Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of

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1 Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University College of Applied Sciences 21 February

2 List of contents Introduction...3 Target group...4 Admission...4 Learning outcomes...5 Content...6 Training component (30 ECTS credits)...7 Research component (150 ECTS credits)...8 Organisation and work methods...8 Evaluation Course plan for Philosophy of Science, Research Methodology and Ethics (10 ECTS credits) Course plan for Theory of Knowledge in Teacher Education Research (10 ECTS credits) Course plan for Comparative Research on Disciplinary Didactics (10 ECTS credits) Course plan for International Education (10 ECTS credits) Course plan for Multicultural Educational Programmes (10 ECTS credits) Course plan for Research in Early Childhood Education and Care (10 ECTS credits)

3 Introduction The PhD Programme in Educational Sciences for Teacher Education at the Oslo and Akershus University College of Applied Sciences (HiOA) is a PhD programme that covers subject areas such as childhood, culture, day care, schools, teacher education, and vocational training from both a national and international perspective. It should contribute to improving research-based knowledge bases and action preparedness in teacher education. It provides a basis for constructive and critical researchbased evaluation of education and education policy in fields that are relevant to teacher education. This is achieved by means of analyses of childhood, teaching, knowledge development and learning in different communicative, cultural and institutional contexts. The programme contributes to research which views education, childhood and development from a more coherent perspective, from early childhood through to higher education in formal and informal learning arenas. Educational sciences that are relevant to teacher education are characterised by both interdisciplinary and multidisciplinary approaches and by scientific and methodical diversity. It is a fast-growing field that has gradually resulted in disciplinary differentiation and specialisation as well as cooperation across disciplinary boundaries and scientific fields. The programme facilitates research activities in specific areas for which the university college has a clear social mandate and in which it has developed specialised competence. This applies not least to the university college's mandate to offer research-based pre-school, primary, and lower secondary school teacher education programmes in a multicultural metropolitan context. The programme is also valid for research relating to different subject teacher programmes in upper secondary education in areas such as vocational, sport and art didactics and for research linked to the teacher education field in general. Justification for the programme lies in the more stringent requirements for researchbased teaching in higher education and in the need for deeper insight into the conditions for and effects of changes in the education system. The PhD programme differs somewhat from similar educational science programmes in that it prioritises research that can substantiate its relevance to teacher education in a given field. Furthermore, a unifying, compulsory course in Theory of Knowledge in Teacher Education Research is offered, which is viewed in relation to general philosophy of science and research methodology. The option to choose between five relevant, institutionally developed concentration courses is specific to this programme. The programme is also clearly practically and professionally oriented in that it focuses on teaching, learning and social contexts within the respective education pathways. 3

4 Target group The target group for the programme consists of individuals wishing to qualify as researchers in the field of educational sciences for teacher education, as teachers at universities and university colleges and for other types of positions that set high standards of academic competence. Admission In order to be admitted to the programme, applicants must normally have completed a master's programme (three years + two years) or possess equivalent qualifications in teacher education or other qualifications in teaching education, educational sciences or development studies. A description of the required content of admission applications is given in section 5 of the Regulations governing the Degree of Philosophiae Doctor (PhD) at Oslo and Akershus University College of Applied Sciences (hereinafter referred to as "the Regulations"). Applications for admission must provide documentation of the stated educational requirements and contain descriptions of the research thesis, a time frame for completing the programme, and plans for funding, dissemination and stays at other institutions. Applicants must also give an account of needs for supervision and infrastructure, details on the planned language for the thesis, and any issues relating to intellectual property rights. The PhD programme Council at Oslo and Akershus University College of Applied Sciences will consider applications for admission on the basis of an overall evaluation. Detailed information regarding the requirements for the content of applications and admission decisions are provided in HiOA's guidelines for processing applications for admission to PhD programmes. The PhD programme Council will appoint a supervisor/supervisors on admission. If possible, the principal supervisor should be affiliated with Oslo and Akershus University College of Applied Sciences. Admissions must be formalised by means of an agreement between the PhD student, the supervisor and HiOA, and with any other academic communities or institutions where appropriate. The agreement will regulate the rights and obligations of the respective parties for the duration of the agreement (cf. section 6 of the Regulations) and will conform with the template issued by the Norwegian Association of Higher Education Institutions (UHR). Students will be affiliated with a research community in the relevant subject area. 4

5 Learning outcomes On completing the programme, the candidate shall have gained research competence in educational sciences for teacher education and shall have the following learning outcomes defined in terms of knowledge, skills and general competence. Knowledge The candidate: - has reached the frontier of knowledge and understands relevant scientific theories and methodologies within educational sciences for teacher education. - possesses deep theoretical and empirical insight into general educational sciences issues that are relevant to teacher education. - possesses comprehensive knowledge about and can evaluate critically the main features of Norwegian and international research in one of the following fields of research: comparative research in disciplinary didactics, international education, multicultural education programmes, professional development of teachers during training and professional practice, or research in early childhood and care. Skills The candidate: - can work as an independent researcher and contribute towards developing new knowledge within the field of study at a high international level. - can conduct scientific analyses of complex relationships within the field of study. - can deal with complex research questions and problematise the knowledge base of the field of research. - can deliver academically competent written and oral presentations at national and international conferences General competence The candidate: - may identify needs for new research in educational sciences that is relevant to the knowledge base and action preparedness in teacher education programmes. - may disseminate his/her own and others' research findings via recognised national and international publication channels. - may identify ethical research challenges in his/her own and others' fields of study and conduct his/her research with endemicntegrity. 5

6 Content The programme consists of a training component and a research component. The training component is equivalent to 30 ECTS credits and the research component is equivalent to 150 ECTS credits. In the training component the student gains theoretical, empirical insight into and methodological competence in studies of general educational science issues that are relevant to teacher education. In the research component the student develops the ability to identify needs for new educational science research that is relevant to the knowledge base and action preparedness in teacher education, and the ability to problematise and disseminate such knowledge. Importance is placed on combining academic breadth and depth. In the training component the student shall gain academic breadth through completing two core, compulsory courses and one elective concentration course. The training component is therefore divided into three parts, the first of which comprises core scientific, methodological and ethical topics aimed at developing the student's ability to conduct scientific analyses and to critically analyse and evaluate complex relationships in the field with the help of adequate methods. The second part comprises the study of the theory of knowledge in teacher education research to enable the student to gain theoretical and empirical insight into general educational science issues that are relevant to the field. The third part offers an elective topic related to the subject area(s) of the thesis, where the student shall gain an overview of the main features of Norwegian and international research in the field. In the research component the student shall develop in-depth orientation through working on a scientific thesis with a view to achieving research competence in educational sciences for teacher education that is characterised by an ability to identify, design and undertake research and disseminate research findings. Multicultural and international perspectives Multicultural and international perspectives will be covered in all the concentration courses that make up the programme. Gender perspective Gender and equal opportunity perspectives will be covered in all the concentration courses that make up the programme. 6

7 Ethics Ethical issues will be discussed, particularly in the programme's compulsory course, Philosophy of Science, Research Methodology and Ethics, but will to some degree also be covered in connection with specific cases in the concentration course. Training component (30 ECTS credits) The training component will support the student's research. The training component consists of the two topics Philosophy of Science, Research Methodology and Ethics and Theory of Knowledge in Teacher Education Research as well as one of five elective concentration courses. Compulsory courses Philosophy of Science, Research Methodology and Ethics Theory of Knowledge in Teacher Education Research Comparative Research in Disciplinary Didactics 10 ECTS credits 10 ECTS credits 10 ECTS credits Elective courses (from which one must be chosen) International Education Multicultural Educational Programmes Professional Development of Teachers during Training and Professional Practice Research in Early Childhood Education and Care 10 ECTS credits 10 ECTS credits 10 ECTS credits 10 ECTS credits Theory of Knowledge in Teacher Education Research must be taken in its entirety as part of the PhD programme in Educational Sciences for Teacher Education. Philosophy of Science, Research Methodology and Ethics may be taken in full or in part under another PhD programme at HiOA or at an external educational institution or research school. Up to 5 ECTS credits for the chosen concentration coursse may be replaced by specific recognition of a relevant topic taken as part of another PhD programme at HiOA or at an external educational institution or research school. Recognition of courses taken at other institutions If a PhD student completes courses at institutions other than Oslo and Akershus University College of Applied Sciences, the PhD programme Council at HiOA must approve that these may be included 7

8 in the training component of the PhD programme and decide how many ECTS credits may be accredited. Evaluation Coursework requirements The compulsory and elective topics entail coursework requirements. Refer to the course plans for more information. Final evaluation Students must write an essay on each of the two compulsory topics and one scientific paper on the elective topic. More details regarding requirements for the essay and scientific paper will be provided by the course coordinator. Essays and scientific papers must be written in either Norwegian, Swedish, Danish or English. Essays and scientific papers will be evaluated and approved by the course coordinator and a member of the academic staff involved in the PhD programme. The learning outcomes serve as the criteria for evaluations. Research component (150 ECTS credits) The core element in the programme is the work done on the research thesis. The provisions pertaining to theses are regulated by section 10 of the Regulations. The programme's main model for theses is primarily based on scientific papers. Alternatively, a thesis may comprise one complete text (monograph). Specific guidelines have been prepared for theses based on scientific papers. The thesis must be an independent piece of research that meets international standards in the given field. It must contribute towards developing new scientific knowledge and must be of a sufficiently high standard to merit publication as part of the scientific literature in the field. Parts of a collaborative piece of work will be approved as a thesis to the extent to which the independent contribution made by the doctoral candidate can be identified and documented. The learning outcomes for the programme will serve as the basis for evaluating the thesis. Organisation and work methods The individual courses that make up the training component are normally taught over one semester. As a general rule, the compulsory courses are held during the autumn semester and the elective 8

9 courses in the spring semester, so that the training component can normally be completed during the first academic year. Organised teaching is given in the form of lectures, seminars and tutorials. Refer to the respective course plans for more details. Supervision During their work on the thesis, students are entitled to up to 210 hours of supervision. They are expected to make active use of this entitlement. If possible, the principal supervisor should be affiliated with Oslo and Akershus University College of Applied Sciences. Students may apply to be assigned a supervisor from another institution. A time schedule will be included in the supervision agreement. A time schedule for tutorials and a work plan must be agreed at the first tutorial held each semester. Tutorials include preparation, discussion with the PhD student and follow-up work. Rights and obligations with respect to tutorials are regulated by section 11 of the Regulations. The principal supervisor has formal responsibility for the student. If the principal supervisor is affiliated with another institution, the co-supervisor must be affiliated with Oslo and Akershus University College of Applied Sciences, in which case the principal supervisor and co-supervisor will share responsibility. Reports and written work must be submitted to both the external and internal supervisors. The internal supervisor is obligated to maintain contact with the student and to keep informed on the student's progression. The student must join and receive support from a relevant, active scientific and research community. The internal supervisor is responsible for ensuring that the student participates in such a community. It must nonetheless be kept in mind that the supervision must ensure that the thesis should be an independent piece of scientific research. Seminars Seminars on interdisciplinary topics where relevant research questions are discussed will be arranged every semester. Students will have opportunities to present and problematise their projects at these seminars. Dissemination PhD students are expected to present their research at least once at an international conference. Students are also encouraged to present their projects in relevant toa and via relevant channels. 9

10 Internationalisation Possibilities for study periods abroad will be facilitated. Researchers from foreign institutions will be invited to give lectures and hold seminars. Students are expected to submit at least one paper to an international conference, preferably abroad. Students are recommended to apply for membership in relevant international research networks. Midway evaluation A midway evaluation of the work done on the thesis will be made half-way through the programme. The midway evaluation involves an expert evaluation, where, students should present and evaluate the progress of their own work and have an opportunity to raise issues relating to supervision and future progression. An external researcher will be appointed, who, together with the supervisor, student and academic coordinator for the programme, will constitute a panel. The time frame for the actual evaluation is approximately four hours. Midway evaluations are compulsory. Specific guidelines have been prepared detailing what students are required to submit. The midway presentation and subsequent midway evaluation of PhD projects must be completed before the PhD student has completed two years of his/her doctoral programme. Annual progress report In order to ensure quality and student throughput, the student and supervisor are both obligated to prepare an annual progress report. This will serve as the basis for evaluating progression of the student's work and completion of courses. Evaluations will also be arranged midway and on completion of the student's research work during the admission period. Inadequate or unsatisfactory reporting may give grounds to terminate the agreement before the admission period expires. Evaluation The degree of PhD in Educational Sciences for Teacher Education is awarded on the basis of: - Approved completion of the training component and, where applicable, other recognised scientific training or competence. - Approval of a trial lecture on a prescribed topic. - Approval of the scientific thesis and a satisfactory public defence. Evaluation is regulated by sections of the Regulations. Supplementary provisions regarding evaluation for the degree of Philosophiae Doctor (PhD) at Oslo and Akershus University College of Applied Sciences provide more detailed guidelines on the procedure for evaluating submitted theses. The diploma will state the title of the thesis and details of the academic training programme in which the doctoral candidate participated. 10

11 Compulsory courses Course plan for Philosophy of Science, Research Methodology and Ethics (10 ECTS credits) Introduction Philosophy of Science, Research Methodology and Ethics (10 ECTS credits) is a core course in the training component of the PhD programme in Educational Sciences for Teacher Education. During the learning process, students will strengthen their knowledge base for working on general scientific, methodological and ethical issues as well as for the field of educational sciences for teacher education. The broad orientation of this course will give students a general theoretical overview. Comparative perspectives represent a key element in this course. The ability to see connections between theoretical orientations and relevant choices of practical approaches will be developed through methodological and ethical reflection. While the theoretical element is essentially knowledge-oriented, the methodological element is more skill-oriented. The ethical element will to a certain degree be attitude-oriented. The course may be replaced in full or in part by another PhD programme at HiOA or at another educational institution or research school. Learning outcomes On completion of the course, students will have achieved the following learning outcomes from the course in Philosophy of Science, Research Methodology and Ethics: Knowledge The student possesses in-depth knowledge of: - general history and recent philosophy of science and methodology. - scientific and methodological knowledge of relevant educational science research questions. - key questions relating to research and ethics in the field. Skills The student: - has gained methodological competence at a sufficiently high level to begin developing new knowledge in his/her own field of study. 11

12 - can conduct scientific analyses of complex relationships in relevant fields. - can formulate scientific, methodological and ethical research questions concerning educational science research. - can deliver academically competent, written and oral presentations at relevant conferences, both national and international. General competence The student: - can identify and establish fruitful connections between theory and empirical evidence based on developed methodological competence. - possesses sufficient ethical competence to identify relevant ethical challenges in his/her own research process. - can identify and discuss complete relationships and conflicts between more general scientific theory and knowledge theory linked to his/her own field of research. Content The course comprises philosophy of science, research methodology and ethics. These three main components must be viewed in relation to each other. Key topics will be: general philosophy of science, scientific accounts that problematise concepts such as science, knowledge, personal formation, history of science, and relationships between aesthetics, epistemology and ethics. Furthermore: presentation and discussion of different isms and theories with relevance to educational sciences, research methodologies covering relationships between philosophy of science and methods, qualitative and quantitative approaches and the relationship between them, and professional ethics and research ethics linked to the field of education. Organisation and work methods The course is normally taught over one semester. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. Evaluation Coursework requirements Oral presentations of individual draft essays. 12

13 Final evaluation The student writes an individual essay of between 15 and 20 pages. The essay is submitted in three copies by a given deadline. The paper must be related to relevant issues in the course syllabus. The essay may also relate to, but must not overlap the work done on, the student's own thesis. Assessment criteria Essays are assessed on the basis of the stated learning outcomes for the course. Reading list 13

14 Course plan for Theory of Knowledge in Teacher Education Research (10 ECTS credits) Introduction Theory of knowledge in teacher education research is a core, unifying course in the PhD programme in Educational Sciences for Teacher Education. The course content is viewed in relation to the content of Philosophy of Science, Research Methodology and Ethics. This particularly applies to the relationship between (general) philosophy of science theory and more field-specific theory of knowledge, and the relationship between theories of science and knowledge on the one hand and research methodologies on the other. During the learning process students will strengthen their knowledge base for working on theory of knowledge issues linked to the research field of educational sciences for teacher education. The broad orientation of the course will give students a theoretical overview from a comparative perspective. Furthermore, importance is placed on an analytical perspective, through critical studies of core texts and theories, themes and approaches linked to communication, context and culture that are relevant to educational sciences in teacher education. Learning outcomes On completion of the course, students will have achieved the following outcomes defined as knowledge, skills, and general competence: Knowledge The student possesses in-depth knowledge of: - relevant theory of knowledge in the field. - educational science theory, themes and approaches linked to communication, context and culture that are relevant to teacher education. - main features in Norwegian and international research in the field. Skills The student: - can formulate, compare and problematise relevant research in the field. - can conduct theoretical analyses and can analyse complex relationships within the field of study. 14

15 - can give academically competent written and oral presentations to relevant research communities. General competence The student: - can identify and gain sound insight into relevant educational science research. - can document a critical ability to identify his/her own and general needs for new educational science research that is relevant to the knowledge base and action preparedness in teacher education programmes. - can disseminate his/her research findings via recognised national and international channels. Content The course covers the theory of knowledge in educational science with an emphasis on research relevant to teacher education, including: - key topics such as caring, formation, learning, play, socialisation, culture, occupations, professions, organisations and society as explained by research. - relevant theories on communication, context and culture in the field of research. - relevant approaches that link theory of knowledge with philosophy of science. Organisation and work methods The course is normally taught over one semester. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. Evaluation Coursework requirements Oral presentations of individual draft essays. Final evaluation The student writes an individual essay of between 15 and 20 pages The essay is submitted in three copies by a given deadline. The paper must be related to relevant issues in the course syllabus. The essay may also relate to, but must not overlap the work done on, the student's own thesis. Assessment criteria 15

16 Essays are assessed on the basis of the stated learning outcomes for the course. Reading list 16

17 Elective concentrations courses Course plan for Comparative Research on Disciplinary Didactics (10 ECTS credits) Introduction The course is an elective component in the PhD programme in Educational Sciences for Teacher Education. The course is aimed at students who seek an in-depth understanding of disciplinary didactics issues related to educational sciences for teacher education. During the learning process students will strengthen their knowledge base for working on their own theses and will gain sufficient breadth for conducting future research in the field of disciplinary didactics related to teacher education. The broad orientation of the course will provide a theoretical overview, and the comparative perspective will aid reflection on similarities and differences between key research traditions in disciplinary didactics. The intention is to link discipline-specific research orientation to the student's work on his/her thesis. Specific recognition of up to five ECTS credits for elective courses may be applied for. External course units must have relevance to the course and must be selected in such a way as to avoid any significant overlap in content between the components that make up the other units or courses in the programme. Learning outcomes On completion of the course, students will have achieved the following learning outcomes: Knowledge The student will reach the frontier of knowledge through having: - in-depth knowledge about the main features in Norwegian and international research in the field of comparative research on disciplinary didactics. - deep insight into the importance of theories on context, communication and culture in discipline-specific research on didactics. - deep theoretical insight into the concepts of discipline, didactics and disciplinary didactics, particularly in relation to the education system. 17

18 Skills The student: - can give written and oral presentations at a high international level of his/her own research to other researchers in established fora. - can critically and reliably disseminate his/her own and others' research findings in disciplinary didactics. - can apply a critical and analytical approach to comparing disciplines and disciplinary didactics. General competence The student: - can identify and explore the need for new research in disciplinary didactics with relevance to the knowledge base and action preparedness in teacher education. - can give an overview of his/her own area of study in disciplinary didactics and can problematise in depth its theoretical premises. - can conduct comprehensive comparative studies with relevance to teacher education. Content Core topics and problem areas are: - Problematisation of disciplines and disciplinary didactics in different educational contexts. - Development of different disciplines and disciplinary didacticians from a historical perspective. - Features of disciplinary didactics research, including comparisons and research traditions within different disciplines. - Disciplinary didactics in the light of phenomena such as context, communication, culture, and gender. - Disciplinary didactics in different professions and in teacher education programmes Organisation and work methods The course is taught over one semester, normally in the second. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. 18

19 Evaluation Coursework requirements Oral presentation of draft for individual scientific paper. Final evaluation The student writes an individual scientific paper of between 12 and 15 pages on comparative didactics. The paper must be submitted in three copies by a given deadline. The paper must be based on relevant subject and course literature but may also be linked to work on the student's own thesis. Assessment criteria Assessment of scientific paper is based on the stated learning outcomes for the course. Reading list 19

20 Course plan for International Education (10 ECTS credits) Introduction The course is an elective concentration in the PhD programme in Educational Sciences for Teacher Education, and is aimed at students who seek an in-depth understanding of research in international education with a focus on countries in the South. The course focuses on national and international education systems and education and educational conditions with particular relevance to teacher education in countries in the South. During the learning process theoretical and empirical research issues and debates in the field of international education. Specific recognition of up to five ECTS credits for elective courses may be applied for. External course modules must have relevance to the course and must be selected in such a way as to avoid any significant overlap in content between the components that make up the other units or courses in the programme. Learning outcomes On completion of the course, students will have achieved the following learning outcomes: Knowledge The student will reach the frontier of knowledge through: - gaining an overview of and knowledge about the main features in Norwegian and international research in the field. - gaining theoretical insight into key international educational issues relating to different ideological and theoretical positions from both countries in the North and countries in the South. Skills The student: - can work analytically and evaluate complex scientific relationships at a high level within the field of international education, with particular relevance to teacher education in countries in the South. - can carry out academically competent written and oral presentations of his/her own and others' research in the field. General competence 20

21 The student: - can disseminate and evaluate research findings in international education with particular relevance to teacher education via recognised foreign publication channels and at international conferences. - can identify the need for new research in the field with relevance to the knowledge base in teacher education programmes in countries in the South. - can demonstrate an in-depth theoretical understanding of sociocultural processes and epistemological positions in international education and can acquire the methodological tools necessary in order to make original contributions to research in the field. Content The courses focuses on how theories in the field of international education can be applied to research in education systems and educational processes, with particular relevance to teacher education in countries in the South. The course thematises theoretical and empirical research questions such as those pertaining to education discourses in countries in the South, the relationship between culture, local knowledge systems and teacher education, globalisation and modernity, and the gender dimension in education in countries in the South. A selection from the following components will be covered: - Ethnicity, national identity and teacher education - Social inequality and education - Education and development - Relationship between political discourses and educational discourses - Gender, culture, religion and education - Challenges associated with teacher education in countries in the South - Indigenous knowledge, modernity and teacher education - Teacher education in regions of conflict and post-conflict - Globalisation and teacher education in countries in the South Organisation and work methods The course is taught over one semester, normally in the second. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. 21

22 Evaluation Coursework requirements Oral presentation of draft for individual scientific paper. Final evaluation The student writes an individual scientific paper of between 12 and 15 pages in the field of international education. The paper must be submitted in three copies by a given deadline. The paper must be based on relevant subject and course literature but may also be linked to work on the student's own thesis. Assessment criteria Assessment of scientific paper is based on the stated learning outcomes for the course. Reading list 22

23 Course plan for Multicultural Educational Programmes (10 ECTS credits) Introduction The course is an elective component in the PhD programme in Educational Sciences for Teacher Education. The course gives competence for research in multicultural education in the light of cultural complexity, globalisation and migration. Specific recognition of up to five ECTS credits for elective courses may be applied for. External course units must have relevance to the course and must be selected in such a way as to avoid any significant overlap in content between the components that make up the other units or courses in the programme. Learning outcomes On completion of the course, students will have achieved the following outcomes defined as knowledge, skills, and general competence: Knowledge The student will reach the frontier of knowledge through having: - deep insight into key discourses in multicultural educational programmes with relevance to teacher education. - theoretical and empirical insight into scientific and political issues in education associated with cultural complexity, globalisation and migration. Skills The student: - can conduct critical analyses at a high level of theoretical and empirical research in multicultural educational programmes with relevance to teacher education. - can design and conduct studies that contribute to advancing the frontier of research into multicultural educational programmes. - can disseminate relevant research findings in national and international scientific channels and fora. 23

24 General competence The student: - can identify and explore the need for new research in multicultural educational programmes with relevance to teacher education and professional practice. - can evaluate and contribute advancing the frontier of research in multicultural educational programmes. Content The course thematises theoretical and empirical research questions with relevance to teacher education in the light of cultural complexity, globalisation and migration. The course will cover a selection of the following components: - Multicultural theory in educational sciences - Teacher education in the light of cultural complexity, globalisation and migration - Professional judgement and ethics in research and professional practice - History of minorities, memorial culture, and qualification in schools and teacher education - Human rights, citizenship and the right to education - Racism, ethnical relations and qualification in schools and teacher education Organisation and work methods The course is taught over one semester, normally in the second. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. Evaluation Coursework requirements Oral presentation of draft for individual scientific paper. Final evaluation The student writes an individual scientific paper of between 12 and 15 pages on multicultural educational programmes. The paper must be submitted in three copies by a given deadline. The paper must be based on relevant subject and course literature but may also be linked to work on the student's own thesis. 24

25 Assessment criteria Assessment of scientific paper is based on the stated learning outcomes for the course. Reading list 25

26 Course plan for Professional Development of Teachers during Training and Professional Practice (10 ECTS credits) Introduction The course is an elective component in the PhD programme in Educational Sciences for Teacher Education. The course is aimed at students who seek an in-depth understanding of primary and lower secondary school education and in issues relating to the role of the teacher, teacher education and the work of the teacher. The course is based on the knowledge base in master's degree programmes in primary and lower secondary school education or their equivalent, but sets higher demands for indepth study and evaluation of the material and scientific methods on which the data is based. Specific recognition of up to five ECTS credits for elective courses may be applied for. External course modules must have relevance to the course and must be selected in such a way as to avoid any significant overlap in content between the components that make up the other units or courses in the programme. Learning outcomes On completion of the course, students will have achieved the following learning outcomes: Knowledge The student: - possesses thorough knowledge of the main features in Norwegian and international research in teacher qualification. - reaches the frontier of knowledge in terms of familiarity with relevant scientific methods in the field. - possesses deep insight into issues, knowledge and perspectives of current interest in influential research communities in the field. Skills The student: - can exercise constructive and critical judgement when evaluating what is relevant and valid knowledge in the field. - can discuss and evaluate the usefulness and application of different research results, research perspectives and methodical approaches within research in teacher qualification. - can discuss complex issues within the topic in the form of scientific papers. 26

27 General competence The student: - can participate in an independent manner in discussions and debates on key research questions in the field of teacher qualification in international fora. - possesses extensive knowledge of and adheres to professional ethical guidelines for scientific activities. - can identify and explore the need for new research that is relevant to the knowledge base and action preparedness of teacher education programmes. Content The course disseminates and explains key research on the role of the teacher in primary and lower secondary school education and the teacher's work in primary and lower secondary schools. Emphasis is placed on research into practical training and classroom instruction from historical, practical and international perspectives. Organisation and work methods The course is taught over one semester, normally in the second. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating essays. Evaluation Coursework requirements Oral presentation of draft for individual scientific paper. Final evaluation The student writes an individual scientific paper in the field of professional development of teachers during training and professional practice. Scope: pages. The paper must be submitted in three copies by a given deadline. The paper must be based on relevant subject and course literature but may also be linked to work on the student's own thesis. Assessment criteria Assessment of scientific paper is based on the stated learning outcomes for the course. 27

28 Reading list 28

29 Course plan for Research in Early Childhood Education and Care (10 ECTS credits) Introduction The course is an elective option in the PhD Programme in Educational Sciences and will strengthen students' knowledge base for working on their own theses and add sufficient breadth to future research work in the field of early childhood education. The course will give a theoretical overview and analytical competence, and will contribute to academic concentration and depth. Specific recognition of up to five ECTS credits for elective courses may be applied for. External course modules must have relevance to the course and must be selected in such a way as to avoid any significant overlap in content between the components that make up other units or courses in the programme. Learning outcomes On completion of the course, students will have achieved the following outcomes defined as knowledge, skills, and general competence: Knowledge The student: - reaches the frontier of knowledge in research on early childhood education and has an understanding of the different theoretical and methodical positions in the field. - possesses deep theoretical and empirical insight into research in early childhood education and care and issues associated with different ideological and theoretical positions in the field. - possesses a high level of knowledge of tendencies and critical topics in Norwegian and international research in the field. Skills The student: - possesses sound discipline-specific methodological competence and can challenge established knowledge in the field. - can evaluate and analyse complex scientific and theoretical relationships within research in early childhood education and care. 29

30 - can disseminate research and development work of a high level within the field of early childhood via recognised national and international channels. - can write academic works with epistemological qualities that are relevant to the field. General competence The student: - can document the ability to identify needs for new research into early childhood education. - can document in-depth theoretical understanding of different positions within early childhood education research and has acquired the methodological tools necessary for making original contributions to research in the field of early childhood education. Content The courses cover the following topics: - Key international research that elucidates different aspects of research in early childhood education and care. The topic has a critical focus on scientific, theoretical and methodological aspects. Relevant research illustrates different positions and type of studies, such as evaluations, longitudinal studies, effect studies, etc. Key concepts are: play, learning, and care. - Analysis of early childhood and care policies, systems and research in selected countries, taking Norwegian overviews as the point of departure. Organisation and work methods The course is taught over one semester, normally in the second. Organised teaching is given in the form of lectures, seminars and tutorials. Students will be divided into small groups with a view to preparing for discussions and preparing written papers. Students are expected to actively participate in all aspects of the teaching. Tutorials are closely linked to formulating scientific papers. Evaluation Coursework requirements Oral presentation of draft for individual scientific paper. Final evaluation The student writes an individual scientific paper of between 12 and 15 pages in the field of research in early childhood education and care. The paper must be submitted in three copies by a given 30

31 deadline. The paper must be based on relevant subject and course literature but may also be linked to work on the student's own thesis. Assessment criteria Assessment of scientific paper is based on the stated learning outcomes for the course. Reading list 31

PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014

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