Practicum in History and Civics Didactics
Course code
AIG7307.HT
old course code
Course title in Estonian
Ajaloo ja ühiskonnaõpetuse didaktika praktikum
Course title in English
Practicum in History and Civics Didactics
ECTS credits
6.0
Assessment form
assessment
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2025/2026 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
- support the integration of disciplinary content knowledge and pedagogical knowledge into disciplinary pedagogical content knowledge (PCK) within the realities of school life, fostering research-based and reflexive teaching practices;
- create conditions for applying theoretical knowledge in practical teaching contexts, considering the specificities of learning situations and the school environment;
- develop the ability to collaboratively analyze and plan the learning process, promoting inclusive and learning-centered teaching that acknowledges students' socio-economic, cultural, and gender diversity;
- support the development of teachers' professional identity, critical self-reflection, and an ethical approach to teaching.
- create conditions for applying theoretical knowledge in practical teaching contexts, considering the specificities of learning situations and the school environment;
- develop the ability to collaboratively analyze and plan the learning process, promoting inclusive and learning-centered teaching that acknowledges students' socio-economic, cultural, and gender diversity;
- support the development of teachers' professional identity, critical self-reflection, and an ethical approach to teaching.
Brief description of the course
The aim of the didactics practicum is to support the integration of subject-specific, didactic, and educational scientific knowledge and its application in a school context. In tandem teaching, two subject lessons are planned, conducted, and given feedback on, drawing on what has been learned in subject didactics, subject-specific courses, and educational sciences, including principles that support an inclusive and learner-centered teaching process.
During a joint school visit, the impact of school culture on teaching and learning history and social studies is analyzed. An ethnographic mini-study is conducted to map the collaborative relationships between the school and the local community. Additionally, a cultural autobiography is created to help reflect on the teacher's professional identity, support critical self-reflection, and encourage analysis of the ethical responsibilities associated with teaching and the role of a history and social studies teacher in a democratic society.
During a joint school visit, the impact of school culture on teaching and learning history and social studies is analyzed. An ethnographic mini-study is conducted to map the collaborative relationships between the school and the local community. Additionally, a cultural autobiography is created to help reflect on the teacher's professional identity, support critical self-reflection, and encourage analysis of the ethical responsibilities associated with teaching and the role of a history and social studies teacher in a democratic society.
Learning outcomes in the course
Upon completing the course the student:
- critically evaluates the impact of contextual factors, including the influence of the local community, on teaching and learning and integrate this understanding into lesson planning;
- plans and conducts history and social studies lessons based on knowledge from subject-specific, didactic, and educational sciences;
- designs and implements history and civics instructions based on disciplinary, didactical, and pedagogical research, taking into account potential educational barriers that might cause inequality (e.g., socioeconomic, cultural, gender), using culturally responsive pedagogies when addressing those issues;
- develops and implements tandem teaching strategies using collaborative and interdisciplinary teaching approaches;
- critically reflects on personal biases and attitudes that may influence the teaching of history and civics and analyze changes in those perception throughout the practicum;
- demonstrates a comprehensive understanding of the ethical dimensions of teaching and of the different roles and agency history and civics teachers have in democratic society.
- critically evaluates the impact of contextual factors, including the influence of the local community, on teaching and learning and integrate this understanding into lesson planning;
- plans and conducts history and social studies lessons based on knowledge from subject-specific, didactic, and educational sciences;
- designs and implements history and civics instructions based on disciplinary, didactical, and pedagogical research, taking into account potential educational barriers that might cause inequality (e.g., socioeconomic, cultural, gender), using culturally responsive pedagogies when addressing those issues;
- develops and implements tandem teaching strategies using collaborative and interdisciplinary teaching approaches;
- critically reflects on personal biases and attitudes that may influence the teaching of history and civics and analyze changes in those perception throughout the practicum;
- demonstrates a comprehensive understanding of the ethical dimensions of teaching and of the different roles and agency history and civics teachers have in democratic society.
Teacher
Hanna-Liis Kaarlõp
Prerequisite course 1
Study programmes containing that course