Study Guide

Objective

After completing the course, the student is expected to be able to:
- Explain the key didactic principles of interdisciplinary teaching.
- Discuss the opportunities and challenges of interdisciplinary teaching, focusing on their own professional development and student learning.
- Reflect on collegial and interdisciplinary co-operation.
- Describe and plan for the development of key learning strategies as part of language and knowledge development teaching and the school's multiliteracy mission.
- Understand, analyse and explain the potential of voice and body language as communicative and didactic tools.

General literacy:
- Academic reading and writing.
- Critical and ethical thinking.
- Media literacy.
- Co-operative skills.

Content

Knowledge and skills in interdisciplinary teaching with a focus on student participation and learning. This implies perspectives on collegial and didactic interaction that promote a democratic culture in schools and society. Didactic knowledge and skills to promote critical and creative thinking, media literacy and digital literacy among pupils and students. Readiness to apply and sensitise pupils and students to learning strategies that enhance their learning, based on the school's common multiliteracy mission. This includes being able to support students in developing literacy strategies in a didactically appropriate way in different subjects. Awareness of the potential of voice and body language as didactic tools and basic knowledge of voice ergonomics.

Scope of the course:
- Interdisciplinary didactics and media literacy (3 credits)
- Multiliteracies and learning strategies for enhanced learning (1 sp)
- Body language and voice (1 sp)

Qualifications

- Completed undergraduate studies in pedagogy 25 credits, fieldwork 5 credits and at least 60 credits according to a subject teacher specialisation in the teaching subject.

Assessment criteria, satisfactory (1)

Grade 1: The learning outcomes are met but the knowledge and skills are assessed as superficial. Knowledge that is judged to be superficial may, for example, have a weak connection to course literature and be referential in nature.

Assessment criteria, good (3)

Grade 3: The learning outcomes are met and the knowledge and skills are assessed as good. Students show evidence of being able to problematise and reflect on the course themes.

Assessment criteria, excellent (5)

Grade 5: The learning outcomes are more than well met and the skills are assessed as excellent. Students problematise and reflect on the course themes.

Materials

Materials and recommended literature provided by the teacher/supervisor.

Further information

- The course belongs to pedagogical studies for teachers, subject studies
- The course is organised in cooperation with the teacher education programme at Åbo Akademi University.