1. GENERAL INFORMATION
1.1. Instructors
1.2. Course title
1.3. Associates
1.4. Study
programme
(undergraduate,
graduate,
integrated)
1.5. Course status
PhD M. Pranjić, full
professor
General Pedagogy
1.6. Year of study
1.7. Credit units (ECTS)
Marjan Ninčević,
Katarina Dadić,
Lovorka Mađarević
1.8. Course teaching delivery
(number of hours of
lectures+practice+seminars
+e-learning)
Graduate
1.9. Expected number of
students on the course
Required
1.10. E-learning application level
(1, 2, 3), percentage of
online teaching (max. 20%)
First year, second
semester
4 ECTS
30+0+0
Around 40 students
-
2. COURSE DESCRIPTION
2.1. Course
objectives
2.2. Prerequisites
for enrolling
the course and
input
competences
necessary for
the course
2.3. Learning
outcomes at
the level of the
programme
that the course
contributes to
2.4. Expected
learning
outcomes on
the level of the
course (6-10
learning
outcomes)
The course objective is to prepare a future teacher for performing the educator’s
job as a master of arts by providing pedagogic knowledge and skills qualification.
Enrolled graduate study. Minimum grade average during undergraduate study
3.5. Motivation for working in an educational institution and at least a passive
experience of it.
At the level of the programme, General pedagogy makes students capable of:
 correctly interpreting the basic concepts of pedagogy,
 analysing pedagogic epistemology,
 comparing the perspectives on man from both philosophical and cultural
standpoint,
 interpreting the interaction of education and pedagogy on the one hand
and pedagogy and culture on the other.
Having passed the General pedagogy exam, the student is able to:
 Correctly interpret key pedagogic concepts (educate, educator, education,
enculturation, acculturation, socialization, the science of education,
educational authorities, educational role models etc.);
 Validly interpret the scientific foundations of pedagogy;
 Differentiate between views of man and the according pedagogic procedures
based upon or arising from them;
 Explain learning and teaching as parts of education;
 Classify different development theories in the framework of reflecting on and
organizing education;
 Compare educational needs according to different theoretical backgrounds
(natural sciences on education, social sciences and humanities on education,
social problems in behaviour);
 Summarize the content of certain educational policies;
 Test pedagogical thought in the face of contemporary pedagogic challenges;
 Analyse the relationship between education and pedagogy on the one hand
and pedagogy and culture on the other;
 Detect the limits of education (characteristics, heritage, environment, human
freedom, pedagogic optimism, pedagogic pessimism, pedagogic realism);
 Evaluate communication in education;

2.5. The course
content
elaborated
according to
the lecture time
schedule (one
to three lines
for a one-hour
lesson)
2.6. Teaching
Recognize that education is not synonymous to socialization, acculturation,
enculturation, and least of all manipulation;
 Interpret the mechanisms of behavioural change conditioned by systematic
education.
The course content is delivered to students via power point presentations and
various forms of animations, with the open possibility for the student to intervene
whenever he or she feels the need to.
 The educatee as the centre of not only education, but entire pedagogy.
Various perspectives on man, from chemical materialism and different
historical versions on the nature of man to the view shaped by different
cultures and civilizations (European, Asian, African).
 The possibility of and the need for education (education as an activity
that creates both man and society, looked at from the point of view of
different scientific disciplines and professions that all have contributed to
the interdisciplinary approach in pedagogy as a science and the practice
based upon it).
 With maximum respect for education as a possibility and a need, limits of
education are discussed as well, whereby both pedagogical optimism
and pessimism are elaborated as an introduction to the informed opting
for pedagogic interactionism, i.e. pedagogic realism.
 Pedagogy as a distinct science (educational science or sciences, basic
concepts of pedagogy, the difference between pedagogy and educational
science(s), the objectives of pedagogy, the fields of educational
sciences, pedagogy and related sciences (sociology, psychology,
anthropology, neurosciences, biology), epistemological division:
humanistic-scientific pedagogy, empirical educational science, critical
educational science.
 New challenges facing pedagogy (concern about its scientism, education
and its references, interaction of education and pedagogy, interaction of
pedagogy and culture).
 Communication in education (relevant characteristics of education,
education as the change of behaviour, intentional and functional learning,
education as interpersonal activity, education as social interaction,
education as social communication, education as purposeful help in
learning).
 Learning and teaching as parts of education (learning as a pedagogic
problem, education – the concept of human growing up, educational
policy).
 Theories of behaviour change in education (psychoanalysis,
behaviourism, insight, defence mechanisms, urge, and libido).
 Authority in education (authority as the triple relationship of the instructor,
the subject, and the field; the difference between authority and
authoritarianism, the relationship between paedocentrism and types of
authority, educational models, who is an ideal educator).
 Four to five classes are entirely dedicated to student research projects
and the presentation of their seminar papers, with stronger focus on
educational practice (highly talented and disabled persons in education,
problematic behaviour of educatees in education and schooling, still
insufficiently explored man, alternative education, different degrees of
education and schooling etc.).
lectures
individual assignments
2.7. Comments:
delivery forms
2.7. Student
obligations
seminars and
workshops
practice
on line entirely
mixed elearning
field instruction
Regular attendance of lectures and participation in discussions. Individual
preparation for the presentation of a book from the field of pedagogic practice
and participation in seven similar preparations and presentations of other
students. Written exam based on obligatory literature (15 questions).
Lecture
attendance
Experiment
al work
2.8. Monitoring the
work of
students
(distribute the
share of ECTS
units for each
activity so that
the total
number of
ECTS units
corresponds to
the ECTS
value of the
course)
2.9. Marking and
evaluating the
work of
students during
the instruction
period and the
final exam
2.10. Obligatory
literature
(available in
the library and
on other
media)
multimedia and network
laboratory
tutorial work
something else (write
what)
1
ECTS
Written exam
1 ECTS
Research
Essay
Report
Continuous
assessmen
t exam
Seminar
paper
Project
Practical work
(something else)
(something else)
(something else)
Oral exam
Students are
required to
individually
research into a
specific
pedagogic
problem, to
report on it, and
to participate in
the work of
other students
2 ECTS
Students personally register their attendance at every lecture, they check the
record the following time, and lead discussions with the professor and colleagues
(20% of the final grade). Students also conduct individual additional literature
research on a specific pedagogical problem, report on it in front of all the
students and lead a discussion about it, participate in seven similar projects of
other students (40% of the grade) and take a written exam (15 questions) based
on obligatory literature (40% of the grade).
Title
Pranjić, M. (2001), Pedagogija: suvremena
stremljenja, naglasci, ostvarenja, Zagreb. Hrvatski
studiji Sveučilišta u Zagrebu, pp. 338.
The
number
of copies
in the
library
Sufficient
Availability
on other
media
Professor's lectures, with up-to-date novelties
published in the field of pedagogy in relation to
student, education, the discipline of pedagogy etc.
2.11. Additional
literature (at
the moment of
the study
programme
proposal
application)
Bach, H (2005). Osnove posebne pedagogije, Zagreb: Educa
Bratanić, M. (2002), Paradoks odgoja, Zagreb: Hrvatska sveučilišna naklada
Flitner, A., Konrade, tako je govorila gospođa mama, Zagreb: Educa
Gopnik, A. i dr. (2003), Znanstvenik u kolijevci, Zagreb: Educa
Gudjons, H. (1993), Pedagogija : temeljna znanja, Zagreb: Educa
Milat, J. (2005), Pedagogija – teorija osposobljavanja, Zagreb: Školska knjiga
Montessori, M. (203), Dijete : tajna djetinjstva, Jastrebarsko: Naklada slap.
Seitz, M and Hallwachs, U. (1997), Montessori ili Waldorf?, Zagreb: Educa
Vukasović, A. (1998), Pedagogija, Zagreb: Hrvatski katolički zbor „Mi“
Winkel, R (1996), Djeca koju je teško odgajati, Zagreb: Educa
Students will be monitored in all three stages of the course delivery.
In the first stage, when the basic concepts of pedagogy are taught, the student's
motivation is monitored based on active engagement in class, as well as regular
attendance (20% of the final grade).
2.12. Quality
monitoring
forms that
ensure the
acquisition of
output
knowledge,
skills, and
competences
In the second stage, the student’s individual and group work in research on a
specific pedagogical problem, multimedia presentation and reporting on it in front
of colleagues, and participating in the same assignment of other students are
monitored (30 % of the final grade).
The third stage refers to the evaluation of the student's systematic knowledge of
pedagogy by means of a written exam (15 questions) based on obligatory
literature and professor’s lectures (50% of the final grade).
Theoretical and partly practical competences acquired during this course serve
as the basis for the systematic work in two ensuing Practical training courses (10
ECTS).