Teaching and Learning, 7.5 credits

Learning outcomes

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

• 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.

Content

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.

Examinations and grades

Perspectives on Teaching and Learning, 7.5 credits (Code: A001)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components (Code: A002)
Grades used are Participated (DT).

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 determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

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

Comments on grades

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.

Modes of assessment

Perspectives on Teaching and Learning, 7,5 credits (Code: A001)
Written examination.

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

Comments on modes of assessment
Examination deadline
An examination shall be carried out at the time decided by the university. If an examination, which involves that the student can do the assignment in another place than in the university's premises (for example take-home examination), can not be submitted on time, the examiner decides how the examination shall be handled.

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.

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

For further information, see the university's local examination regulations.

Specific entry requirements

General entry requirements for university studies.

For further information, see the university's admission regulations.

Other provisions

The course is given in English.

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.

Reading list and other learning resources

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" i 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" i 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" i 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?" i Comparative Education, 52 (3), pp. 343-358