Teaching starts Spring

Language of instruction Norwegian

Prerequisites and co-requisites Passed PRA021

Learning outcomes This practice period is based on the national Frame plan for Pre-school teacher education. Professional-ethic competence implies that the student: represents a good role model is an active participant and tries to see how own assignments make a difference for children´s development adjusts to norms and regulations that apply to the practice arena, and make use of these in meeting with children, parents and employees shows respect for differences and other people´s views Social competence implies that the student: shows pleasure and engagement in the working with children in play and in other activities gives children participating role by listening and conversation, interpreting their body language and be observant according to their actions. develops in accordance with each child, the group of children and the staff Professional competence implies that the student: Christianity, religious and ethical knowledge: has insight in children´s interpretation of life convey knowledge about values, religions and view of life in a professional way shows professional-ethic competence Pedagogy: makes use of knowledge about the development of children and world around reflects around the pre-school teacher´s importance for children´s development uses methods of observation Physical upbringing: The student uses knowledge, competence and experience from physical upbringing to stimulate children´s development, play and activity in the various environments of the pre-school Didactic competence implies that the student: plans based on the national Pre-school Frame plan, the pre-school´s annual plan and tasks assigned by the coordinating group makes the subjects Christianity, religious and ethical knowledge, physical upbringing and pedagogy visible in the planning, carrying out and evaluation of the main theme this semester uses the didactic relations model Change and development competence implies that the student: shows will and ability to change practice resulting from guidance learns from and builds on personal and others´ experiences dares to discuss difficult situations in the pre-school is exploring and trying

Course contents The learning outcome is the basis for the content of this practice period. 4 weeks, spring, 2nd semester Subjects: pedagogy, physical upbringing, Christianity, religious and ethical knowledge Theme: The pre-school teacher´s importance for children´s development The student will: discuss expectations with practice teacher write a practice contract use a diary and practice notes for reflection and observation carry through assignments set by the coordinating group plan, carry out and evaluate using the didactic relations model: - single activities - half days of leadership Practice is compulsory.

Teaching methods student, practice teacher and subject teacher contributes with guidance. The practice-teacher at the pre-school has the daily responsibility. 1.5 hours pr week is set aside for guidance. subject teachers guide the students in practice group meetings students, practice teachers and subject teachers meet at subject meetings prior to the practice period for information and clarifying expectations

Assessment methods and criteria After completed practice the tutor writes an individual written evaluation graded Pass/Fail. The grade is given on the basis of the learning outcome and given criteria for this practice period. The student will present his/her evaluation report for the practice teacher at the start of the next practice period.

Type of course Practice

Level of course Bachelor

Year of study 1st year. Spring

Name of lecturer/contact person Programme coordinator Anne Karin W. Olsen

Mode of delivery Face-to-face