Prerequisite course for this course is: ET601E Education: History and Theories of Education

The course intends for students to develop knowledge of various theories of teaching and the role of the teacher, in addition to an understanding of how these theories relate to other theories of learning, subject content, didactics, curricula and education as formation.

The course focuses on teaching as a practice and what it means to be a teacher. These topics will be addressed in studies of various theoretical perspectives on teaching and the role of teacher, in addition to studies of fictional portraits of teachers in which different approaches to teaching will be presented. Central concepts and theories are/involve learning, subject content, didactics, curricula and formation, in addition to existential and phenomenological perspectives on teaching and the role of the teacher.

Upon completion of the course, the student should be able to

The course is based on regular lectures, seminars, workshops and group discussions. There will be opportunities for feedback between the students throughout the course.

The course is examined by a final paper (outcomes 1 and 2).

The course coordinator will provide information about grading criteria at the start of the course.

It must be possible to distinguish between individual performances for all assessments.

Biesta, Gert (2017). The Rediscovery of Teaching. London & New York: Routledge (111 p.)

Entre les murs = The Class (2008) [video]. Haut et Court

Être et avoir = To Be and To Have (2002) [video]. Les Films du Losange.

Frank, Jeff (2017). Love and work: a reading of John Williams’ Stoner. Ethics and Education, 12(2), pp. 233-242 (9 p.)

Freire, Paulo (2003). Pedagogy of the Oppressed. New York, NY: Continuum (180 p.)

Hansen, David T. (1996). The Call to Teach. New York: Teachers College Press (168 p.)

Higgins, Chris (2011). The Good Life of Teaching: An Ethics of Professional Practice. Malden MA: Wiley-Blackwell (303 p.)

hooks, bell (1994). Teaching to Transgress: Education as the Practice of Freedom. London: Routledge (216 p.)

The Kindergarten Teacher (2014) [video]. Cinema of Israel

Maxwell, Bruce (2015). ‘Teacher as professional’ as metaphor: what it highlights and what it hides. Journal of Philosophy of Education, 49(1), pp. 86-106 (20 p.)

Mintz, Avi (2018). The present, past, and future of the gardening metaphor in education. Oxford Review of Education, 44(4), pp. 414-424 (10 p.)

Noddings, Nel (2007). The one-caring as teacher. In: Curren, Randall (ed.) Philosophy of Education: An Anthology. Malden, MA: Blackwell Publishing (pp. 372-376) (5 p.)

Pennac, Daniel (2011). School Blues. London: Maclehose Press (260 p.)

Tubbs, Nigel (2005). Philosophy of the Teacher. Malden, MA: Blackwell Publishing (246 p.)

Williams, John (2012/1965). Stoner. London: Vintage (288 p.)

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).