Teaching starts Autumn

Language of instruction Norwegian

Prerequisites and co-requisites None

Learning outcomes

This practice period is based on the national Frame plan for Pre-school teacher education.

Professional-ethic competence implies that the student:

• shows interest and engagement in personal choice of profession
• is an active participant and takes responsibility for own assignments
• knows norms and regulations that apply to the practice arena
• shows respect towards children, parents and staff at the pre-school

Social competence implies that the student:

• takes an active part in the pre-school´s daily life
• develops in accordance with each child, the group of children and the employees
• is engaged with each child
• knows his/her own strength and limits in relation to the development of his/her professional role

Professional competence implies that the student:

Norwegian:

• teaches children´s literature in an engaged way
• prepares and carries through language stimulating activities for individual children and groups of children

Pedagogy:

• reflects abound the content of the pre-school role
• uses observation methods

Social studies:

• understands that role play gets most of its content from the society outside the pre-school.
• talks about the pre-school role on two levels:

1) the role as an element which draws expectations

2) each persons act in making use of this role

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 Norwegian, social science 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:

• learns from and builds on personal and others´ experiences
• dares to discuss difficult situations in the pre-school
• is exploring and trying

Course contents

• 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

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. Autumn

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

Mode of delivery Face-to-face