Teachers Education 1-7, Grimstad

Study programme code GLU1-7G

ECTS credits 240

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

- 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

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, 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

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

- 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

Teaching methods

he 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 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.

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.

Requirements for continuing in the study programme The student must have completed and passed a minimum of 60 credits to qualify for entry into the 3rd year of study.

Occupational profiles of graduates and access to further studies The programme qualifies students for work in years 1 - 7 of primary and lower secondary school.

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