Educational Studies

Name of the module: Educational Studies

Target group:

Level of the unit: BA

Entrance requirements:

Number of ECTS credits: 35

This plan is coordinated with the plan for Teaching experience.

Aims: Educational studies should enable the European education student to facilitate learning processes

and engage in meaningful interaction with children of vastly different social, cultural, and developmental

backgrounds. The students should acquire competence in contributing to children’s subject-related,

personal and social learning in an intercultural context. The subject provides a basis for one’s planning,

carrying out, assessing, developing and improving teaching in collaboration with the children in one’s class,

one’s colleagues, and the children’s parents. The practical field of teaching is complex though the students

should be able to take an overall responsibility. The pivotal point is to be able to create a good framework

for the children’s learning and make the individual child see him/herself as part of a larger social and global

context. A multicultural society and a multicultural group of pupils should be basis for possibilities, the

student should be able to comprehend and use these possibilities. The student should appropriate skills in

evaluating basic educational dilemmas and conflicts within a social and international perspective. Particular

emphasis is placed on the child’s education and socialization.

Competences to be developed:

1. Intercultural competencies

2. Interpersonal competencies

3. Pedagogical competencies, methodology and assessment

4. Subject knowledge and didactics

5. Organizational competencies

6. Collaborating competency

7. Communicating competency

8. Reflection and development competency

9. All the competences are to be seen as a whole and in the light of the overall aims.

Module 1: Basic didactics and teacher authority

Years of study: 1st year

ECTS: 10

Learning outcomes

After this module the students should:

Educational activities Assessment Estimated

student work

time in hours

1. Developmental psychology (3ECTS)

- know about and understand the social,

cognitive, and emotional development of

children and young people.

- be able to observe interaction in teaching

situations

2. Teacher leadership (2ECTS)

- know about and understand the rights and

responsibilities of the teacher in order to be

able to act adequately.

- be aware of, analyze, reflect on and

evaluate the teacher’s role as authority,

partner in a dialogue, and care-giver in order

to be able to act adequately.

3.Basic didactics (3ECTS)

- know about and understand educational

theories about aims, contents, curricula,

teaching and work forms, assessment,

teaching differentiation, and participation.

- know about and understand the concepts of

learning, knowledge, and competence and be

able to describe the pupils’ learning potential

Activities are carried out

as a mix of lecturers

presentations, verbal

and written student

presentations with

subsequent feedback,

class discussion, group

work, discussions,

exercises, case work, and

analysis of the study

material.

All students us a

developmental, digital

portfolio showing the

progress of the student.

The study material is also

reflected on in relation

to experiences from

practice.

Formative

assessment of

the portfolio.

An independent

term paper with

intern

examination.

Workload

corresponding

to 10ECTS

4. Classroom management (2ECTS)

- know about and understand education and

schooling in the international and

intercultural primary school.

- know about and understand theoretical

knowledge about classroom management in

multicultural classrooms

- be capable of planning good teaching in

different ways including the use of ICT as a

working and communication tool.

- be aware of, understand and plan for

learning for pupils who are members of a

new generation affected by multimedia, ICT

etc. in a globalized world

Mandatory literature 1 st year

Gage, Nathaniel L. (2008), A Conception Of Teaching, Springer-Verlag New York Inc.

Woolfork, A (2006) Educational Psychology, Prentice Hall

Fenstermacher, Gary D. & Jonas F. Soltis (2009) Approaches to teaching, 5. ed.. New York : Teachers

College press

Shelton, Fiona & Simon Brownhill (2008), Effective Behaviour Management In The Primary Classroom,

Open University Press

Jordan, Anne & Orison Carlile & Annetta Stack (2008) Approaches to learning : a guide for teachers,

Maidenhead : McGraw-Hill

Jones, V. S. Vernon & Vernon Jones & Louise Jones, Pearson Education (US) (2009),Comprehensive

Classroom Management, Creating Communities Of Support And Solving Problem, 9th Revised edition

Suggested readings. The readings should be seen in relation to the modules in teaching practice:

Bransford, John D. & National Academy of Sciences & National Research Council (2000), How People

Learn, Brain, Mind, Experience And School: Expanded Edition National Academies Press, 2nd Enlarged

edition

Crain, W. (2005) Theories of development – concepts and applications. Prentice Hall.

Elliott, Julian G.: Motivation, engagement, and educational performance. New York 2005

Gardner, Howard: Development and education of the mind. London 2006

Jarvis, Peter: Towards a comprehensive theory of human learning. London, 2006

Lahey, B.B. (2000) Psychology – an introduction

Stern, D (2005): The interpersonal world of the infant: A view from psychoanalysis and developmental

psychology, Karnac

Module 2: Educational concepts and classroom strategies

Years of study: 2nd year

ECTS: 10

Learning outcomes

After this module the students should

Educational activities Assessment Estimated

student work

time in hours

1. Differences within the classroom(3ECTS)

- understand and be able to deal with the

children’s different socialization and its

impact on learning

- observe, analyse and handle the processes

of modernization, globalization and

development in primary schools

- be able to collaborate with pupils and

colleagues

2. Group dynamics (2ECTS)

- understand and analyze the impact in the

classroom of personality development –

identity, subject, and self

- know about and handle social relations –

group processes, conflict management,

teacher-child and child-child relations.

3. Learning strategies (3ECTS)

- know about and use different teaching and

work forms, such as classroom teaching,

group work, theme and topic-based

Activities are carried out as

a mix of lecturers’

presentations, verbal and

written student

presentations with

subsequent feedback, class

discussion, group work,

discussions, exercises, case

work, and analysis of the

study material.

In this module it is of

specific importance to use

digital tools.

The study material is also

reflected on in relation to

experiences from practice.

The students should

gradually be more and

more active and show

more and more

responsibility.

Formative

assessment of

the portfolio.

A term paper

written by

collaborating

groups of

students.

Workload

corresponding

to 10ECTS

teaching, hands-on teaching, and project

work.

- know about various strategies for learning

and be able to reflect on when, how and

why to use them.

4. Educational concepts (2ECTS)

- understand various educational ideas from

the perspective of socio-historical change

- possess intercultural knowledge and

understanding, and be able to identify

various perspectives

Suggested readings 2nd year. The readings should be seen in relation to the modules in teaching practice.

Beijaard, Douwe, Paulien C.Meijer, Greta Morine-Dershimer and Harm Tillema: Teacher Professional

Development in Changing Conditions. Springer 2005

Curtis & Pettigrew (2009) Learning in contemporary culture, Learning Matters

Evertson, Carolyn M , Handbook of Classroom Management, Research, Practice, and Contemporary Issues,

Lawrence Erlbaum Associates, illustrated edition, 2006

Gardner, H. (1993): Frames of mind – the theory of multiple intelligences. Fontana Press.

Gardner, John: Assessment and learning. London 2005

Giddens, Anthony (2002) Runaway World. 2nd edition, London : Routledge.

Illeris, K. (2004): The three dimensions of learning. Roskilde University Press.

Intercultural dimensions. www.geert-hofstede.com

Jandt, Fred E. (2007): An introduction to intercultural communication : identities in a global community,

Sage publications

Jarvis, Peter (ed.). From adult education to the learning society: 21 years from the International journal of

lifelong education. Routledge. London. 2006-12-06

Kemp (2009) Cosmopolitan commitment in education (in: Commitment in education (p. 195-214), ed.

Kemp), LIT

Lauder, Hugh, Phillip Brown, Jo-Ann Dillabough and A.H. Halsey: Education, globalization and social change.

Oxford 2006-12-06

Pritchard, Alan & John Woollard, Constructivism And Social Learning, Taylor & Francis Ltd, 2010

Reale, Daniela: Learning with other countries. London 2005

Rosenberg, Marshall B. (2003): Life-enriching education : nonviolent communication helps schools improve

performance, reduce conflict, and enhance relationships, Puddle Dancer Press

Samovar, Larry A., Richard E. Porter, Edwin R. McDaniel (2006): Communication between cultures,

Thomson/Wadsworth

Uljens, Michael & Uljens Michael, A School Didactic Model Framing an Analysis of Pedagogical Implications

of Learning Theory, Psychology Press, 1999

Module 3: Planning, cooperation, and assessment

Years of study: 3rd year

ECTS: 10

When completing this module the students should know about, understand and be able to use the

theoretical themes describing the learning outcomes below. The students should be able to use this meta-

theoretical foundation of psychology in relation to acting as responsible teachers in a multicultural

classroom.

Learning outcomes

After this module the students should

Educational activities Assessment Estimated

student work

time in hours

1. Teamwork (2ECTS)

- be capable of team-based planning and

assessment of children with different

ethnic or cultural backgrounds within the

same classroom.

- be able to develop plans for individual

children, teaching plans, and annual

plans.

- be able to collaborate with colleagues in

a team

2. Assessment (3ECTS)

- know about and understand formative

and summative assessment and how

assessment can scaffold learning

Activities are carried out as a

mix of lecturers’

presentations, verbal and

written student presentations

with subsequent feedback,

class discussion, group work,

discussions, exercises, case

work, and analysis of the

study material.

Digital portfolio.

The study material is also

reflected on in relation to

experiences from practice.

The students should gradually

be more and more active and

show more and more

Formative

assessment of

the portfolio

A written report

followed by a

verbal

presentation

with clear

relations

between

empirical

experiences and

theoretical

insight.

Workload

corresponding

to 10 ECTS

- be capable of using teacher-directed

and student-directed teaching in respect

to aims, classroom management and

assessment

3. Inclusive education(3ECTS)

- be capable of planning good teaching in

respect to theory of inclusive education

- be able to co-operate with pupils on

teaching aims, contents, and work forms

on the basis of the children’s ability and

potential

4. Values(2ECTS)

- understand educational dilemmas and

conflicts of value and be able to consider

their impact on teaching and learning.

- understand, reflect on, analyse and

synthesise the relationship between

values, education and politics to be able

to evaluate and handle a current

educational situation.

- be able to communicate and co-operate

in intercultural school environments

responsibility.

Suggested readings 3rd year (this list is far too long and has to be focused according to the choices of the

teachers). The readings should be seen in relation to the modules in teaching practice.

Heritage, Margaret (2010) Formative assessment, London : Corwin

Laursen, P. F (2005): “The authentic teacher.” In Beijaard et al: Teacher professional development in

changing conditions. Springer

Linden, Jos van der; Renshaw, Peter (ed.). Dialogical learning: shifting perspectives to learning, instruction,

and teachning. Kluwer Academic. Dordrecht. 2004

Nielsen & Eggert Olsen (2009) Educating for democracy: Adaption or Political Awareness? (in: Commitment

in education (p. 177-194), ed. Kemp), LIT

Torres, Carlos Alberto (2009) Globalizations and education : collected essays on class, race, gender, and the

state, New York : Teachers College, Columbia University

Ziehe, T. (2008) "Normal Learning Problems" in Youth - in the Context of Underlying Cultural Convictions

(in: Contemporary theories of learning, chapter 13 (p. 184-199), Ed. Illeris), Taylor & Francis Ltd

Module 4: Working as a professional

Years of study: 4th year

ECTS: 5

After this module the student should be able to carry through reflection and evaluate, develop and improve

teaching based on the learning outcome listed up below. The student should now be able to act as a

professional, innovative teacher.

Learning outcomes

After this module the students should

Educational activities Assessment Estimated

student work

time in hours

1. Collaboration with parties outside of

the school (2ECTS)

- understand what is needed to be able to

co-operate with resource people in the

children’s culturally different life spaces

- be able to establish creative, useful

collaboration with pupils, parents

colleagues and other resource persons.

2. Visions and missions(3ECTS)

- be able to make a study of the function,

organization, and value foundation of

various primary school systems from a

current as well as a historical perspective

- be able to identify and create criteria for

good teaching

Activities are carried out as a

mix of lecturers presentations,

verbal and written student

presentations with

subsequent feedback, class

discussion, group work,

discussions, exercises, case

work, and analysis of the

study material.

Digital portfolio.

The study material is also

reflected on in relation to

experiences from practice.

The students should gradually

be more and more active and

show more and more

responsibility.

Formative

assessment of

the portfolio

A final

independent

term paper with

extern

examination.

Workload

corresponding

to 5 ECTS

- reflect on the way in which different

primary school systems understand both

the individual school subjects and cross-

curricular teaching

- do research and use experience-based

knowledge international school practice

- be able to integrate all the appropriated

knowledge about educational studies in a

professional, innovative, teaching

practice.

The students submit an

academic paper including

focused theory used in

reflecting on, analyzing and

evaluating empirical data.

Suggested readings 4th year (this list is far too long and has to bee focused according to the choices of the

teachers). The readings should be seen in relation to the modules in teaching practice.

Beijaard, Douwe, Paulien C.Meijer, Greta Morine-Dershimer and Harm Tillema: Teacher Professional

Development in Changing Conditions. Springer 2005

Björck. Ulric. Distributed problem-based learning: studies of a pedagogical model in practice. Acta

Universitas Gothoburgensis. Gøteborg. 2004

Brookfield, Stephen. The power of critical theory for adult learning and teaching. Open University Press.

Maidenhead. 2005

Carr-Chellman, Alison A.: Global perspectives on e-learning. California, 2005

Elliott, Julian G.: Motivation, engagement, and educational performance. New York 2005

Fisher, Darrell L. and Myint Swe Khine: Contemporary approaches to research on learning environments.

New Jersey 2006-12-06

Furman, Susan and Marvin Lazerson: The public school. New York 2005

Illeris, Knud: The three dimensions of learning / Malabar, Fla.: Krieger Pub. Co., 2004.

Jarvis, Peter (ed.). From adult education to the learning society: 21 years from the International journal of

lifelong education. Routledge. London. 2006-12-06

Jarvis, Peter: Towards a comprehensive theory of human learning. London, 2006

Macbeath, John; Moos, Lejf (ed.). Democratic learning: the challenge to school effectiveness. Routledge

Falmer. London. 2004

Magoulas, George D.; Chen, Sherry Y; Hersey, P.A. Advances in web-based education: personalized learning

environments. Information Science Pub. 2006-12-06

Thahar, Sheila: Narrative research on learning. Oxford 2006

Walker, D. F. & Jonas F. Soltis (2009) Curriculum and aims, 5. ed.. - New York : Teachers College Press