The Global Teacher, 7.5 credits
The Global Teacher, 7.5 högskolepoäng
| Course Code: | LGTR22 |
| Confirmed: | Oct 28, 2021 |
| Revised: | Mar 27, 2026 |
| Valid From: | Aug 31, 2026 |
| Education Cycle: | Second-cycle level |
| Disciplinary domain: | Social sciences |
| Subject group: | Education |
| Specialised in: | A1N Second cycle, has only first-cycle course/s as entry requirements |
| Main field of study: | Education |
On completion of the course, the student should be able to:
The teaching consists of lectures, seminars and exercises performed individually and in groups.
A learning management system is used.
Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.
Language of instruction is English.
A bachelor's degree (i.e., the equivalent of 180 ECTS credits at an accredited university) with at least 90 credits in education or social science including independent work, i.e., a thesis or the equivalent. English proficiency is required.
The grades A, B, C, D and E are all passing grades.
The examination is based on the intended learning outcomes.
For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course. The final grade of the course is issued only when all elements of examination have been passed.
The course is examined through two examinations. The student should, in a group together with other students, prepare and contribute to two seminars during the course. The student is examined through an oral multimodal presentation graded with pass or fail (3 credits) as well as an individual written paper graded with A-F (4.5 credits).
The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.
| Name of the Test | Value | Grading |
|---|---|---|
| Group presentation | 3 credits | G/U |
| Individual written assignment | 4.5 credits | A/B/C/D/E/FX/F |
The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.
Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.
If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.
In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.
The examiner has the right to give an adapted examination or let the student carry out the examination in an alternative way provided that the intended learning outcomes can be secured and that there are exceptional reasons for this, including the student's right to targeted study support.
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Andreotti, V. & de Souza, L. M. T. M. (2008). Learning to read the world Through Other Eyes: An open access online study programme focusing on engagements with indigenous perceptions of global issues. www.throughothereyes.org.uk
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Little, S., Golledge, M., Agarwalla, H., Griffiths, B., & McCamlie, D. (2019). “Global Teachers as Global Learners: Intercultural Teacher Training in International Settings.” London Review of Education, 17 (1). ISSN 1474-8460. 14 p.
Schmidt, C. (2022). “Pedagogical segregation from students' perspectives.” In: Ninni Wahlström (Ed.), Equity, teaching practice and the curriculum: Exploring differences in access to knowledge (pp. 123 -140). Routledge.
Schmidt, C., Wahlström, N., Vetter, A. (2021). ”The Situational in Critical Literacy.” In: J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & Roberto Santiago de Roock (Ed.), The Handbook of Critical Literacies (pp. 419 -427). Routledge.
UNESCO Global Education Monitoring Report Team. (2020) Global education monitoring report, 2020: Inclusion and education: all means all . ISBN: 978-92-3-100388-2. 424 p.
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. (2018). Preparing teachers for global citizenship education: a template . ISBN: 978-92-9223-605-2, 978-92-9223-606-9. 68 p.
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Citing Sources – How to Create Literature References
https://ju.se/library/academic-language/reference-management.html
Sourcewise: A Student's Guide to Avoiding Plagiarism
Information about plagiarism at higher education institutions
Available in the learning management system