Teaching starts Autumn

Course contents Induction This curriculum for practical training describing the organization, goals and content and assessment in practical training related to Teacher education for bilingual - bachelor`s program. Goals Through practical training, students will develop knowledge of the Norwegian school, about teacher plans and subjects, about students and learning vision. They will develop an understanding of educational planning and work in the teaching team. Goals areas Work areas in practical training shall together with the subject knowledge and didactics related to the study subjects to make the students aware of the work as bilingual teachers in the Norwegian primary school. Students must have practical experience in large groups of Norwegian and minority-language students. Multicultural perspective is central to all work areas. Following goal area should be in focus both in the observation of the teacher work in class, the guidance and in relation to the practice exercises: - The teacher as the class leader Students will reflect on and discuss which the assumptions that are the basis for good class management. The teacher and the pupil's role in education should be clearly presented in the guidance document and be topic for discussion both before and after guidance. - Facilitation of learning processes General knowledge of didactics and didactics related to the individual study subjects will take a starting point for planning teaching. It will keep the focus on adaptsd training. - Teacher's work with an inclusive class environment Student and supervisor discuss what it means to work with the development of social competence for both on student and class level. Special challenges related to the multicultural class/ group should be lifted up. It is important to focus on the relationship between class leadership and a positive learning environment. When practical training is conducted, students: - developed understanding of the student, learning vision and the teacher's role in the Norwegian primary school - become familiar with different expectations related to teacher role in the Norwegian primary school - develop the ability to plan, implement, manage and evaluate teaching in line with the current learning plans for primary school - teach in different classes/group on several levels - developed the ability to see the connection between academic disciplines and school subjects - reflected critically on their own teaching, own teacher role and students' learning - experienced collaboration with colleagues, parents and other school partners Organization for students who do not have teacher education Practical training in the bilingual bachelor education includes a minimum of 12 weeks, individual supervised practical training, that is, with qualified supervisors, after the current contract (by desire, can have several students practice together). Practical training weeks can be broken down as follows: 4 weeks are conducting when the student takes pedagogy, 2 weeks is added to each of the two subjects´ studies, 2 weeks is associated with language didactics and 2 weeks can be used to alternate practical training or practical training in the native language. No practical training period will be for less than 2 weeks duration. 6 of 12 weeks can be completed at your own relevant place of work with their own practice teacher. Teaching in their own class is not allowed. The rest of 6 weeks must be performed by a remote practical training place. There will be no exemption for the experience of working as a teacher. Organization for students who have teacher education from their home countries Students, who have been approved teacher education from their home countries, may have shortened the total practical training time with two weeks. The student will complete a minimum 10 weeks individual, supervised practical training, that is, with qualified supervisors, after the current contract (by desire, can have several students practice together). Practical training weeks can be broken down as follows: 4 weeks are conducting when the student takes pedagogy. 2 weeks is added to each of the two subjects´ studies and 2 weeks is associated with language didactics. 6 of 10 weeks can be completed at your own relevant place of work with their own practice teacher. Teaching in their own class is not allowed. The rest of 4 weeks must be performed by a remote practical training place. There will be no exemption for the experience of working as a teacher. Beyond this, it is desirable with most possible observational practical training, practical training in their own school, research and teaching work and practice-related assignments in all studies. Content of practical training Practical training can be added to all steps in the primary school, and will primarily take place in regular classes/groups. Part of practical training can also be implemented in alternative practical training places, for example, Adult education and receiving schools. Work tasks in practical training will be observation, cooperative teaching and guidance, in addition to written practice exercises related to the individual study subjects. Beyond this, it is desirable that in all subjects who are in teacher education to facilitate practice-related tasks. There are significant to create the link between study and practical training. This will be addressed by the knowledge content and didactics of the study subjects linked to the practical training. In the same way, students experience from practical training, their daily practice from the teacher's work and possibly practical training from their own homeland is linked to the subjects´ studies. Students' reflection on the context between study subjects and the practical training should be documented in tasks related to the individual study subjects (see study requirements).

Teaching methods Compulsory work requirements Students must submit written plans (guidance basis) with didactic and subject didactics reviews for all the teaching they have responsibility for. Students will complete a compulsory task related to each study subject during the practical training period for approved/not approved.

Assessment methods and criteria Practical training is a compulsory part of the study program and also included in the skikkethetsvurderingen assessment. Each practical trainings period is to be regarded as an examination. A regulation for examinations at the University of Agder is therefore relevant in this context. Mark cannot be appealed, according by Regulations for examinations at the University of Agder. Work in practice relates to the goals of practical training and study subjects. Students should be informed if there is any doubt that he/she going to pass the practice. Regardless of when in practical trainings period doubt arises, is given written notice about the danger of not passing the practice, see attachment "Prosedure by assessment of practical training". At the start of practical training, preparing training supervisor areas for assessment as listed in the assessment report.

Level of course Bachelor

Year of study Could vary

Name of lecturer/contact person Programme coordinator Hilde Witsø and studying consultant Marianne Lothe.

Mode of delivery Face-to-face