Mentoring in Preschool and Teacher Education, 7.5 credits

Handledning inom förskole- och lärarutbildning, 7.5 hp

911G66

Main field of study

Didactics

Course level

First cycle

Course type

Single subject course

Examiner

Cecilia Sveider

Course coordinator

Cecilia Sveider, Magnus Jansson

Director of studies or equivalent

Margareta Engvall

Contact

ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
Single subject course (One-eight-time, Afternoon-time) Spring 2020 202004-202103 Swedish Linköping, Valla

Main field of study

Didactics

Course level

First cycle

Advancement level

G1X

Examination

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

The following applies to courses that include a compulsory component:

  • If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

Grades

Two-grade scale, U, G

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för beteendevetenskap och lärande
Code Name Scope Grading scale
OBL1 Mandatory part 0 credits D
SRE5 Written presentation 2.5 credits U, G
SRE6 Written presentation 2.5 credits U, G
SRE4 Written presentation 2.5 credits U, G
Obligatorisk litteratur Birnik, H. (2010). Handledande samtal. Lund: Studentlitteratur Boo, S., Forslund Frykedal, K. & Thorsten, A. (2017). Att anpassa undervisning: till individ och grupp i klassrummet. Stockholm: Natur & Kultur Akademiska. I kursen ingår enbart kapitel 8 Att hantera dilemman. Colnerud, G. & Samuelsson, M. (2015) Dilemma eller evidens? Hur tänker lärarstudenter kring klassrumsledarskap? Venue. https://old.liu.se/uv/lararrummet/venue/dilemma-eller-evidens-hur-tanker-lararstudenter-kring-klassrumsledarskap?l=sv Emsheimer, P. & Göhl, I. (2014). Handledning i lärarutbildning: Att utforska undervisningssituationer. Lund: Studentlitteratur. Florin Sädbom, R., Bäcklund, J., Anderström, H & Manderstedt, L. (2019). En skenbar tydlighet? En studie om VFU-handledares och lärarstudenters beskrivningar av hur bedömningsmatrisen används i handledningssamtal. Högre utbildning. Vol. 9. Nr. 1. s. 48-60. Gardesten, J. & Hegender, H. (2015). Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng. Utbildning och Lärande / Education and Learning. 9. s. 68-85. Gerrevall, P. (2017). Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens Stockholm: Natur och Kultur. s. 107-136, s. 151-170, s. 190-258, s. 261-272. Hegender, H. (2007). Lärarutbildningens kunskapsmål för verksamhetsförlagd utbildning: Ett ”mischmasch” av teori och praktik. Pedagogisk Forskning I Sverige. ÅRG 12. NR 3. s. 194-207. Hultman, G., Wedin, A-S. & Schoultz, J. (2012). Lärandet och hur det synliggörs under lärarutbildningens praktikperioder: Handledning och överförande av yrkeskunnande, Didaktisk tidskrift, 22(2), pp. 335-358. http://liu.diva-portal.org/smash/get/diva2:528177/FULLTEXT01.pdf Lindqvist, H., Weurlander, M., Wernerson, A. & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64. pp. 270-279. Övrig litteratur Rajuan, M., Beijaard, D. & Verloop, N. (2008). What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships. The New Educator, 4:133-151.

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