– We take the criticism very seriously and this gives us important tools to ensure the quality of our Master programme in Secondary Education. We will now carefully review the conditions in order to conduct educations with good quality, as well as implement the actions needed, says Bo Jonsson, head of the Department of Art, Communication and Learning at Luleå University of Technology.
Today, UKÄ released their evaluation of Master programmes in Secondary Education. The quality of the educational science is approved for all of the University's programmes.
In the evaluation, the Master programme in Secondary Educatio in the subject Swedish meets the quality requirements. UKÄ emphasizes, among other things, that teachers are well-equipped with competence in both subject and subject didactics, and that there is a very good balance between scientific competence and profession-oriented competence.
– This means that our students gain a good knowledge of their subject and the use of educational science in their teaching profession, says Bo Jonsson.
In the subjects of dance, music, mathematics and social sciences, UKÄ says that the quality is poor in several important areas. Luleå University of Technology needs to present actions for each programme within a year.
A clearer link between research and education is needed
The Master programme in Secondary Education in music and dance are lacking quality, despite the fact that the artistic competence is considered good. UKÄ states, among other things, that more teachers with dissertation in the subjects are needed, with research that is relevant for the programmes. Tthe current research and development work also need more depth.
The Master programme in Secondary Education in mathematics and social sciences are also lacking quality, although UKÄ says that the teachers of the programmes have good scientific competence. In mathematics, however, stronger skills are needed to ensure that the education is relevant and really prepares the students for the profession. When it comes to social science, UKÄ writes that the teachers lack own teacher training and professional experience from upper-secondary school, and that the scientific environment in which the education is conducted does not have a clear link between education and research. The goals are met when it comes to the ability to apply didactics and subject didactics. According to the evaluation, the teacher students also learn to develop and stimulate each student's learning, as well as to critically and independently utilize and reflect on their own and others' experiences and relevant research results.
Luleå University of Technology has already identified the need to strengthen the research's connection to teacher education and the activities in primaty and secondary school. This has led, among other things, to the research school Profs with ten PhD Students with a focus on practical research in the school environment.
– This is one of the initiatives that the university has already taken into action to strengthen the scientific subject knowledge and the didactic connection to the subjects, but further actions will be needed, Bo Jonsson concludes.