Sitemap
Mailform
 
European Teacher Education for Primary School > Detailed Curriculum by Subject > Educational Studies 

Educational Studies
 

Name of the module: Educational Studies

Target group: 1st,2nd,3rd,4th year


Level of the unit: BA

Entrance requirements:

Number of ECTS credits: 40

 

This plan is coordinated with the plan for Teaching experience.

 

 

Aims: Educational studies should enable the European education student to facilitate learning processes and engage in meaningful interaction with children of vastly different social, cultural, and developmental backgrounds. The students should acquire competence in contributing to children’s subject-related, personal and social learning in an intercultural context. The subject provides a basis for one’s planning, carrying out, assessing, developing and improving teaching in collaboration with the children in one’s class, one’s colleagues, and the children’s parents. The practical field of teaching is complex though the students should be able to take an overall responsibility. The pivotal point is to be able to create a good framework for the children’s learning and make the individual child see him/herself as part of a larger social and global context. The student should appropriate skills in evaluating basic educational dilemmas and conflicts within a social and international perspective. Particular emphasis is placed on the child’s education and socialization.

 

Competences to be developed:

1.                   Intercultural competences

2.                   Interpersonal competences

3.                   Pedagogical competences, methodology and assessment

4.                   Subject knowledge and didactics

5.                   Organisational competences 

6.                   Interdisciplinary competences

7.                   Personal and professional development and reflection

 

All the competences are to be seen as a whole and in the light of the overall aims.

 

Module 1: Teaching and Learning

Years of study: 1st year

ECTS: 10

Learning outcomes

After this module the students should:

 

 

Educational activities

Assessment

Estimated

student work time in hours

Know about and understand educational theories about aims, contents, curricula, teaching and work forms, assessment, teaching differentiation, and participation.

 

Activities are carried out as a mix of lecturers presentations, verbal and written student presentations with subsequent feedback, class discussion, group work, discussions, exercises, case work, and analysis of the study material.

All students us a developmental, digital portfolio showing the progress of the student.

The study material is also reflected on in relation to experiences from practice.

 

Formative assessment of the portfolio.

 

An independent term paper with intern examination.

 

Workload corresponding to 10ECTS

Know about and understand education and schooling in the international and intercultural primary school.

 

Understand educational dilemmas and conflicts of value and be able to consider their impact on teaching and learning.

 

Understand what is needed to be able to co-operate with resource people in the children’s culturally different life spaces

Know about and understand the rights and responsibilities of the teacher in order to be able to act adequately.

 

Be aware of, analyze, reflect on and evaluate the teacher’s role as authority, partner in a dialogue, and care-giver in order to be able to act adequately.

 

Understand, reflect on, analyse and synthesise the relationship between values, education and politics to be able to evaluate and handle a current educational situation.

 

Be capable of planning good teaching in different ways including the use of ICT as a working and communication tool.

 

Be able to make a study of the function, organization, and value foundation of various primary school systems from a current as well as a historical perspective

 

Know about various strategies for learning and be able to reflect on when, how and why to use them.

Be capable of planning, completing and assessing good teaching for fundamental learning in reading, writing and mathematics

 

 

Suggested readings. The readings should be seen in relation to the modules in teaching practice:

Elliott, Julian G.: Motivation, engagement, and educational performance. New York 2005

Gardner, Howard: Development and education of the mind. London 2006

Jarvis, Peter: Towards a comprehensive theory of human learning. London, 2006

McNiff, Jean: Teaching as learning. London 1993

 

 

Module 2: Society and education

Years of study: 2nd year

ECTS: 10     

 

Learning outcomes

After this module the students should

Educational activities

Assessment

Estimated

student work time in hours

Understand various educational ideas from the perspective of socio-historical change

 

Activities are carried out as a mix of lecturers’ presentations, verbal and written student presentations with subsequent feedback, class discussion, group work, discussions, exercises, case work, and analysis of the study material.

 

In this module it is of specific importance to use digital tools.

The study material is also reflected on in relation to experiences from practice.

 

The students should gradually be more and more active and show more and more responsibility.

 

Formative assessment of the portfolio.

 

A term paper written by collaborating groups of students.

 

Workload corresponding to 10ECTS

Possess intercultural knowledge and understanding, and be able to identify various perspectives

 

Understand and be able to deal with the children’s different socialization and its impact on learning

 

Observe, analyse and handle the processes of modernization, globalization and development in primary schools

 

Be aware of, understand and plan for learning for pupils who are members of a new generation affected by multimedia, ICT etc.

 

Be able to establish creative, usefull collaboration with pupils, parents colleagues and other resource persons.

 

Suggested readings. The readings should be seen in relation to the modules in teaching practice.

Beijaard, Douwe, Paulien C.Meijer, Greta Morine-Dershimer and Harm Tillema: Teacher Professional Development in Changing Conditions. Springer 2005

Jarvis, Peter (ed.). From adult education to the learning society: 21 years from the International journal of lifelong education. Routledge. London. 2006-12-06

Lauder, Hugh, Phillip Brown, Jo-Ann Dillabough and A.H. Halsey: Education, globalization and social change. Oxford 2006-12-06

Walsh, Paddy: Education and meaning: Philosophy. London 1993

 

 

Module 3: Human development, educational psychology and social relations in intercultural school environments

Years of study: 3rd year

ECTS: 10

 

When completing this module the students should know about, understand and be able to use the theoretical themes describing the learning outcomes below. The students should be able to use this meta-theoretical foundation of psychology in relation to acting as responsible teachers.

 

Learning outcomes

 

Educational activities

Assessment

Estimated

student work time in hours

The social, cognitive, and emotional development of children and young people.

 

Activities are carried out as a mix of lecturers’ presentations, verbal and written student presentations with subsequent feedback, class discussion, group work, discussions, exercises, case work, and analysis of the study material.

 

Digital portfolio.

 

The study material is also reflected on in relation to experiences from practice.

 

The students should gradually be more and more active and show more and more responsibility.

 

Formative assessment of the portfolio

 

A written report followed by a verbal presentation with clear relations between empirical experiences and theoretical insight.

 

 

 

 

Workload corresponding to 10ECTS

Personality development – identity, subject, and self

 

Learning, knowledge, and competence and the description of schoolchildren’s learning potential

 

Social relations – group processes, conflict management, teacher-child and child-child relations.

 

Inclusive education

Socialization and intercultural psychology

 

Communication and co-operation in intercultural school environments

Observation of interaction in teaching situations

Collaboration with pupils, parents and colleagues

 

 

Suggested readings (this list is far too long and has to bee focused according to the choices of the teachers). The readings should be seen in relation to the modules in teaching practice.  

Bandura, A (1986): Social foundation of thought and action: A social cognitive theory, Prentice Hall

Bowlby, J (1969): Attachment and loss. Basic books

Crain, W. (2005) Theories of development – concepts and applications. Prentice Hall.

Crain, W. (2005) Theories of development – concepts and applications. Prentice Hall

Gardner, H. (1993): Frames of mind – the theory of multiple intelligences. Fontana Press.

Gleitman, H. (1999) “Intelligence: its nature and measurement.” In Gleitman, H.: Psychology, 5th edition, W.W. Norton & company

Hansen, M.(2001): ”Intelligensforskning og intelligensteorier”. In Bruun, B. & Knudsen, A.: Moderne psykologi. Værløse, Billesø & Baltzer. (translation)

Hogg, M.A. & Vaughan, G.M (1995): Social Psychology, Prentice Hall.

Illeris, K. (2004): The three dimensions of learning. Roskilde University Press.

Illeris, K. (2004): The three dimensions of learning. Roskilde University Press

Intercultural dimensions. www.geert-hofstede.com

Jandt, Fred E. (2007): An introduction to intercultural communication : identities in a global community, Sage publications

Juul, Jesper (2000):Your competent child: toward new basic values for the family,  Farrar, Straus and Giroux
R
osenberg, Marshall B. (2003): Life-enriching education : nonviolent communication helps schools improve performance, reduce conflict, and enhance relationships, Puddle Dancer Press

Lahey, B.B. (2000) Psychology – an introduction

Larry A. Samovar, Richard E. Porter, Edwin R. McDaniel (2006): Communication between cultures, Thomson/Wadsworth

Larsen, S (2001): Man kan ikke lære nogen noget – mod et nyt læringsbegreb. Undervisningsministeriet (translation)

Laursen, P. F (2005): “The authentic teacher.” In Beijaard et al: Teacher professional development in changing conditions. Springer

Metze, E. & Nystrup, J.: Samtaletræning. Socialpædagogisk bibliotek (trans. of pp. 9-38)

Sommer, D. & Langsted, O. (1994) “Modern childhood: Crisis and disintegration, or a new quality of life.” Childhood, vol. 2.

Stacey, H & Robinson, P (2000): Let’s mediate – a teachers guide to Peer support and Conflict resolution skills for all Ages, Lucky Duck Publishing

Stern, D (2005): The interpersonal world of the infant: A view from psychoanalysis and developmental psychology, Karnac

Woolfork, A (2006) Educational Psychology, Prentice Hall

 

 

Module 4: Interactive Classroom management

Years of study: 4th year

ECTS: 10

 

After this module the student should be able to carry through reflection and evaluate, develop and improve teaching based on the learning outcome listed up below.

Learning outcomes

 

Educational activities

Assessment

Estimated student work time in hours

Identification of criteria for good teaching

Activities are carried out as a mix of lecturers presentations, verbal and written student presentations with subsequent feedback, class discussion, group work, discussions, exercises, case work, and analysis of the study material.

 

Digital portfolio.

 

The study material is also reflected on in relation to experiences from practice.

 

The students should gradually be more and more active and show more and more responsibility.

 

The students submit an academic paper including focused theory used in reflecting on, analyzing and evaluating empirical data.

 

Formative assessment of the portfolio

 

A final independent term paper with extern examination.

 

 

 

Workload corresponding to 10ECTS

Research and experience-based knowledge

 

Theoretical knowledge about classroom management in multicultural classrooms, including knowledge of the teacher’s educational management and framing of his or her teaching practice, including the relationship between teacher-directed and student-directed teaching

 

Be able to observe, describe and analyse and use this in planning for teaching and learning

 

Co-operation with schoolchildren on teaching aims, contents, and work forms on the basis of the children’s ability and potential

 

Know about and understand formative and summative assessment and how assessment can scaffold learning

Team-based planning and assessment of teaching of children of different ethnic or cultural backgrounds within the same classroom. Development of plans for individual children, teaching plans, and annual plans.

 

Different teaching and work forms, such as classroom teaching, group work, theme and topic-based teaching, hands-on teaching, and project work.

 

Study of the way in which different primary school systems understand both the individual school subjects and cross-curricular teaching

 

 

 

Suggested readings (this list is far too long and has to bee focused according to the choices of the teachers). The readings should be seen in relation to the modules in teaching practice.

 

Barrow, Robin: Giving Teaching back to Teachers. 1984

Beijaard, Douwe, Paulien C.Meijer, Greta Morine-Dershimer and Harm Tillema: Teacher Professional Development in Changing Conditions. Springer 2005

Björck. Ulric. Distributed problem-based learning: studies of a pedagogical model in practice. Acta Universitas Gothoburgensis. Gøteborg. 2004

Brookfield, Stephen. The power of critical theory for adult learning and teaching. Open University Press. Maidenhead. 2005

Brown, Sally and Donald McIntyre: Making sense of teaching. Suffolk 1993

Carr-Chellman, Alison A.: Global perspectives on e-learning. California, 2005

Elliott, Julian G.: Motivation, engagement, and educational performance. New York 2005

Fisher, Darrell L. and Myint Swe Khine: Contemporary approaches to research on learning environments. New Jersey 2006-12-06

Furman, Susan and Marvin Lazerson: The public school. New York 2005

Gardner, Howard: Development and education of the mind. London 2006

Gardner, John: Assessment and learning. London 2005

Illeris, Knud:  The three dimensions of learning / Malabar, Fla.: Krieger Pub. Co., 2004.

Jarvis, Peter (ed.). From adult education to the learning society: 21 years from the International journal of lifelong education. Routledge. London. 2006-12-06

Jarvis, Peter: Towards a comprehensive theory of human learning. London, 2006

Linden, Jos van der; Renshaw, Peter (ed.). Dialogical learning: shifting perspectives to learning, instruction, and teachning. Kluwer Academic. Dordrecht. 2004

Macbeath, John; Moos, Lejf (ed.). Democratic learning: the challenge to school effectiveness. Routledge Falmer. London. 2004

Magoulas, George D.; Chen, Sherry Y; Hersey, P.A. Advances in web-based education: personalized learning environments. Information Science Pub. 2006-12-06

Reale, Daniela: Learning with other countries. London 2005

Ross, Alistaire: Curriculum, construction and critique. London 2000

Thahar, Sheila: Narrative research on learning. Oxford 2006

 

 

 

 
 

 

 
 

 

ETEPS