Teaching and Learning, 7.5 credits

Aims and objectives

General aims for first cycle education

First-cycle courses and study programmes shall develop:

• the ability of students to make independent and critical assessments
• the ability of students to identify, formulate and solve problems autonomously, and
• the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

• gather and interpret information at a scholarly level
• stay abreast of the development of knowledge, and
• communicate their knowledge to others, including those who lack specialist knowledge in the field.

(Higher Education Act, Chapter 1, Section 8)

Course objectives

Knowledge and Understanding
After completed studies, the student should show knowledge about

• different theories on teaching and learning, and
• conceptions of the aims and organization of teaching in different social, cultural and historical contexts.

Competence and Skills
After completed studies, the student should be able to

• analyse the correlation between theories of teaching and learning, and the possibilities and challenges facing education, and
• compare different conceptions of the aims and organization of education and consider their possible implications for the practice of teaching and learning.

Judgement and Approach
After completed studies, the student should be able to

• critically reflect on the role of education against the backdrop of shifting social and cultural contexts.

Main content of the course

The course focuses on teaching and learning as complex phenomena in educational theory, policy and practice. What does it mean to learn? How can teaching promote learning? How is education organized in different social and cultural contexts? These questions are examined throughout the course. As such, the course offers an opportunity to examine different ways of understanding education and possible implication for the practice of teaching and learning.

Teaching methods

Teaching may be conducted in the form of lectures, seminars, assignments, web-based discussions and workshops.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Examination methods

Perspectives on Teaching and Learning, 7.5 credits (Code: A001)
Take-home exam.

Compulsory Components (Code: A002)
Compulsory components in the form of participation in seminars.

For students with a documented disability, the university may approve applications for adapted or other forms of examinations.

For further information, see the university's local examination regulations (in Swedish).

Comments on examination methods

Examination deadline
If the deadline for the examination is exceeded, the examiner will decide how the examination should be conducted and, when applicable, set the timeframe for it.

Absence from compulsory components of the course
Upon absence from compulsory components, the university's general rules for re-examination apply. If there are special reasons to deviate from the time frame, the examiner decides when the compulsory component should be carried out. However, the examiner can decide that a make-up assignment should be given.

Grades

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may prescribe which grading system shall apply. The grade is to be determined by a teacher specifically appointed by the university (an examiner).

According to regulations on grading systems for first- and second-cycle education (vice-chancellor's decision 2019-01-15, ORU 2019/00107), one of the following grades is to be used: fail, pass, or pass with distinction. The vice-chancellor or a person appointed by the vice-chancellor may decide on exceptions from this provision for a specific course, if there are special reasons.

Grades used on course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Perspectives on Teaching and Learning
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components
Grades used are Participated (DT).

For further information, see the university's local examination regulations (in Swedish).

Comments on grades

On 13 November 2018, the Vice Chancellor admitted an exception from the U-G-VG grading
scale in favour of the A-F grading scale. From the autumn semester 2019, the A-F grading scale
may be applied on international courses and study programmes (ORU 2018/06084).

Examinations using participated (DT) are not included in the final course grade.
However, Participated (DT) are required for a passing grade to be awarded for the full course.

Specific entry requirements

General entry requirements.

For further information, see the university's admission regulations (in Swedish).

Transfer of credits for previous studies

Students who have previously completed higher education or other activities are, in accordance with the Higher Education Ordinance, entitled to have these credited towards the current programme, providing that the previous studies or activities meet certain criteria.

For further information, see the university's local credit transfer regulations (in Swedish).

Other provisions

The course is given in English.

Transitional provisions

Should the course undergo changes to such an extent that it is not possible to examine the student in accordance with this course syllabus, opportunities for special examination sessions will be provided in accordance with the university's local guidelines. If this occurs, the university will inform the students involved.

Reading list and other teaching materials

Required Reading

McCowan, Tristan (2010)
Reframing the universal right to education. Comperative Education, (46), 4, pp. 509-525

Pritchard, Alan (2014)
Ways of learning: learning theories and learning styles in the classroom. 3. ed.
London: Routledge

Smith, Sandra (2014)
Introducing Freire
New York: Routledge

The Swedish National Agency for Education (2015)
An assessment of the situation in the swedish school system
Stockholm: Skolverket

The Swedish National Agency for Education (2011)
Curriculum for the compulsory school, preschool class and the leisure-time centre
(www.skolverket.se)

The Swedish National Agency for Education (2010)
Curriculum for the Preschool, Lpfö 98
(www.skolverket.se)

The Swedish National Agency for Education (2011)
Curriculum for the upper secondary school
(www.skolverket.se)

The Swedish National Agency for Education (2016)
Participation for learning
Stockholm: Skolverket

Additions and Comments on the Reading List
Additional litterature of about 50 pages. Students select from the following articles:

• Álvaro Choi & John Jerrim (2016). The use (and misuse) of PISA in guiding policy reform: the case of Spain. Comparative Education, 52(2), pp. 230-245.
• Anders Jonsson, Christian Lundahl & Anders Holmgren (2015). Evaluating a large-scale implementation of Assessment for Learning in Sweden, Assessment in Education: Principles, Policy & Practice, 22 (1), pp. 104-121
• Simola, hannu (2005). The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4) .pp. 455-470.
• Zubeida Desai (2016). Learning through the medium of English in multilingual South Africa: enabling or disabling learners from low income contexts? Comparative Education, 52 (3), pp. 343-358