Course content

The course is part of a flexible practical and profession-oriented programme for part time teacher students (FPPU). Pedagogy is both a practical and academic discipline about learning, socialization and teacher practice in an educational context, and this course provides a systematic understanding of learning environments, professional ethic, and educational issues. This course introduces teacher students to a knowledge of the relationships between the teacher profession and the functions of school in the community. Furthermore, the course aims to inspire the students to develop and renew their professional practices, and to participate in school development. Critical analyses of school policy guidelines, educational values, and research provide a fundament for reflection and preparedness for educational practices

The core of pedagogy is ethical thinking and actions, which form a basis for evaluation of learning outcomes in this course. Pedagogy, together with didactics, constitutes the professional subject of practical-pedagogical education. The course structure focuses on the dimensions of the students/apprentices, the teacher, the school as an organization, and the school in society, and consists of the following main areas:

• Learning, motivation, and subjectification
• Didactics and curriculum analysis
• Professional ethics and professionalism
• Socialization, adolescence, and democracy
• Educational policies, educational history, and pedagogical history of ideas

Learning outcome

A teacher student will transform into an autonomous teacher when being able to talk, read, and write using professional terminology. Upon completion of this course, the student should be able to contribute to developing the school culture by these learning outcomes:

The student

• is able to contribute to an inclusive and caring community
• is able to build relations to and cooperate with all students, parents, colleagues, and other relevant participants in the education system
• demonstrates independent and ethical attitudes towards all students, parents, and colleagues, based on fundamental values such as the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and educational laws and regulations
• is able to recognize connections between individual, social, and cultural components when working with adapted education, equality, and the drop-out issue
• is able to use pedagogical knowledge when reflecting on and developing their own practices according to students’ prerequisites, interests, and needs
• has a critical perspective on power in education, such as teachers’ professional exercise of power
• has knowledge about relevant laws and guidelines for the teacher profession
• is able to analyse and use national and local curriculums in educational planning in accordance with fundamental educational values
• is able to critical reflect on different forms of evaluations and testing
• is able to act professionally, describe, and critically reflect on professional, ethical and educational political issues
• is able to use relevant research methods as applied to social sciences, contribute to, and implement a research and developmental work under guideance

Learning methods and activities

In this course there is an interaction between teacher practice, concepts and theoretical models, and reflexion.

Variation in learning methods is emphasized through a mix between lectures, seminars, and group work. Emphasis is placed on ensuring that the teaching methods used in seminars, etc., provide student teachers with important experiences to reflect upon. Interdisciplinary work is also a priority, including participation in a group-based research and development work.

Being part of a learning community is an important part of professional education in pedagogy, and a preparation to become part of a teacher college. The coursework requirements and exams will be closely linked to the course activities. Fulfilling the coursework requirements will often require participation in teaching and group work.

Social learning in seminars is an important part of all learning processes related to the subject of pedagogy. Central to the seminars are the students' written and oral reflections, both individually and together with fellow students, on pedagogical topics.

Compulsory assignments

• Group task for supervision R&D
• Compulsory papers and activities
• Compulsory participation in teaching periods
• Group task for supervision R&D
• Compulsory papers and activities
• Compulsory participation in teaching periods

Specific conditions

Credit reductions