PHUV9480 Contemporary Research in Nordic Early Childhood Education and Care Course description

• Språk og språkbruk i et globalt og språktypologisk perspektiv, inkludert nynorskdidaktikk, andrespråksdidaktikk og nabospråksdidaktikk.
• Sjanger- og tekstkunnskap i forskningsperspektiv, historisk perspektiv og didaktisk perspektiv.
• Barn og unges lese- og skriveopplæring.
• Muntlig bruk av språket i klasserommet.

All answers are assessed by two examiners. An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.

The field of research in early childhood is characterized by a variety of methodologies (i.e. strategies for research connected to epistemology and ontology), and in this course we focus specifically on how research is embedded in political, theoretical and scientific knowledge.

The course covers the following topics:

• Insights into recent Nordic research in ECEC
• The development of ECEC research in the Nordic countries
• Epistemological, theoretical and methodological aspects of diverse research approaches
• Analysis of how ECEC research is embedded in Norwegian and Nordic policies and educational systems

The course consists of the following subject areas, specified below as the number of credits:

• Hematology and morphology 8 credits
• Hemostasis 2 credits

7 credits overlap with the course BIO1400 Hematology and Immunology

The examination consists of an oral conference presentation (panel contribution, round table contribution, poster or single paper presentation), including a hand-out and a discussion. Duration of the presentation: 15 minutes. The hand-out must be no more than two A4 pages, not counting references. Duration of the discussion: 20 minutes. In sum, the presentation, hand-out and discussion must be based on relevant research literature and relate to the candidate’s PhD work.

New and postponed examination

In case of a failed exam/valid absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged.

All aids are permitted, as long as the rules for referencing sources are followed.

The grades are pass or fail.

Two internal examiners will assess the exams.

Target group

PhD students with a specific interest in early childhood research.

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 at an equivalent level in subjects relevant for teacher education.

If there are a large number of applicants, PhD students enrolled in the research school NORBARN and PhD students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, followed by students in other PhD programmes and academic employees in the Faculty of Teacher Education and International Studies, in that order.

Applicants who are not enrolled in the PhD programme in Educational Sciences for Teacher Education must send a summary of no more than 400 words with relevant information about their own PhD project or other project or sphere of interest containing the topic, methodology, theoretical approach, how far along they are in their PhD work and why this particular course is relevant for their project.