Course - A sustainable future and teachers' identities - LÆR2001
LÆR2001 - A sustainable future and teachers' identities
About
New from the academic year 2021/2022
Examination arrangement
Examination arrangement: Written assignment
Grade: Passed / Not Passed
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Written assignment | 100/100 |
Course content
Teacher students develop competences and identities in different contexts during their lives. These life stories influence their socialization and learning as they enter new communities in teacher education and in practice schools. Identity formation and learning in teacher education will be incorporated into the teacher students' life stories that stretch back in time and into other contexts. Values, attitudes and personal features in the teacher students' life stories constitute a commitment in their professional practice and contribute when they decide how to make use of the knowledge gained in the teacher education.
The students also develop professional identity by envisioning a future in the social context of being a teacher in school. They need to envision how their knowledge is relevant in the future and form ideas about how subjects and school culture should develop to support a sustainable future. The teacher students' identities develop through interaction between how they relate to the students' interests and need for knowledge, and the school culture's ability to mediate these processes.
Learning outcome
Speaking, reading and writing a professional language develop the student into an independent teacher. After completing the course, the student will have the following overall learning outcomes as a starting point for further development in the teaching profession:
- The students can articulate the characteristics of a sustainable school culture.
- The students can analyze and discuss how they can contribute to the development of a sustainable school culture.
- The students can discuss how they can develop their self-understanding through participation in the collective that is shaped by the school culture.
Learning methods and activities
In this course, group work and plenary discussions will be used as means to recognize that teacher students enter the teacher education with different life courses and wishes for their work in the school. By interpreting practice experiences and subject texts together, the teacher students give each other the opportunity to explore and take an stand on how they can use their knowledge from the teacher education to support sustainable school cultures and contribute to all students' need for future relevant knowledge. Through this common task, we want the students to develop a shared identity as teachers and recognize their autonomy as teachers in their future work in schools.
Compulsory assignments
- Collectiv written assignment
- Individual written assignment
Further on evaluation
Compulsory assignments
- A collective written assignment produced through group work
- An individual written assignment
No
Version: 1
Credits:
7.5 SP
Study level: Third-year courses, level III
Term no.: 1
Teaching semester: AUTUMN 2021
Language of instruction: Norwegian
Location: Trondheim
- Pedagogical knowledge
- Teacher Education
- Education
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Written assignment
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Written assignment
100/100
Release
2021-12-03Submission
2021-12-10
09:00
INSPERA
15:00 -
Room Building Number of candidates -
Spring
UTS
Written assignment
100/100
Release
2022-05-16Submission
2022-05-23
09:00
INSPERA
15:00 -
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"