Koncepcija stjecanja metodičke kompetencije u okviru Metodike nastave hrvatskog jezika i jezičnog izražavanja na Filozofskom fakultetu u Osijeku
The Concept of Acquiring Methodological Competence in the Framework of the Croatian Language Teaching Methodology and Language Expression Teaching Methodology at the Faculty of Humanities and Social Sciences in Osijek

Author(s): Vesna Bjedov
Subject(s): Language studies, Education, South Slavic Languages, Higher Education , Pedagogy
Published by: Filozofski fakultet Univerziteta u Sarajevu
Keywords: conceptual methodological models; methodological competence; methodological knowledge; teaching methodology of the Croatian language and verbal expression;
Summary/Abstract: In the process of acquiring teaching competences, methodological competence has a special place because it represents one of the most important components of teaching qualifications, given that the primary competence in teaching is the competent performance of the educational process. Since it includes the knowledge and skills of mediating scientific knowledge in the teaching of a certain subject, methodological competence is the art of conscious and creative agency in teaching activities. Therefore, the level of this competence, denoted by the term methodical depth, should be structured, developed and formed in the process of its acquisition, with an emphasis on the scientific dimension of the methodical knowledge. The acquisition of the methodological competence of the future Croatian language teachers at the Faculty of Humanities and Social Sciences in Osijek is achieved at the graduate study programme within the framework of several mandatory and elective methodological courses, two of which are Croatian Language Teaching Methodology and Verbal Expression Teaching Methodology. In this paper, the focus will be on the concept of acquiring methodological competence within these courses, which means the content, goals, learning outcomes, exam obligations, and the final exam. The aim of this paper is to analyze the conceptual models of two methodological courses at the Faculty of Humanities and Social Sciences in Osijek.

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