Syllabus for course at advanced level

Transkript

1 Syllabus for course at advanced level Research Circle with Learning Study in History and/or Social Science Forskningscirkel med Learning Study i historia och/eller samhällskunskap. Ingår i Lärarfortbildningen 20.0 Higher Education Credits 20.0 ECTS credits Course code: UH418U Valid from: Autumn 2009 Date of approval: Department Department of Humanities and Social Sciences Education Subject Education in Culture and Society Decision This course was established and this syllabus approved by the Faculty Board of Humanities on June 24, Registration number: SU Prerequisites and special admittance requirements Teaching qualifiaction or corresponding. Course structure Examination code Name Higher Education Credits MOM1 Theory of Teaching in History and Social Studies 10 MOM2 Empirical study of teaching in history / social studies 10 Course content Course unit 1: Theory of Teaching in History and Social Studies, 10 HECs. Course unit 2: Empirical Study of Teaching in History/Social Studies, 10 HECs. The course is organised around the students' essay work. The two course units are seen as a unified whole. The course deals with various forms of professional development in the teaching profession as well as with theories concerning teaching and learning within history and civics. The development of different forms of continuing professional development for teachers within these subjects, in cooperation with academic research, is at the centre of attention. In order to achieve this development, the students perform an empirical research of the teaching and learning in history and civics at their schools. During the course, the students are required to write small assignments which will be presented and discussed at seminars or in the course digital conference programme. Course unit 1 comprises theory regarding practice related research and professional development through research circles and learning studies within compulsory- and upper secondary school as well as theory regarding teaching and learning within history and civics. Course unit 2 focuses on the course participants' own studies, which are to be presented individually in a written essay. During this course unit, theories and methods regarding scientific studies and documentation of one's own practice will be treated. Learning outcomes This is a translation of the Swedish original Page 1/7

2 The course intends to deepen the participants knowledge about teaching and learning in history and civics in order to develop their own teaching practices. It also intends to deepen the participants knowledge about practice related research and professional development for the benefit of the participants own work places. The course participants shall develop their own competence in supporting colleagues continuing professional development. Upon completion of the course, course participants are expected to be able to: understand and analyse theory and research dealing with teaching and learning within history and civics, carry out a study (including a written essay) concerning the teaching and learning within their practice, communicate their study to colleagues, students within the Teacher Training Placement and teachers at the university, contribute to the development of the Teacher Training Placement content at their schools, contribute to the development of degree projects and continuing professional development at their schools. Education The work of the research circle is carried out through a seminar series of varying forms: circle meetings with or without the supervisor (the course coordinating teacher), circle meetings in combination with open seminars. The open seminars begin with the presentation of academic papers produced within the circle or by external guests, circle meetings with the assistant supervisor or a teacher student who is active in his/her the Teacher Training Placement or who is writing a degree project. Course participants are required to formulate essential issues for the empirical study in cooperation with the course coordinating teacher. The empirical study shall be carried out individually or in pairs by means of an essay and shall be presented at a seminar by the end of the course. The course participants shall carry out a study of their own teaching practices. The study shall have the following disposition: an operational description of the chosen field, a needs-analysis of continuing professional development, theoretical studies, in-depth documentation of the activity, conclusions of the study. The studies are partly carried out in forms of distance education and the students are expected to interact, communicate and document their own learning process, using web-based technology, in accordance with the instructions of course coordinating teacher. By using this web-based method, the student s documentation, communication and interaction are available for analysis in the ongoing acquisition of knowledge. Forms of examination a. The course is examined through a written work and participation in seminar discussions. Upon completion of the course, a course certificate will be issued if requested. On demand, a certificate showing acquired HECs may also be issued. b. On the entire course students will receive letter grades on a seven-point, criterion referenced scale: A = Excellent B = Very Good C = Good D = Satisfactory E = Adequate Fx = Inadequate F = Totally Inadequate The final course grade will be calculated by weighing the grades from course unit 1 and 2. Course unit 2 is considered to be of greater importance and thus can the grade on this unit improve the final course grade (i.e. grade C on course unit 1 and grade B on course unit 2 equals grade B on the entire course). In the case of a bigger difference between the two grades, the mean grade will determine the final course grade. c. The assessment criteria will be distributed at the beginning of the course. d. A student who has received the grade of Fx or F on an examination has the right to redo the examination up to four times as long as the course is offered, in order to achieve a minimum grade of E. If a student has received an E or higher the student may not redo an examination in order to receive a higher grade. This is a translation of the Swedish original Page 2/7

3 A student who has received the grade of F or Fx on an examination twice by the same examiner, is entitled to have another examiner appointed to determine the grade on the examination, unless there are any specific reasons against it. Such an application should be addressed to the head/board of the department. Interim If this course is discontinued, or its contents are substantially altered, students have the right to be examined according to this syllabus once per semester for three further semesters. Required reading Compulsory literature: Lundgren, M (2003), Forskningscirklar - en arena där lärares syn på vad deras arbete resulterar i kan utmanas? Paper. Högskolan Dalarna. (11 p.) Marton, F (2003), Learning Study pedagogisk utveckling direkt i klassrummet. Forskning av denna världen praxisnära forskning inom utbildningsvetenskap. Vetenskapsrådets rapport 2003:2. (6 p.) Schullerqvist, B (2005), Svensk historiedidaktisk forskning, Vetenskapsrådet rapport 2005/9. (92 p.) Wineburg, S (2001), Historical Thinking and other Unatural acts. Temple University Press. Philadelphia.(255 p.) Optional literature: From the following selection, literature of approx p. will be chosen in consultation with the course management. Please observe that the optional literature is divided in two sections, Teaching in History and Civics and Building a Learning Organization, that the chosen literature must include titles from both sections and that it is possible to choose literature that is not listed below. Literature concerning Teaching in History and Civics: Andersson, B (2004), Vad är historiedidaktik? Göteborgs universitet. IFD-rapporter 2004:07. Barton, K (ed.) (2006), Research Methods in Social Studies Education. Contemporary Issues and Perspectives. Greenwich, CT: IAP - Information Age Pub. Inc. Barton, K, Levstick, L (2004), Teaching History for the Common Good. Mahwah, N.J.: L. Erlbaum Associates. Beck, I, McKeown, M, Worthy, J (1995), Giving a text voice can improve students understanding. Reading Research Quarterly. No Berggren, L, Johansson, R (2006), Historiekunskap i årskurs 9, Educare, Lärarhögskolan i Malmö. Britt, M, Rouet, J-F, Georgi, M, Perfetti, C (1994), Learning from History Texts: From Causal Analysis to Argument Models, Teaching and Learning in History. (Leinhardt, G, Beck, I, Stainton, C, Ed). Dickinson, A K, Lee, P J, Rogers, P J (1984), Learning History. London: Heinemann Educational. Doweny, M & Levstik, L (1991), Teaching and Learning History. Handbook of Research on Social Studies.Teaching and Learning, (Ed. Shaver, J). Ernest L. Boyer (1990), Scholarship Reconsidered: Priorities of the Professoriate (Princeton, N.J.: The Carnegie Foundation for the Advancement of Education. Halldén, O (1986), The Concept of Task as Pupil s Perceptions of Teacher Assignments. Research Bullentins from The Institute of Education, University of Stockholm, Vol XII:IV. Halldén, O (1988), Om elevers förståelse av historieundervisning. Historiedidaktik i Norden 3, Angvik, M, Castrén, M, Karlegärd, C, Lorentsen, S, Nielsen, V O (ed.). Lärarhögskolan i Malmö. Halldén, O (1994a), On the Paradox of Understanding History in an Educational Setting, Teaching and Learning in History, (Leinhardt, G, Beck, I, Stainton, C, Ed). Halldén, O (1994b), Constructing the Learning Task in History Instruction, Cognitive and Instructional Processes in History and the Social Sciences, (Carretro, M and Voss, J, Ed). This is a translation of the Swedish original Page 3/7

4 Hartsmar, N (2000), Historiemedvetande, Ak. avh., Lund. Karlegärd, C & Karlsson, K-G (ed.) (1997), Historiedidaktik, Lund: Karlsson, K-G & Zander, U (ed.) (2004), Historien är nu. En introduktion till historiedidaktiken, Lund: Larsson, H-A (ed.) (1998), Historiedidaktiska utmaningar, Jönköping University Press. Laville, C (2004), Historical Consciousness and Historical Education: What to Expect from the First for the Second, Theorizing Historical Consciousness, (Ed. Seixas, P), University of Toronto Press. Leinhardt, G, Stainton, C, Virji, S, Odoroff, E (1994), Learning to Reason in History, Cognitive and Instructional Processes in History and the Social Sciences, (Carretro, M and Voss, J, Ed). Lendol Calder, William W. Cutler III, and T. Mills Kelly (2002), History Lessons: Historians and the Scholarship of Teaching and Learning, in Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground, (Ed. Mary Taylor Huber och Sherwyn P. Morreale), Washington, D.C.: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Levstick, L, Barton, K (ed.) (2008), Researching History Education. Theory, Method and Context. New York: Routledge. Link, A (1985), The American Historical Association, : Retrospect and Prospect, American Historical Review, vol 90, no 1. Nationella utvärderingen av grundskolan 2003 (2004). Huvudrapport - naturorienterande ämnen, samhällsorienterande ämnen och problemlösning i åk 9, nr 252. Stockholm: Skolverket. Nordgren, K (2006), Vems är historien? Historia som medvetande, kultur och handling i det mångkulturella Sverige. Ak. avh. Orill,R, Shapiro, L (2005), From Bold Beginnings to an Uncertain Future: The Discipline of History and History Education, The American Historical Review Vol. 110, Issue 3. Pace, D (2004), The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning, American Historical Review 109, no. 4. Pendry, A, Husbands, C, Arthur, J, Davison, J (ed.) (1998), History Teachers in the making. Buckingham: Open University Press. Perfetti, C, Britt, A, Rouet, J-F, Georgi, M, Mason, R (1994), How Students use Texts to Learn and Reason About Historical Uncertainty, Cognitive and Instructional Processes in History and the Social Sciences, (Carretro, M and Voss, J, Ed). Potapenko, I (2006), Elevens egen historia och skolans historieuncervisnnig. Historiemedvetande och identitet hos några ungdomar från forna Jugoslavien. GEM-rapport 4. Stockholm: Lärarhögskolan i Stockholm. Rusen, J (1988), Function of Historical Narration - Proposals for a Strategy of Legitimating History in School, Historiedidaktik i Norden. Shemilt, D (1980), History Evaluation study. Schools Council History Project. Edinburgh: Holmes McDougall. Shemilt, D (1983), The Devils locomotive, History and Theory. Studies in The Philosophy of History, Beiheft 22, Wesleyan University Press. Stearns, P, Seixas, P, Wineburg, S (ed.) (2000), Knowing, Teaching & Learning History. National and International Perspectives, New York University Press. The Study of History in Schools (1898). A Report to the American Historical Association by the Committee of Seven. This is a translation of the Swedish original Page 4/7

5 Timmins, G, Vernon, K, Kinelay, C (2005), Teaching and Learning History, SAGE. VanSledright, B, Limon, M (2006), A Review of Cognitive Research in History and Geography. Handbook of Educational Psychology, (Alexander, P, Winne, P, Ed.) Wertsch, J (1998), Mind as Action, Oxford University Press. Literature concerning Building a Learning Organization: Asplund, J. (1997), Om undran inför samhället. Argos. Carlström, I. & Hagman, L-P. (2005), Metodik för utvecklingsarbete & utvärdering. Lund: Docherty, P. (1996), Läroriket vägar och vägval i en lärande organisation. Solna : Arbetslivsinstitutet. Ds 1996:16. Utbildningsdepartementet: Lärarutbildning i förändring. Se särskilt: Carlgren, I. (1996), Skolans utveckling och forskningen. Bilaga 2 b. Egerbladh, T. & Tiller, T. (1998), Forskning i skolans vardag. Lund: Elström, P-E et.al. (1997), Verksamhetsdiagnos som grund för förändringsarbete inom äldreomsorgen. I: Tydén, Thomas (ed.) (1997), Den reflekterande kommunen. Kommuner och forskning i samverkan. Stockholm: HLS. Emsheimer, P. (2006), Fokus på textproduktion på bekostnad av forskningen. Emsheimer, P. (2002), Handledning i lärarutbildning. Lund: Emsheimer, P. (2004), Hur utveckla vetenskaplighet? Utvärdering av examensarbetena i den särskilda lärarutbildningen (SÄL) våren Emsheimer, P., Hansson, H. & Koppfeldt, T. (2005), Den svårfångade reflektionen. Lund: Eriksson, K. et.al. (1997), Praxisutveckling inifrån. I: Tydén, T. (ed.) (1997), Den reflekterande kommunen. Kommuner och forskning i samverkan. Stockholm: HLS. Folkesson, L., Lendahls Rosendahl, B., Längsjö, E. & Rönnerman, K. (2004), Perspektiv på skolutveckling. Lund: Gibbons, M. et.al. (1999, 1st ed. 1994). The new production of knowledge. The dynamics of science and research in contemporary societies. London: Sage publications. Handal, G. & Lauvås, P. (2001), Handledning och praktisk yrkesteori. Lund: ISBN Handal, G. & Lauvås, P. (2000), På egna villkor. En strategi för handledning. Lund: ISBN Holmqvist, M (2006), Lärande i skolan. Learning study som skolutvecklingsmodell. Lund: Holmstrand, L. & Härnsten, G. (2003), Förutsättningar för forskningscirklar i skolan. En kritisk granskning. Stockholm: Myndigheten för skolutveckling. Hultman, G. & Robertson Hörberg, C. (1999), I samspråk med praktiken. Linköping: Univ. Hultman, G. & Hörberg, C. (1994), Kunskapsutnyttjande Ett informellt perspektiv på hur kunskap och forskning används i skolan. Stockholm: Liber. Hultman, G. et.al. (1997), Skolan som lärande kultur kunskapsbehov och kunskapsutnyttjande. I: Tydén, Thomas (ed.) (1997). This is a translation of the Swedish original Page 5/7

6 Håkansson, J. & Madsén, T. (1999), PLAN Lärares yrkesutveckling i teori och praktik. Kristianstad: Centrum för kompetensutveckling, Högskolan Kristianstad. Hägglund, S-O & Madsén, T. (1999), Från PEEL till Plan. En strategi för utveckling av lärares och elevers aktiva lärande under eget ansvar. 52f. Kristianstad: Centrum för kompetensutveckling, Högskolan Kristianstad. Karlsson, P-A (2005), En lärande organisation? Examensarbetet som katalysator för goda möten mellan skola och högskola? Didaktikens forum nr Karlsson, P-A (2007), Hur förbättra samspelet mellan produktion och konsumtion av ämnesdidaktisk forskning? Hur kan utbytet mellan akademi och skola bli effektivt? Didaktikens forum no 3, Lauvås, P., Hofgaard Lycke, K. & Handal, G. (1997), Kollegahandledning i skolan. Lund: Lendahls Rosendahl, B. & Rönnerman, K. (2000), Dilemmafyllda möten. Erfarenheter av pedagogisk handledning i samverkan mellan skola och högskola. Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet. Lendahls Rosendahl, B. & Rönnerman, K. (2002), Handledning av pedagogiskt yrkesverksamma en utmaning för skolan och högskolan. Skolverket. Lind, J-E & Lundgren, M. (1997), Lärande under eget ansvar. I: Tydén, T (ed.) (1997). Partnerskap för kunskapsutveckling. Stockholm: HLS. Lundgren, M. (2000), Forskningscirklar och skolutveckling ett lärarperspektiv. Falun: Högskolan Dalarna. Lundgren, M. (2003), Forskningscirkeln en arbetsform för att utveckla skolan mot en lärande organisation? Paper. Högskolan Dalarna. Lundgren, M (2004), Utvärdering ett sätt att utveckla ny kunskap eller ett legitimerande beställningsarbete? Paper presenterat på Utvärderingsföreningens konferens i Stockholm april Högskolan Dalarna. Pedagogiskt Utvecklingscentrum Dalarna. Lundmark, L-E (1997), Nya vägar till kunskapsutveckling. I: Tydén, T (ed.) (1997), Partnerskap för kunskapsutveckling. Stockholm: HLS. Mattsson, M. (2004), Att forska i praktiken. En kunskapsöversikt och en fallstudie. Kunskapsföretaget i Uppsala AB. Mattsson, M. (2001), Stenar under vattenytan forsknings- och utvecklingsarbete problematiserat. Lund: Merriam, S. (2004), Fallstudien som forskningsmetod. Lund: Nowotny, H., Scott, P. & Giddens, M. (2001), Re-thinking science: knowledge and the public in an age of uncertainty. Cambridge: Polity Press. Proposition 1999/2000:135. En förnyad lärarutbildning. Laddas ner på: Ranargården, L. (1997), Gemensam FoU-enhet för medelstora kommuner. I: Tydén, T (ed.) (1997). Den reflekterande kommunen. Kommuner och forskning i samverkan. Stockholm: HLS. Rönnerman, K. (ed.) (2004), Aktionsforskning i praktiken erfarenheter och reflektioner. Lund : Rönnerman, K. (1998), Utvecklingsarbete en grund för lärares lärande. Lund: Rönnerman, K. (2001), Vi behöver varandra en utvärdering av praktikers och forskares möte för att forma forskningsprojekt i skolan. Stockholm: Skolverket. SOU 1999:63. Att lära och leda. En lärarutbildning för samverkan och utveckling. This is a translation of the Swedish original Page 6/7

7 Stensmo, C. (2003), Vetenskapsteori och metod för lärare. Uppsala: Kunskapsföretaget. Thelin, A. (1997), Strategier för forskningsinformation exemplet Skolverket. I: Tydén, T. (ed.) (1997), Partnerskap för kunskapsutveckling. Stockholm: HLS. Tiller, T. (1999), Det didaktiska mötet. 137f. Lund: Tydén, T. (ed.) (1997), Den reflekterande kommunen. Kommuner och forskning i samverkan. Stockholm: HLS. This is a translation of the Swedish original Page 7/7