Prerequisite course for this course is: EL612E English and Education: The Building Blocks of English: Sounds and Words

The aim of the course is to deepen students’ knowledge of the theory of science as it relates to research in the humanities and educational sciences. Students will also gain a broader knowledge of, and develop their skills in, academic writing.

Different theories of central importance in the humanities and educational sciences are discussed and problematised from the basis of key epistemological and ethical questions. Focus is particularly placed on the analytical categories of class, gender, ethnicity, nation and generation. Using a selection of relevant academic sources that are reviewed, compared and discussed, the interaction of scientific research and proven experience within the teaching profession is highlighted and problematised in terms of scientific, societal and ethical aspects. The course allows students the opportunity to further develop their ability to communicate in an academic context, in accordance with current conventions and disciplinary requirements, and to provide qualified peer response.

On completing the course, students will be able to:

The content of the course is covered through lectures, seminars, digital resources, literature studies and student-led activities

Assessment is conducted in three parts:

Exam 1: Take-Home Exam, 1.5 credits, in which learning outcomes 1 and 2 are assessed.

Exam 2: Written Survey, 4 credits, in which learning outcome 3 is assessed.

Exam 3: Written Peer Review, 2 credits in which learning outcome 4 is assessed.

The number of re-sits is limited to five.

Grading criteria for the course are announced by the course coordinator at the start of the course.

The basis for all assessments must be such that individual performance can be distinguished.

Buskist, William, & Groccia, James E. (2011). Evidence-based teaching: Now and in the future. New Directions for Teaching & Learning, 2011(12), 105-111.

Fairclough, Norman (2003). Analysing discourse: Textual analysis for social research. London: Routledge. (270 s.)

Giroux, Henry A. (2011). On critical pedagogy. London: Continuum. Elektronisk resurs. (98 s.).

Groccia, James. E., & Buskist, William. (2011). Need for evidence-based teaching. New Directions for Teaching and Learning, 2011(128), 5-11.

Webster, R. Scott (2009). How evidence-based teaching practices are challenged by a Deweyan approach to education. Asia-Pacific Journal of Teacher Education. 37(2), 215-227.

Wrigley, Terry (2015). Evidence-based teaching: Rhetoric and reality. Improving Schools, 18(3), 277-287.

Other articles and texts will be added, amounting to approximately 150 pages.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.