PHUV9370 Classroom Research Course description

Approved by the Doctoral Committee 28.03.2019. Minor changes approved 27.04.2020.

This PhD-course is open for candidates at the PhD Programme in Educational Sciences for Teacher Education, PhD candidates from other relevant programmes, and academic employees.

Language: English (or Norwegian, dependent on the language of participants and course holders).

The classroom is the most important arena for research on learning and teaching. This includes the implementation of curricula, the teacher-student relationships, the students’ different learning conditions, the use of different teaching methods, classroom and group organization, students with special needs, teacher collaboration and more.

The course will focus on central research methods used in classroom research: Observation, including video observation, various forms of interviews, re-use of data and analysis of data. The main aim is to introduce the participants to observation and interview as research methods in the context of classroom research, to provide an insight into research designs and analytical approaches, and to build participants` capacity to create and implement adequate research designs on their own.

The course is organized by the research community "Classroom research" (Klasseromsforskning) and the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education.

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate

• is in the forefront of qualitative classroom research
• has in-depth knowledge of observation and interview as central research methods
• can evaluate the expediency and application of different methods and processes in classroom research (different traditions in observational methodology, interview methodology, observation design, interview design and approaches to analysing data)
• has in-depth knowledge about ethical challenges concerning classroom research
• has in-depth knowledge of validity, reliability and generalizability in qualitative classroom research
• can assess the appropriateness and application of various observation and interview methods in qualitative classroom research
• can contribute to the development of different approaches to analysing observation and interview data in the filed of classroom research
• can contribute to the development of new knowledge, new theories, methods, interpretations and forms of documentation in the field of classroom research

Skills

The candidate:

• can professionally carry out classroom observation and interviews
• can design and carry out research and academic development related to classroom observation and interviews
• can develop, create and implement different observation and interview designs at a high international level in the context of classroom research
• can challenge established knowledge and practice within classroom research

General competence

The candidate:

• can identify and establish constructive connections between theories, research methods, empirical data, analysis and findings
• can identify relevant ethical issues regarding the use of classroom observation and interviews
• can present their research with high academic integrity
• can participate in discussions around methodological benefits and challenges related to the use of observation and interviews in qualitative classroom research

The grades are "pass" or "fail". The requirement for "pass" is that paper builds on the learning outcomes and on parts of the syllabus.

The paper will be assessed by the course coordinator and a member of the academic staff involved in the PhD-program.

Target group

In societies characterized by linguistic diversity, language barriers are a commonplace experience for practitioners within most professions. Even in research projects on professional practice that are not directly oriented towards linguistic plurality in itself, the candidate may be compelled to address challenges related to communication across languages barriers, with or without the involvement of an interpreter. In order to handle complex language situations in an adequate way, it is often necessary for the researcher to account for linguistic diversity and the use of interpreters (or lack thereof), and in a broader perspective than we experience today.

The target groups are PhD candidates / students and scientific staff who want to learn about professional practice and language barriers and thereby expand their research tool kit. The course aims at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programs. It is also open to staff members at OsloMet and other universities / colleges. The course is also open for candidates from other universities in Norway and abroad.

Admission requirements

The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.

In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.

Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.

The grades are "pass" or "fail". The requirement for "pass" is that the paper builds on insights from the syllabus and outlines ideas on topics related to classroom research.

The paper will be assessed by the course coordinator and a member of the academic staff with relevant genre competence.

Target group

The target group is PhD-candidates at OsloMet, as well as PhD-candidates associated with the Center for Welfare and Labour Research (SVA) and candidates from other universities and university colleges. In addition, non-PhD-candidates may apply for admission to the course if space is available.

Admission requirements

The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.

In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.

Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.