Name of qualification Name of qualification: Magister profesor kemije/magistrica profesorica kemijeAdd to comparison
Translated title (no legal status) Translated title: Master of Arts in teaching chemistry
Type of qualification Type of qualification: Master’s degree
Category of qualification Category of qualification: Educational Qualification
Type of education Type of education: Master's education
Duration Duration of education:
2 years
Credits Credits: 120 credits
Admission requirements Entry conditions:
  • A completed first-cycle study programme in the field of chemistry or biochemistry; or
  • a completed first-cycle study programme in the field of chemical engineering, where on enrolment in the first year the candidate chooses, with the consent of the course director, three subjects from the first-cycle study programme in Chemistry totalling 15 ECTS credits; or 
  • a completed two-subject study programme in Chemistry and another subject at a faculty of education or other faculty with a suitable study programme; or
  • a completed professional higher education programme in the field of chemistry, if prior to enrolment the candidate has completed course units totalling 30 ECTS credits in subjects from the first-cycle study programme in Chemistry.
ISCED field Field:
Education
ISCED subfield subfield: teacher training with subject specialisation
Qualification level

SQF Level: SQF 8
EQF Level: EQF 7
EOVK Level: Second level

Learning outcomes:
The qualification holder will be able to: 
(general competences)
  • demonstrate knowledge of the functioning of the school and its place in the broader social environment,
  • demonstrate knowledge of the principles of operation of the educational process,
  • demonstrate knowledge of the pedagogical role of the teacher in a school,
  • formulate clear rules regarding behaviour and discipline in class and address educational and disciplinary problems in the class and in the school,
  • demonstrate knowledge of the learning process, individual characteristics of students and the factors that encourage learning, and take this into account in teaching,
  • create an encouraging learning environment,
  • work with students with special needs,
  • use appropriate forms of communication with students, parents and teachers and develop a positive attitude towards students,
  • use various principles, methods, forms and techniques for working with adults (parents),
  • verify and assess students' knowledge and achievements,
  • use information and communication technologies,
  • plan, monitor and evaluate own professional development,
(subject-specific competences)
  • demonstrate proficiency in safe laboratory work and classwork,
  • demonstrate knowledge of safety rules for handling chemicals and lab equipment,
  • adapt experimental techniques for school use,
  • critically assess the suitability of experiments and their transferability to the school laboratory or classroom,
  • autonomously plan and carry out experiments for a specific level of knowledge and/or a specific chemical concept or topic of chemistry,
  • demonstrate proficiency in technical language suitable for schools,
  • make rational use of various models and simple computer programs to visualise chemical substances and/or abstract chemical concepts,
  • use various methods to communicate chemistry knowledge,
  • differentiate curriculum elements according to whether they are objectives, content or teaching methods,
  • demonstrate proficiency in methods of evaluating chemistry knowledge,
  • demonstrate knowledge of the vertical integration of the learning content of chemistry,
  • use and integrate for a specific chemistry topic all four levels of perception of chemical concepts (macroscopic, submicroscopic, symbolic and personal),
  • give lessons autonomously in a secondary school,
  • plan the objectives of learning units and select learning aids (experiments, worksheets, models, tests of knowledge),
  • carry out research in the classroom in order to evaluate the effects of individual methods of teaching on students' knowledge.

Assesment and completion:

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). 

Progress:

In order to enrol in a higher year, students must have confirmation of the previous year, i.e. signed proof of registration and attendance for all subjects for the individual year and 60 completed credits.

Magister profesor kemije/magistrica profesorica kemije

SQF 8

EQF 7

The Career path tab shows the possible career path within the selected qualification area, which is not the only one and is not mandatory. The actual transition between qualifications, which is determined by law, is defined in the Transition tab.

Doktor znanosti/doktorica znanosti s področja tehnike

SQF 10 / EQF 8 

Progression:

Third-cycle doctoral study programmes (SQF level 10)

Conditions for obtaining a public document:

Students complete their studies when they have completed the required course units in all subjects of the study programme, totalling 120 credits, and written and successfully defended a master's thesis.

Awarding body:

University of Ljubljana, Faculty of Chemistry and Chemical Technology

URL

Awarding body URL:
http://www.fkkt.uni-lj.si/en/study/second-cycle-study-programmes/university-study-programme-of-chemical-education-20162017/

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