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Doktor znanosti/doktorica znanosti s področja zgodnjega učenja
Selected qualifications
Name of qualification | Name of qualification: Doktor znanosti/doktorica znanosti s področja zgodnjega učenjaAdd to comparison |
---|---|
Translated title (no legal status) | Translated title: Doctor of Philosophy in the field of early learning |
Type of qualification | Type of qualification: Doctorate |
Category of qualification | Category of qualification: Educational Qualification |
Type of education | Type of education: Doctoral education |
Duration |
Duration of education:
3 years
|
Credits | Credits: 180 credits |
Admission requirements |
Entry conditions:
|
ISCED field |
Field:
Education
|
ISCED subfield | subfield: inter-disciplinary programmes and qualifications involving education |
Qualification level |
SQF Level:
SQF 10 |
- independently acquire new knowledge and research pedagogical phenomena, and present results to a critical public,
- establish conditions, processes and responsibilities for lifelong learning through own experiences and cohesive communities (cohesiveness),
- cooperate in, manage and guide team and independent work,
- critically understand concepts and scientific bases and modern achievements that push students to analyse and resolve pedagogical challenges and problems,
- communicate and appropriately use communication sources (verbal and non-verbal), and use modern technology,
- understand and cultivate tolerance, professional work ethics, scientific research and intercultural respect,
- cultivate a culture of living and raise awareness about the importance of nature, ecology and psychophysical health for humans,
- maintain sensitivity to the arts, develop the creative potential of individuals and enhance the positive attitude towards cultural capital,
- maintain sensitivity to the arts, develop the creative potential of individuals and enhance the positive attitude towards cultural capital,
- develop and apply a research approach to acquire new knowledge,
- critically assess data and their significance,
- take into account ethics and responsibilities when researching pedagogical practices,
- respect all of those included in the research process,
- recognise an individualised approach to teaching children with special needs,
- adapt teaching processes to children with various deficiencies, impairments or disorders,
- research the field of learning and teaching early social science and present results to a critical public,
- understand and cultivate tolerance, intercultural respect and democracy through the early learning and teaching of social science,
- acquire advanced knowledge relating to the analysis of the development, monitoring and evaluation of psychomotor learning processes, and measure the adaptive process of certain subsystems of a child,
- apply the principle of dynamic monitoring of learning potential in the education process,
- maintain sensitivity to the arts, develop the creative potential of individuals and enhance the positive attitude towards cultural capital, particularly in the area of fine arts,
- demonstrate innovation and creativity in the search for solutions to theoretical and practical problems relating to the early teaching of natural sciences,
- understand and feel that movement, with the help of a subtle movement formula, works as a conductive net to capture energy,
- communicate and appropriately use communication sources (verbal and non-verbal) and guide team work in the field of early learning, and use modern technology,
- understand and critically evaluate basic concepts of the relationship between the media and children,
- critically assess developmental psychological theories and concepts of early learning,
- assess and integrate concepts regarding childhood and learning,
- select various approaches to teaching and learning with regard to developmental stages, individual differences between children and different social contexts,
- self-evaluate the effects of non-formal and formal teaching in the stages of toddler and early childhood,
- understand the role of techniques in forming a technical cultural identity in the pre-school stage,
- demonstrate knowledge of the mutual relations of animate and inanimate nature, and the flow of energy and the functioning of animate systems in terms of natural science and technological development,
- understand the bases for adaptation in the environment in which we live, and the basic laws and processes in the environment, including the basic mechanisms of material cycles in the environment,
- understand the expected level of numeracy with respect to the development stage, and demonstrate understanding of mathematical terms and concepts,
- select appropriate linguistic signs and the appropriate codes depending on the position of speech and purpose of communication,
- apply stylistic approaches to justifying, illustrating, defining, clarifying and discussing,
- select the appropriate verbal and non-verbal signs when formulating texts,
- research the psychosocial, socio-cultural and socio-economic factors of integrating contemporary learning environments in early learning and in the professional learning of educators/teachers.
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).
In order to progress to the second year, students must complete at least 48 credits (80% of credits) out of 60 credits from the first-year study programme. To enrol in the third year, students must complete all first-year requirements and at least 48 (80%) of 60 second-year credits and obtain confirmation of the topic of their doctoral dissertation.
University of Primorska, Faculty of Education
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International Conference: 10 years of Slovenian Qualifications Framework
International Conference: 10 years of Slovenian Qualifications Framework Brdo Congress Centre, Predoslje 39, 4000...
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