NTNU:TIA:REST

Institutt for lærerutdanning

Department of Teacher Education

Engelsk

Mer om vurdering

Assessment: Individual term paper. Grade: Passed / Not Passed. Weighting: 100/100. Four work requirements as well as compulsory attendance 80% must be completed in order to hand in the exam. The exam paper is an article sketch with a clear problem formulation in the area theories and philosophies of science. The discussion must include active use of the compulsory and self-chosen curriculum. Mandatory activity from previous semesters can be approved by the department. In case of postponed exam, the examination must be based on completed work requirements from the semester the teaching was followed.

Forkunnskapskrav

Master's Degree or equivalent. PhD students are prioritized upon admission. Students are expected to be engaged in their own, on-going research project. Admission restrictions*: The course is limited to a of maximum 25 students, where 6 spots are reserved for applicants from other institutions affiliated with NorTED (www.nor-ted.com). If there are less than 5 applicants, the Department of Teacher Education reserves the right to cancel the course. * Applicants will be ranked based on the following criteria and deadline for applications can be found here: https://www.ntnu.no/ilu/phd-emner

Link til informasjon om emnet

Faglig innhold

The course focuses on theoretical frameworks and traditions inacademic research, and attends to researcher positioning, professional research, knowledge forms in research and development work related to education and research ethics. Traditions included in the course are phenomenology, hermeneutics, structuralism, poststructuralism, pragmatism, postmodernism, feminist epistemologies, posthumanism and new-materialism.

Kursmateriell

Læringsutbytte

Knowledge: The candidate <ul><li>has outstanding knowledge of theories of science and epistemological issues and positions </li><li>can evaluate interpretations and research designs in educational research, according to theoretical and philosophical perspectives on science </li><li>has thorough insight into forms of knowledge that are relevant to research related to education and the teacher profession - can consider ethical challenges related to education research </li></ul>Skills: The candidate <ul><li>can discuss in how theoretical positioning is important for what kind of insights research about the school and the teacher profession can develop </li><li>identify and handle ethical challenges in research related to education </li><li>can formulate and in a qualified way discuss questions related to education </li></ul>General competence: The candidate <ul><li>can identify and handle ethical issues in research within their area </li><li>can relate theoretical and epistemological positioning to different research designs, intentions and standards </li><li>can participate in debates on theories of science in profession-oriented educational research at international levels </li><li>can convey research through recognized national and international publication channels</li></ul>

Læringsformer og aktiviteter

Session-based education, 2-3 days each seminar. Learning and teaching activities include lectures, discussions and student presentations, individually and in study groups with the course literature. Each student set up their own reading list according to given criteria and including the mandatory literature in the course. The course participants are expected to be conducting research projects while taking the course. The course requirement for attendance is 80%. Mandatory activities: -Compulsory attendance: 80% - 4 work requirements: attendance in study group with 2 jointly written submissions, 1 individual written essay, oral presentation and opposition to a fellow student´s work. Assignments can be handed in in Norwegian or English.

To skriftlige innleveringer

En skriftlig innlevert artikkelskisse med muntlig presentasjon

Opposisjon på medstudents presentasjon/oppgave

Godkjent oppmøte 80%

Vitenskapsteori og etikk med innretning mot profesjonsforskning

Lærer- og lektorutdanning

Skoleutvikling

Utdanningsvitenskap - doktorgrad (ph.d.)

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This course runs over 2022-2023 for one year, therefore the evaluation will be completed after the fall 2023 session.

Assessment: Individual term paper Grade: Passed / Not Passed Weighting: 100/100 Four work requirements as well as compulsory attendance 80% must be completed in order to hand in the exam. The exam paper is an article sketch with a clear problem formulation in the area theories and philosophies of science. The discussion must include active use of the compulsory and self-chosen curriculum. Mandatory activity from previous semesters can be approved by the department. In case of postponed exam, the examination must be based on completed work requirements from the semester the teaching was followed.

The course focuses on theoretical framworks and traditions inacademic research, and attends to researcher positioning, professional research, knowledge forms in research and development work related to education and research ethics. Traditions included in the course are phenomenology, hermeneutics, structuralism, poststructuralism, pragmatism, postmodernism, feminist epistemologies, posthumanism and new-materialism.

Session-based education, 2-3 days each seminar. Learning and teaching activities include lectures, discussions and student presentations. individually and in study groups with the course literature. Each student set up their own reading list according to given criteria and including the mandatory literature in the course. The course participants are expected to be conducting research projects while taking the course. The course requirement for attendance is 80%. Mandatory Activities: -Compulsory attendance: 80% - 4 work requirements: attendance in study group with 2 jointly written submissions, 1 individual written essay, oral presentation and opposition to a fellow student´s work. Assignments can be handed in in Norwegian or English.

Vitenskapsteori og etikk med innretning mot profesjonsforskning.

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Note: This course runs over two semesters and will conclude in Spring 2022, therefore it is not relevant to submit this report mid-course.

The course focuses on theoretical framworks and traditions inacademic research, and attends to researcher positioning, professional research, knowledge forms in research and development work related to education and research ethics. Traditions included in the course are phenomenology, hermeneutics, structuralism, poststructuralism, pragmatism, postmodernism, feminist epistemologies, posthumanism and new-materialism.

Knowledge: The candidate <ul><li>has outstanding knowledge of theories of science and epistemological issues and positions </li><li>can evaluate interpretations and research designs in educational research, according to theoretical and philosophical perspectives on science </li><li>has thorough insight into forms of knowledge that are relevant to research related to education and the teacher profession - can consider ethical challenges related to education research </li></ul>Skills: The candidate <ul><li>can discuss in how theoretical positioning is important for what kind of insights research about the school and the teacher profession can develop </li><li>identify and handle ethical challenges in research related to education </li><li>can formulate and in a qualified way discuss questions related to education </li></ul>General competence: The candidate <ul><li>can identify and handle ethical issues in research within their area </li><li>can relate theoretical and epistemological positioning to different research designs, intentions and standards </li><li>can participate in debates on theories of science in profession-oriented educational research at international levels </li><li>can convey research through recognized national and international publication channels</li></ul>

Profesjonsforskning med innretning mot lærerutdanning og skole - doktorgrad (ph.d.)

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The course ran smoothly, and the work requirements and exam tasks remain the same as previous years. However, the structure of the course in relation to the programme to deliver the content was reimagined for the 202-2021 year. The previous delivery of content was not especially linear in structure, and the 'journey' through different philosophical terrains were not especially wide. Therefore, the new structure to deliver content focused on providing a more chronological overview of different theories, with opportunity to show connections and overlaps. The feedback from students was that they enjoyed this, and it gave them a clear insight to theory - making it accessible. I will continue on with this approach when the course is delivered in the 2021-2022 year.

Yes, the learning outcomes are up to date and relevant. The learning outcomes are relevant for this PhD group. Yes, there is a good connection with the PLU8013 learning outcomes and the learning outcomes in other PhD courses that the student cohort might choose to take.

The learning activities in this course are very participatory and experiential. Students are not only listening / reading / talking about theory, they are engaging in some activities to experience theory in relation to research. This is helpful for them to gain a clearer connection with how theory can be relevant and applicable in a variety of ways. For PhD students this course is helpful in their early years of the PhD as they are finding their theoretical footing. The students are motivated and engaged - very reflective of most PhD cohorts where they are there for (usually) a strong personal and professional motivation. The learning environment is of a high academic standard, one where open discussions can be had, questions can be asked, and it is a very peer-to-peer engagement between teachers and students.

The alignment between learning outcomes and forms of assessment is good and logical - there is nothing I would seek to adjust there at this point. The exam task is the preparation of an academic article engaging with a theory the students have selected themselves and applied to their own research / discipline. This article is to be of a publishable standard, and some students go on to publish their articles. They find this to be helpful, and they enjoy learning about the nuances of preparing an academic article.

Vurderingsordning: Semesteroppgave 
Karakter: Bestått/Ikke bestått 
Vekting: 100/100
Fire arbeidskrav samt obligatorisk oppmøte 80 % må være gjennomført for å kunne levere eksamen.Eksamensoppgaven består av artikkel. Studenten presenterer sitt arbeid for medstudenter (som opptrer som opponenter) på seminar. Det vil bli gitt veiledning på skisse til oppgave, og bearbeidet oppgave kan leveres inn for endelig vurdering.
 
Vurderingsmelding krever godkjent undervisningsmelding samme semester. Obligatorisk aktivitet fra tidligere semester kan godkjennes av instituttet. Ved utsatt eksamen må eksamen bygge på beståtte arbeidskrav fra semesteret. 



Mastergrad eller tilsvarende. PhD-studenter prioriteres ved opptak.

Studentene forventes være i gang med eget forskningsprosjekt.

Opptaksbegrensning*: Emnet har en opptaksbegrensning på 25 studenter, av disse er 6 plasser forbeholdt søkere fra andre institusjoner tilknyttet NorTED (www.nor-ted.com). Ved mindre enn 5 søkere forbeholder Institutt for lærerutdanning seg retten til å avlyse kurset.
*Rangeringsregler og søknadsfrist finner du her: https://www.ntnu.no/ilu/phd-emner



Emnet har fokus på vitenskapsteoretiske og vitenskapsfilosofiske tradisjoner, forskerposisjonering, profesjonsforskning, kunnskapsformer i forsknings- og utviklingsarbeid rettet mot utdanning, forskningsetikk og dannelse. 
Tradisjoner som inngår er fenomenologi, hermeneutikk, strukturalisme, poststrukturalisme, pragmatisme, postmodernisme, feministisk vitenskapsteori, posthumanisme og nymaterialisme. 


Samlingsbasert undervisning i form av forelesninger, diskusjoner og studentpresentasjoner. Eget arbeid individuelt og i kollokviegrupper med kurslitteraturen. Studentene setter selv sammen en pensumliste etter gitte kriterier, der obligatorisk bok må inngå. Det forventes at kursdeltakerne er i dialog med egne, pågående forskningsprosjekter. Krav til oppmøte på 80%. 

Oppgaver kan leveres på norsk eller engelsk.

Kunnskaper 
kandidaten
- har fremragende kunnskap om vitenskapsteoretiske/vitenskapsfilosofiske problemstillinger og posisjoner 
- kan vurdere fortolkninger og forskningsdesign i utdanningsforskning, i lys av vitenskapsteoretiske perspektiv
- har fordypet innsikt i kunnskapsformer relevant for forskning knyttet til utdanning og lærerprofesjonen 
- kan vurdere etiske utfordringer knyttet til utdanningsforskning
 
Ferdigheter
kandidaten
- kan på en kvalifisert måte diskutere hvordan vitenskapsteoretisk posisjonering har betydning for hva slags innsikter forskning om skole og lærerprofesjonen kan utvikle
- kan identifisere og håndtere etiske utfordringer i forskning knyttet til utdanning
- kan formulere og på en kvalifisert måte drøfte spørsmål knyttet til danning 

Generell kompetanse
kandidaten
- kan identifisere og håndtere forskningsetiske spørsmål innenfor sitt område 
- kan knytte vitenskapsteoretisk posisjonering til ulike forskningsdesign, hensikter og kvalitetsnormer
- kan delta i debatter om vitenskapsteori i profesjonsorientert utdanningsforskning på internasjonalt nivå
- kan formidle forskningsarbeid gjennom anerkjente nasjonale og internasjonale kanaler
 


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Godt læringsutbytte (se studentenes evalueringer vedlagt)

Seminarer, arbeidskrav i kollokviegrupper, arbeidskrav individuelt

Norsk

Vurderingsordning: Semesteroppgave 
Karakter: Bestått/Ikke bestått 
Vekting: 100/100
Fire arbeidskrav samt obligatorisk oppmøte 80 % må være gjennomført for å kunne levere eksamen.Eksamensoppgaven består av artikkel. Studenten presenterer sitt arbeid for medstudenter (som opptrer som opponenter) på seminar. Det vil bli gitt veiledning på skisse til oppgave, og bearbeidet oppgave kan leveres inn for endelig vurdering.
 
Ved utsatt eksamen må eksamen bygge på beståtte arbeidskrav fra semesteret. 



Mastergrad eller tilsvarende. PhD-studenter prioriteres ved opptak.

Studentene forventes være i gang med eget forskningsprosjekt.

Vurderingsmelding krever godkjent undervisningsmelding samme semester. Obligatorisk aktivitet fra tidligere semester kan godkjennes av instituttet.

Samlingsbasert undervisning i form av forelesninger, diskusjoner og studentpresentasjoner. Eget arbeid individuelt og i kollokviegrupper med kurslitteraturen. Studentene setter selv sammen en pensumliste etter gitte kriterier, der obligatorisk bok må inngå. Det forventes at kursdeltakerne er i dialog med egne, pågående forskningsprosjekter. Krav til oppmøte på 80%. 

Dersom kurset har engelskspråklige studenter, vil undervisningen foregå på engelsk. Oppgaver kan leveres på norsk og engelsk.

Opptaksbegrensning: 25 studenter. Ved mindre enn 5 søkere forbeholder Institutt for lærerutdanning seg retten til å avlyse kurset.



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Gode læringsutbytter (se vedlagt rapport med studentenes evalueringer, samt karakterutskrift for emnet)

Seminarer i fellesskap, arbeidskrav i kollokviegrupper samt individuelle oppgaver. God egeninnsats og motivasjon, godt læringsmiljø

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Vitenskapsteori og etikk med innretning mot profesjonsforskning - PLU8013