Text

Course syllabus - Pedagogic Communication in Theory and Practice

Scope

22.5 credits

Course code

HOA203

Valid from

Autumn semester 2013

Education level

First cycle

Progressive Specialisation

G2F (First cycle, has at least 60 credits in first-cycle course/s as entry requirements).

Main area(s)

School

School of Education, Culture and Communication

Ratified

2013-02-01

Status

This syllabus is not current and will not be given any more

Literature lists

Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.

Objectives

The aim of the course is to explore theories of classroom management and pedagogical communication in learning environments. The course offers students opportunities for relating theory and practice in school settings.

Learning outcomes

The course is divided into three parts: The Professional Role of the Teacher, The Uses of Language and Linguistic Awareness, and Forms of Pedagogical Communication. Below is an outline of the specific learning outcomes for each of the sections.

The Professional Role of the Teacher

On completion of the course students should be able to:
1. Analyse their teaching on the basis of different theories of management, focusing on planning, motivation, collaboration, and individual learning.
2. Identify the challenges and possibilities multicultural learning environments pose to the teaching of democratic values and develop ways of working productively toward them.
3. Identify basic theories within special education and reflect on these in their school practicum experiences, suggesting appropriate teaching methods.
4. Describe different methods for the analysis, assessment and documentation of pupils' learning, and differentiate between summative and formative assessment.
5. Plan and participate in developmental plans for pupils in such a way that their and their guardian's roles are emphasized.
6. Provide examples of how power relationships are linked to language usage in the classroom, and explain how communication patterns can prevent, sustain, or create conditions for conflict and bullying. Reflect on and present suggestions for communication strategies that contribute toward conflict resolution and sustainable forms of social interaction.
7. Form and collaborate in different group constellations based on different activities.

The Uses of Language and Linguistic Awareness
On completion of the course students should be able to:

8. describe in general how communication patterns are connected to teachers' and
pupils' ethnic, gender and class affiliations. Consequently, the student should be able to:
a. form and express an informed opinion, based on the scholarly literature, on different forms of mono- and bilingual teaching,
b. develop an awareness of how gender influences classroom communication and suggest pedagogical strategies that take up gender as such.
c. understand that different uses of language can be based in the home environment and present suggestions for teaching which take this into account.
9.communicate orally as well as in writing with pupils and guardians and exemplify how their own language usage influences such communication.
10. demonstrate an awareness of their attitudes towards different uses of language and describe their consequences in relation to pupils and their guardians.

Forms of Pedagogical Communication

On completion of the course students should be able to:

11. explain the various meanings of the different forms of pedagogical communication and apply some of these to their own teaching practice, focusing on, for example, field trips, photographs, films, mass media, music, information technology and drama.
12. Identify and implement appropriate criteria for critically appraising each of the forms of pedagogical communication under study.

Course content

Theories of classroom management and pedagogical communication are introduced and linked via the school practicum experience to teaching in multicultural environments. The course focuses on the following issues:
- the foundational value of democracy in Sweden
- methods for the analysis, assessment and documentation of pupils' learning
- communication (oral and written) with pupils and guardians in the form of developmental discussions and individual developmental plans
- the importance of power relationships in conflict and bullying
- the importance of pupils' affiliation regarding ethnicity, gender and class
- the broad meanings of pedagogical communication, including the role of the mass media in different learning environments
- different forms of instruction
- different aspects of sustainable societal development and sustainable teaching
- basic theories of special education
All the components of the course observe appropriate criteria for critically appraising the forms of pedagogical communication under study.

Tuition

The course is based on the students´ active participation in class, which consists of lectures, seminars, workshops, discussions, and practical exercises together with five consecutive weeks of school practicum experience (VFU). Attendance is mandatory.

Specific requirements

22,5 credits General Education Area (AU) of which 4,5 credits VFU (practical field training) together with 52,5 credits in subject/subject area comprising specialisation in the Teacher's Certificate examination, of which 15 credits are practical field training (VFU).

Examination

Field education. One retake is allowed (PRA1), 7.5 credits, marks Pass (G)
Examination (TEN1), 6 credits, marks Pass (G) or Pass with distinction (VG)
Examination (TEN2), 3 credits, marks Pass (G)
Examination (TEN3), 5 credits, marks Pass (G) or Pass with distinction (VG)
Examination (TEN5), 1 credits, marks Pass (G)

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Grade

Pass with distinction, Pass, Fail