Clarification of Section 4. Teaching credentials in KTH's CV template for the employment of teachers 4.1. Briefly describe your profile as a teacher (maximum half a page). Tell us in brief (about half a page) about yourself, your subjects, your teaching activities and your basic views on education. 4.2. List your experiences of teaching at first cycle, second cycle and third cycle and for further education. Teaching A quantitative account of your teaching experience is to be included. You will be able to qualitatively comment on your endeavours in Section 4.5. Give an account of your activities within the courses at first cycle, second cycle and third cycle as well as in the further education in which you have participated. If your activities are comprehensive, you can restrict your account to the courses you mainly taught over the past ten years. For each course, enter: year, institution, course name (course name and where appropriate course code), level, number of credits, number of participants, teaching methods and examination forms. Describe the extent to which you have taught in each course and about your role in the course (for example examiner, course supervisor, lecturer, guest speaker, extra subject teacher, lab supervisor). Also indicate the types of formative and summative course evaluations (for example course committee and course questionnaire) that you used. Teaching aid production and development Give an account of the study materials you have helped to develop. Describe your own role in the work. Teaching materials refer to textbooks and contributions to these, course books, laboratory supervision, collections of examples and the like. Report the e-learning materials in the Electronic teaching section. Administration and management of education Have you engaged in educational leadership in any form? Give an account of your work as First Cycle Studies Coordinator, Third Cycle Studies Coordinator, Programme Director, Director of Studies, Faculty Subjects Coordinator or similar. Also indicate other tasks related to educational issues such as board or other committee work. Specify work tasks, time periods and scope of each position. Confirm with references.
Collaboration within the educational programme If you are responsible for compulsory courses in the educational programme, state how you collaborate with programme management. Describe your participation in joint meetings for programmes for example: programme development and coordination of examinations. Confirm with references. Teaching of general skills If your courses are integrated into educational programmes in a way that means they will include elements of general proficiencies or other elements in common with the programme? This may, for example, involve studying techniques, training in written and oral presentations, teamwork, leadership, project work or the use of general ICT aids in the form of word processing, presentation, spreadsheet or mathematics programs for PC. Give an account of any involvement in the development of the CDIO content of the educational programme. Supervision Bachelor's and Master's theses or equivalent: Identify Bachelor and Master's theses and theses that you have supervised, normally not more than your previous ten. For each project specify year, university, job description, level, number of credits and the student's name. It should be made clear as to how and in what role and scope you have participated as supervisor. Identify who has been the main supervisor and examiner. Licentiate and doctoral theses: Report in the same way as for the Master's theses. If you have been the de facto head supervisor, but not the formal one, this must be evidenced by certificates. Teaching activity outside the university and higher education institution If you have engaged in educational activities outside of universities and higher education institutions, such as teaching or presentations at educational scientific conferences, this must also be reported. Other experiences such as leadership, personal training or the like should also be reported. Do not forget to confirm your endeavours with certificates from commissioning agents and referees. Education and outreach presentations Higher education is tasked with interacting with the local community and providing information about its activities as well as endeavouring to ensure that research results from the college will be made use of; the so-called third task. Give an account of how you have contributed to this, such as through lectures, features in the media and on the Internet, opinion articles and preparation of written populist material. Electronic teaching Give the ICT tools you have developed and used when teaching. These may be, for example, interactive course web pages, recorded lectures that have been posted on the Internet, web-based assignments or web-based examinations.
Other teaching qualifications, for example prizes and awards State here other teaching credentials, such as educational prizes, study trips with educational purposes, educational mentoring, national or international educational publishing and collaboration, contacts or cooperation with student organisations in teaching issues and participation in educational networks. 4.3. Theoretical knowledge. Describe your insights into teaching theory Teaching skills involve knowledge of how the learning processes of students can be understood and improved in subject courses. Teaching skills therefore cover a larger area than the classical teaching proficiency. Describe briefly any important insights about teaching and learning that your educational training has given you. This may involve different subject areas in education such as methodology, the psychology of learning, teaching didactics and course design. Feel free to put these skills in perspective to the knowledge and skills you previously achieved based on your own experiences in various learning environments. You are given the opportunity to reflect on these insights in relation to your own teaching activities in points 4.4. - 4.6. Teaching education (list of courses and other relevant education activity) List the courses in university teaching that you have undergone. For each course, state: year, institution, course name (course name and course code if applicable), number of credits and course goals and objectives. Attach certificates with a pass grade for each course. For any knowledge gained through other means, which corresponds to courses in university teaching, you should also describe in a similar way. Explain why these may correspond to educational courses. Confirm with certificates or equivalent. 4.4. Approach. Describe your personal teaching basic outlook as a teacher and supervisor (2-4 pages). As a teacher: Give an account in detail of your educational ethos and your teaching activities. You should demonstrate a reflective approach by actively questioning and reconsidering the conditions, values, methods, and results in your teaching activities. Use specific examples to demonstrate how your educational ethos is manifested in your educational activities. Give an account of the effects of higher education teaching theory and research and how this is rooted in your ethos, activities and your values. Describe how you take into account the different conditions and individuality of students with respect to prior knowledge, culture, background and any disability they may have.
As supervisor: Describe how you work as a supervisor and about your views on the role of supervisor. Relate your approach to educational theory and proven experience. Provide specifics preferably with examples from the work that you have stated in point 4.2. Teaching. 4.5. Teaching skill. Here you should describe the skill you have attained as a teacher on all levels. Relate to the areas you have mentioned below points 4.3 and 4.4. Write sub-headings corresponding to those in point 4.2. Verify your work with course analyses and other documents. State the skills you acquired as a teacher at all levels, based on your experience, your educational training, your educational reflections and your development as a teacher in a teaching environment. Connect your qualitative account to the quantitative account of your teaching that you have completed in point 4.2. List your experiences of teaching at first cycle, second cycle and third cycle and in further education. If your teaching experience is comprehensive, you should focus on the core and representative courses. Remember to confirm your work with course analyses. Other certificates confirming your teaching skills may also be attached. 4.2. Teaching Describe your teaching activities in some core courses. For each course, state your role as a teacher, the aims, objectives and content of the course, the backgrounds of students, structure, elements, teaching methods and forms, and the formulation of examinations. Give an account of your own role in the course and in the development of the course design. Tell us about how you plan to use your knowledge of the subject in your teaching. By way of suggestion, base this on learning objectives and subject content from curricula. Give an account of how your teaching in courses is linked to current research on the topic. Give an account of how you conduct formative and summative course evaluations and the results of these. Attach course analyses. Describe the main results of these - what has worked well and what has not worked so well? Give an account of how you use the course evaluations to change and develop future courses. Bad experiences can be important please give examples of how you work based on these experiences. Course development over time is key - tell us how you work with this. 4.2. Teaching aid production and development Comment on the teaching materials that you have developed or helped to develop. If possible, attach any materials that confirm the quality of your work. These may include comments from students and other teachers.
4.2 Administration and management of education Describe how you have worked with the administration and management of education and describe the results with respect to the continued development of education and teaching. 4.2 Collaboration in educational programme Report important results of your collaboration with the educational programme. What does it mean in terms of the quality of your courses and the educational programme? 4.2 Teaching of general skills Describe how you have formulated the elements of your generic skills that are evident from your courses, how they form part of the progression in skills in the educational programme or other context, and the results obtained from your courses. 4.2 Supervision Bachelor's and Master's theses or equivalent: Tell us about your view of the role of supervisor in this context and how to implement it in conjunction with the specified theses. Provide a few references that can confirm the quality of your work. Licentiate and doctoral theses: Tell us about your view of the role of supervisor in this context and how to implement it in conjunction with the specified licentiate and doctoral theses. Provide a few references that can confirm the quality of your work. 4.2 Teaching activity outside the university and higher education institution Identify the educational value of the educational activities that you have performed outside universities and higher education institution. 4.2. Education and outreach presentations Explain the purposes of the presentations and discuss whether these were achieved. The popularisation of science is a difficult art - tell us where your special skills lie and how you go about popularising a scientific text, for example. 4.2. Electronic teaching Explain the extent to which student learning can be enhanced through the digital tools you use. Also describe the efficiencies achieved in the course implementation. Discuss whether these give rise to conflicts and how student learning and efficiency can be satisfied simultaneously in a useful way. 4.2. Other teaching credentials Enter, if applicable, how you have evolved as an educator in connection with these activities.
4.6. Further development of teaching. Describe your development as a teacher and how you want to continue developing your teaching. Teaching skills aimed at the future. Tell us about your development as a teacher and how you continue to develop your teaching. Discuss what has been key to your educational development so far. What work have you completed for development and renewal in your teaching? Have you participated in educational projects? If so, state then the subject and purpose of the renewal work and course, level, scope and potential funders. Tell us about the work and the results. Attach and comment on related material such as course analyses or project reports. What educational visions do you have? Tell us about how you plan to develop your future teaching and educational skills. // Published by Personnel Department, KTH. July 2014