School pedagogy as a studying subject at the European universities

U procesu koncipiranja i izrade jednog predmetnog programa korisno je imati informacije o tome gde se sve i na koji način isti predmet izučava. Tema ovog rada je Školska pedagogija kao studijski predmet na evropskim univerzitetima. U tekstu je dat prikaz podataka o zastupljenosti Školske pedagogije u studijskim programima nakon obavljenog uvida zvaničnih internetskih prezentacija 93 evropska univerziteta, odnosno 96 visokih škola i fakulteta. Školska pedagogija se na univerzitetima u Evropi pojavljuje kao oblast ili smer studija, modul i, nešto ređe, kao zaseban predmet ili kurs različitog statusa i dužine trajanja. Pored toga, na evropskim univerzitetima izučavaju se brojni predmeti koji su po ciljevima i tematici izučavanja srodni Školskoj pedagogiji. Iako struktura stručnih profila nije bila predmet ovog pregleda, moguće je zaključiti da se na nivou visokog obrazovanja škola i školski sistem izučavaju sa različitim ciljevima i iz različitih uglova, u zavisnosti od prirode i obrazovnih potreba različitih stručnih profila i da se pod istim nazivima predmeta podrazumevaju raznovrsni nastavni sadržaji.In the process of establishing and working on a subject programme, it is useful to have information about the subject being studied elsewhere. The topic of this paper is School Pedagogy as a studying subject at the European Universities. In this paper, we are giving a review on data concerning School pedagogy in the studying subjects after the viewing official internet presentations of 93 European universities, i.e. 96 schools of higher education and faculties. School pedagogy appears at the European Universities as an area or and optional subject, module or more rarely as a separate subject or the course of the different status and duration. Apart from this, at the European Universities, there are many subjects being studied, which are according to aims and topics of study similar to School pedagogy. Although the structure of the professional profiles was not a subject of this review, it is possible to conclude that at the level of higher education of schools and school systems are being studied with different aims and from different angels, depending on the nature and educational needs of different professional profiles and that the subjects with the same names have various teaching contents