1. EVALUATION INSTITUTIONAL LEVEL BELGRADE U

2. Subject teacher master program at BU 2013/14 24 students enroled – 3 graduated: o 16 humanities&social studies o 3 medicine (pharmacy) o 5 engineering&technology o Average grade 9,1 Teachers: 17 + 4 assistants from 5 faculties, 7 departments of FoP + TEC 21+ mentors /schools

3. Evaluation of two courses at the master programme - University of Belgrade -

4. Evaluative questionnaire Introduction to pedagogical and psychological teacher education Seven questions: –Engagement –Content –Teaching/Learning activities –Suggestions Content Organization Moodle Teachers

7. Results (1) 17 students Self-assessment of engagement at the course: –Regular attendance (M=4.47) –Active participation (M=4.05) –Homework (M=3.82)  Lack of time

8. Results (2) Getting information on tasks and literature:

9. Results (3) The most useful topics: –Classroom management –Cooperation –Contemporary perspectives on teaching and education –Inclusive education  Critical stance toward educational practices, more comprehensive perspective on teacher roles, awareness of importance of LLL, self-evaluation and cooperation  Useful guidelines for supporting overall students’ development  Practicing tolerance (due to the heterogeneous group) and questioning own beliefs

10. Results (4) Usefulness of teaching / learning activities:

11. Results (5) Suggestions: –Less requirements regarding homeworks –More educative videos and more visiting lecturers

12. Recommendations  Better selection of literature  Visiting lecturers (focus on good examples of cooperation and/or inclusive education)  More educative video clips and short movies (e.g. documentaries)

13. School practice 1 Tasks: –Obtaining information regarding school documentation, plans, laws and by-laws, structure and duties of employees, etc. –Obtaining information regarding procedures and dynamics of school evaluation –Analysis of teachers’ tasks and roles –Interview with a teacher on individual differences between students –Analysis of student assessment and grading –Observation and analysis of classes –Elaborated example of cooperation –Index for inclusion –Case study of one student –Realization of one assessment/evaluation procedure Graded within the course School practice 1 Graded within other courses

14. Evaluative questionnaire School practice 1 13 students 7 questions –Effectiveness in performing tasks –Clarity of instructions and criteria –Usefulness of tasks –Suggestions

15. Results (1) Tasks completed and reports written during the practice:

16. Results (2) Clarity of task instructions:

17. Results (3) Usefulness of activities:

18. Results (4) Longer school practice –More time for tasks Index for inclusion, Case study of a student and Example of cooperation More systematic cooperation with teachers and more students at school practice at the same time –Greater willingness of school staff to discuss documents and evaluation processes Suggestions:

19. Recommendations  At least two weeks of School practice 1 –At once or at two times in different periods?  Meeting with teachers at the beginning of school year and discussion of tasks  Several students at the same time  Observation of classes of different teachers  More detailed instructions for tasks Obtaining information regarding school documentation and evaluation processes (focus on task purpose)