Teaching starts Autumn

Language of instruction English

Learning outcomes Upon completion of the course, students will have further developed their professional, didactic, social, professional-ethical, developmental, adaptive and management skills through having: - received insight into historical-didactic theories - receiving training in didactic reflection - charted and assessed the pupil´s levels of development and skills, interests, study habits and learning background for adapted education in history - applied curriculi, laws and other governmental documents relevant for history as school subject - used and justified various working and assessment forms promoting differentiation and pupil activity in the subject of history - contributed to developing a good learning environment and good study habits in the subject of history - collaborated with pupils, colleagues and others in planning, completing and assessment instruction in history - taken initiative for professional-methodical development work in history and be able to utilise results attained through subject didactic and educational research and development work - analysed the diverse competency needs found locally, nationally and internationally and understood various cultures differing needs for instruction, including gender and equality issues -understood school´s role in local society by having used local society as a learning arena for the subject of history and developed a collaboration with other institutions and persons in order to realise varied and adapted instruction.

Course contents The course will give the students insight into the subject's distinctive characteristics, development and legitimation. Instruction includes teaching theories of history and training students in both didactic reflection and the teaching skills needed to teach history at the upper primary and lower secondary school levels as well as at the upper secondary level. The course will also provide necessary insight into curriculi, laws and other governmental documents relevant for history as school subject. Teaching methods, didactical skills, evaluation and supervision, analysis and critical reflection on didactical issues are central. The supervised practice in the autumn semester, six weeks in primary- and lower secondary school, is not directly related to the subject history, and is referred to as general practice. The six weeks in the spring semester in upper secondary school is related to history as a subject and referred to as subject practice /in depth practice.

Teaching methods Lectures, seminars, excursions, supervised practice and term paper work, and two minor assignments. Some of the instruction will be compulsory. The semester plan will provide further information. The six weeks´ supervised practice both in the autumn and in the spring semester are compulsory.

Examination requirement - Compulsory attendance requirements must be fulfilled - The practice periods must be assessed as a Pass - A term paper and two assignments must have been submitted

Assessment methods and criteria A term paper (5-7 pages) and two minor assignments (3 pages each) are assessed together and constitute 50% of the final grade A 5-hour written examination constitutes 50% of the final grade. Graded assessment. As an alternative to the 5-hour written examination, the Faculty may decide to hold an oral examination. Candidates will be given time to prepare assigned topics for the examination. Information about the use of this type of assessment will be given no later than two months before the examination. Note: Students studying didactics in only one subject must take the HI-109 examination. For further information see course description for HI-109.

Type of course Theoretical/practical

Level of course Advanced course, first degree level

Year of study See course structure diagram

Name of lecturer/contact person Nils Maritinius Justvik

Recommended or required reading The syllabus (pensum) will be published on the faculty's website when finalised.

Mode of delivery Face-to-face