Examination arrangement

Course content

‘Pedagogy and pupil knowledge’ in Cycle 2 will give the student an in-depth understanding of the teacher's and the school's role within a complex, democratic, and pluralistic society. Cycle 2 examines school and education from a historical, cultural, and political perspective, with the aim of understanding the school as an organization and social institution. From an analytical and critical perspective, the student should be able to engage with issues related to school, education, and his or her own pedagogical practice. Professional ethical reflection is emphasized with the aim of practicing critical thinking and independence in pedagogical practice. The central theme of the subject ‘Pedagogy and pupil knowledge 3’ centers on the school's mandate for self-development, diversity, identity, and professional ethics.

Learning outcome

Knowledge
The student
- has knowledge of children and youth, as well as their identity, upbringing, and culture in the present time
- has knowledge of children's rights and the school's duties with regard to bullying, as well as disclosure and notification of violence and abuse against children and young people
- has knowledge of ethical theory and central professional ethics issues
- has in-depth understanding of how different approaches to knowledge, learning, and self-development can have a significant impact on education and teacher professionalism
- has advanced knowledge of the students' self-cultivation in a pluralistic society
- has knowledge of equality and democracy in school

Skills
The student
- can critically analyze and act on the basis of the school's values and obligations with regard to safeguarding the rights of children and young people
- can identify and discuss professional ethical issues rooted in ethical theory
- can analyze, reflect on, and discuss the importance of social, linguistic, religious, and cultural diversity in school

General competence
The student
- has in-depth knowledge of the teacher's and school's role within a complex, democratic, and pluralistic society
- can identify, analyze, and reflect on challenges related to and consequences of inclusion and exclusion processes in school

Learning methods and activities

The work methods in PEL 3 vary between lectures, student-active seminars, group work, and individual work. Mandatory work requirements have been included, wherein the students will demonstrate academic insight into the topic areas of the course and the development of their own teacher identity. The course focuses on independent work with reading materials -- including student-produced texts and assigned course readings. The teaching is aimed at the student formulating, discussing, and communicating about educational issues within the topic of the course. Emphasis will also be placed on the students connecting to the practice of teaching as a field of study and as a professional arena. The course will draw on social issues related to education and school.

Compulsory assignments

• Mandatory assignments accordig to emnebeskrivelsen

Further on evaluation

Mandatory activities
- two written submissions
- one oral presentation
 

Specific conditions

Required previous knowledge

Student must have received a passing grade in the subject area ‘Knowledge, learning and education in teacher profession’, PEL 1 and PEL 2 (30 SP) or equivalent.

Course materials

The final syllabus will be published on Blackboard before the start of the program.

Credit reductions