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Mats Andersson Portugal April 2011. University College Borås. Lena Nordholm President of Board, Principal. Lars-Erik Olsson Prefect, Department of Education.
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Mats Andersson Portugal April 2011
Various degrees.Within the new teacher training starting in autumn 2011, you can choose from several different courses leading to various degrees, pre-school teacher, because teaching and subject teaching and professional teaching qualification.We will offer the following teacher training courses in autumn 2011 *.Pre-school Learning Education 210 hp, 3.5 yearsBasic Teacher F-3, 240 hp, 4 yearsBasic Teacher grades 4 - 6, 240 hp, 4 yearsBasic training for trainers - recreation centers, 180 hp, 3 yearsSubject teacher grades 7-9, 270 hp, 4.5 yearsSubject teacher education - upper, 300 hp, 5 years* Provided that appropriate decisions are taken by the National Agency.
Semester 1Educational research core of 30 credits, including 3 credits of clinical training • Course: Educational research center for pre-school IModule 1: Pre-school and school system, the emergence and contemporary terms, 10 creditsModule 2: The education system in relation to the foundations of democracy, 10 credits Module 3: General Education and Learning, 10 credits • Semester 2Studies in the early childhood education field, 30 credits, including work placement 6 creditsCourse: The child and preschool - preschool didactic aspects, 30 credits • Term 3Studies in the early childhood education field, 30 creditsCourse: Children, culture and communications - in a preschool educational perspective, 30 credits • Term 4Studies in the early childhood education field, 30 credits, including work-based education 4.5 creditsCourse: Preschool Educational Perspectives on - children, science and technology, 30 credits
Term 5Educational research core of 30 credits, including 3 credits of clinical trainingCourse: Educational research center for pre-school IIModule 1: Conditions of Democracy, 12 credits Module 2: Leadership, development and conflict, 7.5 creditsModule 3: Special Education perspective, 6 creditsModule 4: Teacher assignment to a macro perspective, 4.5 credits • Term 6Studies in the early childhood education field, 30 credits, including work-based education 4.5 creditsCourse: Education, Humanities and children's learning processes of meaning in language, communication and mathematics, 30 credits, Advanced • Semester 7Educational research core, 15 credits, including work placement 9 ECTS, and studies in the field of early childhood education, 15 creditsCourse: Educational research center for preschool III: Scientific perspectives on theory and practice, 15 creditsCourse: Thesis: Exploring the educational work, 15 credits
Profiling In teacher education at the University of Borås is local targets that will permeate all courses in education.Explicit integration between subject knowledge and subject didacticsInclusionInformation Retrieval SkillsDigital literacyAesthetic expressionSustainable developmentStructureTeacher training includes several parts: education science center, for each training and qualification relevant subject knowledge and Teaching, Teaching Practice-business-based education and mentoring.The educational science core purpose is to represent the teaching profession common knowledge base and will prepare you for that prospective preschool teachers, primary teachers and subject teachers have the relevant knowledge within the following areas
Pre-school, pre-school class, leisure-and school-the history, organization and terms and values Curriculum Theory and TeachingTheory and Research MethodologyDevelopment, Learning and Special EducationSocial relations, conflict management and leadershipMonitoring and analysis of learning and developmentEvaluation and developmentSubject Knowledge and TeachingWithin each teacher read topics that relate to preschool, preschool classes, after-school activities or the primary and secondary schools of different subjects and grade levels, and its didactics. Education is about the choices you make as a teacher to students should be offered the best opportunities to learn. Elections for both teaching content and methods.
Teaching Practice The practical part of teacher education designed to develop your teaching skills, your knowledge of the subject and your subject didactics. It also aims to develop the ability to critically reflect on teaching in relation to children's and students' learning processes. You also get the opportunity to acquire your knowledge and experience on how you can communicate and collaborate with colleagues, carers and children / students. The practical training covers a total of 30 credits in each teacher and included in most of the semesters.
Mentoring Based on the teacher you have chosen, you will be part of a mentor group of approximately 80-10 students. Three times per semester you and your mentor group meets a mentor. The mentor serves as moderator at meetings and is a professional teacher who has been a mentor for the group's focus, relevant training. The purpose of the meetings, which are mandatory, is to develop learning and enhance professional identity in the face of professional people, where everyone has different skills and experience to contribute. Mentor Group will give you the opportunity to reflect on the role and your own progress during training.
Contents In the early childhood education field, you will include learning about the importance of play, child development and learning, children's literature, art, movement, music and drama. But also on IT for young children and ICT as a pedagogical tool for the teacher. You will also learn about children's mathematical concepts, language and reading and writing, and science and technology from a pre-school perspective. Work with children will be informed by children's influence and democratic values, and therefore characterizes education.
Leadership, conflict management and social relations is another key focus, along with studies on pre-history, mission and how you can work thematically.You will simply be well prepared for your role as a preschool teacher by you to develop knowledge and ability to plan, implement, document, evaluate and develop preschool for both indoor and outdoor environment. To get a clear connection to the workforce is the first work placement, and includes you in a mentoring group led by a professional teacher.The training will be provided both at the University of Borås and at Campus Varberg.
Within the field where the students shall, in addition to knowledge and skills; develop the ability to seek and evaluate knowledge on a scientific level, follow the development of knowledge, and exchange knowledge with other people without specialist knowledge in the field. (Higher Education Act Chapter 1, § 8) Learning outcomes ObjectivesFor pre-school teacher, the student should demonstrate the knowledge and skills required to work independently as a preschool teacher in the business to education concerns. The student must also demonstrate knowledge and skills for other courses for the degree in accordance with applicable regulations may authorize.Knowledge and understandingFor pre-school teacher, the studentdemonstrate such knowledge in the field of early childhood education and those subject knowledge, including knowledge of current research and development work required for professional practice;show such pre-school teaching and didactic skills required for professional practice;demonstrate a deeper knowledge of children's communication and language development,
demonstrate knowledge of basic reading, writing and mathematics learning,demonstrate knowledge of scientific theory and qualitative and quantitative research methods, and the relationship between scientific evidence and proven experience and its relevance to professional practice;demonstrate the knowledge of child development, learning, needs and abilities required for professional practice;demonstrate knowledge of the practical and aesthetic learning processes;demonstrate knowledge and understanding of social relations, conflict management and leadership, anddemonstrate knowledge of the school system organization, relevant policy documents, curriculum theory and pedagogical-didactic perspective, and demonstrate knowledge of the school system's history.
Skills and abilities For pre-school teacher, the studentdemonstrate an ability to meet children's needs for care and to create conditions, including through play and creative activities for all children to learn and develop,demonstrate an ability to critically and independently defend, systematize and reflect on their own and others' experiences and relevant research in order to contribute to the development of professional activities and knowledge development within the profession,demonstrate an ability to take advantage of children's knowledge and experience to stimulate each child's learning and development,ability to independently and with others plan, implement, evaluate and develop teaching and educational practice in general in order to best stimulate each child's learning and development,ability to identify and in collaboration with other manage special educational needs,demonstrate an ability to observe, document and analyze children's overall learning and development in relation to business goals and information and co-guardians,demonstrate an ability to communicate and gain support for pre-school set of values, including human rights and fundamental democratic values,demonstrate an ability to prevent and combat discrimination and other degrading treatment of children,
demonstrate an ability to consider, communicate and gain support for a gender and equality perspectives in educational practice,demonstrate communication skills in listening, speaking and writing in support of the educational activities,demonstrate an ability to safely and critical use digital tools in the educational activities and to consider the importance of different media and digital environments for this role, anddemonstrate the ability in the educational activities to acquire skills that are valuable for professional practice. Values and attitudesFor pre-school teacher, the studentdemonstrate self-awareness and empathy,demonstrate an ability to a professional approach to children and their guardians,demonstrate the ability in the educational work to make assessments based on relevant scientific, social and ethical aspects, paying particular attention to human rights, particularly children's rights under the CRC, as well as sustainable development, anddemonstrate an ability to identify the need for further knowledge and develop their skills in educational work.
Independent project (degree) For pre-school teacher, the student within the framework of the course must have completed an independent project (degree) of at least 15 credits in the pre-primary education.Local goals at University of BoråsAt the University of Boras, the studentdemonstrate an ability to, based on an inclusive approach to the educational activities, working to ensure that all children are given the opportunity for full participation and shared responsibilityable to describe and problematize the importance of ecological, economic and social aspects of sustainable development and to relate these skills to the next professional roledemonstrate an ability to use, analyze and evaluate the aesthetic learning processes as a redskpa for children's learning and developmentdevelop a reflective and analytical approach in its relationship to information, information sources and informationshow digital skills that are relevant to the profession by the profession to be able to use various digital tools, to design learning environments supported by digital tools and be able to critically examine various forms of digital content and social media.
Contents The training covers two areas: an educational scientific core of 75 credits, where 15 creditsclinical training, placement, and included studies in the early childhood education field of 120 credits including 15 credits of clinical training. All Teaching Practice located in relevant activities. Pre-school teacher students write a degree project (thesis) of 15 credits related to early childhood education.The preschool teacher at the University of Boras emphasized the importance of integration between subject studies and didactic studies and the aesthetic expression and the importance of play in educational activities in preschool and the preschool. All courses at University College of Borås has a profile of sustainable development and information literacy skills. The preschool teacher also includes development of an information and communication technology skills.In pre-school teacher training included participation in a mentoring group, led by an active pre-school. The group is a profession related to complement the university-based education and provides a forum for discussions on theory and proven experience in relationship to the future professional role. An additional tool for the development of the preschool teaching profession is the professional journal that students write during their studies.30 credits of pre-school teacher training is at an advanced level to enable the student to post an additional semester of study to become qualified for postgraduate studies.
Objectives:The student will after the course ² using image clarifying diversity and genus² analyze the image from a cultural and historical perspective² Describe and formulate and implement educational programming image² explain the theories, techniques and methods of image² independently and in groups to interpret, analyze and shape Images² express and justify subject integration² plan, organize and conduct a survey in support for educational activities² explain the uses of ICT in the Arts. Contents:The course highlights and problematizes the aesthetic expression of theimportance as a means of expression, communication, Imagine and working in an educational perspective.The focus rests on imaging, image science and image analysis. In imaging studies 2 and 3 -dimensional forms of expression such as painting, drawing, printing, sculpture, collage, montage, visualization and documentation, sculpture and digital photography. In image science problematized picture of language development in children and youth in a research and learning perspective. In image analysis, finally, raised questions concerningimage's ability to create meaning: What explains picture? What linguistic and visual strategies used in the image and the interpretation potential is signaled by these?
Teaching Methods: Teaching consists of following topics:Lectures, seminars and his own practical work.Experimental work individually and in groups.Teaching is in Swedish. However, teaching in English appear on course coordinator considers necessary. Assessment Methods:The course is assessed by individual portfolio containing student's own images from each stage, digital photographed documentation of the course, and own reflections. Literature seminars and study group work.Group accounts in the form of exhibition.Reporting in the form of survey.The course will be graded Failed or Approved .Literature and other teaching materials:See separate annex. Student and evaluation:Students are invited to attend a course on planning course start. The course is evaluated orally during the course middle and individually in written form at the end.Other:The course is part of the Master.
SyllabusDepartment of EducationSpecialization: Image, 30.00 creditsSpecialisation: Creative and Visual Art and Craft, basic course, 30.00 ECTSLadokkod: LSB011Approved by: Teacher Training Board, 2008-01-17Version: 1000Effective: Fall 2008Field of Education: Teaching (100%)Focus: AestheticsCourse level and depth: Elementary, 1-60 creditsRequirements for specific qualifications:For students taking 210 credits:² A pass in the General Education Area 1, 30 credits² A pass in one direction about 60 ECTS meadow² Participation in General Education Area 2 where at least 15 credits must be approved, of which any placement.For students taking 270 credits:² A pass in the General Education Area 1, 30 credits² A pass in one direction, 60 points and direction of 2, 60 credits² Participation in General Education Area 2 where at least 15 credits must be approved, of which all VFU
Course Handbook Specialisation: Image:I welcome you to the course Sp-Art.This course manual will give you a guided tour through your course weeks.We will work both theoretically and practically with the image and form. We will work for experimentation and exploration in order to try to increase understanding of how substance integrate and work with project-oriented image as a tool and in everyday work, and your own process during the course.The course will also give you a good basic knowledge of different materials and how they can be used in different contexts.Course Manual contents will be changed during the course.Schedule can be found in Kronox, linked from the ping-pong.In this course you will meet the following teachers:Anneli Bergnell (AIB)Bengt Lindgren (guest lecturer)Gunilla Fihn (GFI)Julie Allen (guest lecturer)Karin Olsson-Lindstrom (guest teacher)Marie Bendroth-Karlsson (guest lecturer) Mary-Anne Holfve-Sabel (MHO)Marianne Strömberg (MES)Mats Andersson (MNA)Medeia Sogor-Ekner (guest teacher)Tobias Ruhtenberg (TRU)Ylva Odenbring (YLO)Guest teachers Muaranga Teachers College, KenyaOther guest teachers, see the part is
Course coordinators are:Mats Andersson (MNA)mats.andersson @ hb.seTel 033-435 41 30Course examinations:The course is assessed by individual portfolio containing the student's own images from each stage, digitally photographed documentation of the course, and their own reflections. Literature seminars and study group work. Group accounts in the form of exhibition. Reporting in the form of survey.Individual portfolio with pictures, text and photo.All the goals from the syllabus should be made clear in the portfolio.• using the picture to clarify diversity and gender issuesConnect to guest lecturers, teachers, and field trips.• analyze the image from a cultural and historical perspectiveAll visits / parts of course• describe and formulate and implement educational programming in the Arts• explain the theories, techniques and methods in the Arts. Connect to the guest lecturer, teacher.• independently and in groups to interpret, analyze shape image• questioning the pros and cons of substance integrated educationConnect to guest lecturers, teachers, and field trips.• plan, conduct and analyze a survey to support the educational activity. Optional in the portfolio.
In the portfolio we want to see your own thoughts about how you can use various materials and information from the course, in your own business.We want to see your documentation from the course and course offerings. The documentation will be linked to preschool and school curriculum. From what, how and why in your reflective text. How has your teaching ideas changed during the course?We will make reflective text on the museum visits and field trips that you made, "how can I use this in my group of children / in my class."If you want you can place your literature seminar papers in the portfolio, plus anything else you want in your creative book or CD.The portfolio should also be made visible placement, as incorporated into the overall score.Collective and individual tasks in the techniques and teaching exercises.It's about being participation and on-site at the scheduled teaching and the group of jobs is not always the teacher-led.Consignments of papers.Made after each litt.sem. with your own reflections from the book you read. From pre-submitted questions, or other specified tasks as seminar manager leaves to you at the seminar. Your own thoughts are important!
Poll.Presented in connection with the examination part is Poll.Exhibition.Each student makes their own exhibition.You create your contributions around a project / work area, this time "The City as Classroom."A project that you could take out with you and work with the children's group or class.Think about how you should use the curriculum in the planning of your project?How will you integrate the aesthetic forms of expression in the proposed project?Be inspired by the literature you read in this course?Be inspired by the exhibitions you have seen during the course? Flip ideas.Your comment will show how you want to be and work as a teacher, and how you can tie together all parts of the course.The exhibition will be exhibited at HB, Borås and suitable location Campus Varberg.Why?It gives you an opportunity to practice and discuss how to make a presentation to the public or group. The exhibition provides a direct link to how the future might present your own business for a wide audience, parents, colleagues, and how you can work in a group or class in an integral way between theory and practice.As you know, you need to group together to plan each person's contribution to the final examination, the common thread?
During the exhibition we will have a discussion with you, both individual and group.It will show up questions:• how are you reasoning to come to your part of the exhibition?• What thoughts do you have passed to reach this point?• the impact this has had on the progress of work?• the didactic effect have you had to come to their own and shared decision?• what obstacles have you faced and how have you resolved them?We want everyone to be able to present their thoughts on these issues in the context of our conversation. We are going to be picky, inquisitive and analytical.We reserve the right to defer approval of those who are not present during the exhibition week.Criteria for the exhibition:Clarify how a historical and cultural analyzing possible through your contributions.Describe your teaching positions for the design of your submission.Describe how you connect your professional role as teachers to the one you created for the exhibition.The students participating in the course:See list of participants in ping pong.
Course Description:Image Processing:Two and three-dimensional forms of expression such as painting, drawing, printmaking, sculpture, collage, montage, visualization and documentation, sculpture and symbols, and digital photography.Image Science:Photo of language development in children and youth in a research and learning perspective.Image analysis:What images tell us? How does the language look like?Workshops takes place between 09.00 and 15.00
Literature and other teaching materials:- Bendroth Karlsson, M. (1998). Image Creation in preschool and school. Lund: Studentlitteratur (232's).- Allen, Julie, (2008) Rethinking Inclusion - the Philosophers of Difference in Practice (12s.)Dordrecht: Springer.- Josefson, H. (2005). Genus how does it affect you, Järfälla Nature and Culture (126's).- Karlsson, S-G. & Lövgren, S. (2001), photos of the school. Lund: Studentlitteratur (256's).- Lindgren, Bengt Nordström, Gert Z, (2009). The creative eye, about perception, semiotics, and visual language Lund: Studentlitteratur (174s.)- Education Administration. (2006). Curriculum for preschool. Lpfö 98. Fritz (15's).- Education Administration. (2006). Curriculum for the compulsory school system, preschool and after-school - Lpo 1994 Fritz (20's).- Sparrman, Anna, (2006). Children's visual culture - school posters and fan photos Lund: Studentlitteratur (192's).- Vygotsky, L.S. (1995). Imagination and creativity in childhood Gothenburg, Daedalus (111's).- Atkins, Ann Lenz Taguchi, Hillevi. (2005). Listen's pedagogy Stockholm, Liber AB (152's).- Copied materials (about 100 pages).Ref.litteratur:- Peace, J. (2002). Intro image, create, communicate understanding. Loddekopinge: Didacta Texel(312's).- Frid, Johan Nilsson, Karl-Johan. (2008). Intro create, image, color and shape. Loddekopinge: Didacta Texel(338s).
