Lifelong Learning Programmes

I. KNOWLEDGE

1. Teaching and learning – apply and adapt different mechanisms and strategies of learning, teaching, and behaviour management
   • Create learning conditions adapted to students needs so that they can develop their maximum potential.
2. Evaluation and monitoring – monitor and evaluate learning outcomes as determined by the curriculum (programme) of the course and know the legal acts that regulate the assessment and monitoring of student progress
   • Use different methods of evaluation and monitoring.
   • Use statistical information to evaluate the effectiveness of one’s own teaching for the monitoring of student progress and to raise achievement levels.
3. Use of computers in teaching (ICT) – basic understanding and use of quantitative numerical and graphic displays, using computers to gather information, create and present content, and communicate with students.
4. Knowledge of student development and diversity – recognise specific developmental characteristics of students, and know, understand, and apply knowledge about developmental, social, religious, ethnic, cultural, and linguistic influences on student progress – know the role and tasks of professional associates in schools.
5. Health and well-being of students – know the legal regulations and provide support to students whose well-being is undermined by different personal circumstances and recognise when it is necessary to seek professional help.

II. PROFESSIONAL SKILLS

1. Planning
   • Daily, weekly, monthly, and yearly plans for curricular and extracurricular activities.
   • Plans for the development of linguistic, numerical and IT skills across the curriculum.
   • Planning homework and extracurricular activities to facilitate progress, and to expand and establish on what has already been learned.
2. Teaching
   • Use different teaching strategies and resources, respecting diversity and promoting the equality and diversity of students.
   • Build on previous knowledge, ensure the application of newly acquired knowledge, understanding and skills.
   • Adapt language to students, introduce new ideas and concepts clearly and gradually, effectively use explanations, questions, discussions, and lectures.
   • Effectively manage the learning of individuals, groups, and classes, depending on the location and content of the lessons.
3. Evaluation, monitoring, and feedback
   • Effectively use assessment and monitoring strategies.
   • Assess students’ needs to set stimulating learning goals.
   • Give timely, accurate and constructive feedback on student achievement and progress.
   • Support and guide students to consider their own learning pathways, recognise their own progress and what still needs to be improved.
4. Assessment of teaching and learning – evaluate the effects of one’s own teaching on student progress (self-evaluation) and change lesson planning and teaching performance accordingly.
5. Learning environment
   • Establish a safe and motivating learning environment and recognise opportunities for extracurricular learning.
   • Establish and promote clear disciplinary frameworks within the class through the constructive guidance of student behaviour.
   • Promote self-control and independence.
6. Teamwork and cooperation
   • Work as a team member and recognise opportunities for collaborating with colleagues by sharing examples of good practice.

III. COMPETENCES IN THE NARROW SENSE

1. Relationship with students
   • Express positive expectations for students (every student can improve) and work on ensuring their success.
   • Initiate and establish honest relationships of respect, trust, and support with students.
   • Express the positive values, attitudes and behaviours that are expected from students – positive attitudes towards education and learning, acceptance of rights and duties, individual and civic responsibility, respect for diversity.
2. Knowledge about the roles, rights, duties, and responsibilities of teachers
   • Awareness of professional duties and legal regulations that determine this.
   • Awareness of workplace policies and practices and share collective responsibility for implementing them.
3. Effective communication and work with others
   • Communicate effectively with students, colleagues, parents, and guardians, respecting the needs of others.
   • Recognise and respect the influence that colleagues, parents, and guardians can have on the development, well-being, and achievement of students.
   • Collaborate with others.
4. Personal professional development
   • Reflect and improve on one’s own work and take responsibility for personal professional development.
   • Recognise priorities when starting out in professional work.
   • Creatively and constructively approach the development of innovations, be ready to adapt one’s own work when change is needed.
   • Accept advice and feedback from mentor teachers.

The program is structured in three modules:

• General Education Module, Professional Education Module and Methodological Module with Teaching Practice.
• The General Education Module consists of compulsory subjects that teach basic teaching competences: Developmental psychology, Educational Psychology, General Pedagogy, Didactics, Methodology in Research in Education, Educating Students with Special Needs.
• Specific teaching competencies are acquired through the Professional Education Module and comes from the compulsory subjects (Basics of Language Culture and Use of Computers in Teaching) and optional subjects. The Methodological Module with Teaching Practice consists of compulsory courses that teach professional skills through direct practical experience (Course Methodology and School Teaching Practice).

• Apply the acquired communication competences in Croatian as a foreign language in basic communication situations.
• Express themselves appropriately in various language activities.
• Understand spoken and written texts.
• Apply the acquired knowledge in speech and writing.
• Develop intercultural competences.
• Use printed and online lexicographic sources.

Since teaching groups are heterogenous, specific learning outcomes will be determined according to the needs and expectations of the participants.

1. School of Croatian language, Culture and Civilisation

1.1. Entry level – 60 hours per course
a. Language exercises – 50 hours per course
b. Croatian culture and civilisation – 5 hours per course
c. Practical work and teaching in the field – 5 hours per course

1.2. Intermediate level – 60 hours per course
a. Language exercises – 45 hours per course
b. Croatian culture and civilisation – 10 hours per course
c. Practical work and teaching in the field – 5 hours per course

1.3. Advanced level – 60 hours per course
a. Language exercises – 40 hours per course
b. Selected lectures in standard Croatian language – 5 hours per course
c. Croatian culture and civilisation – 10 hours per course
d. Practical work and teaching in the field – 5 hours per course

2. Intensive Croatian language course

Language exercises for the beginner level – 60 hours per course
Language exercises for the intermediate level – 60 hours per course Language exercises for the advanced level – 60 hours per course

• Design and plan learning activities and create a course programme.
• Plan and implement changes in their daily practices in accordance with growing understanding about student learning processes and evaluate these changes.
• Create a stimulating learning environment and provide support to students.

1. Learning and teaching in higher education:

• Theoretical frameworks for understanding learning, student characteristics, and teaching and the practical implications of these ideas with the aim of improving student learning.
• Teacher and student conceptions of learning and teaching; the relationship between ideas, student approaches to learning and their achievements.
• The notion of critical thinking as a way of overcoming spontaneous progress and the development of basic skills; literature research on critical thinking and its application in improving students’ thinking.

2. Planning and preparing classes

• Theoretical approaches to planning and programming in higher education teaching. Taxonomies of educational objectives. Learning outcomes, competences.
• Traditions and (political) backgrounds of planning and programming processes in higher education. Review of current reforms in higher education and the introduction of planning and programming approaches based on learning outcomes. European qualification framework. TUNING and AHELO projects.
• Analysis of the process of creating study programmes, subject programmes, and the teaching process.
• Analysis of constructive connections between learning outcomes and other elements of the teaching/learning process.
• Critical review of recent research on approaches to planning and programming in teaching in higher education.

• Critically compare their own ideas about the evaluation of student knowledge and knowledge about evaluation based on the professional literature studied on the course.
• Evaluate and select an appropriate evaluation method that is in alignment with expected learning outcomes.
• Consider different ways of evaluation for students who differ in their characteristics and needs.
• Design and apply different types of evaluation of student knowledge and skills and assessment methods.

• Theoretical frameworks for understanding the evaluation of student knowledge and skills and the practical implications of these ideas with the aim of improving evaluation.
• Methodologies in regulating evaluation methods within regulatory frameworks.
• Aligning learning outcomes with the evaluation of knowledge and skills.
• Methodologies in the objective measurement and subjective assessment of knowledge.
• Evaluation and assessment: normative and criterial approach to assessment.

• Describe, analyse, and evaluate the basic concepts of critical thinking from pedagogical and logical-philosophical perspectives.
• Critically analyse arguments.
• Note errors in reasoning.
• Actively listen and lead a discussion based on openness, respect for others and their opinions.
• Plan classes that are based on critical thinking.

1. Teaching for critical thinking: a pedagogical perspective

• Teaching for critical thinking: a contemporary approach to teaching.
• Critical approaches to teaching content.
• Methods, techniques and forms of active learning and teaching.
• Active evaluation.
• Educational aspects of teaching for critical thinking.

2. Logical-philosophical aspects of critical thinking

• Statements, sentences, propositions.
• Arguments.
• Analysis of arguments: diagrams and argumentative maps.
• Deductive and inductive arguments.
• Deductive argument and the concept of validity.
• Inductive argument and the inductive method.
• Enumerative induction vs. universal generalization.
• Logical errors.
• Critical essays.
• Elements of pragmatics: examples, importance and role.
• Argumentation as a process of changing the argument.
• Rhetoric versus argumentative dialogical practice.
• Argumentation and rationality.
• Maxims of spoken communication and cooperation.
• Rules and principles of critical discussion.
• Argumentation as a cultural practice.
• The value and benefits of logical argumentation.

3. Critical thinking in teaching practice

• Monitoring teaching practice according to teaching elements for critical thinking.
• Evaluating and improving teaching practice according to the elements of teaching for critical thinking.
• Applying critical thinking and teaching for critical thinking in teaching practice.

• Analyse and contextualise different (contemporary) teaching methods.
• Recognise and contextualise different phases of the teaching process whilst choosing the appropriate teaching methods.
• Compare different teaching methods in the same and different phases of the teaching process.
• Connect learning outcomes with appropriate methods and ways of evaluating knowledge.
• Carry out a self-analysis of one’s own teaching methods.
• Critically argue and propose a change in teaching methods based on personal examples.

• The teaching cycle and its stages (preparing and carrying out teaching using appropriate teaching methods).
• Structuring teaching content and teaching methods.
• Selecting the appropriate teaching methods and differences between teaching strategies and methods
• Teaching methods in higher education.
• How to successfully use (contemporary) teaching methods?
• Learning through problem-solving.

1. Analyse and improve spoken and written competences for teaching in English.
2. Identify one’s own strengths and weaknesses when teaching in English.
3. Use the English language for the purposes of teaching and English academic discourse.
4. Continually conduct (self) reflection in classes in English.
5. Develop presentation and communication skills for teaching in English.

1. Language-discourse speaking competences for teaching in English
2. Language-discourse written competences for teaching in English
3. Competences for (self) critical review of the use of English for academic purposes

• Speaking competences in English as the Language of Higher Education
• Written competences in English as the Language of Higher Education

• Apply the appropriate criteria when selecting a journal in which to publish their work.
• Adapt their work to the requirements of the selected journal.
• Recognise and avoid fundamental mistakes that cause reviewers to reject papers.
• Express oneself in English precisely and concisely.
• Recognise and resolve ambiguities in their own texts.
• Present their results in an appropriate way (choosing the correct grammatical forms and acceptable rhetorical devices).
• Take an acceptable position in their own work.
• Critique one’s own and others’ work in an acceptable manner.
• Paraphrase correctly

The program consists of the following units:

1. How the choice of journal affects the writing of a research article and how to work through peer-review.
   • In this unit, all the factors that affect the choice of the journal in which the work will be published are considered, where it is explained how the choice of journal affects the structure of the article and the expected language and style. It also discusses the elements that must be met for reviewers to not reject the article.
2. How to express oneself precisely and concisely.
   • This unit is aimed at avoiding unnecessary repetitions (ellipsis and pro-forms etc.) and how statements and reflections can be expressed more concisely.
3. How to highlight one’s own results.
   • This unit explains acceptable ways of highlighting one’s own results and findings in English.
4. Taking a position, critique, paraphrasing and plagiarism.
   • In this unit, participants gain knowledge about how to protect themselves from making strong claims, how to critique other people’s and their own work in an acceptable way, how to paraphrase and what is considered as plagiarism.

1. Recognising specific language problems and deviations from the norms in standard Croatian:

• Knowledge of the use of manuals in the field of the modern Croatian language (grammar guides, dictionaries, spelling guides) and knowledge about the competences of certain types of manuals
• Comparing different data in manuals about specific language problems and making a competent judgment about the way a problem can be solved.
• Competent use of information from various types of manuals to resolve specific normative problems (at all language levels).
• Knowledge of the basic principles of regular language.
• Knowledge of linguistic features of certain functional styles and making a competent judgment about the acceptable and unacceptable features of different types of text.
• Knowledge of the most common current normative deviations in public language use and offering possible solutions.

2. Performing proofreading work:

• Distinguishing between permissible and impermissible proofreading and editing procedures in written media.
• Carrying out proofreading and editorial work on different types of text (professional, scientific, popular science, administrative-business, journalistic, etc.).
• Noting deviations from legal norms and suggesting corrections.
• Using prescribed proofreading signs.

1. Recognition of specific language problems and deviations from the norms in standard Croatian:

• Knowledge of the use of manuals in the field of the modern Croatian language (grammar guides, dictionaries, spelling guides) and knowledge about the competences of certain types of manuals.
• Applying the data from various types of manuals to specific normative problems (at all language levels).
• Knowing the basic principles of regular language.
• Knowing the linguistic features of certain functional styles and being able to make a judgement about acceptable and unacceptable features of different types of text.
• Knowing the most common current normative deviations in public language use and offering possible solutions.
• Distinguishing between the types of linguistic interference in the Croatian (standard) language.

2. Applying the norms of standard Croatian when translating into the Croatian language:

• Noting and eliminating language interferences at the syntactic and lexical levels.
• Respecting linguistic and stylistic norms of standard Croatian standard when translating into Croatian.
• Making decisions about the possibilities of applying spelling rules on examples that are not included in manuals.
• Using prescribed proofreading signs.

Reader module:

• Linguistic regularity and functional linguistic stratification
• Language levels, norms, and proofreading practice
• An overview of current issues in standard Croatian
• Croatian punctuation in theory and practice
• Foreign words as a spelling and pronunciation problem
• Editing and proofreading in written media
• Proofreading in spoken media

Translation module:

• Linguistic regularity and functional linguistic stratification
• Language levels, norms, and translation practice
• Croatian spelling: general and specific
• An overview of current problems in standard Croatian
• Croatian punctuation in theory and practice
• Foreign words as a spelling and pronunciation problem
• Linguistic interference

Apply the writing skills of different journalistic genres using the basic ethical, aesthetic, and cultural postulates of public communication in any form of journalistic writing for the public.

• Culture and media (contextualisation of media)
• Media literacy (text articulation, areas)
• Communication ethics (legal regulation and responsibilities of reporting)
• Interaction of media and social actors (target media audience)
• Media visualisation (relation between words and images)

• Identify key issues and distinguish between what is important and what is unimportant.
• Analyse and synthesise.
• Think critically and evaluate.
• Plan and organise.
• Learn through problem-solving.
• Apply knowledge in practice.
• Adapt to new situations and manage information.
• Work independently and in a team.

After completing the programme, students will be able to:

• Know, analyse, and evaluate the literature on youth studies.
• Explain and recognise relevant contemporary knowledge about young people, based on contemporary research about young people.
• Apply knowledge about young people using concrete examples from practice, accounting for the specific needs of the target group.
• Recognise and analyse different forms of work with young people.
• Distinguish between working with young people from other similar concepts.
• Evaluate and apply different methodologies of working with young people.
• Participate in the planning, preparation and creation of programmes and projects that respond to specific problems and challenges of young people in local communities.
• Create and introduce new programmes of educational work with young people that can be carried out in educational institutions/organisations.
• Describe the main challenges in working with young people and propose simpler solutions in the national and local contexts.
• Create learning outcomes in educational work with young people with regards to the target group and circumstances.
• Develop youth work in Croatia; explain basic theoretical approaches about the adoption of civic competences by young people.
• Lead reasoned debates about the civic education of young people in Croatia.
• Monitor and analyse the implementation of the civic education curriculum.
• Apply didactic-methodical procedures for the adoption of civic competences.
• Analyse and evaluate recent trends in the fields of sociology and political science about youth research.
• Recognise key schools of thought in the field of youth research.
• Understand the importance of an interdisciplinary approach in the study of young people.
• Recognise the importance of triangulation in youth research.
• Evaluate and critically relate to one’s own experiences of working with young people.
• Improve educational work with young people based on research.
• Educational and other social interventions.
• Respect the ethical values of working with young people.

MODULE I – Research on Young People

Compulsory subjects:

• Sociology of youth
• Research strategies on young people and with young people

MODULE II – Work with Young People

Compulsory subjects:

• Forms and approaches to working with young people
• Mentoring support

MODULE III – Youth and community development

Compulsory subjects:

• Developing the civic competences of young people
• Research-methodological practicum

Elective Courses (all students must enrol on four elective courses):

• Ethics in working with young people
• Development of adolescents and young people
• State, community, and young people – political philosophy
• Cultural policies and young people
• Young people and politics: Croatia in the European context
• Young people and financial independence
• Young people and gender equality
• Young people and social entrepreneurship
• Digital (learning in) youth work

• Effectively use the Polish language in listening in accordance with the language levels as determined by the CEFR.
• Effectively use the Polish language in reading in accordance with the language levels as determined by the CEFR.
• Effectively use the Polish language in written texts in accordance with the language levels as determined by the CEFR.
• Effectively use the Polish language in speaking in accordance with the language levels as determined by the CEFR.
• Express one’s intentions and realise language functions using Polish vocabulary and grammatical structures in accordance with the language levels as determined by the CEFR.
• Broadly outline and describe selected facts and phenomena from Polish culture.

The topics covered are aligned with the Common European Framework of Reference for Languages (levels A1-C1).

Outcomes:

1. Master the correct pronunciation of the Italian language, as well as ways of articulation and sentence intonation.
2. Explain the development of the Italian language in contemporary society, compare morphological and syntactic norms of the Italian and Croatian languages at the standard and systemic levels and use the Italian language appropriately.
3. Analyse cultural content as a unique form of multi-layered expression, and as an expression of social reality with respect to other artistic forms.

Competences / professional skills:

1. Develop reading skills in Italian.
2. Use different teaching strategies and resources, respecting the diversity of speakers.
3. Adapt language to speakers, introduce new ideas clearly and gradually, and effectively use explanations.
4. Develop specific competences depending on the elective courses that are chosen.
5. Work as a team member and see opportunities for collaboration with colleagues where examples of good practice can be exchanged.
6. Improve one’s own work and take responsibility for personal professional development.
7. Creatively and constructively approach innovations in teaching.
8. Develop communication skills – perfect professional terminology in one’s own field of work, i.e. use Italian standard language, and correct spoken statements that belong to different functional styles and communication situations, categorise observed deviations from language norms and determine the reasons for such deviations.

Core courses

Elective courses

Outcomes:

1. Master the correct pronunciation of the Italian language, as well as ways of articulation and sentence intonation.
2. Explain the development of the Italian language in contemporary society, compare morphological and syntactic norms of the Italian and Croatian languages at the standard and systemic levels and use the Italian language appropriately.
3. Analyse cultural content as a unique form of multi-layered expression, and as an expression of social reality with respect to other artistic forms.

Competences / professional skills:

1. Develop reading skills in Italian.
2. Use different teaching strategies and resources, respecting the diversity of speakers.
3. Adapt language to speakers, introduce new ideas clearly and incrementally, and effectively use explanations.
4. Develop specific competences depending on the elective courses that are chosen.
5. Work as a team member and see opportunities for collaboration with colleagues where examples of good practice can be exchanged.
6. Improve one’s own work and take responsibility for personal professional development.
7. Creatively and constructively approach teaching innovations.
8. Develop communication skills – perfect professional terminology in one’s own field of work, i.e. use Italian standard language, and correct spoken statements that belong to different functional styles and communication situations, categorise observed deviations from language norms and determine the reasons for such deviations.

Core courses

Elective courses

Outcomes:

1. Improve verbal communication in Italian.
2. Master the correct pronunciation of the Italian language, as well as ways of articulation and sentence intonation.
3. Explain the development of the Italian language in contemporary society, compare morphological and syntactic norms of the Italian and Croatian languages at the standard and systemic levels and use the Italian language appropriately.
4. Analyse cultural content as a unique form of multi-layered expression, and as an expression of social reality with respect to other artistic forms.
5. Improve reading skills and understanding of literary works.

Competences / professional skills:

1. Improve lessons conducted in the Italian language
2. Analyse and evaluate teaching in the Italian language and further essential didactical concepts and their application in school and preschool environments.
3. Determine and evaluate the basic dimensions of language acquisition and learning, conduct smaller studies, and compare and analyse the obtained results using theoretical knowledge about various methodological approaches.
4. Improve teaching in the Italian language in Italian and Croatian schools and preschool institutions.
5. Analyse and interpret Italian language lessons and language expression.
6. Perfect professional terminology in one’s own field of work, i.e. use Italian standard language, and correct spoken statements that belong to different functional styles and communication situations, categorise observed deviations from language norms and determine the reasons for such deviations.
7. Improve communication skills
8. Develop different strategies and use different teaching resources, respecting the diversity of speakers and skills to encourage reading in Italian.
9. Perfect the introduction of new ideas clearly and incrementally in the teaching process.
10. Work as a team member and see opportunities for collaboration with colleagues where examples of good practice can be exchanged.
11. Improve one’s own work and take responsibility for personal professional development.
12. Creatively and constructively approach teaching innovations.

• Develop and carry out action research in the field of child development and education.
• Recognise and predict changes in child development and education.
• Create models for education and lifelong learning.
• Design a functional curriculum and its evaluation.
• Promote multicultural and democratic values in the community.

Semester I:

• General Pedagogy
• Methodology of Pedagogical Research
• History of Child Development and Education
• Didactics
• Educational Psychology
• Elective Course 1
• Elective Course 2

Semester II:

• Andragogy
• Statistics in Pedagogical Practice and Research
• School Pedagogy
• Education Policy
• Family Pedagogy
• Elective Course 1
• Elective Course 2

List of optional courses (1st or 2nd semester):

• Developmental Psychology
• Project Management in Education
• Evaluation Research
• Philosophy of Education
• Education for Human Rights
• Basics of Integrated Child Development and Education

Students must have completed:

• Professional studies lasting two or three years, from the following related fields in the social sciences: educational sciences, information and communication sciences, sociology, psychology and educational-rehabilitation sciences and kinesiology.
• Pedagogical academies for a duration of two or three years, who have a passed the professional exam for working in a school or completed the Supplementary Teacher Education Programme.
• Professional studies for teachers in classroom and preschool education lasting two or three years.
• University undergraduate or graduate studies and/or professional studies lasting two or three years in other scientific fields, who have the passed the professional exam for working in a school or completed the Supplementary Teacher Education Programme. Additional conditions about the selection of students for the Differential Education Programme for Enrolling on the Graduate Study Programme in Pedagogy will be determined by the Admission Competition and will be in accordance with the conditions stated above, the conditions of the Faculty of Humanities and Social Sciences in Rijeka, and the University of Rijeka.