Representation of Course Subjects and Curriculums in the Initial Education of Pedagogues Aimed at the Development of Competencies for Partnerships with Parents

Abstract

The aim of this paper is to determine to what extent course curriculums of the pedagogy studies develop competencies in students for partnerships with parents. In order to achieve this aim, course curriculums of the pedagogy studies have been collected and analyzed at public universities in the Federation of Bosnia and Herzegovina. In this research the following curriculums are analyzed: study curriculum of pedagogy at the Faculty of Philosophy in Sarajevo, the Faculty of Philosophy in Tuzla, and the Teaching Faculty in Mostar. The conducted analysis, which included pedagogy study curriculums in the Federation of Bosnia and Herzegovina, showed that there are no explicit and closely related courses with the aim of acquiring competencies for the partnership with parents. The results, also, point to the conclusion that there is a connection between the aims, contents, and learning outcomes within the course subjects aimed at the study of family upbringing, and that the scope of contents related to the development of competencies for partnership with parents, and which is included in the listed course curriculums, is insufficient, as well as intended obligatory and additional literature at those courses which refer to the area of partnerships between pedagogues and parents. The listed results indicate the need for the improvement of pedagogy course curriculums in the area that refers to the representation of course subjects primarily oriented towards the development of pedagogue’s competencies for partnerships with parents, and in the area of representation of the scope of course contents related to this domain.