Development of Vocational Education and Training (VET) and Evaluation, 7.5 credits (976G07)

Utveckling av yrkesutbildning och utvärdering, 7.5 hp

Main field of study

Didactics

Level

First cycle

Course type

Programme course

Examiner

Karolina Muhrman

Course coordinator

Karolina Muhrman

Director of studies or equivalent

Sofia Nyström
Course offered for Semester Weeks Language Campus VOF
L7VA2 VAL II - Professional Qualification Course for Teachers 1 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 2 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 3 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 4 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 5 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 6 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 7 (Spring 2020) v202004-202023 Swedish Linköping v
L7VA2 VAL II - Professional Qualification Course for Teachers 8 (Spring 2020) v202004-202023 Swedish Linköping v

Main field of study

Didactics

Course level

First cycle

Advancement level

G2X

Course offered for

  • VAL II - Professional Qualification Course for Teachers

Examination

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.

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, VG

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

Books

Blossing, U., (2008) Kompetens för samspelande skolor – Om skolorganisationer och skolförbättring Lund: Studentlitteratur (150 s.)
Carlström, I. & Carlström Hagman, L-P., (2006) Metodik för utvecklingsarbete och utvärdering Lund: Studentlitteratur
Håkansson, J. & Sundberg, D, (2016) Utmärkt skolutveckling Stockholm: Natur och Kultur (312 s.)
Håkansson, J. & Sundberg, D, (2012) Utmärkt undervisning Stockholm: Natur och Kultur (306 s.)

Articles

Blossing, U, Förändringsagenter för skolutveckling: Roller och implementeringsprocess (2013) Pedagogisk forskning i Sverige 18:3 – 4, 153 – 174
Carlgren, I, Lärarna i kunskapssamhället (artikel publicerad på Lärarnas historias hemsida, okänt årtal). (13 s.)

http://www.lararnashistoria.se/sites/www.lararnashistoria.se/files/artiklar/L%C3%A4rarna%20i%20kunskapssamh%C3%A4llet_0.pdf

Carlgren, I, The learning study as an approach for ”clinical” subject matter didactic research (2012) International Journal for Lesson and Learning Studies Vol. 1 No. 2, 126 – 139 (13 s.)
Eklund, S. (red.), Lärare som praktiker och forskare (2011) Stockholm: Stiftelsen SAF och Lärarförbundet (79 s)

http://www.forskul.se/ffiles/0040C3F0/Ful5.pdf

Giota, J., Skoleffekter på elevers motivation och utveckling (2012) Pedagogisk forskning i Sverige 7:4, s. 279 – 305
Lundgren, M. & von Schantz Lundgren, I., Lesson study & Learning study – Metoder för att utveckla yrkeslärares undervisning? (2011) Nordic Journal of Vocational Education and Training Vol. 1 No. 1 2011
RFR10 (2012/13)., Hur kan ny kunskap komma till bättre användning i skolan. Rapport från riksdagen del 1 (97 s.)

http://www.riksdagen.se/sv/Dokument-Lagar/Utredningar/Rapporter-fran-riksdagen/Hur-kan-ny-kunskap-komma-till-_H00WRFR10/

Roth, W-M. & Tobin, K., Coteaching: From praxis to theory (2004) Teachers and Teaching: Theory and Practice 10:2, 161 – 179 (18 s.)

Other

PRO1 Project U, G, VG 5 credits
STN3 Written Exam U, G, VG 2 credits
OPPO Review U, G 0.5 credits

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