Chair of Pedagogy and Didactics

Head of the Chair

Deputy Head of the Chair

The Chair of Pedagogy and Didactics was established on 20 March 2007 by a resolution of the Faculty Council of the Faculty of Teacher Education at the University of Zagreb. Professor Mile Silov, PhD, served as the inaugural Head of the Chair until 1 October 2008, succeeded by Professor Milan Matijević, PhD (1 October 2008 – 1 October 2011). Subsequently, Professor Vlatka Domović, PhD, held the position from 2011, with Professor Dejana Bouillet, PhD, elected to lead the Chair in 2015.

Chair members contribute to the delivery of degree programmes across all departments within the Faculty of Teacher Education – namely the Department of Primary Teacher Education, the Department of Preschool Education, and the Department of Educational Studies. Consequently, the courses designed and delivered by the Chair’s teaching staff foster pedagogical and didactical competencies among all students at the Faculty of Teacher Education, specifically those enrolled in the Integrated Undergraduate and Graduate Primary Teacher Education programmes (Programmes 835 and 903) and the University Undergraduate program in Early Childhood and Preschool Education. Furthermore, the Chair members provide pedagogical and didactic training to students from other teacher-training faculties at the University of Zagreb and deliver specialised certification programs that impart teaching competencies to non-teaching degree graduates. Members of the Chair also contribute to the delivery of the “Early Childhood and Compulsory Education” doctoral programme and the international joint Master’s program “Management and Counselling in European Education”.

Across these programs, the Chair’s members deliver more than 40 courses. These courses directly enhance the core pedagogical and didactical competencies of preschool, primary, and secondary school teachers. They enable students to comprehend, critically evaluate, and implement contemporary educational concepts, models, and strategies within diverse learning environments. These concepts are anchored in evidence-based assessments of children’s needs, abilities, and interests, as well as a rigorous theoretical conceptualisation of educational aims, processes, and outcomes in contemporary society. This broad educational provision relies heavily on collaboration with numerous external associates, including distinguished professionals, school teachers, and preschool teachers, who share their extensive practical expertise with the student body.

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Teaching Staff