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Course Catalog 01/02


Department of Education

PÄP049 The Pupil, the Teacher and the Teaching Subject Matter 22.5 ECTS credits

TIMEPERIOD:
Q3-Q4

LANGUAGE:Swedish

EXAMINER



PREREQUISITES
General entrance requirements and course admission requirements for teacher training.

COURSE AIM
The aims of the course are that students:
- gain familiarity with the teaching subject matter and the syllabuses of the subject area,
develop awreness of the central didactic questions and acquire knowledge of different ways
of assuring the quality of the teaching
- develop awareness of how co-determination and responsibility positively influence people´s
self-esteem, lerning and development
- acquire knowledge of pupils in need of special support and insight into ethical issues crucial
to the teaching role
- learn to carry out educational development work and develop ability to apply theories to
learning and didactics in indipendent, concrete teaching

CONTENTS
- Syllabuses.
- Important didactic issues. Teaching aids.
- Evaluation of pupils´achievements, grading and tests. Self-analysis.
- Pupils and teachers in democratic co-operation. Ethic nd socialisation.
- Pupils in need of special support.

TEACHING
The teaching will take the form of lectures, seminars and problem-based group-work.
Contrary to the group-work in the other courses in the training programme, the groups in this course will consist of students representing the same subject area. The theoretical aspects of the course will be integrated with the practical training.

EXAMINATION
Written and oral examination, individually and in group.
COURSE GRADE SCALE: pass/fail

ITEMS/CREDITS
Special education/exam 2.25ECTS
Syllabuses, Quality assurance, Didactics etc. 5.25ECTS
Degree project 1.50ECTS
Work placement (incl. Degree project) 13.50ECTS

COURSE LITERATURE
Brusling, C & Strömqvist, G (1996). Reflektioner och praktik i läraryrket. Studentlitteratur. ISBN 91-44-00089-8.
Collste, G (1996). Inledning till etiken. Studentlitteratur. ISBN 91-44-00055-3.
Hallerström, H (red) (1997). Kreativa lärmiljöer. En studie av högstadieskolor. Reprocentralen.

ISBN 91-973124-0-1.
Johansson, H (1997). Luleåmodellen.
Lundgren, T & Ohlis, K. Vad alla lärare och rektorer bör veta om datorn som verktyg - för elever med läs- och skrivsvårigheter.
Lundgren, T & Ohlis, K. Vad alla lärare och rektorer bör veta om läs- och skrivsvårigheter.
Utbildningsdepartementet. Läroplaner för de frivilliga skolformerna, Lpf 94.
Rabe, T & Hill, A (1996). Boken om integrering. Arlöw, Berlings. ISBN 91-564-0632-0.
Backman, J (1998). Rapporter och uppsatser. Lund: Studentlitteratur. ISBN 91-44-00417-6
Rönnerman, K (1998). Utvecklingsarbeten grund för lärares lärande. Lund: Studentlitteratur. ISBN 91-44-00186-X.
Svensson, P-G & Starrin, B. (red) (1996). Kvalitativa studier i teori och praktik. Lund: Studentlitteratur. ISBN 91-44-39851-4.
Skolverket. Betygsboken 1 och 2.
Skolverket. Bildning och kunskap.
Övrig litteratur som är relevant för att belysa innehållet i kursen och nå målet med kursen väljer studenten i samråd med undervisande lärare.

REFERENSLITTERATUR
Armelius, B (1996). Vård av ungdomar med sociala problem. Stockholm: Liber utbildning AB. ISBN 634-1682-4.
Egerbladh, T & Tiller, T (1998). Forskning i skolans vardag. Lund: Studentlitteratur.
Ylander, C & Larsson-Lindman, B (1994). Makt och rädsla. Borås Centraltryckeri. ISBN 91-27-01961-6.
Ågren, L (1997). Att arbeta individanpassat i gymnasieskolan. Kalmar Sund Tryck. ISBN 91-7724-917-8.
Uljens, M (1997). Didaktik. Studentlitteratur. ISBN 91-44-47941-7.

REMARKS
Valid for the academic year 01/02.

Web Editor: Karin.Lindholm@dc.luth.se

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LULEÅ UNIVERSITY OF TECHNOLOGY
University Campus, Porsön, 971 87 Luleå. Tel. +46 (0) 920-91 000, fax +46 (0) 920-91 399
Last edited 2001-12-17