LG1: General Education In The Pluralistic School

LGi1: Intromodul – At være ambitiøs lærer(studerende)

Kort beskrivelse af modulet

Modulet læses i uddannelsens første semester og tjener det overordnede formål at introducere den studerende til lærerstudiet og til lærerprofessionen i al deres mangfoldighed. Modulet veksler således mellem at fokusere på studiekompetencer, og overgangen fra ungdomsuddannelse til videregående uddannelse, og på viden om skolen og lærerprofessionen. Modulet er en forudsætning for at gå til kompetencemålsprøve i såvel Almen dannelse / KLM som Pædagogik og lærerfaglighed.

 

Modulets basis er spørgsmålet om, hvorfor og hvordan vi driver skole i en moderne demokratisk sammenhæng og giver den studerende en grundlæggende indføring i skolen som institution og organisation. Skolens mangfoldige dannelsesopgave står centralt i modulet, hvor forholdet mellem det individuelle, det sociale, det kulturelle og det religiøse er på spil.

 

Modulet giver den studerende en kort indføring i didaktikken som grundlag for at planlægge, gennemføre, evaluere og udvikle undervisning, der styrker elevernes lyst til at lære. Klasseledelse og lærerens relationer til elever (og øvrige aktører) er en del af det etiske grundlag for undervisningspraksis hvor lærerens professionelle dømmekraft konstant sættes på prøve i lærerarbejdets kompleksitet. Normer for god undervisning (professionsidealer) er således i spil, når undervisning planlægges, gennemføres og evalueres.

Modulet er således en basis for det videre studieforløb og har derfor også et naturligt fokus på, at den studerende opnår hensigtsmæssige studiekompetencer. Informations- og vidensbearbejdning i form af akademiske søgeteknikker og kildekritik er centralt for det videre studieforløb, ligesom det professionelle arbejde i forpligtende relationer vil blive vægtet.

 

Jo bedre en lærerstuderende man er, jo bedre en lærer bliver man.

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Modulets vidensgrundlag

Vidensgrundlaget udgøres af relevant forskningsbaseret viden fra religionsvidenskab, idehistorie, samfundsvidenskab, didaktik, pædagogik og pædagogisk sociologi. Modulet bygger endvidere på national og international forsknings- og udviklingsviden om skole, dannelse, demokrati og medborgerskab, og om lærerprofessionalitet i relation til skolens opgave og funktion.

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International students in the classroom

In this course, we had several students from Germany and Austria as participants as a part of the normal classroom. 

As the time passes I have looked back on what it had meant for me, the class as a hole and the lessons to have international students participating in the class
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For the class as a hole

First of all, there were completely open atmospheres among the Danish students in the classroom to welcome the international students with open arms. I think this mindset was a key thing for the kind of setup to work. The new students were welcomed as one of us and not as a stranger. 

During the course, we had to make group work activities, for example, a group presentation on a given subject. Here the international students were divided into groups with Danes. 

I came in a group with a girl from Germany, who went to the Unversity of Frankfurt. She didn't attend this class as a part of competence development for future studies, but because she had to, too get enough point to get her diploma. The cause took its start and ending point in Danish history and philosophy, so in that context in do understand why she didn't feel like she belonged there. 

But anyway, we were in the same group and had to make a presentation on Abraham and his role in the bible. During our work, I got to know her pretty well and we had some long discussions about the diversity between the German and the Danish school, both on pupil and university level and how she so the differences.

These conversations gave me much more than the course itself because I learn how to see the Danish "way" from another perspective which is why I am going on the international line at Metropolitan Unversity.

But, this part wasn't a thing we talked that much about during class which was or are a big mistake from my point of view. I am currently sitting in Nice, France as a part of the course "The European Teacher", where I am the "stranger" and the one who is looking into a different system and compares it to what we have at home. 

So this competence I experienced by working closely with her gave me an insight on who to reflect on being the stranger, but if we as a class had work much more in-depth with this, I may have had stood stronger during my own current internship. But I would not have been without this visit from the international students nor would I say no to have more of them in the future.