| Name of qualification | Magister profesor nemščine in …/magistrica profesorica nemščine in …Add to comparison [1] |
|---|---|
| Translated title (no legal status) | Master of Arts in teaching German and... |
| Type of qualification | Diploma druge stopnje |
| Category of qualification | Izobrazba |
| Type of education | Master's education |
| Duration |
2 years
|
| Credits | 120 credits |
| Admission requirements |
|
| ISCED field |
Izobraževalne znanosti in izobraževanje učiteljev
|
| ISCED subfield | |
| Qualification level |
SQF 8 |
The qualification holder will be able to:
(general competences)
- perform logical and abstract analyses, synthesise and evaluate,
- express in depth their knowledge of both specialist fields in written and oral form and evaluate them critically,
- competently transfer intra- and interdisciplinary knowledge into practice,
- independently enhance, refine and link acquired knowledge and qualifications with various professional fields,
- contextualise and independently supplement information,
- transfer own knowledge and skills to other problem areas (ability to transfer),
- resolve problems, conflicts and work tasks in an intra- and interdisciplinary manner,
- solve problems in a team,
- organise and lead expert groups,
- perform (self-)evaluation and (self-)assessment, and think critically and holistically,
- locate new sources of knowledge independently and interpret and apply them in professional and academic fields,
- use ICT professionally and effectively in searching for, selecting, processing, presenting and disseminating information,
- ensure the quality of own work and raise quality standards in the work environment,
- develop and disseminate technical subject matter to the student in a comprehensible manner,
- appropriately link the objectives of syllabuses, content, teaching methods and student development in the implementation of the academic curriculum,
- effectively plan, organise and carry out teaching activities,
- demonstrate proficiency in the principles of educational research and their application in improving learning and teaching,
- promote active and independent learning in such a way that allows students to plan, monitor, evaluate and balance their learning independently,
- promote cooperative learning that allows students to develop social skills for successful participation in various heterogeneous groups,
- appropriately use various methods to monitor, verify and assess the progress of an individual student in accordance with objectives and provide constructive feedback,
- monitor and evaluate the progress of students in the area of assimilating learning strategies, learning social skills, reading and information literacy,
- inform parents and other responsible persons of students’ progress,
- communicate effectively and develop positive relationships with students,
- create an encouraging learning environment and a student community in which diversity is appreciated and in which students feel accepted, safe and self-confident,
- formulate clear rules regarding behaviour and discipline in class based on the mutual respect of all participants,
- deal successfully with inappropriate behaviour, aggressiveness and conflicts, and apply the appropriate strategies to resolve such issues,
- provide equal opportunities to all students and adapt work to their individual needs,
- identify students with special needs and their strong and weak areas, adapt work to their abilities and work with the appropriate experts and institutions as required,
- develop a positive attitude towards students, and demonstrate respect for their social, cultural, language and religious backgrounds,
- take into account ethical principles and statutory provisions in their work,
- demonstrate and promote the positive values, views and behaviour expected from students,
- communicate effectively and cooperate with parents and other persons responsible for students,
- cooperate with other teachers and colleagues at school,
- be involved and cooperate in various activities in the immediate and broader environment, and in the field of education,
- plan, monitor, evaluate and balance own professional development,
- use the appropriate methods for motivating students, and develop strategies that facilitate lifelong learning,
- encourage flexibility and perseverance in facing new challenges and tasks and develop students’ capacity for self-evaluation,
- use information and communication technology in work, and develop information literacy among students,
- develop communication and social skills among students,
(subject-specific competences)
- understand, speak and write standard German at the C1+ level,
- understand language as a medium and a result of symbolic interaction, and recognise its cognitive, emotional, creative, social, referential and metalinguistic functions and use it appropriately,
- demonstrate proficiency in contemporary theories and theoretical models of teaching a foreign language, and evaluate them critically,
- recognise the particularities of language, literature and culture of German-speaking countries, and compare them with the particularities of the Slovene language, literature and culture,
- develop a thorough understanding among students of the differences between German-speaking countries and their cultures,
- competently respond to technical and literary texts and texts in the field of didactics of teaching and learning a foreign language,
- verbalise specialised and general knowledge in the appropriate linguistic form and adapt it to various levels of teaching German,
- possess a repertoire of academic language that is a reflection of partnership learning and promotes intercultural learning,
- understand and appropriately communicate linguistic, literary and cultural phenomena and processes in teaching German,
- develop technical subject matter for the educational process of teaching German,
- demonstrate knowledge of pedagogical theory and didactic laws of teaching a foreign language,
- demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process,
- demonstrate knowledge of basic documents relating to education and syllabuses for German,
- appropriately link the objectives of syllabuses, content, teaching methods and student development in the development of the academic curriculum for teaching German,
- promote cross-curricular integration,
- apply interactive teaching methods and cooperative team work,
- promote project and research work in the teaching of German at the national and international levels,
- use ICT in the teaching of German and develop information literacy among students in accordance with the subject,
- create an encouraging learning environment for the learning of German,
- identify students with special needs in the learning of a foreign language and adapt methods, forms and strategies for teaching and learning a foreign language to individuals,
- monitor and evaluate the progress of students in the area of assimilating learning strategies for German and developing all four linguistic abilities.
Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).
In order to progress from the first year to the second year of a second-cycle two-subject teacher training programme, students must complete all the requirements laid down by the curriculum and individual syllabuses for the first year, totalling 60 credits.
Third-cycle doctoral study programmes (SQF level 10)
To complete the study programme, students must successfully complete teaching practice in both subjects of the two-subject programme, defend a master's thesis, and complete all other course units of the second-cycle, two-subject teacher training programme, totalling 120 credits.
University of Ljubljana, Faculty of Arts
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