REPUBLIKA E SHQIPERISË
UNIVERSITETI " FAN S . NOLI "
FAKULTETI I EDUKIMIT DHE I FILOLOGJISË
KORÇË
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ECTS INFORMATION PACKAGE
DETAILED COURSE CATALOGUE
“MASTER OF SCIENCE” IN PRIMARY EDUCATION
STUDY PROGRAMME
ACADEMIC YEAR 2015 - 2016
1
TABLE OF CONTENTS
I-FAN S. NOLI UNIVERSITY ............................................................................................................... 3
I.1. Mission ............................................................................................................................................... 3
I.2. Student Admission ........................................................................................................................ 4
I.2.1. The admission of the students at the first cycle in Fan S. Noli University ....... 4
I.2.2.The admission of the students at the second cycle in Fan S. Noli University .. 4
I.2.3.The admission of the students at the third cycle .......................................................... 5
II-OBJECTIVES OF THE STUDY PROGRAMS OF THE FACULTY OF EDUCATION
AND PHILOLOGY ................................................................................................................................... 6
III-THE ORGANIZATIONAL STRUCTURE OF THE FACULTY OF EDUCATION ........... 6
IV-PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (FULL TIME) .................. 8
V-PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (PART- TIME) ................. 8
VI-PROGRAMS OF THE SECOND STUDY CYCLE ...................................................................... 9
VII-COURSE OBJECTIVES WITHIN THE STUDY PROGRAM FRAMEWORK ................ 9
VIII-THE CENTER OF EXCELLENCE........................................................................................... 10
VIII.1. The Mission of the Center ................................................................................................. 10
IX-ACADEMIC AND OTHER COOPERATIVE STRUCTURES ..................................... 11
XI-DESCRIPTION OF STUDY PROGRAMME ..................................................................... 11
XII-COURSE DESRIPTION OF THE STUDY PROGRAM “MASTER OF SCIENCE” IN
EDUCATION, PRIMARY EDUCATION GRADES I-VI .......................................................... 13
XIII-ANALYTICAL DESCRIPTION OF THE COURSES .......................................................... 14
2
I-FAN S. NOLI UNIVERSITY
“The University must create, transmit, develop and protect knowledge through
its teaching, scientific research and other educational services.”
I.1. Mission:
 Fan S. Noli University of Korça was first established after the approval of the Council
of Ministers Nr.5, dated January 07, 1992, based on the Higher Agricultural Institute (19711992) under the name “The Polytechnic University of Korca” composed of three units:
Faculty of Agriculture, Faculty of Economics, and Faculty of Education. In 1994 it was given
the name of one of the most significant figures of Albanian history and culture, Fan Stilian
Noli. Since then the University has broadened its educational and administrative structure.
Actually the University consists of 4 faculties: The Faculty of Agriculture, The Faculty of
Economics, The Faculty of Education and Philology and the Faculty of Natural and Human
Sciences. The faculties are organized in 14 departments and one educational-research group
(section group).
The University opened a branch in the city of Pogradec in 2009. At the beginning it offered
only one study program, Tourism Management, but it was soon followed by another one, that
of Elementary Education and English Language, and since 2013 it qualifies its students for
the Elementary Education Grades I-VI.
The university has two centers of excellence, as basic research and training units whose
mission is to train teachers of pre-university system as well as quality trainings of specialists
in natural and human sciences. Part of the Faculty of Agriculture is an Didactic Experimental
Economy, which possesses 33 ha, where the students and the pedagogues develop their
scientific research and professional practice.
 The studies in the University of Korca are organized in three levels according to the
criteria of the Bologna Declaration:
- first level Bachelor with 180 credits;
- second level Professional Master with 90 credits; and, Master of Science 120 credits;
- the third level Doctorate/PhD.
 How does the Bologna process work?
Bologna process is a series of university reforms that aim to ensure a transparent, comparable
and coherent system of higher education, based on three levels: diploma-master-doctorate.
The Bologna process dated on 19 June 1999, with the signing of the Declaration from 29
European Countries.
Since 2008 Albanian universities have undertaken a series of reforms for the academic
freedom of universities as well as the free student movement to other universities for the
following reasons:




to exchange experience with other students abroad;
to change the study contexts;
to exchange educational and school experiences;
to integrate the study structure and systems;
3

to compare the learning achievements at different universities, by respecting the tradition
and the priorities of each university.
The European Union has assessed the students’ mobility as an important aspect of the
cooperation between universities.
How does the equivalency work?
The European Union elaborated a new common evaluation system called The European
Transfer System to compare and transmit quality. This system enables the measurement of
learning achievements. The credit system that is the base of this declaration measures the
work done by the student in order to achieve the objectives of the Study Program.
For example: If a subject has 3 credits this means that a student needs 75 study hours to
achieve positive marks. 37 study hours are spent in within the university auditors (during
lectures, seminars, laboratory classes, etc.) and 38 individual study hours should be spent
outside the auditors, for research in libraries, practical training, preparation for papers, partial
subject check-up, final exams, etc.
Marks from 4-10 measure the quality of the student’s work, while credits measure the
quantity of work done by the student. If a student wants to go to another partner university
he must transfer his credits. The partner university should be part of the agreements that both
institutions have signed.
 University of Korca has approximately 7500 students from all regions of Albania, who
attend 24 full time study programs of the first cycle Bachelor; 15 part time study programs
(Bachelor); 15 full time and 2 part time Professional Master study programs; 5 programs in
Master of Science and 1 Doctorate program at the Faculty of Agriculture. There are 138
full time lecturers (70 per cent of whom hold titles and degrees) and a considerable number
of part time academic staff.
I.2. Student Admission
I.2.1. The admission of the students at the first cycle in Fan S. Noli University
- Every individual who has successfully finished high school and has passed the state
examinations, has the right to apply for the first study cycle at Korça University.
- Foreign student can study on the first cycle of the study programs, based on bilateral or
multilateral agreements.
I.2.2.The admission of the students at the second cycle in Fan S. Noli University
All the candidates who have finished a study program of the first cycle and have fulfilled the
academic admission standards that are defined in the study program criteria of every faculty,
have the right to apply for registration in the study programs of Professional Master or Master
of Science.
Only the students who have finished the first cycle and have been awarded a diploma in this
program in certain fields of study at the University of Korça, as well as students from other
4
universities who fulfill the criteria and want to get second cycle diploma can participate in
this study program according to the respective profiles.
Students who possess a Bachelor's degree issued by the Faculty of Education and the Faculty
of Agriculture in the study programs of: Albanian Language and Literature, Social Sciences,
English Language, Mathematics, Teaching, Agro-nutrition, Agro-business and Horticulture,
can attend Professional Master studies with no need of supplementing exams.
The admission of the students in the study program “Professional Master” is done during
September. The applications are submitted from 20-25 of September at the secretary. Within
one week from the time of applications, the Faculty Evaluation Committee reviews
applications and provides relevant assessments.
Students cannot be transferred from one university to another within the same study program
in the same academic year, but they may be transferred between programs of the same cycle,
within the institution or other institutions of higher education, as well as from previous
programs to study programs of the first cycle.
I.2.3.The admission of the students at the third cycle
Doctoral study programs are programs of the third cycle with academic nature, which are
based on scientific research and creative activities; the candidates must have the university
degree of "Master of Science".
These program lasts for at least three academic years and includes 60 credits for the
theoretical organized studies. Based on the achieved results in these sorts of studies the
University of Korça has settled criteria for the candidates who have the right to develop a
research work project and to prepare the doctorate thesis.
 Starting from 2008, we organize the academic day which is a traditional one for the
distribution of the diploma and the awards for the distinguished students. In this day, at the
same time, we do promote the students who have achieved excellent results and the new
academic staff who have achieved scientific degrees.
 Sport and art activities of the students are part of the everyday life of the university.
 Our university has a modern laboratory infrastructure, teaching auditoriums with video
projectors, modern department halls, four libraries, over 300 computers with internet
access, green free space, etc. Every faculty has its own library, laboratories, suitable spaces
for the development of the staff professional work. There are 120 seats for the studets to use
the internet.
The Faculty of Education and Philology was first established with a decree of the Ministry of
Education and Science, based on the Constitution Act nr. 102 and the Article nr. 41 of the
University Education Law in the Republic of Albania. This laid the foundation of the
Education Faculty that was first opened in 1992. Since that time on, 4375 students have been
graduated in its study programs.
5
II-OBJECTIVES OF THE STUDY PROGRAMS OF THE FACULTY OF EDUCATION AND
PHILOLOGY
The Faculty of Education and Philology has supplied the eagerness of the region of Korça for
the teaching methodology and qualified staff needs in different fields. Since the region
reflects a continuous love for education, this Faculty (ex-Faculty of Education) has supplied
the schools of the region with teachers of different profiles for more than 13 years.
As a cradle of young teachers education, this Faculty has maintained through years its
collaboration with the Regional Education Directory of Korça and the Education Offices
within Korça district. Furthermore, it has enhanced its communication with them through the
organization of common activities of reciprocal interest.
The main objectives of the study programs in the Faculty of Education and Philology are:
 to prepare successful teachers that reflect professional qualification and appropriate
moral and social qualities, in order to be inspiring models for their pupils to follow;
 to qualify future teachers able to provide the community with the necessary assistance;
 to prepare motivated teachers, ready to serve the development of different regions.
These objectives can only be reached through the continuous update of the following aims of
the study programs:
 to provide graduated students with further professional training in teaching and learning
issues;
 to offer new teaching trends of education in Albania, which fit the European concepts
and experience;
 to create a new status for the teachers that will need to adapt their methodology with the
new social and economic situation in the country;
 to bring concrete alternatives for the development of the education within the framework
of the national strategy of development, which aims at featuring qualitative and
professional education staff.
III-THE ORGANIZATIONAL STRUCTURE OF THE FACULTY OF EDUCATION
 The Council of the Faculty stands on top of the organizational hierarchy of the
Faculty. It is headed by the Dean of the Faculty, Prof. Dr. Ali Jashari and its members
are all representatives of the teaching departments and the student corpus of the Faculty.
 The faculty of Education and Philology consists of four main units:
6
1. The Department of Language and Literature
-
Prof. as. dr. Elona Çeçe (Head of the Department)
Prof. dr. Ali Jashari
Prof. as. dr. Dion Tushi
Prof.as.dr. Anyla Saraçi
Prof.as. dr. Jonela Spaho
Dr. Liri Seitllari
Dr. Eris Rusi
Dr. Ilir Shyta
Msc. Hysnie Haxhillari
Msc. Alma Pogoni
Msc. Olger Brame
Msc. Neli Naço
Msc. Arsinela Xhara
2. Department of Foreign Languages
-
Prof.as.dr. Pavllo Cicko (Head of the Department)
Doc. Vasilika Pojani
Doc. Robert Stratobërdha
Dr. Benita Stavre
Dr. Erinda Papa
Dr. Lindita Kaçani
Dr. Suela Koça
Dr. Daniela Stoica
Dr. Eriola Qafzezi
Dr. Olsa Pema
Dr. Fabiola Kadi
Dr. Alda Cicko
Dr. Alma Karasaliu
Dr. Juljana Çyfeku
Dr. Edlira Xega
Msc. Dorela Konomi
Msc.Lorena Robo
7
3. Department of History and Geography
-
Prof.as.dr. Bashkim Jahollari (Head of the Department)
Dr. Sokol Suparaku
Dr. Florina Pazari
Dr. Metin Venxha
Dr. Edlira Menkshi
Msc. Ermira Jashiku
Msc. Orjon Ago
Msc. Alba Kreka
Msc. Ermiona Braholli
Msc. Ardiana Miçi
4. Departament of Education
-
Doc. Dr. Donika Dardha (Head of the Department)
Prof.as. dr Aleksandra Piluri
Prof. as. dr. Irena Nikaj
Doc. Marjela Burda
Msc. Anjeza Vila
Msc. Evionda Pylli
Msc. Arjan Kamburi
Msc. Albina Pajo
Msc. Ilia Bello
IV-PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (FULL TIME)






PRIMARY EDUCATION TEACHER CLASSES I-VI.
PRESCHOOL TEACHERS.
LANGUAGE AND LITRATURE.
ENGLISH LANGUAGE.
FRENCH LANGUAGE AND CULTURE
HISTORY AND GEOGRAPHY
V-PROGRAMS OF THE FIRST STUDY CYCLE “BACHELOR” (PART- TIME)




PRIMARY EDUCATION TEACHER CLASSES I-VI.
PRESCHOOL TEACHERS.
LANGUAGE AND LITRATURE.
HISTORY AND GEOGRAPHY
8
VI-PROGRAMS OF THE SECOND STUDY CYCLE
 PROFESSIONAL MASTER IN TEACHING LANGUAGE AND LITERATURE
WITH A MINOR PROFILE IN “ARTS”
 PROFESSIONAL MASTER IN TEACHING ENGLISH LANGUAGE WITH A
MINOR PROFILE IN “ARTS”
 PROFESSIONAL MASTER IN TEACHING LANGUAGE AND LITERATURE
WITH A MINOR PROFILE IN “SPORTS”
 PROFESSIONAL MASTER IN TEACHING HISTORY AND GEOGRAPHY
 PROFESSIONAL MASTER IN TEACHING (PART-TIME)
 PROFESSIONAL MASTER IN PRIMARY SCHOOL TEACHING (PART –TIME)
 MASTER OF SCIENCE IN TEACHING PRIMARY EDUCATION CLASSES I-VI.
 CONTINOUS FORMATION STUDY PROGRAM “ALBANIAN LANGUAGE
FOR FOREIGNERS”
VII-COURSE OBJECTIVES WITHIN THE STUDY PROGRAM FRAMEWORK
 Providing students with appropriate theoretical and practical teaching knowledge in
order to help them increase the education standards in primary, secondary and high
schools to fit the learners age characteristics, the particular features of education in
Albania and the role of the teacher in a changing social context.
 Explaining and developing different methods and means to enhance active teaching.
 Increasing the students’ ability to solve problematic issues of the educational context.
 Supplying an academic context of educational issues, currently emerging in the national
and international discussion in order to shape the future theoretical perspective and the
specific professional attitude of the teachers-to be. The courses are continuously updated
to include the current trends of the communication and teaching technology.
 Training students to increase their professionalism through testing, classroom
management, learning strategies, research and lifelong learning.
 Providing practical skills for the students through using interactive learning tools during
the discussion classes and the management of the fieldwork period in the schools.
 Enhancing critical thinking and data evaluation in specific fields of the teaching and
learning framework and increasing the student’s awareness in terms of personal
responsibility and independent research work, by making a good use of the information
sources (dictionaries, internet websites, didactic manuals, ect. )
The above objectives are all reflected in the syllabuses of the study programs of the Faculty
of Education and Philology, in order to prepare and train professional teachers that could
satisfy the needs of the public and private job market.
The Faculty of Education and Philology offers modern infrastructure that satisfies the
teaching, learning and research needs. There are eight lecture halls equipped with video
projectors, one amphitheater, one video-conference room, one Foreign Languages
Laboratory, one Laboratory for the Experimental Phonetics and Speech Pathology, 75
9
computers for the academic staff and the students. The library of the university “Kongresi i
Manastirit” offers 20.000 titles of academic books in Albanian and other languages, as well
as the access to use online libraries of universities abroad.
The Faculty has already organized 7 international scientific conferences and it maintains
reciprocal cooperation with 12 homologous faculties in Albania, in the Balkans and in
Europe. Well-known personalities of the Albanian and European academic world have been
invited to share their knowledge and experience with the teaching staff and students of the
Faculty.
The Faculty of Education and Philology publishes “Scipta manent”, a periodic reflection of
the research work of its academic staff and of the proceedings of the conferences it organizes.
VIII-THE CENTER OF EXCELLENCE
On 24 July 2012, the Commission of the Training Programs Accreditation entitled the
CENTER OF EXCELLENCE, in the Faculty of Education and Philology, to train the staff of
the educational institutions in 32 modules of about 95 credits for all the profiles of the
teachers already in service.
VIII.1. The Mission of the Center:
THE CENTER OF EXCELLENCE intends to develop training and qualification activities for
the teachers. It mainly focuses on enhancing teaching and innovation skills in education, in
methods and practices used by the professional teachers, in rebuilding the social concept of
the collaboration with school, etc.
The Center is the main training institution for the qualification of the teaching staff in the
schools of Korça region and further. It has a continuous collaboration with the Directory of
Education and the Education Offices in the area. It offers training programs for eight teaching
profiles and helps them to improve their professional qualifications and apply them in their
teaching experience.
The Center can be found within the premises of the Faculty of Education and Philology (the
video conference room, nr. 334, 3rd floor). It offers a modern infrastructure appropriate for
the qualification trainings of the teachers in service. The trainings may be organized in other
rooms: in the Faculty library, in the internet room, in the Laboratory of the Experimental
Phonetics and Speech Pathology and in the Laboratory of the Foreign Languages.
The Center is managed by a qualified staff of experienced lecturers of each of the
departments of the Faculty as well as of other educational and administrative institutions.
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IX-ACADEMIC AND OTHER COOPERATIVE STRUCTURES
Faculty or other teaching and Faculty of Education and Philology, Fan S. Noli
research structures
University
1. Department of Language and Literature, Faculty
of Education and Philology
2. Department of Informatics, Faculty of Natural and
Human Sciences
Other public or private enterprises Educational Regional Directorate, Korçë
Other Cooperative Structures in
and out the institution
XI-DESCRIPTION OF STUDY PROGRAMME
- Length of studies 2 (two) years, 4 semesters, 60 weeks
- First Semester: 15 weeks work load in auditorium
- Second Semester: 15 weeks work load in auditorium
- Third Semester: 15 weeks work load in auditorium
- Fourth Semester: 5 weeks professional practice, 10 weeks thesis preparation
- Minimal week load: 25 classes
TYPE
Master of Science
TOTAL ECTS NUMBER
(mimimum 120 ECTS)
120 ECTS
According to the regulations of the Academic Senate
Nr. 18.
Starts at:
Ends in :
October 2015
September 2017
Date 11.7.2013
INTERNAL OR EXTERNAL MASTER FOR THE INSTITUTION
X
Internal Master (organized by the institution)
 External Master (organized by another institution)
PROPOSING
STRUCTURE
AND
STRUCTURES
Faculty or any other supporting structure
Other cooperative structures
Foreign Higher Education Institutions
Research Centers
TEACHING LANGUAGE
X Albanian, English, Other
OTHER
FACULTY OF EDUCATION AND
PHILOLOGY
REGIONAL EDUCATIONAL DIRECTORATE
or Foreign
English, Albanian
Note: Professional Practice : 5 weeks in the third semester
FORM OF STUDY
X Full time studies
11
 Part time studies
 Distance learning
AUDITORIUMS
Classses are held in
Faculty of Education and Philology
Center of Excellence Office
Responsible
structure
for
the Faculty of Education and Philology
administrative and financial management Scientific Commitee
of Master studies
Responsible
structure
for
the Respective departments of the Faculty of
management of post-graduate students’ Education and Philology
career
ADMISSION CRITERIA
Minimum student 30
Max.
student 40
number
number
Degrees needed for the admission
 Old system diploma
X Bachelor Degree in English Language
 Second Level Diploma
 Other
Other criteria in case of a selection
a. Grade average (5 = 1 point, 5.1 = 2 points, 10
= 50 points)
b. Interview points
12
XII-COURSE DESRIPTION OF THE STUDY PROGRAM “MASTER OF SCIENCE” IN
EDUCATION, PRIMARY EDUCATION GRADES I-VI
N
R
DISCIPLINES
I
1
Education Science Disciplines
Cultural basis in education
2
Sociocultural awareness in education
Psychological basis in education
2
2
3
4
5
6
Se
class
mes es
ter
ECT
S
Person Responsible
Full
time
/Adj
unct
75
6
Prof. as. Dr. Irena Nikaj
F
75
6
Doc. Donika Dardha
Learning theories and practices
1
75
6
Critical thinking in education
1
75
6
2
1
3
38
75
38
3
6
3
Prof. as. dr. A Piluri
Doc. Donika Dardha
Group of lecturers
F
F
F
4
38
3
Prof.as.Dr. Pavllo Cicko
F
1
4
75
75
6
6
Msc. Evionda Pylli
Msc. Arjan Kamburi
F
F
2
113
9
Msc. Olger Brame
F
3
75
6
Msc. Ilir Palla
F
3
75
6
3
38
3
Msc. Bujar Vila
Msc. Eralda Belishta
Dr. Florina Pazari
A
A
F
9
Msc. Ilo shano
A
Psychological basis in education
Assessment
Teaching methodology
Theoratical and practical formation
in the minors
Professional development and ethics
II. Research in education
Research methods in education
Research seminar and thesis
preparation
III Teaching and Learning
Teaching methods in the primary
education disciplines:
Teaching Albanian Language
(curriculum 1-6)
Mathematics through the
curriculum 1-6
Teaching integrated studies (natural
sciences)
Teaching integrated studies (social
sciences)
IV. Communication and Linguistic Skills
English for Specific Purposes
3
113
13
Prof. as. dr. Aleksandra
Piluri.
Prof. dr. Bardhyl Musai
Prof. dr. Ali Jashari
F
F
A
F
Language culture
Academic writing strategies
Contemporary communicative
theories
Writing and rhetoric
7
V. Elective Disciplines
School Psychology
History of pedagogical thought
VI. Professional
Professional Practice
Contemporary
technologies
education
VII. Thesis Preparation
2
2
1
3
38
38
38
38
3
3
3
3
Prof. dr. Ali Jashari
Prof. as. dr. A. Maxhe
Msc. Albina Pajo
Msc. Albina Pajo
1
1
38
38
3
3
Prof dr. Edmond Rapti A
Msc. Ilia Bello
F
4
in 4
100
38
8
3
Msc.Albina Pajo
Msc. Emis Simo
F
A
4
125
10
Department of
Education
F
Total
120
XIII-ANALYTICAL DESCRIPTION OF THE COURSES
Course Title:
WRITING AND RHETORICS
Course Code:
MSH-SHR - D
Type of the course: Compulsory
Course level:
Advanced
Year of study:
1st
Semester:
2nd
ECTS:
3
Course Work Load: 38 classes (Lectures + seminars)
Name of Lecturer: Albina Pajo
Course goals:
By the end of this course students should be able to:
have basic knowledge about rhetorics and the art of writing;
acquire the process of writing;
write essays of different types;
know and use different kinds of paragraphs
use sentences in relation to unnecessary words found in them;
know the figurative language and the use of punctuation;
make comprehensive sentences in order to master coherence in the perception of
thoughts and their expression in writing.
Course Contents:
The process of writing
The essay, its structure
The convincing argumentative essay
The literary essay
14
F
F
F
F
-
The research essay and written test essays
The paragraph, some background knowledge
Paragraph and sentence models
The sentence
Word choice
Rhetorics and the figurative language
Punctuation
Basic Literature: Thomas S. Kane, Të shkruarit dhe Retorika, CDE 2010
Other References:
Bardhyl Musai, Si të shkruajmë ese, CDE, Tiranë 2004.
Ermir Xhindi, Helena Grillo; Arti i të shkruarit, elementë të shkrimit universitar, Botimet
europrint, Vlorë, 2009.
Gjovalin Shkurtaj, Si të shkruajmë shqip,Toena, Tiranë, 2008.
Nishku Majlinda, Si të shkruajmë. procesi dhe shkrimet funksionale, CDE, Tiranë, 2004.
Jill Lewis, Studimi akademik, CDE, 2004.
Barilli Renato, La retorica, Storia e teoria, (Retorika, historia dhe teoria) Fausto Lupetti
Editore, 2011.
Mortara Gravelli Bice; Prima lezione di retorica; (Leksioni i parë i retorikës) Laterza 2011.
Murray, Rowena & Moor, Sarah. The Handbook of Academic writing- A Fresh Approach,
Doracak i Shkrimit akademik, Open University Press, Berkshire-England, 2006
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Course Title:
STUDY
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Work Load:
Name of Lecturer:
Lectures, discussions, power point presentations
Written examination, Portfolio, Presentation
Albanian
STRATEGIES OF ACADEMIC AND COMMUNICATION
Compulsary
Base
1st
2nd
3
Lectures 30 classes, seminars 8 classes
Prof.as.dr. Anyla Maxhe
Course Goals:
By the end of this course students should be able to:
read in various areas and write about specific themes and aims
implement different forms of writing
accomplish tasks and assignements by following all elements of form and content
Course Contents:
Writing, situations, problems and strategies
Reaction to reading: daily writing and notes keeping, the active role of the reader;
Paraphrasing: reflections of the author to our words: message receiving, reflection,
reorganization
Summary - key ideas of the author, writing summaries, the methods of selecting
materials for summary and its length
15
-
Development of responses after reading, the essay and argument
The analysis of author’s purpose and technique. Writer’s technique
The evaluation of books, its summary, books as a means of information and
knowledge, writing a book review
Comparison and summary of resources: the diversity of knowledge; writing an essay,
comparison -evaluation.
Searching information: personal ideas and library information
Concentration in subject, creating complete structure; draft, presentation and final
form.
References, their use, methods of references
Documentation through bibliography; the list of references and bibliographies;
different forms of bibliographies’ presentations.
Obtaining knowledge; questions, answers and evidences in disciplines; gathering of
the necessary information
Reading and writing about past events, human and historic sciences.
Objective writing of events; observation in human and natural sciences
Basic Literature:
Saraçi, A., Cikël leksionesh “Shkrim akademik”, 2012.
Memushaj. R, Shqipja standarde, Toena, Tiranë, 2005.
Shkurtaj. Gj, Si të shkruajmë shqip, TOENA, Tiranë, 2008.
Other References:
Lwis, J., Studim akademik,
Infante. D, Rancer. A, Womack. D, Building communication theory, Waveland Press Inc.
1990.
Eko. U, Si të shkruajmë një punim diplome, Përpjekja,Tiranë 1997.
Guelpa. P, Introduction a l’analyse linguistique, Armand Colin/Masson, Paris, 1997.
Gardes-Tamine. J, La stylistique, Armand Colin/Masson, Paris, 1997.
Gardes-Tamine. J, La rhetorique, Armand Colin/Masson, Paris, 1997.
Kerbrat-Orecchioni. C, Les intereaction verbales, Armand Colin/Masson, Paris,1998.
Memushaj. R, Shqipja standarde, Toena, Tiranë, 2005.
Shkurtaj. GJ, Si të shkruajmë shqip, TOENA, Tiranë, 2008.
Shkurtaj. Gj, Kultura e gjuhës, SHBLU, Tiranë 2006.
Methods of Teaching:
Lectures, Seminars and practice classes
Assessment Methods:
Written examination by the end of the course
Language of Teaching:
Albanian
Course Title:
Course Code:
Type of the course:
Year of study:
Semester:
ECTS:
Course Work Load:
Name of Lecturer:
Course goals:
TEACHING METHODOLOGY
MM – A
Compulsory
1st
1st
6
75 classes (Lectures + seminars)
Donika Dardha
By the end of this course students should be able to:
16
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To analyze the process of teaching and its competences, the characteristics of
productive teaching
To understand the educational goals, purposes and objectives
To recognize the objectives of all levels of knowledge, affective and psychomotor
ones
To determine the importance of planning teaching and the usefulness of including
objectives during educational planning
To recognize and distinguish the main methods of teaching whose centers are the
teacher and the student
To classify the methods according to psychological characteristics of age, educational
objectives, didactical tools, physical environment
Course Contents:
Teacher, teaching and its competences in the society of lore
Creativity and development of the wont of thinking of the student
Professional knowledge of teacher
Curriculum and its models
Purpose and objectives
Planning of productive teaching
Methods of teaching. Direct and indirect teaching.
Wonts of communication. Methods of asking and discussing.
Learning in group.
Teaching according to the needs of students. Inclusive education.
Students assessment
Class management and discipline.
Basic Literature:
Bardhyl Musai “Metodologji e mësimdhënies”, Tiranë,
2003.
Bardhyl Musai “Metodologji e mësimdhënies”,botimi i dytë, CDE, Tiranë 2014.
Other References:
Modeles of Teaching, New Jersey, 1980, Jyce, Bryce & Well Marsha
A. Woolfolk, Psikologjiedukimi, CDE, Tiranë 2011.
R. F. Biehler, I. Snowman, Psikologji e zbatuar në mësimdhënie, ISP, Tiranë 2004.
Methods of Teaching: Project work, power point presentations
Assessment Methods:
Portfolio, Presentation
Language of Teaching: Albanian
Course Title:
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Load Work:
Name of Lecturer:
PSYCHOLOGICAL BASICS OF EDUCATION
BPE-A
Compulsory
Advanced
1st
2nd
6
Lectures + seminars 75 classes
Prof. as. dr. Aleksandra Piluri
17
Course Goals:
By the end of this course students should be able to:
obtain knowledge on the main problems of general psychology
better understand the problems of development and pupils’ learning
know the characteristics and principles of development
evaluate the problems that are connected with their age and individuality
obtain knowledge on the key theories of development explanation
know the factors which affect development in general and different aspects of development in
particular
know how to encourage puplis’ active learning, participation, involvement and motivation in
learning process
Course Contents:
Psychology and the explanation of behavior
Methodology of psychological studies
Biological bases of behavior
Social environment and behavior
Cognitive and emotional processes
Feelings, perceptions and consciousness
Thinking and problem solving, intelligence, emotions
Psychology of development and its problems
Meaning and development principles, development factors
Mechanisms and aspects of development
Cognitive development and environmental theories, ethological theories
Aspects and factors of development
Physical, sensor, perceptual development
Cognitive development
Theories of information processing, psychomotor treatment
Language and speaking development
Social development, theories, attachment, the first step to socialization
Styles of parental care, temperament and social development
Personality understanding and development
Psychodynamic theories, features
Learning and phenomenological theories
Moral and gender development, theories
Reasoning and moral behavior, pro and anti-social behavior
Gender development Biological and environmental theories
Adolescence, characteristics of cognitive development in adolescence
Characteristics of moral and social development, actual problems
Learning and teaching, teaching profession, understanding and dimensions of learning
Development, learning and teaching, learning and intelligence
Learning theories, behaviorist theories of learning, theories of classic and operant
conditioning
Cognitive theories of the learning process, information processing and cognitive processes
Attention and learning, didactic, cognitive models
Constructivism, cognitive, psychological, social constructivism
Learning in a digital world
Socio cognitive viewpoints on learning, self efficiency and unilateralism, self regulating
model
Motivation, its meaning, motives and needs
Theories of motivation, school motivation, attribution theories, motivation and emotion
18
Learning of students with special needs and disabilities
Gifted pupils, social aspects of special education, comprehensiveness
Basic Literature:
Anita Woolfolk, Psikologji Edukimi, CDE 2011
Other References: Bardhyl Musai; Psikologji edukimi (zhvillimi, të nxënët, mësimdhënia)
Tiranë, 1999
Charles G. Morris, Albert A. Maisto: PSIKOLOGJIA, (Shkenca e proceseve mendore dhe e
sjelljes njerëzore) CDE, Tiranë 2008
Johana Myftiu, Psikologji Edukimi (Mësimdhënia dhe të nxënit) Shtëpia
botuese Dija-Pogradeci, 2013
Vasta, Haith, Miller, “Psikologjia e fëmijës, UEGEN 2007
Recka L. “Psikologji zhvillimi” Tiranë 2005
Karaj Th. “Psikologji zhvillimi” Tiranë 2004
Gjini F. “Bota sociale e fëmijëve” Elbasani 2008
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Course title:
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Work Load:
Name of Lecturer:
Lecture, Seminars
Written examination by the end of the course
Albanian
THEORIES AND PRACTICES OF LEARNING
TPN-B
Compulsory
Master
1st
1st
6
75 classes (lectures+ seminars)
Prof.asc. Dr. Aleksandra Piluri
Course Goals: By the end of the course, the students will be able to:
acquire knowledge on the theories of learning considering them as important
contributions on the learning process
through comparison, make distinction between theories by highlighting the
advantages and disadvantages of each of them
reveal the possibilities of their implementation in accordance with the students’ age
and school level which they are being prepared for.
to reveal and understand the connection of the learning abilities with the students’
psychological features; e.g. the cognitive level, intelligence, learning styles etc. and
other personal and social factors, such as motivation, the socioeconomic status of the
family, etc.
Course Contents:
The meaning of learning, its characteristics and dimensions
Early philosophical views on learning
Behaviorist theories of learning process and their practical applications
The theory of social learning through observation and action and criticism of
behaviorist methods
Cognitive models of learning and the importance of mantel processes
The role of attention and memory in cognitive learning
Some didactic cognitive models Gange, Ausubel, Bruner
19
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The sciences of learning and constructivism
Psychological and social constructivism and their practical applications
Learning and technology
Sociocognitive views on learning
Self efficacy, self regulating and unilateral learning
Motivation and learning
School motivation and the role of school
The theories of attribution Anxiety and motivation
Basic Literature:
Woolfolk, A, Psikologji Edukimi, CDE 2011
Other References:
Charles G.Morris, Albert A. Maisto : PSIKOLOGJIA (Shkenca e proceseve mendore dhe e
sjelljes njerëzore) CDE, Tiranë 2008
Musai B : Psikologji edukimi ( zhvillimi, të nxënët, mësimdhënja ) Tiranë, 1999.
Myftiu. J, Psikologji Edukimi ( Mësimdhënja dhe të nxënët),Shtëpia Botuese Dija-Poradeci
2013
Course Title:
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Work Load:
Name of Lecturer:
SOCIOCULTURAL AWARENESS IN EDUCATION
TSE-A
Compulsory
Advanced
1st
2nd
6
75 classes (Lectures + seminars)
Prof.asc. Dr Irena Nikaj
Course goals:
Fundamental objectives are understanding, interpreting, analyzing, and distinguishing the
changes, illustration and the application of knowledge gained from the empirical study and
individual work, through a reflection within nature, social and cultural factors of the society
as a very important factor and indispensable as well in the educational process and, above all,
for the job of the educators and teachers.
Course Contents:
Introduction to the sociology of human awareness and the sociology of culture.
What are the socio-cultural competencies? Social factors and cultural factors.
Prospects for social and society, culture.
Origin of socio-cultural theory of learning and psychosocial issues in education.
Socio-cultural impact studies in educational activities.
Socio-cultural studies for teaching in the classroom environment.
Gender and socio-cultural perspectives.
Gender issues in the learning environment.
Social networking structures and the flow of knowledge.
Socio-cultural environment and its role in education.
Intercultural competence, diversity and cultural dynamics.
Success in education and gender development and gender role
Socio-cultural impact of race and ethnicity in Education
20
Basic Literature:
Nikaj, I. Ligjёrata nё fushё tё Kulturёs (2015)
Other References:
Emile Durkheim, Education and Sociology (1956)
Emile Durkheim, Moral Education, (1961).
Georg H. Mead, Mendja, Qenia dhe Shoqëria (2001)
George H. Mead, The Mechanism of Social Consciousness (1912)
I. Nikaj, Sociologji (2012)
I. Nikaj, Sociologji Edukimi (2006)
I. Nikaj, & M. Zografi, Përfshirje dhe përshtatje në Edukimin e Lartë: studim rasti-Fakulteti i
Mësuesisë në Universitetin e Korçës (2012)
J. Dewey, Democracy and Education (1916, repr. 1966)
P. Bourdieu, Education, Society and Culture (1990)
Ralf Dahrendorf, Class and Class Conflict in Industrial Society (1959)
Z. Dervishi, Nëpër degëzime të kulturës shqiptare. Emal, Tiranë (2013)
Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform
and the Contradictions of Economic Life (1976)
Talcott Parsons, The School System, Harvard Educational Review, 29 (Fall 1959)
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Project work, power point presentations
Portfolio, Presentation
Albanian
Course Title:
LANGUAGE CULTURE
Course Code:
MSH-MH-AF-105 B
Type of the course: Compulsory
Course level:
Advanced
Year of study:
1st
Semester:
2nd
ECTS:
3
Course Load Work: Lectures + seminars 37 classes
Name of Lecturer: Prof.dr. Ali Jashari
Course Goals:
By the end of this course students should be able to:
obtain knowledge on the expressive values of the language
know the orthographic, spelling and ethnographic norms of communication
know certain codes of discourse according to the conditions, traditions and problems
of modern sociolinguistics
create clear contemporary ideas on the values of the unified literary language
write and read appropriately, use the registers and different styles of the Albanian
language
expand the lingusitic knowledge gained in secondary education on the necessary
elements of writing, different models of writing and speaking
know the attitude of the Albanian society to the Albanian language and what is
included in the report Albanian language and the culture of writing and speaking
better learn and acquire knowledge in other languages
Course Contents:
Language and the time when it emerged
Language as the crucial means of communicating and exchanging ideas and thought
Indoeuropean character of the Albanian language
21
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Albanian language written documentation, the Albanian alphabet and its historic way
of formation
Spoken and written language; similarities and differences
Albanian orthography and its principles
Orthography and speaking
Albanian language dialects and their role in enriching the standard of language
The orthography of vowels and their classification
Clusters of vowels and diphthongs
Apostrophe and stress, exercises
The orthography of consonants
Clusters of consonants and their occurrence
Borrowings and their use
Grammatical aspects, the plural of nouns and adjectives
The front article and the way it is written
Particles and prepositions
The rules single, separated and hyphened words are written
The use of capital letters, writing dates
Punctuation in Albanian language; colon, semi colon, points, inverted comma,
comma, brackets, hyphen and apostrophe
Text redaction, editing
Basic Literature: Shkurtaj Gj., Kultura e gjuhës, SHBLU, Tiranë, 2006.
Gjovalin Sh., Si të shkruajmë shqip, Tiranë, 2008.
Gjovalin Sh., Shqipja e sotme, Tiranë, 2010.
Shkurtaj Gj., Kultura e gjuhës në skenë dhe në ekran”, Instituti i Lartë i Arteve, Shtëpia
botuese e Librit Shkollor, Tiranë, 1988.
Shkurtaj, Gj. Kahe dhe dukuri të kulturës së gjuhës , Shtëpia Botuese “Kristalina-KH”,
Tiranë, 2003;
Jashari A.- Biba E., Praktikum për drejtshkrimin e gjuhës shqipe, Kotti, 2000;
Jashari A.- Kryeziu Bahtiar, Gjuhë amtare (Njohuri për gjuhën.Fonetikë.
Morfologji.Sintaksë), Prishtinë 2010.
Jashari A., Fjalor me shprehje të huazuara në gjuhën shqipe, Botimet Dudaj, Tiranë, 2007.
Kryeziu Bahtiar, Si të flasim dhe si të shkruajmë drejt, Prishtinë, 2006.
Drejtshkrimi i gjuhës shqipe, Tiranë,1973.
Other References: Akademia e Shkencave e Shqipërisë, Atlasi dialektologjik i gjuhës
shqipe, Tiranë-Napoli, vëll.I, 2007, vëll. II, 2008. Autorët: J. Gjinari,B.Beci, Gj. Shkurtaj,
Xh. Gosturani.
Akademia e Shkencave e Shqipërisë, Fjalor sinonimik i gjuhës shqipe,
redaktor shkencor Jani Thomai, Tiranë, 2004.
Akademia e Shkencave e Shqipërisë, Fjalor i gjuhës së sotme shqipe,Tiranë, 2002.
Abazi Hajdin, Hyrje në shkrimin akademik, Prishtinë, 2008.
Ann Jeferson David Roby, Teoria letrare moderne. Një paraqitjekrahasuese. Përktheu:
Floresha Dado. Botim i dytë. Albas, Tiranë, 2006.
Aristoteli, Retorika, botim i eBooks@Adelaide, 2007.
Domi M.-Shkurtaj Gj., Pyetësor për mbledhjen e toponimisë shqiptare”,
Dialektologjia shqiptare”, V, Tiranë, 1987.
Eko Umberto, Si bëhet një punim diplome. Përktheu nga origjinali, Dr.Kristina Jorgaqi.
Botime “Përpjekja”. Tiranë, 1997.
Ismajli, Rexhep, Shumësia e tekstit, Prishtinë,1980.
Jashari A., Fjalor me shprehje të huazuara në gjuhën shqipe, Botimet Dudaj, Tiranë, 2007.
22
Memushaj Rami, Shqipja standarde, Tiranë, 2005.
Kostallari A., Gjuha letrare kombëtare shqipe dhe epoka jonë, (Referat),Tiranë 1984.
Kryeziu Bahtiar, Si të flasim dhe si të shkruajmë drejt, Prishtinë, 2006.
Leka F.- Podgorica F.- Hoxha S., Fjalor shpjegues i termave të letërsisë,Tiranë, 1972.
Lloshi Xh., Gjuha, stili dhe redaktimi në shtyp, Tiranë, 1977.
Lloshi Xh., Njohuri për stilistikën e gjuhës shqipe, Tiranë, 1987.
Lloshi Xh., Stilistika e gjuhës shqipe dhe pragmatika“ , Tiranë, 1999 dheSHBLU, 2001.
Mato Sulejman, Arti i të shkruarit, “Migjeni”, Tiranë,2002.
Petriti K., Në poetikën e Martin Camajt, Tiranë, 1997.
Petriti K.,Fjala poetike-kuti e Pandorës, Gobus R., 2008.
Shamiq Mid’had, Si shkruhet vepra shkencore, (E përktheu ngabosnjakishtja: Nexhat
Ibrahimi), Titulli i origjinalit: Kako nastajeaucno djelo, Svjetlost-Sarajevo, 1988, Botimi
dytë, Logos-A, 2009,Shkup, Prishtinë,Tiranë.
Methods of Teaching:
Lecture, Seminars
Assessment Methods:
Written examination by the end of the course
Language of Teaching:
Albanian
Course Title:
CRITICAL THINKING IN EDUCATION
Course Code:
TMK - A
Type of the course: Compulsory
Course level:
Advanced
Year of study:
1st
Semester:
1st
ECTS:
6
Course Load Work: Lectures + seminars 75 classes
Name of Lecturer: Prof. dr. Ali Jashari
Course Goals:
By the end of this course students should be able to:
- obtain knowledge on the method of critical thinking which is increasingly used in the
teaching process in our schools
- understand and interepret important problems such as the role of environment for the
development of critical thinking
- make use of the technique of questioning
- make use of free writing technique
- know how to use the techniques that develop critical thinking through writing and
reading processes
Course Contents:
The process of thinking, the environment of critical thinking
The risks of non- objective mind, subjective outlook
Critical thinking and writing
Perceptions, definitions and explanations on critical thinking
Philosophical bases of critical thinking
The process through which critical thinking is achieved
Explanation of the term “knowledge blast”
From obtaining information to reasoning
The environment for critical thinking development
Three-stage structure ERR through which critical thinking is developed
Teaching through brainstorming technique
Reading-in-pairs technique
23
Categorizing review
Pair and group discussion
The technique of questioning and assessment
Teacher as a model for children
From factual to high- level-of-thinking questions
Addressing encouraging questions
Critical writing and thinking
The process of writing and its components ( writer, environment, subject)
The stages critical thinking passes
Writing as a powerful tool for the development of critical thinking
Techniques that develop critical thinking in the process of writing
Processing and the analysis of writing process
Clustering and opportunities for application
Five verses, construction and its fruitful use
Other types of writing for critical thinking
Other twelve techniques used for critical thinking development during the processes of
reading and writing
Pair thinking and working, tell to the group, key words and terms
Advanced lecture and its aims
Brainstorming in groups, associating ideas
The process of re-questioning
Guidelines for studying process
Two-part diary, keep the last word fro me, learning logos
Graphic organizers and their application in the development of critical thinking
The analysis of semantic features
Tables of concepts, Venn diagram, cubes, practical applications
Basic Literature:
Jashari A. Për gjuhën shqipe dhe të menduarit kritik, Tiranë 2000
Jashari A. Lexo gjithçka, arsyes vendin e parë, përmbledhje artikujsh, AEDP, Tiranë, 1998
Metodologji për mësimdhënie të suksesshme, AEDP, Tiranë, 2001
Other References: Fuqia
Tiranë 2010
Methods of Teaching:
Assessment Methods:
Language of Teaching:
e të “Menduarit kritik” Lewis Vaughn dhe Cris Mac Donald,
Lecture, Seminars
Written examination by the end of the course
Albanian
Course Title:
CONTEMPORARY COMMUNICATION THEORIES
Course Code:
DRF
Type of the course: Compulsory
Course level:
advanced
Year of study:
1st
Semester:
1st
ECTS:
3
Course load work: 38 classes (lectures + seminars)
Name of lecturer: Albina Pajo
Course Goals:
By the end of this course students should be able to:
- Introduce the students to develop relationships and maintain them.
24
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Introduce students to issues such as public and communication group, the public
rhetoric, the ecology of the media and their role in social life.
- Introduce students to contemporary theories, chat communication, interpersonal
communication, constructivism, the theory of identification, etc.
- Familiarize students with the tasks and operation of a professional press office, as
well as for the main elements of mass communication, media, Internet etc.
Course Contents:
- Theories of communication and their research values.
- Definitions for communication
- Dimensions of communication
- The purpose of the communication models in communications research
- The concept of the theory and its species
- Theories as Nets / theories as lenses
- Theories as maps / Dimensions theory
- Nonscientific sources of knowledge in communication
- Intuition / tradition and experience
- Common sense and logic
- Thinking quantitative scientific perspective
- Interpersonal communication theories
- Social penetration theory / social exchange theory
- Relational Dialectics, integration and seclusion / expression and the lack of expression
- The theory of social information processing
- Face to face communication
- Verbal elements and extension in time
- Hyper-personal perspective
- Communication in your personal time / self-accomplishment prophecy
- Group communication theories
- What is systemic perspective?
- Relational interaction models
- The theory of group thinking / Cohesion group, overestimating
- The theory of constructivism
- The concept of constructivism communication / communication processes
- Message logic design / cognitive schemes, prototypes, stereotypes
- Theory of identifying topics
- What are the sources of identification?
- The principle of excellence / Theory of a violation of expectations
- Adaptation in communication theory
- Convergence and divergence
- The theory of social identity / modification objective and subjective
- The theme of the agenda-setting theory
- The original agenda, not what to think, but what to think
- The hypothesis of agenda setting
- The agenda of the media and public agenda: a narrow approach
- Subject to the uncertainty reduction theory
- Types of uncertainty (behavioral, cognitive) / axioms to reduce uncertainty
- Adaptation Strategies with some uncertainty / Searching for information
- Theory of persuasion
- Cognitive dissonance / most critical
- Selective Exposure
- The consent required
25
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Subject to different cultural models
What is individual and collective? / What does avoidance of uncertainty cause?
Gender differentiation / orientation in the short and long term
Language and gender topics
Theory of soundless groups
Feminist Glossary
Female Style
Basic Literature:
Em Griffin – “Një vështrim mbi teoritë e komunikimit”, (Wheaton College, VII)
Aristoteli – “Retorika”
Artan Fuga – “Media, Politika, Shoqëria”
Gilman Bakalli, leksione, Analize kritike e teorive te komunikimit, UET
Other References:
Judee Burgoon - Teoria e shkeljes së pritshmërive,
Jesse Delia, Brant Burleson & Jim Applegate – Konstruktivizmi,
Chuck Berger - Teoria e reduktimit të pasigurisë,
Joe Walther - Teoria e përpunimit të informacionit social,
Leslie Baxter - Dialektika e marrëdhënieve,
Randy Hirokawa - Perspektiva funksionale në marrjen e vendimeve në grup
Stan Deetz - Teoria kritike e komunikimit
Max McCombs - Teoria e përcaktimit të agjendës
Stella Ting-Toomey - Teoria e “fytyrës” në komunikim
Byron Reeves & Clifford Nass - Ekuacioni i medias
David Buller - Teoria e mashtrimit ndërpersonal
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Lecture, Seminars and practice classes
Written examination by the end of the course
Albanian
Course Title:
RESEARCH METHODS IN EDUCATION
Course Code:
-----------Type of the course: Compulsory
Course level:
Advanced
Year of study:
1st
Semester:
1st
ECTS:
6
Course Load Work: Lectures + seminars 75 classes
Name of Lecturer: Evionda Pylli
Course Goals:
By the end of this course students should be able to:
obtain knowledge on scientific research in social sciences
identify the research problem and draft on-going stages for research process
accomplishment
raise the awareness on the importance of research in each area and profession as a
process which increases information and helps in finding the ways for effective work
Course Contents:
Scientific research, traditional methods, the importance of research in scientific disciplines
and professions
26
The connection of research with theory and practice
Philosophical foundations of scientific research, terms definitions
The stages of research process, the elements of formulating a research problem
Conceptual, methodological and empirical stages
Research issues, defining the types of issues according to the level of knowledge
Reasoning, the stages of formulating a research problem
Article reviewing, defining the aim of reviewing, information organizing and editing,
Reference framework and the level of research
The research goal and hypotheses, verifying hypotheses
The plan of research, defining the goal of the research plan, the elements of the research plan,
research classifications and the levels of recognition
The nature of data, measurement of concepts, ways, degree and mistakes of measurements
Methods of research, characteristics of descriptive type, methods and analyses, correlative
type, hierarchic order of correlative plan
Studies on experimental type, pre-experimental planning
The sample, general concepts, size, probable and non-probable sample
Data collection, methods and habits of data collection, questionnaires, observations,
evidences, secondary sources of the data
Data analysis, features, statistical analyses, thematic analysis, speech analysis, content
analysis
The use of computer programs for data analysis, statistical analysis, SPSS use, data coding
Drawing conclusions, results presentation, interpretation, generalization, audience and clarity
Ethics in research, data privacy, endangered groups, illegal behavior, Nuremberg code,
plagiarism
Bibliography, rules of writing, reports and diploma theses
Basic Literature:
Gjergji Pendavinji, Metodologjia e kërkimit, Korcë 2002.
Gjergji Pendavinji, Projekti i kërkimit në shkencat sociale, Korcë, 1997.
Gjergji Pendavinji, Nga mbledhja e të dhënave tek analiza statistike e të dhënave, Korcë
2008.
Bob Matthews; Liz Ross, Metodat e hulumtimit, botim i CDE, Tiranë, 2010.
Other References: Research Methods in Education, Fifth edition, Louis Cohen, Laërence
Manion and Keith Morrison, London 2000.
Corbetta, P. (2003) Social Research: Theory, Methods and Techniques (Hulumtimet
shoqërore: teoritë, metodat dhe teknikat). London: Sage.
Kerlinger, F.N. (1970) Foundations of Educational Research (Bazat e hulumtimit në arsim),
New York: Holt, reinhart and Qwinston.
Pole, C. dhe lampard, R. (2002) Practical Social Investigation: Qualititative and Quantitative
Methods in Social Research (Hetimet praktike në fushat shoqërore: metodat cilësore dhe
sasiore në hulumtimet shoqërore), Harlow: Pearson Education.
Research Assessment Exercise (2008) Guidanace on Submissions (Annex B), gjendet në
http: //www.rae.ac.uk.pubs/2005/03/rae0305.doc (parë më 6 gusht 2009).
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Lecture, Seminars
Written examination by the end of the course
Albanian
27
Course Title:
STUDENTS’ ASSESSMENT
Course Code:
VN
Type of the course: Compulsory
Course level:
Base
Year of study:
II
Semester:
III
ECTS:
3
Course Load Work: Lectures 15 hours, seminars 23 hours
Name of Lecturer: Prof.as.dr. Aleksandra Piluri
Course Goals:
By the end of this course students should be able to:
- To acquire knowledge in the area of assessment by starting from the main concepts
related to measurement and assessment, the aims of measurement and assessment, the
history of developments in this field, the experience of advanced educational systems
and problems associated with the experience and the Albanian reality.
- To use right and strict criteria for an objective assessment of students.
Course Contents:
-
The understanding of measurement and assessment
The actual issues of assessment.
The history of development in the field of measurement and assessment.
Types of tests understanding for objective tests
Tests with alternative answers
Tests with combinations
Subjective tests with limited response
Preparation and the use of tools for observation.
Measurement and assessment procedures.
Basic Literature:
Nikoleta Mita “Vlerësimi në arsim” Tiranë 2009
Bardhyl Musai “Psikologji edukimi Tiranë 1999.
Psikologji Edukimi CDE 2011
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Lecture, Seminars and practice classes
Written examination by the end of the course
Albanian
Course Title: ALBANIAN LANGUAGE CURRICULUM IN PRIMARY EDUCATION
Course Code:
MAF-B-12
Type of the course: Compulsory
Course level:
Advanced
Year of study:
1st
Semester:
1st
ECTS:
9
Course Load Work: Lectures 80 classes, seminars 35 classes
Name of Lecturer: Olger Brame
Course Goals:
By the end of this course students should be able to:
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To argue the changes in the Albanian language curriculum of the classes 1-5,
highlighting strengths and resultant expectations.
To enable teachers be skillful in using teaching techniques and strategies
To deepen pre-service teachers’ mental processes related to language and its
acquisition.
To deepen their knowledge and competence related to the process of writing
To develop some professional skills related to communication as a continuous process
and its relation to the other skills (speaking, reading and writing).
To guide students / teachers toward successful teaching based on contemporary
criteria and strategies.
To prepare students / teachers to model teaching based on new strategies and
techniques
To recommend students / teachers various strategies for a successful teaching and
learning process.
Course Contents:

Albanian pedagogical thought concerning Albanian language teaching at school.

The Concept of subject curriculum. Basic education curriculum. Needs for review,
trends and conception

Levels of curriculum and their description

The object and structure of Albanian language study in primary education

Description of thematic competence

The demand for the implementation of the Albanian language program in

Standards of learning in language and communication fields.

Key competences for lifelong learning

The content and structure of the basic standards for the teacher of the primary
education

The program, plan and textbook of the Albanian language subject in classes 1-5

The objectives of the Albanian language subject in primary education

Integration and connection between language and literature and other subjects

Methodology of Albanian language teaching in classes 1-5

Assessment methods in Albanian language classes 1-5

Teaching and testing models in Albanian language classes 1-5

The Albanian language test in primary education
Basic Literature:
Zisi, I.Sina, Vlerësimi në ciklin fillor, IZHA & Save the Children, 2014
A.Kadiu, B.Rama, Teknika e recitimit, Tiranë, 2000
B.Musai, Metodologji e mësimdhënies, Tiranë, 2003
Marsh,Si të kuptojmë kurrikulumin, CDE, Tiranë,2014
E.Hoxholli, Diktimi dhe teknika e recitimit, Tiranë, 2007.
K. Koci, Probleme të mësimit të gjuhës shqipe, Tiranë, 1987
Korniza Kurrikulare e Republikës së Shqipërisë, MAS,Tiranë, 2014
Kurrikula dhe shkolla, Cikli fillor, IKS, Tiranë, Seritë e ndryshme
Kurrikula dhe shkolla, Gjuhë shqipe dhe lexim letrar ISP, Tiranë , Seritë e ndryshme
Kurrikulat Bërthamë 1-5, MAS, Tiranë, 2014
M.Gjokutaj , E.Dode, Didaktika e gjuhës shqipe, Tiranë, 2013
N. Gogaj, Zhvillimi i kapaciteteve komunikative në moshat 10-14 vjeç, Tiranë
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P.Karameta, Arsimi i gjeneratës tjetër, Sara, Tiranë, 2014
P.Muka, Metodat ndërvepruese të mësimit, IKT, Tiranë, 2008
Paketa kurrikulare e arsimit bazë, MAS, IZHA, Tiranë, 2014
Përmbajtja dhe struktura e standardeve bazë për mësuesin e gjuhës shqipe dhe letërsisë,
IZHA, Tiranë, 2010
Programet lëndore Cikli i Ulët. MASH, Tiranë, 2005; 2008, 2014
Programi lëndës “Gjuhë shqipe”, Fusha “Gjuhët dhe komunikimi”, MAS, Tiranë, 2014
Seria e “Revista Pedagogjike”, IZHA, Tiranë
Standardet e të nxënit dhe arritjeve I, IZHA, MASH, Tiranë, 2013
Tekstet alternative të nxënësve: 1-2-3-4-5.
Other References:
Kurrikula dhe shkolla, Gjuhë shqipe dhe lexim letrar, ISP, Tiranë (Seritë e ndryshme)
Kurrikula dhe shkolla, Cikli fillor, IKS, Tiranë,(Numrat e ndryshëm sipas serive)
Seria e “Revista Pedagogjike”, IZHA, Tiranë
Methods of Teaching:
Lecture, seminars and practice classes
Assessment Methods:
Written examination by the end of the course
Language of Teaching:
Albanian
Course Title:
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Load Work:
Name of Lecturer:
MATHEMATICS ACROSS THE CURRICULUM
AS
Compulsory
Upper-Intermediate
1st
1st
6
Lectures 15 classes, seminars 23 classes
Ilir Palla
Course Goals:
By the end of this course students should be able to:

To determine the content and the main directions of knowledge, skills, and attitudes.

To predict targets, adapted to the intelligence of the age.

To know the strategies and techniques of teacher student interaction.

To determine the time limits of teaching and to find the right tools for the
development of teaching.
Course Contents:
What does the mathematics curriculum in Primary Education consist of?
Analytical program, Methodology, Methods, Main components, Evaluation
The meaning of educational standards
Standards for teachers of primary schools
Development of student achievement targets
Educational objectives. Elements of objectives
Types of teaching goals. Demonstration.
Questioning
Teaching methods for learning vocabulary
Method of activation / concentration
The method of selection/organization
Suggestions to write objectives
The main methods in the teaching of mathematics
Analysis of semantic features
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Concept map
The graphic organizer of analogy
Discussion of ideas
Know- Want to know- Learned
Discussion to prior knowledge
Structuring of concepts
Learning exchanges (group of experts)
Rank - Group - Name
Directed reading
Methods of teaching to interactive reading
Keeping structured notes
Teaching methods to perfection writing
Free Scriptures
Table of concepts
The structure of mathematics at Primary Education
Evaluation of students in MCU
Assessment procedures
Basic Literature:
Bardhyl Musai “Metodologji e Mesimdhenies” (Methodology of Teaching)
Dr.Zenepe Shkoza “Metodika e Matematikes” (Methodology of Mathematics)
Alma Muharremi “Didaktika e Matematikes” (Didactics of Mathematics)
Other References:
Ministria e Arsimit dhe Shkences Instituti i Zhvillimit te Arsimit “Korniza kurrikulare e
arsimit parauniversitar” ( Ministry of Education and Science Institute of Educational
Development “Pre-university curriculum framework” )
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Course Title:
STUDIES
Lecture, Seminars and practice classes
Written examination by the end of the course
Albanian
TEACHING OF INTEGRATED ENVIRONMENTAL SOCIAL
Course Code:
MS ISM
Type of the course: Compulsory
Course level:
Upper-Intermediate
Year of study:
2nd
Semester:
3rd
ECTS:
3
Course Load Work: Lectures 15 classes, seminars 23 classes
Name of Lecturer: Florina Pazari
Course Goals:
By the end of this course students should be able to:
•
analyze and adopt methods that can be used in teaching to identify the relation
between the society with the environment.
•
acquire the way of individual work and the group organization of students for certain
topics such as human impact on vegetation and drying plants.
•
design questionnaires and surveys around the theme of sustainable development.
•
know the organization of excursions - the case of protected areas.
31
•
be able to realize projects that are related to studies of integrated society-environment
(air and water pollution, urban ecosystems and coastal ecosystems).
Course Contents:
Teaching methodology for the human impact on the environment
Developing human and cultural development stages
Use brainstorming (Brainstorming), cluster network discussion about natural resources etc.
The use of interactive data system - INSERT, I know, I want to know, I learnt and other
methods for the realization of meaning - in the case biodiversity of the planet earth
Individual and group work about the human impact on the vegetation and dry trees
Creation of projects on forest ecosystems and human impact on them
Creation and implementation of practical works - the case of medicinal plants
Development of excursions for protected areas
Development of projects in free classes about air and water pollution
Creation of questionnaires about sustainable development
Use of visual aids in connection with natural phenomena - the case of acid rain
Development and implementation of projects related to urban ecosystem
Development and implementation of projects related to coastal ecosystem
The methods that can be used in teaching on ecological collapse and overuse
Basic Literature:
Qendra për arsim demokratik, Mësimdhënia dhe të nxënit ndërveprues, Tiranë 2008.
Trëndafili G., Karaguni M., Metodika e gjeogrfisë, Shtëpia botuese “Erik”, Tiranë 2005.
Dollma M., Ekologjia Humane, Shtëpia botuese “Marin Barleti”, Tiranë, 2013.
Gerald G. Marten, Human Ecology: Basic Concepts for Sustainable Development, 2001.
Other References: Human Ecology: Folloëing Nature's Lead, Frederick Steiner
Introduction to Geography , Getis, Getis, Fellman
L.Vaughn& Ch. MacDonald “Fuqia e të menduarit kritik” CDE, Tiranë 2010, f 42- 46.
N. Cambron- McCabe, Timoty Lucas. B.Smithet, al. Instituti i StudimevePedagogjike,
“Shkollat e të Nxënit”, KRISTALINA- KH”, Tiranë, f.91-96.
Jeannie L. Steele, KurtisS.Meredith&Charles Temple, Udhëzues II, “Metoda për zhvillimin e
mendimit kritik”, 1998. F. 37- 39 & 96-97.
Ch. Temple, A.Crawford et al.”Strategjitë mësimdhënies dhe të nxënit për klasat
mendimtare” CDE, 2006. F. 10-31
Methods of Teaching:
Lecture, Seminars and practice classes
Assessment Methods:
Written examination by the end of the course
Language of Teaching:
Albanian
Course Title:
PROFILE
Course Code:
Type of the course:
Course level:
Year of study:
Semester:
ECTS:
Course Load Work:
PRACTICAL
THEORETICAL
MS ISM
Compulsory
Advanced
2nd
4th
3
Lectures 8 classes, seminars 30 classes
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TRAINING
FOR
MINOR
Name of Lecturer: Group of lecturers
Course Goals:
By the end of this course students should be able to:
- Identify and analyze the distributed terminology among classes.
- Assess the compatibility of the content of the curriculum texts with current
requirements as well as the material used by the teacher evaluation to measure the
academic and social achievements of pupils.
- To assess the linguistic expression by analyzing their level of clearness of expression,
according to the class the text is aimed at.
- To adopt modern teaching methods in the classroom conditions and the needs of
students.
Course Contents:
Curriculum
The distributed terminology among classes.
Is the employed terminology suitable for the student’s needs, their interests and capabilities.
The compatibility with the curriculum
The content
Language competence
Teaching instructions
Teacher’s support
The text
Does the text match the content and objectives of the curriculum?
Does it reinforce the learning acquisition (the critical thinking and the solution of the
problem) foreseen by the teachers and the schools?
The discrepancy between theory and practice.
The rehearsal of concepts about some topics within texts.
The concept overloading and the big amount of the new knowledge.
The presentation and design.
Which would the changes affecting the improvement of course books be?
Standards
Comprehensiveness
Competence development
The realization of lesson process is achieved in an integrated form.
The acquisition of the basic elements.
The development of the thinking abilities, in order to device and orient the solution to
problems.
The interaction between theoretical knowledge and practical problems.
Basic Literature:
Tekstet pëkatëse sipas lëndës dhe klasës
Programet lëndore
Standartet e të nxënit dhe arritjeve.
Methods of Teaching:
Lecture and practice classes
Assessment Methods:
Written examination by the end of the course
Language of Teaching:
Albanian
Course Title: COMMUNICATION AND INFORMATION TECHNOLOGY IN
EDUCATION
Course Code:
KTI - E
33
Type of the course: Compulsory
Year of study:
2nd
Semester:
2st
ECTS:
3
Course Work Load: Seminars 37 classes
Name of Lecturer: Vasilika Pojani; Lindita Kaҫani
Course Goals:
By the end of this course students should be able to:
- become aware of the necessity of using modern technology
- integrate technology into teaching
- practice the four main language skills –speaking, listening, writing and reading
- use computers as a source of information and classroom activities
- use technology for classroom tasks and performance
- have access to ready-made ELT materials
- use websites in English classes, know how to find and evaluate them, as well as
compile lesson plans by making use of the Internet
- use e-mail and chat in and outside English language classes for teaching and
individual preparation
- recognize and refer to additional sources such as: vocabularies, translation
programmes, encyclopedia for research and project work
Prerequisites:
Know how to use word processors
Course Content:
Technology in the classroom
Word processors in the classroom
Word processor for teachers; creating materials
Adding text box and check box to the form; adding a drop-down menu to the form
Word processors in the classroom
Using track changes
Word processing activities for learners
Using websites
ELT websites or authentic websites?
Using websites
Planning lessons using the Internet
Working with lower levels of language proficiency
Web teaching dos and don’ts
Internet-based project work
Basic projects
Internet-based simulations, Webquests creation
The benefits of email
Basic email skills; communication, technical skills
Using e-mail with learners out of class
How to use e-mail
Using email with learners during class
How to use chat
Chat in language teaching, types of chat, chat programs
Text or voice chat with learners
A sample text chat lesson plan
Blogs, wikis and podcasts
Social software
34
Blogs, wikis and Podcasts in language teaching
Online reference tools
Dictionaries and thesauruses
Translators for language analysis
Encyclopedias for research and project work
Basic Literature:
Gavin Dudeney & Nicky Hockly “How to teach English with technology”
Pearson Education Limited 2007; Essex England, CD-ROM
Other References:
Gavin Dudeney “The Internet and the Language Classroom” A Practical guide for teachers,
Cambridge Handbooks for Language Teachers, 2007
Gordon Lewis “Bringing technology into the classroom” Oxford University Press, 2009
Methods of Teaching:
Producing electronic materials, project work,
Assessment Methods:
Portfolio, power point presentations
Language of Teaching:
English, Albanian
Course Title:
SCHOOL PSYCHOLOGY
Course Code:
PE
Type of the course: Optional
Course level:
Base
Year of study:
1st
Semester:
1st
ECTS:
3
Course Work Load: 38 classes
Name of Lecturer: Arjan Kamburi
Course Goals:
By the end of this course students should be able to:
Describe some basic ideas about the field of educational psychology and Identify the
attitudes and skills of an effective teacher.
Define development and explain the main processes, periods, and issues in
development, as well as links between development and education
Identify the key features of language, the biological and environmental influences on
language, and the typical growth of child’s language.
Describe Erikson’s life-span development theory and explain these aspects of
children’s socio-emotional development: self-esteem, identity, moral development,
and coping with stress.
Discuss what intelligence is, how it is measured, theories of multiple intelligences, the
neuroscience of intelligence, and some controversies and issues about its use by
educators.
Describe learning and thinking styles.
Describe the various types of disabilities and disorders and define what gifted means
and discuss some approaches to teaching children who are gifted.
Define learning and describe five approaches to studying it.
Describe the information-processing approach and explain the concept of
metacognition.
Describe several types of thinking and ways that teachers can foster them and take a
systematic approach to problem solving.
Identify important forms of teacher- centered instruction and of learner –centered
instruction.
35
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Define motivation, and compare the behavioral, humanistic, cognitive, and social
perspectives on motivation. Discuss the important processes in motivation to achieve.
Discuss how to create a positive classroom environment and Identify some good
approaches to communication for both students and teachers.
Describe some types of alternative assessments and construct a sound approach to
grading.
Course Contents:
Exploring educational psychology; teaching art and science;
An overview of child development: exploring what development is, processes and
periods, cognitive developmental theories of Jean Piaget and Lev Vygotsky; identify
the key features of language and the typical growth of child’s language.
Socio-emotional development: Erikson’s life-span development theory; self-esteem,
identity, moral development and coping with stress.
Individual variation, what intelligence is: theories of multiple intelligences.
Learning and thinking styles: impulsive /reflective styles and deep/surface styles.
Various facets of gender, including similarities and differences in boys and girls;
gender issues in teaching.
Educational issues involving children with disabilities and children who are gifted.
What is learning: behavioral and social cognitive approaches.
The information processing approach: attention, memory, metacognition.
Complex cognitive processes: what is thinking, reasoning, critical and creative
thinking, decision making, steps in problem solving.
Motivational theories (behavioral, cognitive, humanistic): extrinsic and intrinsic
motivation, attribution, self-efficacy, goal-setting, planning and self-monitoring,
expectations, values and purpose
Objective driven lesson planning (Bloom’s taxonomy)
Teacher-centered lesson planning and instructional strategies
Learner-centered principles and instructional strategies.
Teaching, learning and technology
Managing the classroom and creating a positive environment for learning, being a
good communicator and dealing with problem behaviors.
Evaluating and grading learning through assessment and standardized testing
Basic Literature:
Woolfolk, A. (2011). Psikologji Edukimi (Educational Psychology). Tiranë:CDE
Other References:
Biehler F.R, Snowman.J, (2004). Psikologji e zbatuar në mësimdhënie.Tiranë: ISP.
Salkind, N. J., & Rasmussen, K. (2008). Encyclopedia of educational psychology. Thousand
Oaks, Calif: Sage Publications.
Methods of Teaching:
Assessment Methods:
Language of Teaching:
Lecture, Seminars and practice classes
Written examination by the end of the course
Albanian
Course Title:
Course Code:
Type of the course:
RESEARCH SEMINAR
MMF – B
Compulsory
36
Course level:
Advanced
Year of study:
2nd
Semester:
3rd
ECTS:
3
Course Work Load:
38 classes
Name of Lecturer: Dr. Benita Stavre
Course goals:
The course aims to:
provide support for the students with the process of designing a qualitative research
paper; it assist their focusing on the respective research graduation issue and helps
them handle challenging writing difficulties;
enhance the critical reading and evaluation ability for an academic research paper;
offer literature advice about the research steps and writing stages of a research paper,
as well as the basic principles of style that should be taken into consideration;
encourage the student to make safe choices on the research issues, to focus on the
argumentative topics, to enhance critical pair and group evaluation through fair class
debates and written evaluations;
to offer internet sites and literature sources in the form of practical and independent
work that aim to strengthen his analytical analysis of a research paper.
Course Contents:
Section I - Introduction to academic paper writing.
Designing your plan for writing. Setting your writing goals and anticipating and overturning
writing obstacles.
Starting your paper. Hammering your topic. Exploring library, bookshop and website
resources. Reading and understanding literature written about it.
Note-taking, skimming information, narrowing the focus of observation.
Choosing a topic outline or a sentence outline. Identify the major sections; divide headings
and subheadings.
Writing the first draft. Proofreading and editing.
Section II
Presentations of papers written on education topics. Writing a short summary of the paper
which includes the following issues:
What is the problem, why does the author find it interesting?
What specific claims does the paper make?
What evidence is offered to support them?
What questions do you have?
Your opinion of the quality of the writing
Class discussion on the findings
Section III
Paper writing, and presentation of the individual reviews of papers on teaching and learning
strategies, methods, tools, problems, etc.
Basic Literature: Wendy Laura Belcher. (2009)“Writing your Journal Article in 12 Weeks;
A Guide to Academic Publishing Success”, Princeton University
Phyllis Goldenberg (2005) “Writing a Research Paper; A Step-by-Step Approach”
Other References:
Hart, A.W. & Reinking, J.A (1998). Strategies for Successful Writing: A Rhetoric, Reader
and Handbook. New York
Boçe, E. (2004). Si tё Shkurajmё njё Punim Kёrkimor. Tiranё: CDE
37
Musai, B. (2007). Si tё Shkruajmё Ese: Paragrafёt, Pyetjet dhe Vlerёsimi. Tiranё: CDE
Nishku, M. (2004). Si tё Shkruajmё: Procesi dhe Shkrimet Funksionale. Tiranё: CDE
Raimes, A. (1993). Techniques in Teaching Writing. New York: Oxford American English
Methods of Teaching:
Discussion classes, oral presentations, written analysis
Assessment Methods:
Continuous assessment
Language of Teaching:
English
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