Course syllabus - Supervised Placement, part 3, for Subject Teacher Programme

Objectives

The purpose of the course is to give the student the opportunity to develop and deepen their own understanding of and reflection on the operations in primary and lower-secondary school and upper-secondary school. The course also aims to give the student the opportunity to independently plan, organise and lead the organisation based on their knowledge of the core education subjects, subject and subject didactics to create a good learning environment in primary and lower-secondary school and upper-secondary school.

Learning outcomes

On completion of the course, the student will be able to:
1. work and act according to the view of people, democracy and approach to knowledge expressed by society through the primary and lower-secondary school and upper-secondary school curriculum
2. demonstrate in practice the multi-dimensional communicative skills which the teaching profession requires
3. independently identify, select and evaluate the content and methods for the organisation with the aim to develop teaching, based on specialised subject and subject didactical knowledge and other influences
4. independently plan, manage and organise teaching with conscious subject considerations based on the pupils' various experiences, needs and conditions and also use digital tools/teaching resources in education in several ways based on a critical approach
5. document, evaluate and assess pupils' learning and knowledge to create a basis for grading
6. evaluate and discuss their own teaching with the purpose of developing good teaching practice and a sustainable development in schools
7. collaborate in different task forces with the purpose of contributing to development in schools
8. document and discuss the experiences of the teacher role, reflect and analyse in order to complete their practical professional theory
9. demonstrate an in-depth and applied scholarly critical approach, skills in academic writing and have a good linguistic presentation

Course content

- Human, democratic approach to knowledge and view of sustainable development
- Curriculum for primary and lower-secondary school and upper-secondary school
- Course syllabus for primary and lower-secondary school
- Subject syllabus for primary and lower-secondary school
- Influencing factors for primary and lower-secondary school and upper-secondary school
- Communicative skills
- Subject didactics
- Digital tools from an ethical perspective
- Evaluation, assessment and grading
- Collaboration
- Documentation
- Practical professional theory
- Academic writing

Specific requirements

180 credits from the Teacher education programme upper secondary school which includes
- 15 credits Organisation of education, assignments and content for Degree in Secondary Education upper-secondary school
- 7.5 credits Development and learning - Degree in Secondary Education upper secondary school
- 7.5 credits Assessment and grading for Degree in Secondary Education, upper-secondary school
- 7.5 credits Special Needs Education for Teachers in upper secondary school
- 7.5 credits Social Relations, Conflict Management and Leadership for teachers in upper-secondary school,
- 7.5 credits Placement 1 - Degree in Secondary Education
- 7.5 credits Placement 2 - Degree in Secondary Education
- 60 credits Swedish for Degree in Secondary Education or 60 credits Mathematics for Degree in Secondary Education, and
- 45 credits English for Degree in Secondary Education or 45 credits Swedish as second language for Degree in Secondary Education or 45 credits Engineering and technology for Degree in Secondary Education or 45 credits Social Studies for Degree in Secondary Education.

Examination

VFU1, Placement, 10 credits, completed teaching practice and documentation in the studentbook concerning learning outcomes 1-8, grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Written assignment, 4 credits, written assignment concerning learning outcomes 8 and 9, grades Fail (U) or Pass (G).
SEM2, Seminar, 1 credit, seminar with oral and/or written presentation concerning learning outcome 8, grades Fail (U) or 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

Interim Regulations and Other Regulations

Compulsory attendance, at least 35 hours per week, is required during the placement. Documentation must be made in the Student handbook for placements, which is also the basis for examination. In the case of a placement which is not passed, only one new assessment instance is given.  Started placement implies started examination. Students who, without special reason, cancel their placement can fail the examination prematurely.
 
Students who are judged by the workplace (where the placement is located) to be obviously unsuitable for the education, may receive a fail grade before the course/component is completed. The same applies if, for any other reason, Mälardalen University becomes aware of specific reasons that indicate that the studies must be discontinued.
 
For further information, please see the directions in the Handbook for placements and the Student handbook for placements.