Course content

In MGLU4115 the teacher’s role, school, and education are examined from historical, cultural, and political perspectives, with the aim of enabling students to understand the school as both an organization and a social institution, including its role within a democratic framework. The student will engage with issues related to school development, education, and professional practice from an analytical and critical perspective. Emphasis is placed on professional ethical reflection, critical thinking, collaborative practice, professional competence development, and independence in pedagogical work.

Learning outcome

Knowledge

The student:

• has knowledge of various political, pedagogical, and practical views on the school’s activities.
• has knowledge of the development of views on the school’s mission, the teacher’s role, and the school’s organizational structure.
• has knowledge of the opportunities teachers have to influence the school’s development in the public sphere and shape their own practice in a local, collegial community.
• has knowledge of the role of the teacher and the class teacher in light of collaboration and development work in the school.
• has knowledge of connections in the educational pathway related to collaboration and development work at the system level.
• has knowledge of collaboration with other actors relevant to the school’s activities at the system level.
• has knowledge of the transition from teacher education to professional practice, as well as of professional mentoring for newly qualified teachers

Skills

The student:

• is able to analyze various historical views on education based on underlying views on humanity and society and the fundamental values in the educational framework.
• is able to critically reflect on the complexities and challenges associated with the enactment of curriculum and related policy
• is able to reflect on how teaching can accommodate student diversity.
• can contribute to innovation processes and take responsibility for collaboration and development work that promotes academic and pedagogical innovation in the school.
• is able to, informed by research and profession-oriented knowledge in pedagogy and school development, reflect on and critically assess innovation work and school development.

General competence

The student:

• is able to independently argue academically about their own pedagogical practice and the school’s democratic function.
• is able to reflect on the teacher as both a bearer and a renewer of a historical heritage and a changing societal mandate.
• is able to discuss the relationship between different views on teaching and knowledge with a view to facilitating and justifying their own practice.
• is able to handle dilemmas and pressures between state and municipal governance and the teacher’s professional autonomy and freedom of expression.
• is able to critically analyze societal debates on education policy and the school’s value base.

Learning methods and activities

The working methods in MGLU4115 vary between lectures, student-active seminars, group work, and individual work. Collaborative learning is emphasized. There are mandatory work requirements where students must demonstrate academic insight into the course’s thematic areas and the development of their own teacher identity. The teaching is aimed at enabling the student to formulate, discuss, and communicate about pedagogical issues within the course’s themes. Emphasis will be placed on the connection to the practice field both as a study field and as an arena for professional practice. The course will incorporate current societal issues related to education and school.

Compulsory assignments

• Mandatory assignments according to emnebeskrivelsen

Specific conditions

Recommended previous knowledge

Student must have received a passing grade in 1st-3rd year of study in primary and lower secondary school education and PEL 3.

Required previous knowledge

Student must have passed the subject area Knowledge learning and education in teacher profession, and Pel 1 and Pel 2 (30 SP) or equivalent.

Course materials

The final syllabus and semester plan will be published on Canvas before the start of study.

Credit reductions