Teaching Practice, 8 credits

Main field of study

Course level

Advancement level

Entry requirements

Previous teaching practice during at least 2 years of teacher education. Documented knowledge of English equivalent to Engelska B/Engelska 6. Exemption from Swedish 3/B.

Intended learning outcomes

After completing the course the student should

- have basic knowledge about Swedish school politics, the Swedish school system and school cultures
- be familiar with different teacher identities and leadership styles
- be able to describe and reflect on similarities and differences in different countries’ views on education and learning
- be able to plan, carry out and evaluate sequences of teaching in the curriculum
- be able to reflect on his/hers professional development as a teacher

Course content

The course offers a brief introduction to current political and pedagogical perspectives on education, teaching and learning. Research on teacher identities and leadership styles is presented and discussed. The course has a comparative approach where students are encouraged to share their knowledge and experiences in seminars and through group-work. The course comprises 20 days of teaching practice and field studies at a school or pre-school. Class-room observations, interviews and active participation in teaching and other school activities provide a framework for analysis of the issues presented in the course.

Teaching and working methods

Lectures, literature studies, seminars, field studies and teaching practice.

Examination

Final grade on the course is determined by the grade on the written examination.

A student may be compelled to interrupt education in the workplace prematurely and be given a fail grade if there is a palpable risk that the student, as a result of serious impropriety, risks harming a person in the operations, such as a pupil, patient or equivalent. The student may not return to participate in the education in the workplace until the examiner has determined and confirmed that the student has the knowledge and skills required such that the risk of harm to another person does not arise. A student has the right to a maximum of two such episodes.

Education in the workplace requires work equivalent of about 40 hours per week for a full-time student. On the condition that sufficient grounds for assessment of the performance of a student during education in the workplace relative to the objectives of the course are available, a grade may be set even if the student has been partially absent from the education in the workplace or has interrupted it prematurely.

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

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.

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