LOS8031 - Texts in Educational Contexts: Theoretical Perspectives & Analytical Approaches


Examination arrangement

Examination arrangement: Assignment
Grade: Passed/Failed

Evaluation form Weighting Duration Examination aids Grade deviation
Assignment 100/100 1 semesters

Course content

This is a course in research methods and analyses for PhD candidates with texts situated in various educational contexts as their object of research. The course aims to provide an overview over relevant approaches to texts in contexts, and to give the candidates practical training and experience in text analysis. Overarching perspectives from the humanities, such as the understanding and interpretation of texts in light of various social and cultural contexts, will form a background for the analytical work.

During the course, students will be introduced to various text theoretical perspectives and analytical methods that may help researchers from different academic backgrounds to approach the content, form and structure of a wide variety of text-based data. Thus, the course will also provide a good basis for different kinds of subject specific educational studies. Academic content will be introduced and illustrated through relevant examples from different strands of text studies. Discussions of various types of data and relevant analytical approaches will be central activities in the course, as will practical text analyses.

The course is based on a broad concept of text, which includes various modalities – e.g. written, oral and digital. Examples of relevant text material are:

- Student texts – from various school subjects and from students with different language and culture backgrounds
- Text responses – verbal and written, digital and paper-based
- Conversations/dialogues about different learning contexts in different subjects (e.g. assessment, guidance, planning, group and classroom conversations)
- Learning resources (e.g. textbooks, different types of online resources)
- Educational policy documents related to specific learning contexts
- Texts in different ways related to the field of education, such as children's and young people's leisure time texts and text-based forms of communication of various kinds (e.g. social media)

Candidates may also focus on texts in process, for example by studying students’ language and text development over time, or the development of texts through different stages of a writing process.

The course has a flexible design. The content and activities will be adapted to the candidates’ PhD projects and data. The course will be given in Norwegian, as it is expected that most of the participants’ data are collected within the Norwegian school system.

Learning outcome

- Knowledge on texts as an empirical basis for educational research
- Knowledge on different text analytical approaches
- Knowledge of analytic tools anchored in theories of language, text and communication

- Be able to use, discuss and evaluate different text analytical inputs
- Be able to conduct transparent analyses of different types of texts
- Be able to critically discuss the results of text analyses, also in light of educational policies

General competencies
- Have an in-depth knowledge of analyses and interpretation of texts
- Understand how to apply text analyses, both in teaching and learning contexts and in relevant societal contexts
- Have insight into how different theoretical and analytical approaches to texts can help to visualize strengths and weaknesses of teaching practices and learning contexts

Learning methods and activities

- Lectures
- Workshops based on examples from relevant research on education and from the students' own empirical work
- Text seminars with students presenting readings, and participating in discussions

Compulsory work
- Presentation of analyses based on students’ empirical evidence
- Presentations in workshops
- Selection and presentation of relevant literature adapted to students’ own project; annotations of readings

Compulsory assignments

  • 80 % attendance
  • Presentation - students' evidence
  • Presentation i workshop
  • annotations of readings

Specific conditions

Limited admission to classes.

Exam registration requires that class registration is approved in the same semester. Compulsory activities from previous semester may be approved by the department.

Required previous knowledge

Master's degree or equivalent. PhD students are ranked first upon admission.

The course will, be adapted to the candidates' PhD projects. To benefit fully from the course, the participants must have some relevant text material. However, they can be in an early stage of their PhD program.

Admission restrictions*: The course is limited to a of maximum 25 students, where 6 spots are reserved for applicants from other institutions affiliated with NorTED ( If there are less than 5 applicants, the Department of Teacher Education reserves the right to cancel the course.
* Applicants will be ranked based on the following criteria and deadline for applications can be found here:

More on the course

Version: 1
Credits:  5.0 SP
Study level: Doctoral degree level


Term no.: 1
Teaching semester:  AUTUMN 2020

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Teacher Education
Contact information
Course coordinator: Lecturer(s):

Department with academic responsibility
Department of Teacher Education



Examination arrangement: Assignment

Term Status code Evaluation form Weighting Examination aids Date Time Digital exam Room *
Autumn ORD Assignment 100/100 INSPERA
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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