Name of qualification | Magister profesor poučevanja/magistrica profesorica poučevanjaAdd to comparison [1] |
---|---|
Translated title (no legal status) | Master of Arts in teaching |
Type of qualification | Diploma druge stopnje |
Category of qualification | Izobrazba |
Type of education | Master's education |
Duration |
1 year
|
Credits | 60 credits |
Admission requirements |
|
ISCED field |
Izobraževalne znanosti in izobraževanje učiteljev
|
ISCED subfield | |
Qualification level |
SQF 8 |
- undertake autonomous teaching work,
- demonstrate knowledge and application of appropriate methods of research and development of own practice,
- undertake research and transfer knowledge into practice,
- take responsibility for own professional development and learning by evaluating and reflecting on own work (experience learning, intervision, supervision),
- establish partnership relations with users and other groups,
- develop new knowledge and understanding of the field,
- work in accordance with ethical norms and the professional code of conduct,
- cooperate in an interdisciplinary team and communicate with all actors involved in the education process (children, adolescents, parents and professional staff),
- reflect on and evaluate existing educational practices and identify unexploited possibilities for raising their quality,
- develop higher cognitive skills associated with the creation of new knowledge,
- demonstrate a capacity for leadership and organisation,
- cooperatively address the problems of teaching various biological topics,
- discuss and communicate knowledge about problems relating to various natural systems – organisms and ecosystems – and the ethics of nature,
- demonstrate thorough knowledge and understanding of the specificities of content and teaching methods in the teaching of biology in elementary, lower vocational, secondary vocational and secondary technical schools,
- adapt practice to the requirements of biological science,
- use biological research to design practices,
- use biological research methods in the education process,
- teach biology topics,
subject field PHYSICS:
- demonstrate an in-depth knowledge of the discipline that enables technical correctness in teaching,
- develop and use new methods of teaching physics topics and new experimental methods,
- reflect on and evaluate the effects of introducing new methods to teaching,
- develop knowledge and understanding in the field of special didactics of physics,
- reflect on values that are relevant to educational activities,
- provide organisation, leadership and mentoring in research projects,
- explain complex phenomena in non-specialist terms,
- subject field HOME ECONOMICS:
- demonstrate knowledge, understanding and application of more complex content of home economics modules,
- address problems from the field of home economics in a pedagogical context with advanced heuristics and strategies,
- affirm the importance of home economics in the culture in interdisciplinary teaching activity,
- demonstrate thorough knowledge and understanding of the specificities of content and teaching methods in the teaching of home economics in elementary and secondary schools,
- demonstrate thorough knowledge and understanding of and the capacity to develop the home economics curriculum,
- develop theoretically supported didactic aspects of teaching home economics while reflecting on own practice,
- present professional and research activity in specialist media and at specialist presentations,
- reflect on values that are relevant to educational activities,
- develop knowledge and understanding in the selected field of educational professional specialisation, e.g. curriculum studies, education policies, adult education,
subject field CHEMISTRY:
- demonstrate an in-depth knowledge of the discipline that enables technical correctness in teaching,
- develop and use new methods of teaching chemistry topics and new experimental methods,
- reflect on and evaluate the effects of introducing new methods to teaching,
- develop knowledge and understanding in the field of special didactics of chemistry,
- reflect on values that are relevant to educational activities,
- provide organisation, leadership and mentoring in research projects,
- explain complex phenomena in non-specialist terms,
subject field MATHEMATICS:
- demonstrate knowledge, understanding and application of more complex content in the field of elementary mathematics,
- address mathematical problems in a pedagogical context with advanced heuristics and strategies,
- affirm the importance of mathematics in the culture in interdisciplinary teaching activity,
- demonstrate proficiency in the use of general and mathematics-specific information and communication technologies,
- present professional activity in specialist media and at specialist presentations,
- demonstrate thorough knowledge and understanding of the specificities of content and teaching methods in the teaching of mathematics in elementary and secondary schools,
- demonstrate thorough knowledge and understanding of and the capacity to develop the mathematics curriculum,
- develop theoretically supported didactic aspects of teaching mathematics while reflecting on own practice,
subject field COMPUTER SCIENCE:
- demonstrate knowledge, understanding and application of more complex content in the field of computer science (according to the definition of the ACM/IEEE Computer Science Curricula),
- address problems from the field of computer science in a pedagogical context with advanced heuristics and strategies,
- demonstrate thorough knowledge and understanding of the specificities of content and teaching methods in the teaching of computer science in elementary and secondary schools,
- demonstrate thorough knowledge and understanding of and the capacity to develop the computer science curriculum,
- demonstrate proficiency in the more complex didactic and technical aspects of the use of information and communication technologies in various fields of education,
- demonstrate proficiency in more complex approaches to the collection, processing, storage and presentation of data in a pedagogical context,
- demonstrate proficiency in more complex approaches to the use of ICT for communication, cooperative work and counselling in a pedagogical context,
- undertake research in the field of teaching computer science and the use of ICT in education,
- present professional activity in specialist media and at specialist presentations,
subject field ENGINEERING:
- demonstrate an in-depth knowledge of the engineering discipline that enables technical correctness in teaching,
- develop knowledge and understanding in the field of special didactics of engineering,
- develop and use new methods and strategies for teaching technical topics and computer models of modern learning environments,
- reflect on and evaluate the effects of introducing new methods and strategies of technical education to teaching,
- provide organisation, leadership and mentoring in research projects,
- use engineering research to design practices,
- integrate previously acquired knowledge from different fields and adapt practice to specific educational contexts,
- demonstrate understanding of new technologies and scientific discoveries in the field of engineering and transfer them into educational practice,
- carry out analysis on the basis of the disassembly of an unfamiliar technical system,
- develop knowledge and understanding of the use of modern methods and tools for modelling, analysis, simulation, visualisation and experimental work in engineering.
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).
For candidates taking the programme as a full-time course consisting of the basic 60 credits, there are no conditions for progression (course lasts one year). For candidates taking the programme as a part-time course, conditions for progression are determined by taking into account the overall requirements (all envisaged credits) defined for an individual year of study (a minimum of 30 and a maximum of 45 ECTS credits).
Third-cycle doctoral study programmes (SQF level 10)