This course is discontinued

UV9361 – Fostering teachers’ professional growth

Schedule, syllabus and examination date

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Course content

Schools employ a variety of bureaucratic and professional structures, each of which with potential implications for the degree of trust present in the organization. Bureaucratic structures assist schools in dealing with the magnitude and complexity of their tasks within the available resources. Overreliance on these structures by leaders may, however, convey distrust towards employees that can interfere with organizational dexterity and be counterproductive towards the goals that schools strive to achieve. As such, professional structures—such as opportunities for collective inquiry, scrutiny, reflection, and decision making—may need to be more fully integrated into school bureaucracies to promote teacher professionalism and school success. Evidence shows that teachers tend to improve during their first few years of work, but often fail to continue improving their effectiveness after their first five years in the classroom. However, reality is more nuanced than this: the context matters. The skilful use of teaching evaluation, feedback and profession-oriented mentoring are examples of activities that can enhance teachers’ professional development.

Organizer: Research group Teacher Professionalism and Educational Change: Practices, Purposes, Policies (TEPEC) in cooperation with the research group Curriculum Studies, Leadership and Educational Governance (CLEG) and the Department of Teacher Education and School Research, Faculty of Educational Sciences.

Learning outcome

The main aim of this PhD course is to provide opportunities for doctoral students to acquire a deeper understanding of the fostering of teacher professionalism in schools. The course will open for discussions on professional development for teachers as well as preservice teachers about their field experiences and leadership as relational work. During the course, researchers in the fields of professions and occupations and teachers’ professional learning and development, will give lectures on these topics. They will also engage with students about their thinking and research on these topics.

Admission

As a minimum requirement, all participants must hold at least a Master's degree.

This course has been developed for PhD candidates affiliated with the Faculty of Educational Sciences (UV), but others may also apply to participate. Candidates at the Faculty of Educational Sciences (UV) will however be given priority.

Therefore: Candidates at UV should apply by using Studentweb.

Other applicants: apply through registration form.

Registration deadline: April 16.

Teaching

Work format: Lectures and seminars.

At the semester website, you will find more details about the course programme.

Examination

Credits: Participation  and submitted paper: 3 credits. Participation, but not submitted paper: 1 credit.

80% attendance is required.

For more details please visit the semester website.

Evaluation

Evaluation form.

Facts about this course

Credits

3

Level

PhD

Teaching language

English