Course syllabus

Experiencing Swedish Preschool and School, 7.5 credits

Course code: PE028G Credits: 7.5
Main field of study: Education Progression: GXX
    Last revised: 13/09/2019
Education cycle: First cycle Approved by: Head of school
Established: 04/12/2018 Reading list approved: 13/09/2019
Valid from: Spring semester 2020 Revision: 1

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 have knowledge of

  • the relationship between teacher knowledge and the practice of teaching, and
  • conceptions of teachers' professional judgement.

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

  • analyze teaching from a praxis-oriented perspective,
  • plan, conduct and present an empirical study, and
  • plan, conduct and present an educational activity in teaching placement.

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

  • reflect on personal experience of teaching in relation to the central concepts of the course, and
  • reflect on the value of teacher knowledge against the back drop of shifting educational contexts.

Main content of the course

The course has a focus on the art of teaching and its core is made up of 15 days of teaching placement in a Swedish preschool or school. The course departs from a praxis-oriented perspective and sets out to explore the close-knit relation between theory and practice. Through teaching placement in a preschool or school the students will have the opportunity to gain experience of education and teaching through several different activities such as observation, planning and conducting educational activities and also by conducting a minor field study in the form of an interview with a teacher.

Teaching methods

Teaching may be conducted in the form of lectures, seminars, workshops, web-based discussions and 15 days of teaching placement.

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

Reflections on Teaching Activity, 3 credits (Code: A001)
An oral presentation.

Analysis of Field Study, 4.5 credits (Code: A002)
Completed work placement studies and an individually written paper that will be discussed at a seminar.

Compulsory Components (Code: A003)
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.

Absence from teaching placement
Upon absence from teaching placement the student shall, in consultation with the teacher/team of the teaching placement, compensate for this absence within the time frame of the course.

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).

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

Analysis of Field Study
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).

To pass the whole course, at least the grade E is required for each examination.
The letter grades A-E will be converted to numbers 5-1 and combined to an average grade,
where the number of credits for each examination also are taken into account. A weighted
average grade of the course modules will thus be reported for the whole course.

Grade A is reported if the grade average is at least 4.5.
Grade B is reported if the grade average is at least 3.5 but less than 4.5.
Grade C is reported if the grade average is at least 2.5 but less than 3.5.
Grade D is reported if the grade average is at least 1.5 but less than 2.5.
Grade E is reported if the grade average is less than 1.5.

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

A minimum of 30 credits from a teacher education program.

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 accepts a maximum of 30 students.

Prior to the commencement of work placement studies the student shall present an extract from the criminal record to the head of the school where he/she is placed.

Work placement studies are completed within the framework of the union agreement for weekly full time employment.

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

Adoniou, Misty (2015)
Teacher Knowledge: a Complex Tapestry
Asia-Pasific Journal of Teacher Education (43) 2, pp. 99-116

Biesta, Gert (2015)
What is Education for? On Good Education, Teacher Judgement, and Educational Proffessionalism
European Journal of Education (50) 1, pp. 75-87

Frelin, Anneli (2014)
Professionally present – highlighting the temporal aspect of teachers’ professional judgment, Teacher Development, 18:2

Frelin, Anneli (2010)
Teachers' relational practices and professionality
Diss. Uppsala : Uppsala universitet, 2010

Kemp, Peter (2006)
Mimesis in Educational Hermeneutics
Educational Philosophy and Theory (38) 2, sid. 170-184

Pritchard, Alan (2017)
Ways of learning: learning theories and learning styles in the classroom
London: Routledge.

Additional Reading

Kvale, Steinar (1996)
An Introduction to Qualitative Research Interviewing
Thousand Oaks, CA: Sage

Rabionet, Silvia. E (2011)
"How I learned to design and conduct semi-structures interviews. An ongoing and continuous journey" i The Qualitative Report (16)2

Seidman, Irving (1998)
"Interviewing as Qualitative Research. A Guide for Researchers" i Education and the Social Sciences
New York: Techers Collage Press

Wenger, Etienne (1998)
Communities of practice: learning, meaning, and identity
Cambridge: Cambridge University Press

Additions and Comments on the Reading List
Scientific texts are to be chosen in consultation with the teacher, 100 pages.