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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods Course title Course code Type of course Level of course Year of study ECTS /Number of credits allocated/ Pilić, Š. (1999). Nastava sociologije obrazovanja u Hrvatskoj. Napredak, 140, 4, 481-487. Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21. Pilić, Š., Stankov, S. (1998). Računalne tehnologije i nastavnici: komparativna analiza Hrvatske i SAD. Informatologia, 31, 1-2, 53-56. Vujević, M. (1991). Uvod u sociologiju obrazovanja. Zagreb: Informator. Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs: Prentice-Hall. Cacouault, M., Oeuvrard, F. (1995). Sociologie de l'education. Paris: Editions La Decouverte. Marinković, R., Karajić, N. (2004). (Eds.). Budućnost i uloga nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of science. Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro- Mediterranean Region. (pp. 51-68). New York, Washington, Baltimore, Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang Publishing. Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33. Plačko, Lj. (1990). Religija i odgoj. Zagreb: Školske novine. Šooš, E. (1987). Demokratizacija obrazovanja. Zagreb: Školske novine. Štulhofer, A. (1992). Mitologija obrazovnih šansi. Theleme, 38, 2, 61-72. Lectures, seminars, research, the Internet, advisory hours, tutorials. Continuous monitoring of students’ progress, writing essays on selected (optional) topics, competence test, and oral examination. Croatian language Student evaluation, analysis of examination results (pass rate), results of long-term monitoring, exchange of experience within the School of Humanities as well as with other faculties and departments. Teacher sociology HZX007 Lecture + Seminar / Advisory hours Specialised level course Second Semester Three 3 ECTS Contact hours (15 lectures + 15 seminars/advisory hours) = 0.75 ECTS Student study time (67.5 hours) = 2.25 ECTS 71
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Name of lecturer Learning outcomes and competences Prerequisites Course contents Recommended reading Prof. Dr Šime Pilić The course provides information necessary to understand the position and role of teacher in modern society, as well as acquiring competences and general skills required for a career in education, such as: practical conveying of knowledge, problem solving, team work, professional ethics, research skills, capacity of adjustment to new situations, creativity, independence in work, efficiency in dealing with projects, as well as specific skills, e.g. observing and identifying correlations between social and educational processes, adaptation to new principles, recognising differences in pupils and systems of learning and their different roles within the education system, commitment to pupils' progress and success, respect for pupils and fellow teachers, capacity of critically evaluating one's own work, etc. Competences and skills acquired upon successful completion of the course Sociology of Education. Genesis and evolution of the teaching profession. Socio-professional group consisting of primary, secondary, and university level teachers. Teacher education and training and study programme reforms. Teaching profession in Croatia and other societies: education, employment, and chances of progress and promotion. Teaching profession in comparison with other professions and occupations in Croatian society. Social status and role of the teacher. Social relations in the teaching process. Social status and rating of the teaching staff. Professional and trade union associations. Conflicts. Teachers of all levels of education as integral part of social intellectual elite. Teacher mobility. The teaching profession in the context of European integrations. Cindrić, M. (1995). Profesija učitelj u svijetu i u Hrvatskoj. Zagreb: Persona Marinković, R., Karajić, N. (Eds.). (2004). Budućnost i uloga nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of science. Pilić, Š., Botica, A. (2003). Ugled dvadeset zanimanja u očima učitelja. U Ivon, H. (Ed.). Prema kvalitetnoj školi. (79-88). Split: HPKZ. Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro- Mediterranean Region. (51-68). New York, Washington, Baltimore, Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang Publishing. Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj Hrvatskoj. Život i škola, 46, 3, 51-64. Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21. Pilić, Š. (1998). Vrednovanje odnosa nastavnik – učenik sa stajališta 72
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