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LT1029 Supervising School Placements Students 3.0 credits

The course is designed for secondary school teachers who, in their professional practice, receive students on school placement education (VFU). A supervisor is of central importance for the student's development of teaching skills, and training in applying theoretical knowledge. This course aims at develop the participants’ pedagogical competence as supervisor for students in teacher training. The course consists of seminars and lectures that deal with: -theories and models of learning and supervision -official regulations and how these can be applied in assessment Discussions and reflections regarding: -how different forms of assessment can be used for evaluation and feedback -the student’s supervisor role

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Headings with content from the Course syllabus LT1029 (Autumn 2022–) are denoted with an asterisk ( )

Content and learning outcomes

Course contents

The course addresses secondary and upper secondary school teachers that receive students on a placement for their profession exercise (VFU) .

A supervisor is essential for the development of teaching ability of teacher students and for training in applying their theoretical knowledge. This course intends to develop the participants' educational skills as supervisors for teacher students, partly through seminars and lectures that treat theories and models for learning and supervision and current regulations and how these should be applied at assessment, partly in discussions and reflections around how different assessment forms can be applied for evaluation and feedback, and the students' own supervisor role.

Intended learning outcomes

The course intends to develop the participants' educational skills as supervisors for teacher students.

After passing the course, the student should be able to:

  • Give an account of theories and models for learning and supervision and reflect on how these can be applied during the supervision process.
  • Give an account of the current regulations of teacher educations and how these can be applied for assessing the knowledge of teacher students.
  • Discuss how different assessment forms could be applied to evaluate and feed back the students' knowledge, proficiencies and approaches.
  • Actively reflect on one's own supervisor role in meetings with different student groups.

Course disposition

No information inserted

Literature and preparations

Specific prerequisites

Completed teacher education or at least 180 higher education credits on teacher programmes.

Recommended prerequisites

No information inserted

Equipment

No information inserted

Literature

No information inserted

Examination and completion

If the course is discontinued, students may request to be examined during the following two academic years.

Grading scale

A, B, C, D, E, FX, F

Examination

  • INL1 - Assignments, 2.0 credits, grading scale: A, B, C, D, E, FX, F
  • SEM1 - Seminars, 1.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Opportunity to complete the requirements via supplementary examination

No information inserted

Opportunity to raise an approved grade via renewed examination

No information inserted

Examiner

Ethical approach

  • All members of a group are responsible for the group's work.
  • In any assessment, every student shall honestly disclose any help received and sources used.
  • In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Further information

Course web

Further information about the course can be found on the Course web at the link below. Information on the Course web will later be moved to this site.

Course web LT1029

Offered by

Main field of study

Technology and Learning

Education cycle

First cycle

Add-on studies

No information inserted

Contact

Catarina Eivinsson (cei@kth.se)