credits x 40/30=6 hours and 40 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 1 hour(s) i 40 minuts of independent work, including consultations	Classes and final exam: 6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions, actively participate in practicing and using media in the teaching process, and take two knowledge tests. Students prepare one paper on a given topic and participate in the discussion after its presentation
Consultations	Tuesday, 13.00-14.30 h
Literature	Bezić, K. (1983): Tehnologija nastave i nastavnik, „Pedagoško-književni zbor“, Zagreb. 1. Blažić, M. (2007): Obrazovna tehnologija, ,,Učiteljski fakultet“, Vranje. 2. Danilović, M. (1993): Savremena obrazovna tehnologija, „Institut za pedagoška istraživanja“, Beograd. 3. Mandić, D. (2010): Internet tehnologije, ,,Čigoja“, Beograd. 4. Mijanović, N.(2002): Obrazovna tehnologija, „Obod“, Cetinje-Podgorica. 5. Vlahović, B. (1993): Transfer inovacija u obrazovanju, „Naučna knjiga“, Beograd.
Examination methods	- Two tests with 20 points (40 points in total); - Final exam with 50 points; - Regular attendance at classes and active participation, 4 points; - A passing grade is obtained if at least 51 points are accumulated cumulatively. - Creation of one homework on a given topic, 6 points;
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / PEDAGOGY / PSIHOLOŠKI PRISTUP U SOCIJALNOM RADU

Course:

PSIHOLOŠKI PRISTUP U SOCIJALNOM RADU/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13344	Izborni	3	4	2+0+0

Programs	PEDAGOGY
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises

Student workload
Per week	Per semester
4 credits x 40/30=5 hours and 20 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 0 excercises 3 hour(s) i 20 minuts of independent work, including consultations	Classes and final exam: 5 hour(s) i 20 minuts x 16 =85 hour(s) i 20 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 5 hour(s) i 20 minuts x 2 =10 hour(s) i 40 minuts Total workload for the subject: 4 x 30=120 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 24 hour(s) i 0 minuts Workload structure: 85 hour(s) i 20 minuts (cources), 10 hour(s) i 40 minuts (preparation), 24 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points