Exchange Programme Teacher Education Package

Knowledge of Denmark and Danish teacher education. Week 5

10 ECTS credits. The module language is primarily English.

This module works with the following questions: How do you learn a language? How does language development take place? What are communicative skills? What is the connection between communication and language acquisition? How do you describe language acquisition and communicative skills? How and why does the teacher work as a language advisor? How does the teacher plan teaching that makes language acquisition possible? What is the connection between language view, learning view, professional view and specific teaching?

There will be theoretical as well as experience-based work on

• the skill areas listening, reading, writing, speaking and conversation in a communicative competence perspective • interlanguage development in relation to qualifications for learning and potentials
• goal establishment, practical planning in varied working methods, IT, teaching aids, evaluation and feedback on interlanguage in a differentiation and inclusion perspective 
• paradigmatic changes in language teaching and the connection between language view, learning view and didactic planning based on current national and international regulations

There will be continuous work on the students' own linguistic development in light of the content areas of the module.

10 ECTS credits. The module language is primarily English.

In this module, you will work practice-oriented with the subject of English. The module will take form as a project. Through an entrepreneurial process, you will develop ideas based on identification of problem areas. These ideas will be developed, tested and tried out thus qualified into a product meant for teaching English.

10 ECTS credits. The module language is primarily German.

In this module you work with theoretical, practical and profession oriented approach to oral and written communication. This module works with the following questions: What is language? What is interlanguage? How to teach linguistic elements? The focal point is communicative competence in relation to the subject of teaching German as a second language including view on language and language acquisition.

There will be theoretical as well as experience-based work on:

• Analysing interlanguage
• Students’ role model as a language teacher and own use of metalanguage to different age groups
• The use of different teaching materials and aids
• Theories on language acquisition including theory on vocabulary
• Theories on receptive and productive skills (oral and written skills)
• Planning, performing and evaluating teaching and developing differentiated teaching

5 ECTS credits. The module language is primarily English.

This course is about nature, outdoor living and exploring nature in a learning perspective. The course consists of fundamental knowledge of nature as well as knowledge about nature as a room for experiences, physical activities, challenge and learning to many of the school’s subjects. The nature and outdoor living works as a room for learning where pupils can develop individual competences and skills and where pupils are challenges physically and mentally.

5 ECTS credits. The module language is primarily English.

In this course, we will go on different field trips to e.g. museums and other sights. The course is a change for you to get an insight in Danish culture but also about how culture and cultural institutions is often implemented in the Danish school as part of given school subjects and children’s general education in school.

The Art Package consists of three modules:

MODULE 1: Art-related practice forms

10 ECTS points. The module language is mainly English.

Brief module description

The purpose of this module is for the student to develop competence in teaching practical art production, knowledge of art and art presentations that reflect the visual culture, and in using art conversation to qualify pupils’ imagery and technical terminology.

The student works practically with artistic and experimental methods in analogue as well as digital art. In this module, the interaction between theory and practice is fundamental.

The content and working methods of the module relate in a reflecting and didactic way to regulations regarding the subject Art at school.

The key content areas are: visual production and communication, art conversation, imagery awareness, imagery development in pupils, aesthetic learning and sense-based orientation, creativity and art's potential for developing knowledge and realisation as well as visual didactics.

MODULE 2: Visual cultural project

10 ECTS points. The module language is mainly English.

Brief module description

The purpose of this module is for the student to develop competence in teaching visual awareness, decoding of art as well as innovative art processes and projects reflecting visual cultural pedagogy.

The teaching, which is based on interaction between theory and practice, includes various art forms, cultural meetings, cooperation platforms and learning spaces. This module includes a large visual project based on visual communication, cooperation and knowledge sharing. The module content and working method relate in a professional and didactic way to the subject of art in Danish municipal primary and lower secondary schools, cross-disciplinary teaching and other professional contexts.

The key content areas are: inquiring and experimental artwork; collection, categorisation and use of information in visual culture; multi-modality and innovation; and visual didactics.

MODULE 3: Contemporary art, space and architecture

10 ECTS points. The module language is mainly English.

Brief module description

The module provides the student with an insight into the expression forms of contemporary art and how they can be translated into art teaching for children of all ages in a way in which art creates debate and asks questions. Furthermore, the module prepares the students for rethinking visual presentations, for example in project work. There will be practical work on own projects in a workshop where experimentation and innovation are highly prioritised values.

Theoretically, the students work with both art appreciation and the learning potential of the child through meeting and creating idea-based art. In this module, the student particularly works with the spatial form but based on drawn, painted and digital sketches. The finished artwork includes, as an example, sculptures, installations, land art, performance or architecture models.

The student mainly works in the art workshop but also outside, and excursions such as visits to museums and "art hunts" are also included in the module.

The Physical Education and Health Package consists of three Modules:

MODULE 1: The basis, culture and values of the subject Physical Education

10 ECTS points. The module language is English.

Brief module description

A module where the student works with the basic areas of the subject and with physical education as a culture-creating factor. Focus is on basic knowledge, skills and physical competences, and on analysing, mediating and developing various physical education cultures.

Among other things, the content includes play, the basics of artistic gymnastics, the basics of ball games and the basics of dance and expression. The student works on planning, implementing and evaluating teaching in physical education. Among other things, the topics are related to the values, qualities, history and diversity, anatomy and kinetics of physical education, as well as motor skill learning.

MODULE 2: Versatile physical education practice – learning, development and physical training

10 ECTS points. The module language is English.

Brief module description

A module in which the student works on development of versatile physical and sports-related competences in a didactic perspective. Focus is on physical training, health, bodily awareness and wellbeing, and the module includes training theory, physical measurements and safety conditions with regards to physical education at school.

MODULE 3: The physical education subject in the introductory period and at the intermediate stage

10 ECTS points. The module language is English.

Brief module description

A module in which the student works with the content areas and working methods of the subject with special on physical education and movement aimed towards pupils in the introductory period and at the intermediate stage. Among other things, the content is versatile physical education teaching, including play activities and cross-disciplinary teaching processes. Furthermore, the module includes work on motor skill learning and testing as an evaluation tool. Knowledge basis of the module The module is based on humanistic, social focus scientific and natural scientific theory and research regarding teaching and learning in relation to physical education teaching in the 1st to 6th form at the Danish municipal primary and lower secondary school.

The History and Social Geography Package consists of three Modules:

Module descriptions for History (History and Social Geography)

History deals with substantiated planning, completion and development of history lessons in subject-di-vided and cross-disciplinary courses aimed at giving the pupils the qualifications to establish a chronological overview of and insight into interpretations of historical developments and connections with a view to developing the pupils' historical awareness and use of history in an identity-related and societal perspective.

MODULE 1: The use of history, awareness of history - and Danish history

10 ECTS credits. The module language is English.

Brief description of the module

This module works with the following questions: Why do we have history lessons in school? What do we use history for - as society and as individuals? How can you include and qualify the pupils' awareness of his-tory and use of history in the lessons?

With topics or themes of Danish history that are relevant regarding the curriculum of the public school as the starting point, the module includes work with concepts regarding the use of history and historic culture. Among other things, the students will work on how historic events are mediated and used in relation to the creation of collective and individual identities, as well as how history can be interpreted differently based on local, national and global perspectives.

With a view to developing the students' professional views on and understanding of history as a subject of general education, the module will introduce basic subject-related didactic concepts and discussions, in-cluding theories about and empirical studies of children's awareness of history and use of history.

The module's knowledge basis:

• Research-based knowledge about the chosen history-related topic(s)/theme(s)
• Theories about and empirical studies of the use of history and historical culture, including different periods' history use and historical culture
• Theories about and empirical studies of development and use of awareness of history
• Concepts about and examples of different historical mediation types.
• Competence areas included in the module
• Competence area 2: Historical culture, history use and history awareness
• Competence area 3: Historical overview and understanding of connections
• The module's relation to practice
• The student's experiences from teaching experience and practice are continuously included in the module
• Compliance with duty to participate in the module

The student must hand in a:

Set written assignment:

With inclusion of the treated topic/theme from Danish history, the student will discuss the subject's educational and identity-creating potentials. The assignment has an extent of max. 5 standard pages.

MODULE 2: History teaching, learning - and world history

10 ECTS credits. The module language is English.

Brief description of the module

This module works with the following questions: What should the pupils learn in history? How do you set goals and choose content? Which teaching methods are most effective in which connection? How do you choose suitable teaching aids? How do you evaluate pupils' learning?

The starting point of the module is historical subject-related content within topics/themes from European and world history that are relevant in relation to the curriculum of the public school. Here, the students will have the opportunity to use different historical scientific perspectives in the selection and treatment of his-torical subject-related content for the history lessons.

In interaction with the selected topics/themes, the students will be working with teaching and mediation methods that develop the history understanding of pupils with different qualifications. The module is aimed towards the student being able in a substantiated way to use principles for material selection and goal formulation in the subject of history, various working methods with particular relevance to the subject of history, and to carry out analyses and didactic consideration of teaching aids. Furthermore, the student must be able to choose and carry out different types of evaluation of pupils' learning in history.

The module's knowledge basis:

• Research-based knowledge about the selected historical subject-related topics/themes
• Curricula and other governmental documents related to the subject of history
• Subject-related didactic theories about learning processes in history, including children's understanding of time and space
• Research-based knowledge about working and evaluation methods that are particularly useful in history lessons
• Research-based models for analysis and evaluation of teaching aids in the subject of history.
• Competence areas included in the module
• Competence area 1: Teaching and learning in history
• Competence area 3: Historical overview and understanding of connections

The module's relation to practice

The student's experiences from teaching experience/practice will continuously be included in the module.

Compliance with duty to participate in the module

The student must give a:

Set oral presentation:

The student in a group will prepare a substantiated teaching process, which is presented to the class. The teaching process is to be based on the treated history topic/theme.

MODULE 3: Interpretation and mediation of history - based on a history topic or theme

10 ECTS credits. The module language is English.

Brief description of the module

The module is aimed at developing competences in carrying out analyses of historical materials, evaluating and using different interpretation approaches, in order for the student to be able to develop lessons where the pupils acquire elements of precisely these competences.

Furthermore, the module is aimed at the student becoming familiar with different types of mediation of historical subject matter, being able to use these different types of mediation in teaching and thematise the different presentation forms with the pupils.

The module is based on topics/themes that are relevant in relation to the curriculum of the public school. The historical subject-related content is processed in order for the student to be able to work didactically with the concepts interpretation and mediation.