Zastupljenost metodike nastave sa školskom praksom na studijskim programima za obrazovanje budućih nastavnika prirodnih nauka
Representation of Teaching Methodology with School Practice in Study Programs for the Education of Pre-Service Science Teacher

Summary/Abstract: Teaching methodology is a key segment in the initial education of future teachers. It is a science that studies legality in the field of teaching and learning, but in a specific, clearly defined field of activity. That is, it is a science that explores what to learn, how to learn and teach, as well as how and with what support certain teaching contents are learned. Future teachers, during their initial education, in parallel with the professional knowledge from selected subjects of study, acquire knowledge, develop skills and attitudes on how to teach this subject of study and how future generations will acquire, adopt, form knowledge and skills through their own activity. The aim of this paper is to determine the representation of teaching methodology with school practice in study programs for the education pre-service science teachers. Based on the aim, a qualitative research was conducted, in which the legal provisions regulating the teaching processes at the University of Sarajevo were primarily analysed, with an emphasis on the pedagogical-psychological and didactic methodological group of subjects in the study programs for education of pre-service science teachers at the University of Sarajevo. The total of 11 teacher education programs for education of pre-service science teachers at the Faculty of Science, University of Sarajevo, were analyzed. The analysis and description of official study programs that prepare future science teachers showed an unequal treatment of teaching methodology practices in the study programs of this higher education institution. We identified different approaches in creating goals and outcomes for teaching content from teaching methodology, unequal number of ECTS credits for this segment of initial education, and also the specifics of certain teaching methodology in study programs have been recognized. The results and recommendations can offer ideas for reflection that will improve the initial education for education of pre-service science teachers. The results of the research also emphasize the responsibility of university teachers in the process of creating curricula with an emphasis on pedagogical-psychological and didactic-methodological area.

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