Teachers Education 5-10, Kristiansand

Study programme code GLU5-10

ECTS credits 240

General description and profile of the programme

The programme description is based on the National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 - 7 and Years 5 - 10, as well as the National Guidelines for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 5 - 10. The programme is a full-time programme, and its academic content is geared towards teaching years 5 - 10 of primary and lower secondary school. The primary and lower secondary teacher education for years 5 - 10 is normally to comprise three school subjects, each with a scope of 60 credits. In the 4th year of study, one school subject may be replaced by one school subject and one subject that is relevant for work in schools, each with a scope of 30 credits, or two school subjects, each with a scope of 30 credits.

The subject Pedagogy and Pupil-Related Skills, 60 credits, is compulsory. For the elective part, students may choose either a 180-credit school subject or a 150-credit school subject and 30-credit subject that is relevant for work in schools. Compulsory teaching practice, with a total scope of 100 days, is an integrated part of the programme during all four years, with increasing demands being placed on individual student skills.

The workload per academic year is 1,600 hours, including courses and practice.

The National Guidelines for the primary and lower secondary teacher education for years 5 - 10 outline an education which challenges the students in terms of both knowledge and skills. Insight into individual subjects and development of professional awareness are to go hand in hand throughout the education. The education is based on the University of Agder's strategic plan, which requires a future-oriented perspective, in which students develop an awareness of global challenges such as sustainable development, human rights and democratic ideals. Internationalisation and multiculturalism should be central aspects of the education, both for those students who travel abroad and for those who complete the entire education at home. The education is research-based, aiming to familiarise students with scientific thinking and working methods. Students are to, in a critical perspective, reflect on the experiences gained through both theoretical and practical training. Students are to develop individual skills in the use of ICT and be introduced to a wide variety of working methods during the programme. Over the course of the four-year programme, students are to progress from their role as pupils through a role as students into the role as professional teachers. Primary and lower secondary teachers are to ensure the individual pupil's development within the five basic skills: reading, writing, numeracy, digital competence and oral expression. To this end, students must work on their own skills through the compulsory and elected subjects. The University of Agder sees cooperation with the region as a strategic priority area, and students will meet highly qualified staff at our partner schools in the region during the practice periods.

Students are to experience compulsory courses and elective courses. The table below shows compulsory subjects and elective subjects in the four-year programme.

Students wishing to be transferred to the 5-year primary and lower secondary teacher education programme (master's programme) will be given the opportunity for such transfer after the 3rd year of study, within certain school subjects and on certain conditions.

Specific arrangements for recognition of prior learning (formal, non-formal and informal) Arrangements for the recognition of prior learning are described in the information on the institution under "General arrangements for the recognition of prior learning (formal, informal and non-formal)".

Examination regulations and grading For a description of the examination regulations, see the Examination Regulations of the University of Agder.

For information about the Norwegian grading system, see ECTS credits and grades. Specific information on grading for each course is found in the individual course descriptions.

Graduation requirements The Examination Regulations of the University of Agder regulate the graduation requirements for each programme of study.

Learning outcomes

Common learning outcome for years 1 - 7 and 5 - 10

KNOWLEDGE

The newly qualified teacher has

- knowledge about children's and young people's learning, development and education in different social, multicultural and multilingual contexts

- knowledge about national and international research and development work that is relevant for the teaching profession

- knowledge about the distinctive character, history, development and position in society of schools and the teaching profession

- knowledge about the legal foundation, including the objective of education, its value base, curricula and the various rights of the pupils

- sound knowledge in the subjects included in the education

- knowledge about curriculum work and about schools as organisations

- knowledge about classroom management and classroom environments and about the development of good relations with and between pupils

- knowledge about the importance of and prerequisites for good communication and good collaboration between schools and homes

- knowledge about the connection between objectives, contents, working methods, assessment and the abilities of the individual pupil

- knowledge about children's and young people's childhood environment, equality and identity work

- knowledge about children in difficult circumstances and about children's rights in a national and international perspective

- an understanding of the social perspectives linked to developments within technology and media (safe use, protection of privacy, freedom of expression) and is able to help children and young people develop a reflective attitude to digital arenas

- knowledge about sustainable development and human rights

SKILLS

The newly qualified teacher is able to

- independently and in collaboration with others, plan, carry out and reflect on teaching in and across subjects, based on research-based and experience-based knowledge

- plan and organise stimulating learning environments and vary between different working methods

- plan and organise aesthetic activity, experiences and understanding

- adapt his/her teaching to pupils' different abilities and motivate them to wish to learn

- reflect critically on his/her own and the school's practice

- master oral Norwegian, written Norwegian in both official versions (bokmål and nynorsk) and use the language in a qualified manner in a professional context

- communicate through various media and use ICT in an expedient manner

- assess and use relevant research results

- in collaboration with parents/guardians and professional bodies, identify pupils' special needs and implement necessary measures

- facilitate the development of entrepreneurial competence and the involvement of local working, social and cultural life in education

- show an understanding of global issues and sustainable development

GENERAL COMPETENCE

The newly qualified teacher is able to

- contribute to a professional teaching community with regard to the further development of good practice and a professionally ethical platform

- stimulate an understanding of democracy, democratic participation and the ability for critical reflection adapted to the age of the pupils he/she is to teach

- contribute to the enhancement of international and multicultural dimensions of the work done in school and contribute to an understanding of the Sami people's status as an indigenous people

- identify his/her own needs for learning and competence with regard to the teaching profession

- show change and development competence as a basis for his/her encounter with the school of the future

- understand and respond to the individual pupil's needs

- demonstrate practical relations competence

Learning outcome especially for years 5 - 10

The newly qualified teacher has

- sound academic and subject didactic knowledge in the subjects that are part of the education and knowledge of the subjects as school subjects and as research subjects

- knowledge about the characteristics of the age group covered by the education

- knowledge about social media and young people's use of such media

- knowledge about how to work to develop further the pupils' basic skills in expressing themselves orally, reading, expressing themselves in writing, numeracy and using digital tools in and across subjects

- the ability to ensure progression in the instruction of the basic skills adapted to pupils in years 5 - 10

- knowledge about the educational pathway as a whole, with emphasis on the transition from primary level to lower secondary level and from lower secondary level to upper secondary education and training

Teaching methods

The practice-related dimension of the education is evident. Students will be challenged to identify approaches to various problems from the practical everyday school life encountered and assess these approaches in the light of pedagogic and didactic theory. The education is exemplary in that it aims to introduce students to a wide variety of working methods which they can later use in their professional performance.

Teaching practice

There is compulsory supervised and evaluated teaching practice throughout the study programme.

Practice is an integrated part of all the subjects in the education. The scope of the teaching practice is 100 full days spread over all four years; 60 days during the first two years of study, and 40 days during the last two years of study. The teaching practice is closely linked to Pedagogy and Pupil-Related Skills and the school subjects. The practice courses have a clear progression and are linked to the different parts of the school's activities. The teaching practice takes place at selected partner schools.

Scientific work (bachelor's thesis)

During the third year of study, students are to prepare an independent thesis to demonstrate an insight into research and scientific method as well as academic writing skills. The purpose of the thesis is to enable students to, in their future professional life, identify, assess and implement measures in their own class to improve their own pupils' learning. The bachelor's thesis constitutes 15 credits of the subject Pedagogy and Pupil-Related Skills.

Assessment methods Throughout the study programme, students are to encounter various exam and assessment arrangements, in the form of both assessment during the programme and final assessment. Students will be assessed in subjects and in practice based on the learning outcome formulations contained in the individual course descriptions.

Student exchange

Student will be given the opportunity to take one semester abroad, preferably during the 4th year of study. Please refer to the relevant websites for further information about partner institutions.

Occupational profiles of graduates and access to further studies

The programme qualifies students for work in years 5 - 10 of primary and lower secondary school.

A completed programme normally forms the basis for admission to a master's programme in pedagogy, education science, etc. Admission to other master's programmes will usually require supplementary exams.

Other information

There is to be a continuous suitability assessment of all students throughout the study programme and it is to be incorporated in a comprehensive assessment of the student's academic and personal qualifications for work as a teacher. If there are grounds to doubt that a student is suitable, a special suitability assessment is required, cf. Regulations Relating to Suitability Assessment in Higher Education of 30 June 2006.

Applicants are required to submit a police certificate on admission.

A tuberculosis examination is mandatory for students who come from or have spent more than 3 months in countries outside Western Europe, the USA, Canada, Australia, New Zealand or Japan.

Contact person Programme coordinator Kristian Andersen.