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Master's Programme in Teacher Education 1-7 (5 Years)
300 ECTS credits - 5 years - Kristiansand
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 1 - 7. The programme is a full-time programme, and its academic content is geared towards teaching years 1 - 7 of primary and lower secondary school. The primary and lower secondary teacher education for years 1 - 7 is normally to comprise at least four school subjects, of which at least one must have a scope of 60 credits and the others a scope of at least 30 credits. This master's programme provides students with three school subjects.
The subject Pedagogy and Pupil-Related Skills (60 credits) and the school subjects Mathematics (30 credits) and Norwegian (30 credits) are compulsory. In addition, students must choose another 30 credits in Norwegian or Mathematics as well as another 30-credit school subject within the first 3 years. Compulsory teaching practice, with a total scope of 100 days, is an integrated part of the programme during the first four years, with increasing demands being placed on individual student skills. The 4th and 5th years of study comprise a supplementary subject didactic master's programme, in which students may choose either Norwegian or Mathematics.
The workload per academic year is 1,600 hours, including courses and practice.
The National Guidelines for the primary and lower secondary teacher education programmes 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 five-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.
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)".
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.
The Examination Regulations of the University of Agder regulate the graduation requirements for each programme of study.
Common learning outcome for years 1 - 7 and 5 - 10
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
- broad academic and subject didactic knowledge within his/her master's subject and specialised knowledge within a defined area
- basic knowledge about scientific method, including research ethics
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, organise and lead 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
- analyse existing theories, methods and interpretations within the subject didactic as well as the academic area
- work independently on problem-solving based on academic and subject didactic knowledge
- use his/her academic knowledge critically and reflect on his/her own academic practice
- complete an independent, delimited research or development project in subject didactics with guidance and in line with applicable research-ethical norms
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
- continue developing his/her own competence
- analyse subject didactic and research-ethical problems associated with the master's subject
- communicate results from independent academic work and master the expressions of the subject field
- communicate with both specialists and the public regarding academic problems within general didactics as well as subject didactics
Learning outcome especially for years 1 - 7
The newly qualified teacher has
- sound academic and subject didactic knowledge in Mathematics, Norwegian and other subjects that are part of the education and sound knowledge about elementary instruction
- knowledge about how to work with basic skills in oral expression, reading, written expression, numeracy and the use of digital tools in and across subjects
- insights into ensuring progression in the instruction of the basic skills adapted to pupils in years 1 - 7
- knowledge about the educational pathway as a whole, with emphasis on the transition from kindergarten to school and from primary level to lower secondary level
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.
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 other 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.
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 the pupils' learning. The bachelor's thesis constitutes 15 credits of the subject Pedagogy and Pupil-Related Skills.
The fifth year of study includes a subject didactic master's thesis of minimum 30 credits.
The master's thesis is to be an independent, scientific project with a subject didactic topic, aimed at years 1 - 7. The master's thesis may be a continuation of the bachelor's thesis; it may be based on compiled material from the practice period during the spring semester in the fourth year or experiences from earlier practice periods, or be independent from former work and practice during the programme.
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.
To be able to start the fourth year, students must have completed and passed at least 150 credits, including 60 credits within Pedagogy and Pupil-Related Skills and 60 credits in the subject the student will study at master's level.
The programme qualifies students for work in years 1 - 7 of primary and lower secondary school.
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.
Programme coordinator Kristian Andersen
Teacher Education Unit