Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Educational Sciences 5, Social Relations and Teacher Leadership, 7.5 credits
Utbildningsvetenskaplig kärna 5, Sociala relationer och lärares ledarskap, 7.5 hp
972G22
Main field of study
DidacticsCourse level
First cycleCourse type
Programme courseExaminer
Layal WiltgrenCourse coordinator
Layal WiltgrenDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1GF3 | Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory School (Campus Linköping) | 6 (Spring 2020) | 202014-202018 | Swedish | Linköping, Valla | C |
| L1GF3 | Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory School (Campus Norrköping) | 6 (Spring 2020) | 202014-202018 | Swedish | Norrköping, Norrköping | C |
Main field of study
DidacticsCourse level
First cycleAdvancement level
G2XCourse offered for
- Primary School Teacher Programme with a specialisation in Teaching in Early Years Classes and Grades 1-3 of the Compulsory School
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
Three-grade scale, U, G, VGOther 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 |
|---|---|---|---|
| STN2 | Written exam | 7.5 credits | U, G, VG |
| OBL1 | Mandatory part | 0 credits | D |
Books
Aspelin, Jonas, (2015) Inga prestationer utan relationer : studier för pedagogisk socialpsykologi 1. uppl. Malmö Gleerups, 2015
ISBN: 9789140688453
Brottsförebyggande rådet, Brå, (2009) Effekter av anti-mobbningsprogram - vad säger forskningen?
Epstein, Michael, Atkins, Marc, Cullinan, Douglas, Kutash, Krista, Weaver, Robin, Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance, (2008) Reducing Behavior Problems in the Elementary School Classroom. IES Practice Guide. NCEE 2008-012
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/behavior_pg_092308.pdf
Hakvoort, Ilse, Friberg, Birgitta, (2015) Konflikthantering i professionellt lärarskap 3., [uppdaterade och utökade] uppl. Malmö : Gleerups, 2015
ISBN: 9789140691675
Thornberg, Robert, (2013) Det sociala livet i skolan : socialpsykologi för lärare 2. uppl. Stockholm : Liber, 2013
ISBN: 9789147105434
Articles
Colnerud, Gunnel, Ethical conflicts in teaching Teaching and Teacher Education. Vol 13, 1997, sid 627-635.
https://www.sciencedirect.com/science/article/pii/S0742051X97800054
Covell, Katherine., McNeil, Justin K., & Howe, R. Brian, Reducing teacher burnout by increasing student engagement. School Psychology International. Vol 30, 2009, sid 282-290.
http://journals.sagepub.com/doi/pdf/10.1177/0143034309106496
Gehlback, Hunter, The social side of school: Why teachers need social psychology Educational Psychology Review Vol 22, 2010, sid 349-362.
Jennings, Paticia. A., & Greenberg, Mark. T., The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes Review of Educational Research. Vol 79, 2009, sid 491–525.
http://journals.sagepub.com/doi/abs/10.3102/0034654308325693
Samuelsson, Marcus, Colnerud, Gunnel, Student Teachers’ Perceptions Regarding the Challenges of Leadership
Slonje, Robert, Smith, Peter, K., Frisén, Ann, The nature of cyberbullying, and strategies for prevention Computers in Human Behavior. Vol 29, 2013, sid 26–32.
https://www.sciencedirect.com/science/article/pii/S0747563212002154
Swearer, Susan, Doll, Beth, Bullying in Schools Journal of Emotional Abuse. Vol 2:2-3, 2001, sid 7-23.
Thapa, Amrit, Cohen, Jonathan, Guffey, Shawn, A review of school climate research Review of Educational Research. Vol 83, 2013, sid 357-385.
http://journals.sagepub.com/doi/abs/10.3102/0034654313483907
Wubbels, Theo, An international perspective on classroom management: what should prospective teachers learn? Teaching Education. Vol 22, 2011, sid 113-131.
https://www.tandfonline.com/doi/abs/10.1080/10476210.2011.567838
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it.
| Name | File name | Description |
|---|---|---|
| Studiehandledning UK5 F-3 2020 | Studiehandledning UK5 F-3 2020.pdf |