The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation. The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process. The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Consciousness of own improvement provides students with new perspectives of their learning potential.
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Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination. Students who have passed an examination may not retake it in order to improve their grades. Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it. Main field of study Didactics. Level Second cycle. Course type Programme course. Examiner Helena Tsagalidis. Course coordinator Helena Tsagalidis.
Director of studies or equivalent Margareta Engvall. Examination Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination. Applies to all courses regardless of grading scale.
If the course has a three-graded grading scale U - VG , following applies: Students who have passed an examination may not retake it in order to improve their grades. If the course is a VfU course, the following applies: Examination of applied social and didactic abilities is limited to three 3 occasions. Other information Planning and implementation of a course must take its starting point in the wording of the syllabus. Ledarskap och handledning Berg, G.
Lund: Studentlitteratur. Kapitel: 1, 2, 4, 5, 6, 7, 9, 10, 13, 14,15 och Avslutning. Handledning och praktisk yrkesteori. Del 2, 3 och 4. Stensmo, C. Ledarskap i klassrummet. Kapitel: Ledarstilar i klassrummet. Mikael Samuelsson. Nilsson, B. Film Film UR: Kommunikation som styrmedel. Stockholm: Liber. Hela boken. Helan boken. Skolverket Necessary Conditions of Learning. New York: Routledge.
Wubbels, T. Teaching Education, 22, — Samuelsson, M. Dilemma eller evidens? Stockholm: Utbildningsdepartementet www. Stockholm: Skolverket. Kindeberg, T. Pedagogisk retorik: den muntliga relationen i undervisningen. Handledning — perspektiv och erfarenheter.
Foreign teacher training, ULV.
We have selected those that have been developed by Larsson andsLarsson et al. In the same way as the From the student perspective, an individualized learningssituation requires a different approach from the teacher than an organized group situation. An important factor in this axis is that the teacher assumessthe students have preconceptions that enable them to understand the subject and enable thesteacher to believe that he or she can lead th Thesassumption rests on the idea that sharing and coordinating work create a good workingsatmosphere in the didactic room, which in turn is based on the belief that stability and order arespositive An importantsconsequence of this association is that the circumstances of the teaching situation reflect whatsis happening in the community Assarson, ; Billmaye An important factor in this axis is that the teacher assumessthe stu
Ledarskap i klassrummet
Teaching language: Swedish. Go to Course Homepage. Eligibility: In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.
To Lead and Supervice Didactic Processes, 7.5 credits (9KPA08)