MBAS511 Kindergarten as arena for cultural formation and kindergarden teachers' professional assignment

Contents and structure

The course is mandatory and is part of the program's 1st semester. It is also offered as a standalone course.

At the core of this course is a research-based exploration of the kindergarten teacher's professional mission. The professional mission is analyzed in the light of professional theory, international research, and ongoing debates. Students will encounter both classic and more recent pedagogical and didactic texts addressing societal challenges for kindergarten teachers and the profession's background in international, historical, and contemporary notions of children and childhood.

Core concepts in kindergarten education such as children's development, play, care, learning, and formation are critically explored in various texts.

Learning Outcome

Upon completing the course, the student should have the following overall learning outcomes:

Knowledge

The student

• has in-depth knowledge of the kindergarten teacher's professional mission
• possesses advanced knowledge of research in curriculum theory and didactics
• has profound knowledge of the conditions for children's development, learning, care, play, and formation
• has in-depth knowledge of understandings of children and childhood, both historically and in the present

Skills

The student

• can present analyses of academic texts with connections to relevant research
• can work systematically and analytically with core concepts such as children's development, play, learning, care, and formation, linking them to relevant research
• can academically and personally justify pedagogical and didactic choices and practices

General Competence

The student

• can work systematically and analytically
• can articulate the professional mission in writing and verbally
• can justify pedagogical choices and practices
• can read and write academic texts

Entry requirements

None

Teaching methods

The course is based on gatherings. The gatherings have a seminar character. It is structured for students to participate in activities, present and discuss, and provide feedback to each other.

Guidance is provided in connection with mandatory learning activities and the term paper.

Collaboration and systematic work with the curriculum and mandatory learning activities between gatherings are expected.

Compulsory learning activities

1. Text Analysis: The student is required to present a research-based analysis of an educational text and provide feedback on fellow students' presentations. The presentation is oral with written documentation (e.g., a digital presentation).
2. Between the second and third gathering, students are to carry out a specified learning activity that requires collaboration among students.
3. Academic Text: The student is to write an academic text on the understanding of formation, play, care, and learning from a curriculum theoretical and didactic perspective. The work requires collaboration among students.

Guidelines for mandatory learning activities will be provided at the beginning of the semester.

There will be one (1) opportunity for those who do not pass a mandatory learning activity.

Approved learning activities are valid for two (2) years after approval.

Assessment

Semester Assignment.

This assignment is individual and a continuation of the mandatory learning activities. It should be a written analysis of educational texts and must follow a specific template.

The length should be between 3200-4000 words.

Guidelines for the assignment will be provided at the beginning of the course.

Grading scale A-F, where F corresponds to not passed.

If the assignment is not passed, or if there is a desire to retake the exam, it is possible to submit an improved version within the next two semesters. It is only possible to submit an improved version with the same topic once. After this, a completely new semester assignment must be written.

Examination support material

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