The first doctoral students were admitted in 2006. The programme is organised in close cooperation with the teacher training programme. This means that the thesis projects are relevant to the school system and teacher training, and that doctoral students during their education are given the opportunity to teach on the teacher training programme.
The pedagogic practices research field is characterised by a multidisciplinary and practice-based approach. This also shows in the doctoral studies which have a wide scientific basis, both regarding theory and practice. It allows each doctoral student to develop and design their own research profile in the field. There are currently two main fields. The first is normality and identity in preschools and schools. The second is ICT and learning in preschools and schools.
There are two possible advanced degrees in pedagogic practices. A licentiate degree consists of 120 higher education credits, of which 60 credits are course credits and 60 credits are in the form of a scientific paper. A doctoral degree consists of 240 higher education credits, of which 90 credits are course credits and 150 credits are in the form of thesis work.
The course portion of the programme is intended to give doctoral students a shared foundation in the research field of pedagogic practices, and to provide support and in-depth knowledge in the individual thesis work. In addition to individual doctoral studies, a doctoral studentship can consist of 20% departmental duties, mainly consisting of teaching on the teacher training programme. This means that the doctoral programme normally comprises 5 years of full-time work. Through the doctoral programme in pedagogic practices, the student attains a degree which prepares them for both research and teaching within academia, schools, and other contexts related to teaching and learning.
Doctoral study course
Applications and questions can be sent to Maria Simonsson, email@example.com