Recognition of Teaching Qualifications

Higher Education Teaching Qualifications

Model for the Recognition of Teaching Qualifications at the Joint Faculties of Humanities and Theology

The overarching aim of the model for the recognition of teaching qualifications at the Joint Faculties of Humanities and Theology is to promote teaching development at the faculties, and to ensure high quality in courses and programmes by:

  • encouraging university educators to develop their teaching skills
  • creating incentives for departments to provide good conditions for teaching development
  • acknowledging and rewarding excellent teaching skills among university educators

Applying for assessment of teaching qualifications

Applicants employed at the Joint Faculties of Humanities and Theology (HT), can apply for the assessment of pedagogical qualifications during an annual application period.
The assessment of teaching qualification is based on two levels:

  • Qualified Teaching Practitioner (meriterad lärare)
  • Excellent Teaching Practitioner (excellent lärare)

The formal requirements for both levels include having completed courses in higher education pedagogy equalling a minimum of 10 weeks, as well as a minimum of 2,500 hours of teaching time in higher education. This teaching time includes planning, delivery and assessment.
m högre utbildning. Undervisningstid innefattar planering, genomförande och examination.

Assessment criteria

For the qualified level, the teaching practitioner’s commitment and skill in working with students is emphasised. Commitment and skill should be reflected in the planning, implementation, examination, evaluation and development of the applicant’s own teaching.

Teaching experience and expertise

The applicant

  • demonstrates broad and comprehensive experience of teaching within higher education,
  • takes on a conscious approach to teaching and develops their teaching practise in relation to knowledge of higher education teaching and proven experience,
  • plans and executes teaching and assessment based on an understanding of students’ learning, and in relation to the learning outcomes of the programme or course.

Teaching development

The applicant

  • reflects upon their teaching practise in interaction with students and colleagues, and in relation to knowledge of teaching in higher education and proven experience,
  • describes plans for their teaching and learning development with informed reasoning about how this could benefit students’ learning.

Research-based teaching

The applicant

  • reflects on their subject and the content of the subject in their own teaching, and connects their teaching to research and development within the subject,
  • endeavours to stimulate a scientific and reflective approach among students.

Holistic approach and organisational development

The applicant

  • designs and undertakes teaching, taking into consideration both the students’ and the organisation’s conditions and needs,
  • can account for the relevance of courses and/or programmes within their subject and can explain how their teaching of the subject contributes to preparing students for the future,
  • contributes to the organisation’s development work in teaching and learning by initiating and actively participating in collegial exchanges of experience.

An excellent teaching practitioner will have previously been judged to be a qualified teaching practitioner. For the excellent level, the teaching practitioner’s scholarly approach to the task of teaching and their engagement and skills in educational leadership are emphasised. The teaching practise of an excellent teaching practitioner should be of significant value to the department, for colleagues, and for the higher education institution.

Development of higher education teaching

The applicant

  • systematically investigates educational activities for the purposes of investigation and development,
  • contributes to the development of knowledge in the area of teaching and learning in higher education by documenting and communicating their own knowledge.

Educational leadership and external engagement

The applicant

  • leads and organises the development of teaching and learning within and across subject boundaries,
  • in their own leadership, works consciously towards the long-term development of teaching and learning, taking into account knowledge of students’ learning and the conditions of the organisation,
  • works externally and outwardly on educational issues in collaboration with colleagues, both nationally and internationally. The requirement for international experience is assessed with consideration to the character and traditions of the subject.

More information for employees

More information for employees on how to apply can be found on the Intranet of the HT Faculties. 

Contact information

Secretary of the Committee for Educational Development
Sofia Kvarnbo
046–222 72 21

Page Manager: malin.sjobergkansliht.luse | 2024-07-03