Placements for teacher training programs 2001-2010
On this page you will find information for supervisors/teachers of students admitted in 2001-2010.
Handbook for students and teachers in LP 01-10 courses.
Handbook VFU
Revised 18/10 2011
AUO 2
General education area 3 - AUO3
Request form for internship in AUO 3Students who study AUO 3 should, in connection with the course introduction, contact the VFU administrator at the department and have a dialog about a possible VFU place. The VFU placement is handled via the VFU organization and the VFU placement that the student is assigned will be sent out via the student email.
A0009P
Knowledge in practice - research and development in learning, 15.0 HP
The timing of the VFU period is presented on the VFU website under Schedule.
Examiner: Kjell Johansson
Planning documents
Assessment of VFU
Classification of assessment criteria at VFU
Assessment form A0009P.
- Syllabus A0009P
A7001P
Knowledge in practice - research and development work, second cycle, 15.0 HP
The timing of the VFU period is presented on the VFU website under Schedule.
Examiner: Kjell Johansson
Planning documents
Assessment form A7001P
- Syllabus A7001P
Specializations
Children, play and learning, preschool class and early years of primary school.
Children, play and learning 90 HP contains both in-depth knowledge of writing and reading development and basic mathematics, as well as basic science. Semesters two and three contain in-depth knowledge in different areas of knowledge that enable you to work professionally in preschool class and in the early years of primary school up to school year 3.
The courses, L0003P and L0004P, are included as part of the specialization Children, play and learning.The content of the courses is aimed at students who intend to work in preschool class and the early years of school.
The overall goal of the courses is that the student as a future teacher should acquire knowledge of child development where play and language are the cornerstones. Furthermore, the student will develop knowledge of the importance of the environment and the aesthetic subjects for the development of all children.
During the placement, the student will have the opportunity to apply and meet current research linked to the practical activities and how ICT is used in the learning environments.
Semester 3 of the specialization
VFU period: Not given during spring 20011.
Course code: L0036P
Course leader: Siv Ögren, 0920-492476
Assessment of practical training
Assessment form for the specialization
Classification of assessment criteria for practical training
Syllabus L0036P
English, later years/upper secondary school
If you want to become an English teacher in the later years of primary and secondary school, you study at least 90 credits as your first specialization. If you study English as a second specialization, you can study 60 credits for activities in the later years of primary school. The aim is to provide students with knowledge and skills in English to prepare them for their future profession. The focus is on language proficiency and subject didactic competence, complemented by elements such as cultural orientation and the internet as a source of knowledge.
Semester 1 of the specialization
VFU period: weeks 17-19
Course code: E0002S
Course leader: Marie Nordlund
Assessment of internship
Assessment form Specialization
Classification of assessment criteria at internship
Syllabus E0002S
Semester 2 of the specialization.
VFU period: v38-43 + 48-49 (Wednesday-Wednesday)
Course code: E0003S
Course leader: : Marie Nordlund
Assessment of VFU
Assessment form for the specialization
Classification of assessment criteria for VFU
Syllabus E0003S.
Mathematics for earlier years
The specialization comprises 60 credits and is intended to broaden and deepen future mathematics teachers' own knowledge of mathematics. Different strategies for learning mathematics are studied as well as how to meet children in their mathematical development. The specialization provides an insight into the research that exists in the field of Mathematics and Learning. We work in a varied way where understanding is central and the importance of highlighting mathematical concepts from different perspectives is emphasized.
Head of the specialization: Eva Juhlin, 0920-492049
Semester 1 of the specialization.
VFU period: week 17-21 (15 days) April 26-May 22
Course code: L0006M
Course leader Eva Juhlin
Assessment of VFU
Assessment form Specialization
Classification of assessment criteria for VFU.
Syllabus L0006M
Semester 2 of the specialization
VFU period: v38-43 + v48
Course code: L0011M
Course code: L0012M
Assessment of work placement
Assessment form Specialization
Classification of assessment criteria for work placement
Syllabus L0011M
Syllabus L0012M
Mathematics for later years/secondary school
If you want to become a teacher of mathematics in the later years of primary school, and study it as a first specialization, you study at least 90 credits in mathematics and mathematics education. If you study mathematics for activities in the later years of primary school as a second specialization, you can study 60 credits.
The emphasis is on understanding how students develop their understanding of mathematical concepts, the structure of mathematics and the ability to apply mathematics. Through the studies, students will develop their ability to create good conditions for students' mathematical learning individually, in the group and in the classroom by creating creative activities to get all students involved in the learning process.
The student should also develop a reflective attitude and methodological flexibility in order to be able to handle different teaching situations in mathematics and to be able to support and enthuse students so that they gain confidence in their own thinking and mathematical ability.Mathematics and mathematics education are combined in the course. Basic algebra, number theory and geometry are complemented by introductory analysis and applied mathematics.
Coordinator: Anna Klisinska, 0920-491035
E:mail: Anna Klisinska
VFU period: week 15-19 (3 weeks)
Course code L0009M
Course leader: Anna Klisinska
Related documents
Assessment
Assessment form
Classification of assessment
VFU period: v45-51
Course code L0008M
Course leader: Anna Klisinska
Related documents
Assessment
Assessment forms
Classification of assessment
Related links
Syllabus L0009M
Syllabus L0008M
Swedish earlier years
The 60-credit specialization aims to develop and stimulate the teacher's ability to take responsibility for the language development of children and young people as a basis for learning in a broad sense and cultural identity. Knowledge of and skills in language (speaking, reading, writing, listening) literature and subject didactics are central, making students well equipped for their future profession. The focus of the specialization is on basic literacy and early language development and children's and youth literature. The practical training is linked to subject didactic issues in the central elements of the course, and includes both practical and theoretical tasks.
Semester 2 of the specialization
VFU period v 38-40 and v 48-49
Course code: S0007S
Course code: S0008S
Contact person: Lena Nyström 0920-492268
e-mail: lena.nystrom@ltu.se
Assessment form
Classification of assessment criteria.
Swedish, later years/upper secondary school
The 60-credit specialization aims to develop and stimulate the teacher's ability to take responsibility for the language development of children and young people as a basis for learning in a broad sense and cultural identity.
Knowledge of and skills in language (speaking, reading, writing, listening) literature and subject didactics are central, making students well equipped for their future profession. The focus of the specialization is on basic literacy and early language development and children's and youth literature.
The practical training is linked to subject didactic issues in the central elements of the course, and includes both practical and theoretical tasks.
Semester 2 of the specialization
VFU period: v40-45 (5 v)
Course code: S0013S
Course leader: Britt-Marie Yttling, 0920-492243
Assessment of internship
Assessment form for the specialization
Classification of assessment criteria for internship
Syllabus S0013S
Semester 3 of the specialization.
VFU period: v 11-17 (5v) with a break for the examination week v.13 and Easter vacation v.16.
Course code: S0014S
Course leader: Britt-Marie Yttling, 0920-492243
Assessment of VFU
Assessment form Specialization
Classification of assessment criteria at VFU
Supervisor's letter
VFU tasks
Syllabus S0014S
Assessment
Context
Both VFU teachers, students and HFU teachers have previously criticized the form that is currently used to assess the students in connection with the clinical training. The criticism mainly highlights the difficulty of interpreting the questions, but also the lack of clarity about the criteria to be assessed during different placement periods. The previous form does not show progression in the learning objectives.
During the fall of 2008, a group with representatives from LTU, school activities and the student union met four times and worked to develop a proposal for clearer criteria but also clearer procedures for assessment of VFU. The structure of the VFU assignment was discussed during another afternoon; again, students, VFU teachers and university teachers participated.
Level classification of criteria
The starting point for the work has been the previous assessment form. Each assessment criterion has been reformulated where necessary, divided into clear learning outcomes in terms of skills and knowledge, in accordance with the SOLO taxonomy.
In the new proposal, all criteria/learning outcomes are divided into levels, four levels in total.
For each VFU period, the criteria/learning outcomes that the student must meet in order to pass are specified.
For specializations, there are two levels. Since a specialization can contain more than two VFU periods, a separate classification of the criteria must be made for each specialization. In the supervisor's letter, the specialization manager/VFU manager states which assessment criteria are to be assessed for each VFU.
The student must keep a logbook during all VFU periods. In this way, the student should be able to show whether he/she, in a way relevant to the level, can reflect on himself/herself and has insight into his/her contribution as a social and educational leader.
VFU task
The learning outcomes that the student must meet in the placement assignment must correspond to the criteria to be assessed during the respective placement period.
Assessment and grading
The placement teacher must indicate whether the student has achieved each individual learning outcome. This is done by checking "agree" or "disagree". The student must have achieved all objectives (i.e. passed each criterion) and be approved on the placement task in order to be approved on the placement moments. A "do not agree" means that the placement cannot be approved.
In addition, placement teachers should provide comments that can refine the assessment, if possible for each criterion/learning outcome. Comments are mandatory in case the placement teacher considers that the student has not achieved the learning outcome. The VFU teacher should also comment on what the student needs to develop during future VFU periods ("To think about in the future").
A grade of G or VG can be given for the entire placement component. However, the grade VG can only be based on the VFU task according to predetermined criteria (defined in the study guide).
A failed placement period may only be repeated once.
The planning document
The comments provided by the placement teacher after each placement period become the basis for the planning document. The planning document is filled in by the student and is a necessary "tool" for the student to get as much benefit as possible from the placement period. The student is responsible for ensuring that the planning document is kept up to date and used in planning discussions with the placement teacher.
Procedure for assessment
- Before the VFU period starts, the HFU teacher informs the student of the criteria that must be achieved during the current VFU period in order to pass. This is best done in a study guide.
- At the start of the placement period, a conversation between the placement teacher and the student should take place, where they go through the planning documentation and assessment criteria and discuss how these are to be achieved.
- During the VFU period, the VFU teacher should regularly talk to the student. If there is any doubt that the student will not pass, this must be communicated in good time with the HFU teacher.
- At the end of the VFU period, the VFU teacher and the student should discuss the assessment of criteria.
- The VFU teacher sends the assessment form by mail to the VFU coordinator.
Classification of assessment criteria during the placement
A logbook should be written throughout the program.
Level 1 AUO1
The student should:
- be able to cooperate with the activity/school staff and be open to establishing a dialog
take an active part in the work of the partner school/teacher team - show commitment and interest in children/pupils and willingness to engage in dialog with the children/pupils
- be able to conduct a short session with the support of the supervisor
- show empathic and social competence in the meeting with children/pupils, school staff and parents and be able to contact parents
- show care for children/pupils and promote good relationships
- be able to balance between proximity to children/pupils and clear leadership.
- demonstrate an approach that prevents and counteracts discrimination and other offensive treatment of pupils.
- give girls and boys equal space in activities in a way that is relevant to the level, be able to reflect on themselves and have insight into their contribution as a social and educational leader.
Level 2 Orientation
The student should:
- be able to reflect and analyze the link between the governing documents and the ongoing work in the activity (curriculum - syllabus).
- be able to communicate with the teacher about the child/student's conditions for learning
- be responsive in the interaction with children/pupils and be able to create and maintain good norms and rules for the interaction.
- be able to formulate precise goals for teaching
- be able to create learning situations so that all children/pupils understand the meaning and goal of the teaching in a way that is relevant to the level, be able to reflect on oneself and have insight into one's contribution as a social and educational leader.
Level 3 Orientation
The student should:
- be able to tell, explain, give instructions and guide so that children/students understand and can learn.
- be able to strengthen the children's/pupils' desire to learn and develop and have confidence in their own ability.
- be able to involve children/students in their own development/assessment process
- be able to arouse, stimulate and make use of children's/students' curiosity, thoughts, ideas, experiences and commitment.
- be able to analyze and assess and give feedback on individual children's/students' learning within a
- knowledge area based on set goals
- be able to apply and justify different forms of work and working methods that promote the learning of all children/students both individually and in groups.
- be able to plan, implement and evaluate a coherent teaching and learning process
in a relevant way for the level, be able to reflect on oneself and have insight into one's contribution as a social and educational leader.
Level 4 AUO2
The student should:
- be able to problematize, reflect and analyze the steering documents' connection to the ongoing work in the activity
- be able to analyze and reflect on policy documents and the values on which the school's activities are based.
- be able to conduct a dialog with the children/pupils regarding differing values and perceptions.
- show willingness to handle conflicts
- in a way relevant to the level, be able to reflect on themselves and have insight into their contribution as a social and educational leader.
Level 4 AUO3
The student should:
- be able to communicate with children/students about their conditions for learning
- be able to create meaningful learning situations that stimulate responsibility and independence.
- be able to problematize the teaching based on subject knowledge and didactic issues, i.e. analyze the content (WHAT), method (HOW) and goal (WHY) of the teaching.
- be able to see links between different subject areas and integrate these in teaching and learning processes.
- in a way relevant to the level, be able to reflect on themselves and have insight into their contribution as a social and educational leader.
Guidelines in case of cooperation problems and in case of doubts before assessment of VFU
In case of cooperation problems at the placement site
If the VFU teacher believes that the student is mismanaging his/her VFU, a discussion should take place primarily between the VFU teacher and the student. If there is no improvement, the placement teacher initiates a meeting with the HFU teacher and the student to discuss what is required for continued placement.
If the student is dissatisfied with the VFU teacher's supervision, a discussion should take place primarily between the VFU teacher and the student. If it does not improve, the student contacts the VET teacher, who in turn contacts the VET coordinator who arranges a meeting between the student, the coordinator of the partner area, the school principal, the VET teacher and the VET coordinator to discuss measures.
Doubts about the student's ability to be accepted on the placement
If the VFU teacher is in doubt about the student's ability to pass the VFU, a conversation should be held with the student in the first instance. The VFU teacher is obliged to immediately contact the HFU teacher. Together, they decide on a time for a discussion between the student, VFU teacher and HFU teacher.
Proposed procedure and guidelines:
- the student is first given the opportunity to give their views
- The VFU teacher is then given the opportunity to give their views.
- The HFU teacher is open, tries to listen and support both the VFU teacher and the student.
- a joint proposal is drawn up for how the student can become more active/developed.
- The placement teacher and the student continuously evaluate the latter's efforts.
- The HFU teacher has contact with the VFU teacher and the student in order to follow the student's development.
- if necessary, decide on a new time for a meeting between the student, the VFU teacher and the HFU teacher to jointly evaluate whether the desired development has taken place.
- If necessary, the HFU teacher makes an additional visit to the organization to obtain more data for assessing the student's efforts.
- the student, VFU teacher and HFU teacher discuss the choice of profession together to decide, based on the new analysis, whether the student should pass or fail.
Procedure in case of a conversation about discouragement of a student
Doubts about the student's suitability as a teacher may lead to a warning. The procedure is then as follows:
- after the course leader/examiner has been informed by the organization that there are doubts about the student's ability to meet the requirements of the course or is otherwise concerned about the student's suitability to practice the teaching profession, a meeting between the parties concerned (student, teacher in VFU, examiner) shall take place, which the course leader/examiner convenes. The written assessment made in the course forms the basis for the meeting and is an important basis for the continued handling of the case.
- the course leader/examiner has a conversation with the department's head of education or the person appointed by the department and any study counselor for a decision on further processing.
- the examiner calls the student to another meeting. On this occasion, it is decided whether a warning or other action should be taken. The responsible head of education or the person appointed by the department must also be invited to this meeting. Decisions must be summarized in writing and signed by both parties.
- a follow-up meeting is recommended
Contact us
For questions and information about placement at teacher education programs, please contact vfulararutbildningar@ltu.se.
Alexandra Lund Cipolla and Jacob Brännström
Updated:
Page author: Kontakta oss