Text

Course syllabus - Continued Development and Analysis of Quality in Teaching for Subject Teachers in Mathematics and Science

Scope

7.5 credits

Course code

OAU918

Valid from

Autumn semester 2025

Education level

Second cycle

Progressive Specialisation

A1F (Second cycle, has second-cycle course/s as entry requirements)

Main area(s)

Didactics

School

School of Education, Culture and Communication

Ratified

2025-05-06

Literature lists

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

    • Ratified date: 2025-05-23
    • Latest update: 2025-05-27

    Books

    Elbro, Carsten; Poulsen, Mads; Erlandsson, Anita

    Utvärdera din undervisning: värdera och förstå statistik och evidens

    ISBN: 9789127145634

    LIBRIS-ID: 19088219

    1. utg., Stockholm, Natur & kultur, 171 s.

    Eriksson, Inger; Björnhammer, Sebastian; Jägerskog, Ann-Sofie

    Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling 7-9

    ISBN: 9789127470187

    LIBRIS-ID: rbvxlk7spmf2ssqk

    Första utgåvan, Stockholm, Natur & Kultur, 132 sidor

    Hansson, Lena; Leden, Lotta; Jönsson, Anders

    Ämnesdidaktiska val i naturvetenskap: för agens i vardag och samhälle

    Chapter 1, 2, 4 och 6

    ISBN: 9789151106847

    LIBRIS-ID: s7wm6f8zqz547lmz

    Första upplagan, Malmö, Gleerups, 165 sidor

    Håkansson, Jan; Sundberg, Daniel

    Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning

    Chapter 2-4; 6

    ISBN: 9789127133440 (inb.)

    LIBRIS-ID: 13533425

    1. utg., Stockholm, Natur & Kultur, 309 s.

    McKenney, Susan; Reeves, Thomas C.

    Conducting educational design research

    ISBN: 9781315105642

    LIBRIS-ID: x8x13shlvfsbsjl0

    URL: Tillgänglig för användare inom Mälardalens högskola

    Second edition, London, Routledge, 1 onlineresurs (xiii, 312 sidor)

    Rönnerman, Karin

    Aktionsforskning: vad? hur? varför?

    ISBN: 9789144142272

    LIBRIS-ID: xbxp654tvnc77875

    Upplaga 1, Lund, Studentlitteratur, 136 sidor

    Blikstad-Balas, Marte; Klette, Kirsti; Tengberg, Michael

    Ways of analyzing teaching quality: potentials and pitfalls

    Chapter 5

    ISBN: 9788215045061

    LIBRIS-ID: gwsltpq5dzrdss04

    URL: Publikationen i fulltext

    Oslo, Scandinavian University Press, 256 sidor

    Compendiums

    Perry, T; Lea, R; Jørgensen, C.R; Cordingley, P; Shapiro, K; Youdell, D

    Cognitive Science in the Classroom

    Education Endowment Foundation (EEF),

    Kirsten, N; Lindvall, L

    Forskningsstöd för kompetensutvecklingsmodellers effekter på undervisning och lärande

    Mälardalens Universitet och Uppsala universitet,

    NSW Department of Education and Training,

    Quality teaching in NSW public schools: A classroom practice guide

    NSW Department of Education and Training/Professional Support and Curriculum Directorate,

    Skolforskningsinstitutet,

    Hur ska man veta vad forskningen säger: Om vetenskaplig kunskap och hur man kan förhålla sig till vetenskapliga resultat. Skolforskningsinstitutet fördjupar 2022:01

    Skolforskningsinstitutet,

    Marder, M; Walkington, C; Abraham, L; Allen, K; Arora, P; Daniels, M; Walker, M

    The UTeach Observation Protocol (UTOP) training guide

    UTeach Natural Sciences, University of Texas Austin,

    Articles

    De Jong, L; Meirink, J; Admiraal, W

    School-based collaboration as a learning context for teachers: A systematic review

    International Journal of Educational Research, 112, 1-15.,

    de Jong, T; Lazonder, A.W; et al.,

    Let's talk evidence The case for combining inquiry-based and direct instruction

    Educational Research Review, 39, 1-14,

    Gradén, M; Aldenmyr, S.I

    Praktikutvecklande samtal på vetenskaplig grund

    Pedagogisk forskning i Sverige, 28(3), 76-101.,

    Hoogland, I; Schildkamp, K; et al.,

    Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations

    Teaching and Teacher Education, 60(3), 377386,

    Johannesson, P; Olin, A

    Teachers action research as a case of social learning: Exploring learning in between research and school practice

    , Scandinavian Journal of Educational Research, 68(4), 735-749.,

    Kirsten, N; Carlbaum, S

    Kompetensutveckling för professionella lärare? Introduktionen av kollegialt lärande i svensk skola

    Pedagogisk forskning i Sverige, 25(1), 7-34.,

    Lazonder, A.W; Harmsen, R

    Meta-analysis of inquiry-based learning: Effects of guidance

    Review of Educational Research, 86(3), 681-718.,

    Praetorius, A.K; Charalambous, C.Y

    Classroom observation frameworks for studying instructional quality: looking back and looking forward

    Zdm, 50, 535-553.,

    Sfard, A

    The devils finest trick: routines that make teachers matter against their better judgement

    Journal of Curriculum Studies, 55(1), 21-36.,

    Stockard, J; Wood, T.W; et al.,

    The effectiveness of direct instruction curricula: A meta-analysis of a half century of research

    Review of Educational Research, 88(4), 479-507.,

    Sjölund, S; Lindvall, J; Larsson, M; Ryve, A

    Using research to inform practice through research‐practice partnerships: A systematic literature review

    Educational Review, 75(7), 1490-1518.,

    Sjölund, S; Lindvall, J; Larsson, M; Ryve, A

    Using research to inform practice through research‐practice partnerships: A systematic literature review

    Review of Education, 10(1), e3337.,

    Websites

    Lärarnas Yrkesetiska råd (2001/2023).

    URL: https://lararesyrkesetik.se/yrkesetiken/

    Lärares yrkesetik.,

    Works of reference

    Gore, L; Lloyd, A; et al.,

    Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

    Teaching and Teacher Education, 68, 99-113.,

    Håkansson, Jan; Sundberg, Daniel

    Utmärkt lärare: forskningen om lärarskicklighet och vägarna dit

    ISBN: 9789127461291

    LIBRIS-ID: s8g3zmsgqd4ck1rl

    Första utgåvan, Stockholm, Natur & Kultur, 320 sidor

    Sfard, A

    Ritual for ritual, exploration for exploration: Or, what learners are offered is what you get from them in return

    In Research for educational change (pp. 41-63). Routledge,

    Sjölund, S; Lindvall, J

    Examining boundaries in a large-scale educational research-practice partnership

    Journal of Educational Change, 25(2), 417-443.,

    Vangrieken, K; Dochy, F; et al.,

    Teacher collaboration: A systematic review

    Educational Research Review, 15, 17-40.,

    Miscellaneous texts

    Ytterligare artiklar kopplat till kursens innehåll och som väljs ut av deltagarna i samråd med undervisande lärare

Examination

INL1, Written assignment, 2.5 credits, oral and written examination concerning learning outcomes 1 and 2, grades Fail (U) or Pass (G).
INL2, Written assignment, 1.5 credits, written examination concerning learning outcomes 3-5, grades Fail (U) or Pass (G).
INL3, Written assignment, 3.5 credits, oral and written examination concerning learning outcomes 6-9, 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

Two-grade scale