Increased popularity in KTH's programme for future secondary school teachers in Technology and Maths

Sandra Tibbelin  Lecturer, has worked at KTH since 2017 and has previously been programme manager for KTH's Subject Teacher Education with a focus on technology and mathematics, grades 7-9, 270 credits. She is a civil engineer with a degree in technical physics from KTH and also has a licentiate degree in medical imaging physics. During her doctoral studies, she discovered her interest in teaching and later became a qualified teacher in technology, physics and mathematics through a supplementary pedagogical programme at SU. She has also taught technology, maths and science in grades 6-9 at JENSEN primary school in Södermalm. Sandra is particularly enthusiastic about being a programme manager for a KPU programme. In this short interview, she shares her insights, experiences and visions for KPUHU.

What are the main topics and skills that students acquire through the programme, and how does it prepare them to become successful teachers?

They get all the theoretical knowledge they need to become good teachers, but also the practical knowledge from the work placement (VFU) periods. I also believe that they have a great exchange of each other as they come into this programme with such different experiences from previous studies and professions.

Can you describe how the cooperation with the placement programme works and how it prepares students to become secondary school teachers?

The work placement (VFU) is a very important part of the programme. Under the supervision of an experienced teacher, the student gets to try out planning and holding lessons, but also participate in all the other elements that belong to the teaching profession. They start with a shorter work placement period quite early in the programme, it is important so that they get a picture of what it is like in primary school to relate to in their further studies. At the end of the programme they go out on a longer work placement where they get to apply everything they have learned.

How do you think graduates of the programme can influence the educational landscape and society as a whole?

At KTH, they study what is included in a teacher training programme, i.e. courses in didactics, planning, assessment and grading, social relations and leadership, among other things. They already have subject knowledge from previous studies. But they also have something else that I think is very valuable when they enter the school. They have a drive and a desire to do very meaningful work, namely to make a difference for young people. For several years, many of them have had a dream of becoming a teacher that, for various reasons, did not materialise earlier in life. The fact that there is now a programme where they can become a teacher in just one year means that many are now taking the opportunity to fulfil that dream. And the experience they bring with them from their previous careers is also a great asset in schools.