Opća i posebne didaktike: suvremene didaktičke teorije i praksa
Milan Matijević
Katedra za pedagogiju i didaktiku,  Učiteljski fakultet Sveučilišta u Zagrebu

Sažetak
U  Hrvatskoj na svim nastavničkim fakultetima svi budući nastavnici moraju tijekom studija imati različite kolegije iz područja pedagogije, psihologije, metodike i drugih obrazovnih znanosti. Svi ti kolegiji moraju biti u funkciji stjecanja pedagoške kompetencije kako se u školskim zakonima naziva skup kompetencija koje omogućuju zapošljavanje u školama. 60 ECTS je jedna godina studija, odnosno jedna petinac jelovitog studija na nastavničkom fakultetu. Od 60 ECTS bodova na opću didaktiku otpada otprilike 5 – 8 ECTS, a na specijalnu didaktiku (metodiku) od jedne petine do jedne trećine ukupne sume ECTS. Oni stručnjaci koji završe nenastavničke fakultete, a požele se zaposliti u strukovnim školama i poučavati neke strukovne predmete moraju na sveučilištu nakon petogodišnjeg studija upisati jednogodišnji studij (60 ECTS) od kojih opća i specijalna didaktika obuhvaćaju jednu trećinu bodova. Na tržištu didaktičke literature u Hrvatskoj u proteklih četvrt stoljeća mogu se proučavati djela hrvatskih autora, ali i prijevodi stranih autora, prije svega literature koja je prevođena s njemačkog i engleskog jezika. U didaktičkoj literaturi nalaze se najrazličitije didaktičke teorije i paradigme, što se odražava na velik nered i mnogo nesporazuma u nastavnoj praksi. Nastavnici metodika (specijalnih didaktika) teško prepoznaju utjecaje didaktičkih paradigmi i teorija ruskih autora Danilova, Jesipova, Gončarova i Gruzdjeva, zatim hrvatskih autora Poljaka i Šimleše, drugih didaktičara s područja bivše Jugoslavije (npr. Prodanovića, Krnete, Filipovića, Mandića i dr.) te najnovijih predstavnika konstruktivističke i kurikulumske teorije nastave. Te nesporazume pojačavaju autori metodičke literature koji ne prate najnovije znanstvene teorije, već su još uvijek na pozicijama didaktike nastave usmjerene na nastavnika, a daleko od konstruktivističke didaktike odnosno didaktike nastave usmjerene na učenika. I pedagoška dokumentacija (pisane priprave za nastavni sat, godišnji i operativni planovi itd.) su pozicionirane na davno prevladanoj terminologiji i teorijskim pozicijama od prije pedeset ili stotinu godina.
Ključne riječi: opća didaktika, specijalne didaktike, didaktičke teorije, konstruktivistička didaktika, kurikulumska didaktika

General and specialised didactics in teacher training study programmes and in practice teaching
Milan Matijević
Faculty of teacher education University of Zagreb, Savska c. 77, 10000 Zagreb, Croatia

Abstract
At all faculties of teacher education training in Croatia, all pre-service teachers must attend different subjects in the field of pedagogy, psychology, methodology and other educational sciences during their studies. All these subjects must aim towards the acquisition of pedagogical competences, as the group of competences that allow for employment in schools designated according to school laws. A year of study corresponds to 60 ECTS, or one fifth of the entire study programme at a faculty of teacher education. Out of 60 ECTS, an average of 5-8 ECTS relate to general didactics, and from one fifth to one third of the total sum of ECTS relate to specialised didactics. Those experts who complete university studies at other faculties that are not teacher education faculties, and wish to work in vocational schools and teach some vocational subjects, are obligated to, after their five-year study, enrol in a one-year study (60 ECTS) out of which general and specialist didactics constitute one third of ECTS. The market of didactic literature in Croatia in the last quarter of a century allows for the study of the works of Croatian authors, as well as of translations of foreign authors, primarily literature translated from German and English. Didactics literature contains various didactic theories and paradigms, which sometimes result in great chaos and an abundance of misunderstanding in teaching practice. Teachers of methodology (specialist in didactics) often have difficulties in recognising the influences of didactic paradigms and theories of the Russian authors Danilov, Osipov, Goncharov and Gruzdev, and of the Croatian authors Poljak and Šimleša, as well as of other didacticians from the territory of ex-Yugoslavia (such as Prodanović, Krneta, Filipović, Mandić, etc.), and the newest representatives of constructivist and curricular teaching theory. These misunderstandings are compounded by authors of methodology literature who do not follow the newest scientific theories, but are still advocating the positions of teacher-centred teaching didactics, and are a long way removed from constructivist didactics that favour student-centred teaching. Pedagogical documentation (written preparations for classes, annual and operational plans, etc.) is also founded on long-obsolete terminology and on theoretical positions of fifty or a hundred years ago.
Key words: general didactics, specialist didactics, didactic theories, constructivist didactics,curriculum didactics