EPN-V2

PHUV9320 Research on Vocational Didactics Course description

Course name in Norwegian
Yrkesdidaktisk forskning
Study programme
PhD Programme in Educational Sciences for Teacher Education
Weight
5.0 ECTS
Year of study
2024/2025
Curriculum
SPRING 2025
Schedule
Course history

Introduction

A graded scale from A to E for passed and F for not passed will be used.

Recommended preliminary courses

Emnet er et 5 studiepoengs valgfritt emne i ph.d.-studiet i utdanningsvitenskap for lærerutdanning, men er også åpent for andre ph.d.-kandidater og for vitenskapelig tilsatte. Emnet er rettet mot studenter som ønsker en fordypning i yrkesdidaktiske problemstillinger knyttet til utdanningsvitenskap for lærerutdanning i et internasjonalt perspektiv.

Learning outcomes

The exam will be jointly marked by an internal and an external examiner. The external examiner will read a selection of the exam papers and collaborate with the internal examiner in a way that benefits all the students.

Teaching and learning methods

The course is open to students who have completed at least a one-year introductory course in Development Studies at either OsloMet, the University of Agder or equivalent courses at other universities/university colleges in Norway or abroad.

Course requirements

Forberedelse til emnet

Studentene forventes å lese gjennom pensumlitteraturen før de begynner på emnet for å kunne delta aktivt i diskusjoner.

Assessment

Education, knowledge and competence are crucial elements in all theories and strategies for development. The course will focus specifically on the role of education in processes of social change and sustainability, as they have played out in history. Religion is an important foundation in many people's lives and often influences educational systems. Religion also works as an educational praxis on its own terms, as part of people's culture and ethos. The course will focus specifically on how religion is a crucial element in educational traditions, both historically and in contemporary societies. The course will take into consideration how education enables individual empowerment and stimulates national consolidation and poverty reduction. Further, it will be studied how diversity, modernization and globalization processes change education systems and give education new roles and importance in society.

Religion may be one important part of people's identity, and a growing attention is given to its uses and misuses in the context of politics and political conflicts. The course will highlight the ways in which religion interplays with various dimensions of social organization and diversities, such as class, caste, gender, and ethnicity. The relationship between religion and development is also a topic of growing interests in newer research. Importance will be given to how globalization also reshapes the meaning of religion in the development processes.

Principal themes are:

a. Tradition, diversity, modernity and the role of education

The analysis will take up connections between concepts of knowledge, culture and education systems. It will further discuss the influence of educational traditions on quality and relevance on education systems in contemporary times.

b. Education, national identity and the challenge of globalization

The analysis will focus on the relationship between education and state power under the challenge of globalization, in the light of knowledge and competence as crucial factors in the competition for power in modern society.

c. Rights perspectives and 'Education for All'

Analysis of education in international cooperation and how Rights perspectives can be ensured.

d. Tradition, modernity and the role of religion

The analysis will focus on the content of different religious traditions in regions in the South. It will address how religion works as part of the educational systems, and their reciprocal influence in shaping the societies.

e. Religion, development and globalization

The analysis will focus on the connections between the presence of religion amongst many people in societies in the South, how faith-based organizations take part in development processes.

Grading scale

Vurderingsuttrykk er bestått/ikke bestått. Vurderingen av fagartikkel gjøres på grunnlag av læringsutbyttebeskrivelser for emnet.

Examiners

Fagartikkelen vurderes av to interne sensorer (emneansvarlig og en vitenskapelig ansatt tilknyttet ph.d.-programmet).

Admission requirements

Målgruppe

Emnet er primært for studenter som er tatt opp i ph.d.-programmet i utdanningsvitenskap for lærerutdanning, men vil være åpent for andre som ønsker å fordype seg i feltet utdanningsvitenskap, lærerutdanning og skole.

Opptakskrav

Krav til opptak er fullført femårig masterutdanning (integrert, eller treårig + toårig på totalt 300 studiepoeng) innen lærerutdanning, annen pedagogisk utdanning, utdanningsvitenskap, utviklingsstudier, samfunnsvitenskap eller andre relevante fagområder knyttet til ph.d.- programmet. Mastergraden skal inneholde et større selvstendig arbeid tilsvarende masteroppgave (minimum 30 studiepoeng). Utenlandsk avsluttet mastergrad som tilsvarer minst fire år i det norske utdanningssystemet kan vurderes for opptak (sjekk immatrikuleringsgrunnlag på nettside for Direktorat for høyere utdanning og kompetanse). https://hkdir.no/utdanning-fra-utlandet/lister-og-databaser/generell-studiekompetanse-gsu

Om det blir mange søkere vil studenter ved ph.d.-programmet i utdanningsvitenskap for lærerutdanning bli prioritert. Deretter studenter ved andre ph.d.-program, så andre vitenskapelig ansatte ved Fakultet for lærerutdanning og internasjonale studier.

Søkere som ikke er tatt opp til ph.d.-programmet i utdanningsvitenskap for lærerutdanning må sende inn et sammendrag på om lag én A4-side med informasjon om eget ph.d.-prosjekt eller annet prosjekt/interesseområde med tema, metode, teoretisk innfallsvinkel, hvor de eventuelt er i ph.d.-løpet og hvorfor dette emnet anses relevant for eget prosjekt.