Primary School Teaching

ABOUT THE PROGRAMME

 

Name of the programme:

PRIMARY SCHOOL TEACHING

Type of programme:

Academic study programme, first cycle

Duration of study:

4 years

Number of credit points (ECTS):

240

Mode of study:full- time
Place of study:Koper

Professional title awarded:

profesor/profesorica razrednega pouka (UN)

 

Aims of the programme

The basic aims of the programme are oriented towards developing professional preparation of a teacher as a second teacher for learning and teaching all subjects on the curriculum of grade one in primary school. Emphasis of teacher education is on the contemporary starting points in the conception of occupations in education, for which the candidates are provided with both academic knowledge as well as occupational qualification. In the higher education study thus the competences required to perform the teaching professions in today’s societies are stressed, namely managing processes in education and knowledge of and mastery of the specific (subject) field. The aim of the latter is testing new theoretical points of departure for both theoretical and the disciplinary field in the authentic learning environment. With this the kinds of general knowledge, skills and understandings that can be achieved through higher education studies are stressed – as the knowledge and mastery of the processes in education in relationship with the individual as well as with society in general, and as the knowledge and mastery of the specific (subject) field and the discipline in which they intend to be active professionally (educating, teaching, counselling, etc.)

The graduate’s general competences

Communication and relationships

The teacher

Efficiently communicates with students, develops positive group atmosphere and good relations with learners and among themselves; Develops the learners’ communication competence in Slovenian; Develops the learners’ social competences, understands and masters the procedures and principles of advisory conversation and of work with learners; Shapes safe and stimulating learning environment, in which learners feel accepted and in which diversity is valued and independence and responsibility valued; (Co)creates clear rules about discipline and behaviour in the classroom; Employs adequate strategies for coping with improper behaviour, aggression and conflicts; Demonstrates positive attitude toward learners while respecting their social, cultural, linguistic and religious background, Is aware of the ethic boundaries of his/her activities and respects them.

 

Effective teaching

The teacher

Masters the basic principles and procedures of designing, performing and evaluating the learning process; In the concretization of the curriculum adequately interrelates and coordinates the goals, contents, learning methods and approaches while taking account of contemporary curricular and didactic cognizance; In planning and performing teaching takes account of the learners’ developmental features and of the rules and factors of effective learning; Adapts teaching and learning to the individual differences between learners in their prior knowledge, interests, learning abilities and styles; Establishes strong learning environment by employing a broad repertoire of teaching and learning methods and strategies that stimulate the learners' mental activities; Combines teaching individually, in groups and from the front in a purposeful way; Uses efficient ways of stimulating motivation and developing strategies of independent learning with learners (the learning of learning); Adequately includes information and communication technologies in teaching and learning and develops the learners' information literacy; Recognizes the learners with special needs, adapts work to their specific features and cooperates with other teachers and experts in these activities; Masters and uses purposefully different ways of testing and assessing knowledge, performance, and of monitoring the learners’ progress – both in the area of knowledge and in the areas of learning strategies and social skills; Provides constructive feed-back and reports the learning outcomes in an appropriate way.

 

The graduate’s subject specific competences:

Knowing and understanding the learners’ developmental characteristics, differences and needs and recognizing learning competences and difficulties – a comprehensive notion of the child; The use of special pedagogic knowledge for the work with children with special educational needs; Adapting the teaching and learning approaches to individual, social, linguistic and cultural differences between learners; Knowing and understanding the content features of teaching in the first two cycles in the fields of Slovenian, mathematics, sciences, technology, social sciences, sports education, arts, and music; Understanding and use of professional knowledge for achieving curricular goals in the first two cycles of primary school; Aesthetic sensitivity and readiness for active and creative work in artistic areas; Knowing and understanding didactic characteristics of teaching in the first two cycles of primary school in the fields of Slovenian, mathematics, sciences, technology, social sciences, sports education, arts, music, (foreign language), and competence of cross-curricular integration; Understanding and use of special didactic knowledge for the attainment of curricular goals in the first two cycles of primary school; Ability to use a broad range of teaching and learning strategies regarding the learners’ needs; Educational leadership of an individual, of a class and/or of a group; Taking part in the extended programme of primary school (after-school classes, extra-curricular activities, school-nets, international cooperation, etc.); Creating a stimulating learning climate, interpersonal relations, and resolving disciplinary problems efficiently.

 

Curriculum:

Course Syllabus:

Enrolment conditions and selection criteria in case of limited enrolment

The first year of the first cycle academic study programme Primary School Teaching can be entered by those who have

a)   Passed the matura;

b)   Passed the vocational matura in any of the secondary programme and the exam in one of the matura subjects (e.g. philosophy, geography, music, theory of arts, psychology, sociology, modern dance, theory and history of drama and theatre, arts history, history); the subject must not be the same the candidate has already passed as a vocational matura subject;

c)   Concluded any four-year secondary programme before 1 June 1995.

 

In case of limited enrolment the candidates under a) and c) will be selected according to:

·     Overall achievement in matura or vocational matura: 70 % of points;

·     Overall achievement in years 3 and 4: 30 % of points.

The candidates under c) will be selected according to:

·     Overall achievement in vocational matura: 40 % of points;

·     The assessment grade in the selected matura subject: 30 % of points;

·     Overall achievement in years 3 and 4: 30 % of points.

 

Conditions for progressing in the study programme and concluding the studies

To be able to progress into year two of the first cycle study programme Primary School Teaching the student must have accumulated 54 CP (90 % CP) of the 60 CP in year one of the study programme. In exceptional cases the Commission for Study Affairs can, based on a substantiated request addressed to the Commission, also grant progression into year two with 48 CP accumulated. The remaining requirements must be satisfied before enrolment into year three.

In addition to all requirements of year one the condition for enrolment into year three is the student has accumulated 54 CP of the 60 CP in year two of the study programme. In exceptional cases the Commission for Study Affairs of the UP PEF can, based on a substantiated request addressed to the Commission, also grant progression into year three with 48 CP accumulated. The remaining requirements must be satisfied before enrolment into year four.

In addition to all requirements of years one and two the condition for enrolment into year four is the student has accumulated 54 CP of the 60 CP in year three of the study programme. In exceptional cases the Commission for Study Affairs of the UP PEF can, based on a substantiated request addressed to the Commission, also grant progression into year four with 48 CP accumulated. The remaining requirements must be satisfied before defending the graduation thesis.

At enrolling into year four the student can register the theme of the graduation thesis or submit request for approval of the graduation thesis theme. 

A study year can be repeated in case the student has accumulated at least half, i.e. 30 CP of the study year enrolled to. The Commission for Study Affairs can also grant repeating a study year to a student who from justified reasons has accumulated less than the required number of CP.

The student concludes the studies when she or he has satisfied all the requirements defined by the study programme and defended the graduation thesis.

 

Progressing according to criteria for transfer

Treated as transfer between study programmes is giving up education in a study programme enrolled into by a student and continuing education in a new programme when part of the study requirements or all the requirements the student has satisfied in the first programme are recognized as satisfied in the second programme.

Individual requests for transfer are dealt with by the authorized commission of the UP PEF, which in determining any additional requirements takes the candidate's previously concluded study programme into account.

Graduates from the first cycle higher education professional study programme Pre-school Teaching can apply for enrolment, based on submission of evidence. The Senate of the UP PEF decides on the selection of the candidates and also determines the remaining requirements the candidates have to satisfy by the date set.

The graduates from higher education programmes in similar study fields adopted before 1 January 1994 can be enrolled into year three. The Senate of the UP PEF determines the missing requirements they must satisfy in order to be able to graduate in the programme Primary School Teaching.

 

Employability of the graduate

The graduates will primarily be employed as additional teachers in the first year of primary schools.

The education required for teaching in years 1 to 5 of the primary school is a masters degree in the second cycle study programme Primary school teaching.


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