Entry requirements

General entry requirements

Learning outcomes

On completion of the course, the student should have provided understanding and knowledge about

- theories and research on success in teachers’ leadership in the classroom

- communication about values, norms and teachers’ work with group dynamics and conflicts

- multilingualism and sociocultural processes in learning

- theories and documented experiences of teaching and positive school results in multicultural schools

- working with inclusion and children with special needs in the classroom

- comparative perspectives on research, traditions and practice in special needs education

- historical perspectives and changes in society as explanatory factors to the structures and systems of education

- the teaching profession seen in a historical frame of reference regarding recruitment, teacher education and working conditions

Content

The course is organised in four modules.

Module 1: Leadership in the classroom, 7.5 credits

• Central aspects of the teacher’s work such as rhetoric, communication, planning and arranging, evaluating and checking, prerequisites for motivation, plans for grouping and individualisation
• Research and theories with implications for teachers’ leadership, group dynamics, the formation of norms, different types of conflicts and offence
• Studies of oral and written communication with the purpose of firmly establishing common values with students and their parents
• Success in teachers’ leadership

Module 2: Language and culture in the classroom, 7.5 credits

• Bilingualism and second language learning
• Language socialisation and literacy
• Sociocultural processes in school and society
• Minority groups: teaching and learning with success in the multicultural classroom

Module 3: Swedish special needs education from a comparative perspective, 7.5 credits

• Swedish and foreign special educational traditions from a comparative perspective
• Comparisons of including and excluding placements
• Comparisons of measures and evaluation of measures such as action programmes

Module 4: The history of education, 7.5 credits

• The historical development of different forms of teaching and the current structures of educational systems in Western Europe.
• Social, gender-related and ethnical differences in a meritocratic educational system
• The significance of societal changes to explain various forms of education as well as their applications
• The historical development of the teacher with regard to the design of teacher education, teachers’ working conditions and the recruitment of teachers

Module 1: Leadership in the classroom, 7.5 credits

• Central aspects of the teacher’s work such as rhetoric, communication, planning and arranging, evaluating and checking, prerequisites for motivation, plans for grouping and individualisation
• Research and theories with implications for teachers’ leadership, group dynamics, the formation of norms, different types of conflicts and offence
• Studies of oral and written communication with the purpose of firmly establishing common values with students and their parents
• Success in teachers’ leadership

Module 2: Language and culture in the classroom, 7.5 credits

• Bilingualism and second language learning
• Language socialisation and literacy
• Sociocultural processes in school and society
• Minority groups: teaching and learning with success in the multicultural classroom

Module 3: Swedish special needs education from a comparative, 7.5 credits

• Swedish and foreign special educational traditions from a comparative perspective
• Comparisons of including and excluding placements
• Comparisons of measures and evaluation of measures such as action programmes

Module 4: The history of education, 7.5 credits

• The historical development of different forms of teaching and the current structures of educational systems in Western Europe.
• Social, gender-related and ethnical differences in a meritocratic educational system
• The significance of societal changes to explain various forms of education as well as their applications
• The historical development of the teacher with regard to the design of teacher education, teachers’ working conditions and the recruitment of teachers

Instruction

The teaching is organised as lectures, seminars, study visits and the reading of course literature.

Assessment

The examination will take the form of continuous assessment of active participation in seminars, the oral and written assignments that the participant is asked to complete within each module and/or an exam. Details of these and the grading criteria will be given at the commencement of the course.