We work with concepts like the international classroom and the globally competent teacher, comprehensive internationalisation, global citizenship, and internationalisation at home.

Documentation, reflection and accounting of intercultural experiences and learning are taken as a step in the process of individual further development and as a basis for the development of education and of the participants' own profession.

The purpose of the course is to provide teachers with tools to work effectively with cultural and social diversity in teaching contexts, to strengthen their global competence and support comprehensive internationalisation.

On completion of the course, participants should be able to:

• Discuss and give concrete examples of knowledge, skills and attitudes that support and develop global competence.
• Problematise their own and others' descriptions of culture and identifications based on, for example, gender, nationality, ethnicity, class, age, language and profession.
• Reflect on critical intercultural incidents in a constructive and solution-oriented way.
• Suggest and argue for strategies to better understand and constructively take account of the multitude of experiences the participant meets in teaching contexts.
• Present a personal action plan, grounded in self-awareness, for continued development towards increased global competence and comprehensive internationalisation in teaching contexts.

Schema HT-2021-287

Reading material will be available in or through Canvas.

The main course literature is: Carroll, Jude (2015). Tools for teaching in an educationally mobile world [electronic via KTH Library]. London: Routledge (217 pp) 

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• INL1 - Written assignment, 2.0 credits, Grading scale: P, F
• SEM1 - Seminar, 1.0 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

The examiner, in consultation with KTH's coordinator for disabled students (Funka), decides whether an alteranative examination suitable  for course participants with a documented permanent impairment is possible. The examiner may allow an alternative examination form for re-examination of single course participants.

INL1 - Written assignment, 2.0, grading scale: P, F

SEM1 - Seminar, 1.0, grading scale: P, F

Requirements for final grade

A two-grade scale P/F is used, where P corresponds to Pass and F to Fail. To pass the course, active participation in all course meetings and passed assignments are required. Specifically, these are:

• Presence and active participation in course meetings 1-4 (SEM1)*

• One missed (1) meeting may, if need be, be compensated by a written in-depth assignment.

Written assignments (INL1):

• Global Competence in your discipline, 21 Sep
• Your own question 1, 21 Sep
• Good practice examples: Internationalization for global competence development, 28 Sep
• Your own question 2, 28 Sep
• Technical and human dimensions in the learning process, 6 Oct
• Your own question 3, 6 Oct
• Teaching across cultures, 11 Oct
• Critical incident, 11 Oct
• Preliminary ideas for the Personal Action Plan (PAP), 25 Oct
• PAP 1st draft, 3 Nov
• PAP final submission, 21 Nov

A two-grade scale P/F is used, where P corresponds to Pass and F to Fail. To pass the course, active participation in all course meetings and passed assignments are required. If the participant misses one (1) meeting, this may in special cases be replaced by a written in-depth assignment; this is determined by the examiner. Missed attendance is normally made up at the corresponding meeting the next time the course is offered. To be able to participate in the presentation of examination assignments, the participant must not have missed more than two meetings. Examination assignments must be submitted by deadline.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.