PED527 Didactics, Bildung and Learning

The course is connected to the following study programs

• Master's programme in Education

Teaching language

Norwegian

Course contents

The course gives a thorough introduction to German and Nordic general didactics theory and tradition, as well as knowledge about the Anglo-American curriculum theories. Emphasis will be placed on the understanding of how relevant teaching and training practice can be analysed by different didactical models and teaching traditions (for example the didactic triangular, the didactic relational model, Klafki’s didactic analysis, the Berlin and Hamburg models, and models from the curriculum tradition). The course also provides knowledge about behavioristic, cognitive, social constructivist and social-cultural learning theories. Understanding of formation in the light of didactic theory will be emphasised. The knowledge society makes adult training (andragogy) a necessity. In addition, didactics and learning for the elderly (geragogy) emerges as a new requirement. Emphasis is placed on the students’ ability to discuss and analyse how different ways of thinking about didactics, learning theories and formation theories, are of consequence for the practice. The practice areas are pre-school, school, higher education and vocational training. Pioneering R&D in didactics is included in the course to enable the students to analyse and take a stand on the challenges facing democracy, teaching, learning and formation today. The most important challenges are competence thinking, international and national comparative studies of pupil results, e-learning and pupil diversity, gender, class and cultural diversity.

Learning outcomes

Upon completion of the course the students shall be able to:

• Apply German and Norwegian theories of general didactics

• Analyse didactical theory and practice based on various didactical models and educational traditions

• Describe differences and similarities between German/Nordic and Anglo-American educational traditions

• Discuss learning in various contexts based on knowledge about behavioristic, cognitive, social-constructive and socio-cultural learning theories

• Use formation theory to understand various pedagogical theories and practices

• Discuss andragogy and geragogy as didactical and emancipating tasks for life-long learning

• Use knowledge about didactics as a tool for work in various organisations and institutions

• Contribute to critical innovation related to today’s central challenges for teaching, learning and formation

Examination requirements

Two individual tasks must be completed and approved:

1. Teaching in the student group in a given topic from the syllabus, at a seminar of 30 minutes. A didactically justified teaching plan for the class must be submitted in advance.

2. A self-selected topic for the term paper.

Teaching methods

Lectures and seminars

The workload is estimated at about 400 hours.

Evaluation

The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.

Assessment methods and criteria

Individual term paper on a self-selected topic (60%) and an individual oral examination (40%). Graded assessment.

Reduction of Credits

This course’s contents overlap with the following courses. A reduction of credits will occur if one of these courses is taken in addition:

Course	Reduction of Credits
PED520 – Didactics, Teaching and Training Practice.	7.5