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