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PEDAGOGICAL, DIDACTIC AND METHODICAL PRACTICE OF TEACHING CLASSROOM STUDENTS IN SERBIA
A. Milenovich
In this paper the case of Teacher Education Faculty in Prizren is shown the way of realization of pedagogical practices of students of classroom teaching.
Key words: classroom teaching, teaching practice, learning practice, methodical practice.
Introduction. The pedagogical practice of classroom teaching students in Serbia, implemented within the framework of the pre-examination and regular exams. Depending on the study, different types of educational practice, its duration, mode of implementation and the number of credits that the student achieves the same after successfully implemented. The pedagogical practice with only minor differences between the faculty, realized by students in the first year attending pedagogical; in the second didactic; in the third one and methodical in the fourth methodical practice.
Teacher call is always considered honorable and respected profession, a teacher of a special type of man. His character is idealized and as such, the teacher is respected in the nation. He is said that the soul of primary school and the success and reputation of the school, to a large extent depend on the success and reputation teachers. Because the teacher is expected to bring together into a single entity: the school environment, curriculum, student learning and their creative and innovative work. In order to do that they need to be versatile and perfect.
Next set out a number of demands from the teacher competence. To gain the same, the need is for students-future teachers during their studies gain a lot of knowledge, skills and abilities in various scientific fields. What always appears as an educational deficit, are practical knowledge. Practical knowledge students gain immediate implementation of pedagogical practices in schools, schools. The problem with this theory is the study of pedagogical practice of classroom teaching students in Serbia.
Teaching practice of students in Serbia classroom teaching. In the study programs of classroom teaching in Serbia, pedagogical practice of students designated as one of the most important factors for successful development of students and their pedagogical training for performing the teaching profession. In numerous publications in which he studied this problem, pointed out the importance of pedagogical practices for competence development of future teachers (Budic et al., 2008). It points to the importance of mentoring work in the performance of pedagogical practice students (Herzog et al., 2012). They are given the different approaches to the implementation of the pedagogical practices of students of classroom teaching (Valencic Zuljan et al., 2012). In this work, teaching practice students will be shown on the example of the Teacher Education Faculty in Prizren.
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The pedagogical practice of students of classroom teaching provided by the Ordinance on teaching. In this document, teaching practice is determined by the term professional practice, which is defined as "... part of the teaching process during which students acquire practical knowledge in the area covered by the study program through direct contact and participation in the work process" (p. 2). Practical implementation of pedagogical practice, closer to a particular program of study, class teachers for the current school year. This document faculties, it is envisaged that the students in their studies, in addition to regular pre-exam and exam obligations undertaken in pedagogical practice in all four years of study. According to the study program of classroom instruction, students realize the following forms of pedagogical practice: 1) pedagogy in the first, 2) learning in the second, 3) methodological 1 in the third and 4) methodical 2 practice in the fourth year of study.
The pedagogical practice is implemented in the first year (second semester). It takes five working days. Within the practice, students attend classes in the various departments of the first to fourth grade. About the realization of practice students keep a diary. For each held teachers of the time, in daily practice for the current day entered the following data: date, subject, mentor, teaching unit name and its brief description. For successful implementation of pedagogical practice, students have two ECTS.
Didactic practices implemented in the second year (fourth semester). It takes 10 working days. Within the practice, students attend classes in the various departments of the first to fourth grade. About the realization of practice students keep a diary. In addition to the items described in pedagogical practice, each held teaching time in the diary practice give a description forms of work, teaching methods, teaching resources and a description of the teaching unit with articulation. For successful implementation of teaching practice, students have four ECTS. Methodical practice one implemented in the third year (sixth semester). It takes 15 working days. Within the practice, students attend 10 working days, and five days with the help of mentors realized teaching classes in various departments of the first to fourth grade. About the realization of practice keeping a journal. In addition to the items described in the didactic practice, students held for each instructional time in diary practices provide a description of the teaching unit which is formed like a complete preparation for teaching time. For successful implementation of methodical practice 1, students have three ECTS.
Methodical practice 2 is realized in the fourth year of study (eighth semester). It takes 20 working days. Within the practice, students attend 10 working days and 10 working days with the help of mentors realized teaching lessons in classes from first to fourth grade, and 10 working days in the presence of a mentor implement instructional classes. The presence of the practice students keeps a diary. In addition to the log with the items described in methodical practice 1, students held for each instructional time write complete preparation of teaching units. For successful implementation of methodical practice 2, students have six ECTS.
Teaching practice of students in some EU countries. The presented analysis of pedagogical practices of students of classroom teaching in Serbia shows that students spend an insufficient number of hours in practical training for a teaching
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profession according to their total load program of study. Unlike Serbia, in some EU countries, since primary school teachers on practical training spend considerably more time. In Hungary, the practical training is intended for 15-20% of the study program, of which eight to ten weeks summarized practice. Similarly, in the Czech Republic where students have 10-15% of the study program for practical training (Valencic Zuljan et al., 2012: 8-9). According to the same source, the students in Malta have six weeks of practice summarized in three Denmark, 20 Norway, Russia, four to five during undergraduate and five to eight during their master's studies. It differs in the number of hours spent on pedagogical practice. Thus, in Poland, students spend 150 on practice, and in Belgium 600 hours of practical training. In the Netherlands, students in practical training spend a quarter of the study. It differs in the number of credits earned for the implementation of pedagogical practice. In Serbia, during the study, the loathsome achieve a total of 13 ECTS based on realization of pedagogical practice in all four years of study. In contrast, the number of ECTS in Finland was 20, 26 in Cyprus, and in Sweden 30 ECTS.
Troubleshooting pedagogical praxis of students of class teaching. In addition to the advantages of teaching practice students have a number of shortcomings. The most common are: a) inadequate literature for the realization of pedagogical practice, b) students in pedagogical practices implemented in schools and place of their choice, but the same cannot be monitored and evaluated, c) there is no real concept of teacher mentors because of their choice not participating faculty d) lack of coordination between schools and colleges, e) teacher-mentors are not permanent and are not required to be a professional and professional training, f) problem control because of granularity-schools throughout Serbia, g) evaluation of unreality held pedagogical practice, because it reduces only on the basis of preparation and practice logs that are often prescribed and do not represent the real situation, which is particularly related to the success of the implementation of the class, h) has not happened to any student receives a negative opinion of teachers and mentors and i) happens to be the certificate of express themselves pedagogical practices issued by the school and students who do not realize the same.
Conclusion and educational implications. The paper presents the results of laboratory studies of pedagogical practices of students of classroom teaching in Serbia. It points to its practical importance and fundamental flaws that are primarily associated with its implementation, and evaluation and control capabilities. In particular, it is shown that it is insufficient in comparison with the pedagogical practices of students in countries with developed systems higher education. In this part of the paper will be given recommendations for more efficient realization of teaching practice.
1. In the first year of study, rather than teaching, realize the pedagogical and psychological practice for 10 working days. In the field of pedagogy, students should log into practice should enter special observations which relate to: a) the maturity of the observed child for school, b) requires a description of aesthetic education, in the case of a school classroom, c) Standards of physical development of a child by from the seventh to the eleventh year of life and one child who is prematurely or belatedly went to school, d) observation of a student whom the teacher is marked as the most successful and activities of one student who was evaluated by teachers as less successful, e) systematic observation the
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class with a detailed analysis, f) preparation of identity cards of primary school, g) a description of a teacher workday, h) a description of one working day of school educator, i) a description of one working day of another associate and j) a description of the school library. In the field of psychology, students should be in one department conduct sociometric process and analyze the findings. In case you are not able to realize the sociometric procedure, as alternitave the observation of communication in the classroom, especially between teacher-student which filled the list of protocols.
2. Didactic practice students should be implemented in the second year and would take 15 working days. Students should in particular be introduced and describe problems: a) planning, b) evaluation of teaching and c) didactic media. In this regard, it is necessary to prepare an appropriate instrument, which is especially true for the evaluation of teaching.
3. In the third year of study, students should realize methodical practice 1, which would take 20 working days. Students would be 10 working days attended practice, and 10 working days with the help of a mentor to keep teaching classes. For each held teaching time constituted to prepare and implement detailed evaluation.
4. Methodical practice 2, student be implemented in the fourth year of study for a period of 30 working days. This practice should be maintained in schools in which there is college. Students should at all times independently held teaching hours in the presence of subject teachers ii associates. For each held teaching time constituted to prepare and implement evaluation. Quality held classes would affect the final assessment of appropriate teaching methodologies.
5. In addition to the number of hours of practical training, pedagogical practice a portrait evaluated with five ECTS in the first seven in the second study, 10 ECTS in the third and 12 ECTS Studies of the fourth year.
References
Будиб, С., ^иб, О., Сегединац, М., Милановиб, Т., Шпановиб, С. (2008). Дидактичко-методички аспекти студентске праксе у партнрским релац^ама факултета и школа. Нови Сад: Филозофски факултет Универзитета у Новом Саду.
Валенчиб Зулан, М., ^ков, Г., Рончевиб, А., Вогринц, J. (2012). Педагошка пракса и процес разв^ажа компетенц^а студената будущих учитела у Хрватс^, Срб^и и Словении. Вршац: Васпитачка школа Михаjло Павлов у Вршцу.
Hercog, J., Ivanus Grmek, M., Cagran, B. (2012). Views of Mentors on Primary Education Student Teaching. Croation Journal of Education, 14(1), 25/47.
Правилник о извоГ|ежу наставе Учителског факултета у Призрену из 2008. године. Студ^ски програм разредне наставе Учителског факултета у Призрену за школску 2014/15. годину.
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