| Popis: |
This report presents a pedagogical project that focuses on developing a problem-driven and skill-oriented introductory course in history in the teachers’ training program at Örebro University. Resting upon the educational philosophy of the university—not least the principle that both teachers and students should take an active role in the development of teaching and learning—the project group, consisting of a senior lecturer and four teaching assistants, has made several suggestions on how to teach students to do history while offering them an education that is engaging, inclusive and sustainable. Course evaluations and group interviews show that many history students enrolled in the teachers’ training program appreciate a problem-driven and skill-oriented introductory course. Thus, there are good reasons to first and foremost strengthen the practical elements in the course. For the future, the project group suggests a focus on (1) ensuring a better alignment between learning activities and assessments, (2) offering more variety in learning activities and assessments, and (3) presenting students with more clear directives in learning activities and assessments. |
