Course Schedule

SemesterElementary and Primary EducationSecondary English or Social Studies Education

Year One, Fall Semester

(University of Chichester)

Professional Studies: Developing as a Teacher

Citizenship Studies: Race & Ethnicity, Education & Inequality

Math: Teaching Methods

Science: Teaching Methods

Information Communication Technologies

Field Experience

Professional Studies: Developing as a Teacher

Citizenship Studies: Race & Ethnicity, Education & Inequality

Subject Teaching Methods

Information Communication Technologies

Field Experience

Year One, Spring Semester

(Jönköping University)

Global Environment & Survival Issues

Intercultural Encounters

Professional Studies: Special Education

Field Experience: 5 weeks, Monday through Thursday

Swedish Language and Culture

Global Environment & Survival Issues

Intercultural Encounters

Professional Studies: Special Education

Field Experience: 5 weeks, Monday through Thursday

Swedish Language and Culture

Year Two, Fall Semester

(Penn State University)

LL ED 400: Teaching Reading in the Elementary School

LL ED 401: Teaching Language Arts in Elementary School

LL ED 402: Teaching Children's Literature

A ED 303: The Visual Arts in the Elementary School

MUSIC 241: Music for Classroom Teachers

Subject Studies

Field Experience: 5 Weeks, Monday through Thursday

LLED 412: Teaching Language Arts in Secondary Schools II or SS ED 412W: Teaching Secondary Social Studies II

Subject Studies

Subject Studies

Subject Studies

Year Two, Spring Semester

(Penn State University)

C I 495B: Clinical Application of Instruction -- Elementary and Kindergarten Education

C I 495D: Practicum in Student Teaching -- Elementary and Kindergarten Education

C I 497: Thesis Project

C I 501: Teaching as Inquiry

C I 495E: Practicum in Student Teaching -- Secondary Education

C I 497: Thesis Project

C I 501: Teaching as Inquiry

University of Chichester

Professional Studies: Developing as a Teacher

This module builds on students’ existing knowledge of the values that underpin education and their understanding of diversity and the teaching and learning process. Student teachers will be introduced to the theory of social justice and these principles will then be explored in relation to how they underpin aspects of educational policy and practice.  This will include: the Every Child Matters agenda; the social and family context of the child, the concept of inclusion and diversity and equality of opportunity.  The underpinning issues of child protection will be considered. Student teachers will be expected to reflect on their school experience and to consider how knowledge and understanding from this module will impact on their future practice.  The module will also cover relevant undergraduate study skills, including, in particular, those of critical analysis.

Learning Outcomes

On completion of this module student teachers will:

  • know and understand the principles that underpin inclusion and the theories of social justice;
  • demonstrate the ability to analyse social justice issues in given aspects of educational policy;
  • be able to critically apply their knowledge and understanding to evaluate their experience in schools to examine issues of equal opportunity;
  • be able to apply their knowledge and understanding to be able to respond to the needs of individual children;
  • be able to use their knowledge and understanding to develop relevant arguments to support their teaching approaches.

 

Race and Ethnicity (Or alternative specialist optional module)

The intention of this module is to move historically through the origins of racism and understandings of the idea of ‘race’ in the UK, to a more general understanding of the issue via some examination of the situations in USA and Europe.  These will include some consideration of popular attitudes, political policies and stances, the role of the media, the experiences of different minority groups and the role of law and policy.  Some overall analyses will then be approached, looking at the role of sociology and cultural studies in explaining racism, with some reference to social class and the political and theoretical importance of ‘identity’.  The implications for inclusive and exclusive citizenship will be a key theme.

Learning Outcomes:

On completion of this module students will be able to:-

  • demonstrate awareness of key factual data about UK ethnic minorities
  • have built on previous knowledge about key terminology
  • have developed in synthesising personal values from a range of sometimes conflicting theoretical bases
  • critically examine the complexity of issues of race and ethnicity and their potential relationships with factors such as language and religion, with their implications for notions of citizenship
  • show an understanding of the social and political context and its influence upon values and attitudes in this field.

 

Mathematics: Developing A Deeper Understanding Of Number

This module aims to provide a critical understanding of the key principles of number and its wider application. We will also seek to develop the student teachers’ understanding of further strategies associated with the teaching and learning of mathematics, taking into account issues of inclusion.

Through using the relevant methods of enquiry into mathematics education, student teachers will develop their abilities in: planning for the learning of aspects of number, including counting, place value, addition, subtraction, multiplication, division, fractions, decimals, percentages, ratio, proportion, measures and data handling (including probability). This will include assessment for and of learning, and consideration of inclusive practice. The inter-relationships between these areas will be considered, as well as their links to other curriculum areas e.g. science.

Learning Outcomes:

On completion of this module students will demonstrate:-

  • a critical understanding of progression within the teaching and learning of number including its application to measurement and data handling.
  • enhanced confidence in promoting the learning and assessment of number through appropriate tasks at different stages of children’s development.
  • evidence of ability to apply these principles in their school experience where appropriate.
  • ability to adapt tasks to take account of particular learning needs or issues of inclusion.
  • transferable skills associated with ‘Life Skills’; in particular the organisation of time and resources.

 

Teaching ICT

The aim of this half-module is to enable students to develop their knowledge and critical understanding of the ICT curriculum and the development of ICT capability. It will help to prepare students to apply this knowledge and understanding when planning, teaching and assessing ICT capability in primary schools.

Students will have the opportunity to use a range of hardware and software applications and consider how to make effective use of these resources within the classroom.

Learning Outcomes:

On completion of this module and school experience students should:

  • have developed their knowledge of the ICT curriculum
  • understand the concept of ICT capability
  • be able to apply their knowledge and understanding when planning, teaching and assessing ICT
  • critically evaluate the impact of their teaching on pupils’ learning of ICT
  • be able to make effective professional use of ICT

Jönköping University

Global Environment and Survival Issues

Objective

  • Provide knowledge of global interrelatedness from an ecological perspective
  • Create awareness of human and global inter-dependency in matters of environment and ecology
  • Provide knowledge of natural resources
  • Secure students' knowledge of threats to the environment and to human survival
  • Create awareness of the significance of individual and societal responsibility in protecting and preserving the environment
  • Create awareness of the possibilities and risks with research and technology

Content

  • The Earth's resources, origin, dispersion and use
  • The Biosphere and human impact
  • Population and over-population
  • Industrial and Developing countries: historical and current issues
  • Conflicts and conflict management
  • Ethics and survival issues

Teaching and the instructional aspects of global and survival issues

Intercultural Encounters

Objective

The course, which is given within the general subject area, aims at the development of a basic understanding of the role of teachers in a multi-cultural society, the creation of a positive approach to cultural diversity, individually and in the professional role of teachers.

The course aims to develop:

  • Knowledge, awareness and understanding of the increasing cultural diversity to be found in Sweden, both from the historical and the contemporary perspective
  • Knowledge of linguistic diversity
  • Knowledge, awareness and understanding of the opportunities, problems and conflicts, which can be the result of cultural encounters and interactions.

Content

  • Socialisation and identity development.
  • Economic, political and social relationships in a multi-cultural society.
  • Opportunities and problems in cultural encounters.
  • Socio-psychological aspects of cultural encounters.
  • Attitudes and values.
  • Music as an expression of culture.
  • Language development and inter-cultural approaches to teaching and learning.
  • Practical applications of international and inter-cultural perspectives as determined in the National Curricula.
  • An introduction to multi-linguistic proficiency, the development of a second language and the linguistic situation of minority groups.
  • An introduction to Swedish language tuition and Swedish as a second language in pre-school and schools.
  • Beliefs and traditions within the Eastern and Orthodox Church, Islam and Hinduism. Refugee crises throughout the world.
  • International agreements on refugee policies and rights.
  • Swedish migration policy in a historical perspective.
  • Multi-cultural perspectives regarding fundamental values.

Professional Studies: Special Education (7.5 ECTS) combined with Field Experience: 5 weeks MTWR

The course is part of the general field of teacher education.  Special education is characterized by complex relations between the different abilities and needs of children and youth, the organization of daily work and content in the classroom as well as the school as an organization.  The object of the course is that the students shall gain an understanding of these relations and develop basic competence to meet the natural variation in the abilities of children and youth.  The course is an introduction to further studies in Special Education.  (Included school located studies for 4 weeks.)

Objectives

After the course students shall

  • Have a basis of general knowledge in the field of Special Education
  • Understand the history of “a school for all”
  • Show insights about the role of special education in a goal and result oriented steering system
  • Have an overview of the different forms of support and services available to children and youth in the school context
  • Show insights and understand the school’s common responsibility to create a learning environment which includes all children and youth

Content

  • Special education, concepts and issues focused by disciplines
  • International as well as national agreements, regulations and steering documents
  • Support and services for children and youth in need of special support
  • Children’s and youths’ different experiences, possibilities and needs
  • Preventive measures
  • Individual education plans
  • Learning environments based on children’s different abilities and needs
  • The computer as pedagogical tool

Swedish Language, Culture and Society 2

The objectives of this course are the following:

  • To facilitate for students who have passed the basic course in Swedish Language, Culture and Society to increase their knowledge of Swedish language and culture.
  • To provide the students with sufficient language skills to understand and make themselves understood in different situations in daily life in Sweden.
  • To provide the students with opportunity to get some proficiency in writing small messages and reading not too complicated texts in Swedish.
  • To inspire the students to get in contact with Swedish daily life and culture by reading and talking about different subjects of current interests.

Content

  • Basic grammar
  • Pronunciation and prosody
  • Text reading and discussions
  • Practice in listening comprehension
  • Written exercises
  • Intensive oral exercises and structured conversation

Teaching and Learning Methods

Lessons consist to a large extent of oral exercises, conversation and discussions on different topics. Also situation learning is used. Students are supposed to prepare to lessons by reading texts and writing exercises. There will be also complementary exercises available for self-tuition.

Examination and Grading

The examination includes both a written and an oral test. A student may fail or pass the course. The Swedish points are 5, the ECTS credits are 7,5; credits will be given according to the system used by most Swedish universities and the ECTS system.

Prerequisities

  • Pass of Swedish Language, Culture and Society 1.

Course Literature

  • Göransson, U. & Parada, M. (2004). På svenska! Svenska som främmande språk. Lärobok. Lund: Folkuniversitetets förlag
  • Göransson, U. & Parada, M. (2003). På svenska! Svenska som främmande språk. Studiehäfte (engelska). Lund: Folkuniversitetets förlag
  • Göransson, U. & Parada, M. (2004). På svenska! Svenska som främmande språk. Övningsbok. Lund: Folkuniversitetets förlag
  • Some other easy texts in Swedish