The study programme is based on national regulations regarding the framework plan for preschool teacher education determined by the Ministry of Education on 4 June 2012 pursuant to the University and Colleges Act of 1 April 2005 nr. 15 subsection § 3-2. The preschool teacher education study programme at the University of Agder offers students a research-based academic programme from which they develop the solid knowledge and skills necessary for professional practice. Students become part of an educational process during which, through working from ethical and historical perspectives, they develop their own professional role. They also learn to think critically regarding children¿s upbringing and social role as they relate to the preschool teacher profession. The objective is to create secure and skilled practitioners who can lead both children and young people. The study programme promotes understanding of human worth, respect and collaboration. Emphasis is placed on understanding the increasing diversity in kindergartens and the necessity of cooperating with and engaging in dialogue with children's parents and guardians. Students develop an understanding of how one can stimulate children's abilities while taking their different backgrounds and abilities into consideration. Through their study of theory and completion of teaching practice, students gain an understanding of the value of both holistic learning for children and their participation in creative cultural and outdoor experiences. One of the kindergarten's unique features has traditionally been its multidisciplinary nature. The academic content in the preschool education study programme is organized into six areas of knowledge as well as a specialization and the Bachelor's thesis. The following topics are included in the knowledge areas: subject courses, subject didactics, a combination of education and practice that takes into account content and organization, the latter of which contributes to an integrated and professional study programme.
The preschool teacher education study programme is based on knowledge areas in education, Norwegian, social studies, mathematics, drama, art, music, science, physical education as well as religion, spirituality and ethics. Education is a central and unifying subject found in all the knowledge areas, and has the unique responsibility of providing the study programme with comprehensiveness, progression and professional training.
The study programme consistently considers the kindergarten's role in children's upbringing, emphasizing the increasing diversity found in kindergartens, including very young children, children with special needs and multilingual children. The preschool teacher's role as leader as well as the significance of establishing and maintaining cooperation, understanding and dialogue with children's homes and other agencies having responsibility for children's upbringing, are consistent themes explored and discussed in the study programme.
Teaching practice is an integrated part of the study programme, and is based on all knowledge areas and specializations. The study programme has an integrated and holistic profile in that academic, educational and teaching practice-related courses are taught in connection with one another. Education's many basic themes are therefore reflected in teaching practice throughout the entire study programme as a source of support for students' personal development as professionals. One of the study programme's main objectives is that students develop good professional practices, the ability to think critically and professional understanding.
Students will get experience with various aspects of the preschool teacher profession in a kindergarten characterized by change, diversity and complexity. Students will get the opportunity to participate, explore and observe the educational work taking place in the kindergarten. They will also get experience working with children with different backgrounds, abilities and needs as well as different age groups.
Students' experiences and problems from kindergarten teaching practice are integrated with theoretical and professional perspectives in the individual knowledge area. This helps give students an experience and research-based foundation for professional practice. Comprehensiveness and context in education presupposes that all parties cooperate with one another with regard to the planning, execution and assessment of teaching practice. Learning dividend descriptions for teaching practice are integrated in the course descriptions for the various knowledge areas and specializations.
Teaching practice organization
There are one hundred days of teacher practice training, ninety-five of which are completed in kindergarten and five in the primary school, focusing on the transition from kindergarten to school.
Teaching practice is organized in the following manner:
*Primary school teaching practice
First academic year
First-year teaching practice runs over forty days in connection with knowledge areas 1) Children's Development, Play and Learning, 2) Nature, 3) Health and Physical Activity and 4) Society, Religion, Spirituality and Ethics.
Second academic year
Second-year teaching practice runs over thirty-five days, of which five days are in the primary school's lower grades. Teaching practice is connected with knowledge areas 1) Language, Text and Mathematics and 2) Art, Culture and Creativity.
Third academic year
Third-year teaching practice runs over twenty-five days, of which ten days are connected with an elective specialization while fifteen days are connected with knowledge area Management, Cooperation and Development.
Working forms in teaching practice
Teaching practice periods require planning and execution of learning processes, educational management, cooperation with co-workers and parents, documentation and assessment. Teaching practice assignments and individual management days are integrated into the teaching practice periods. Course descriptions for the knowledge areas contain a further description of the relationship between teaching practice and the individual knowledge area.
Teaching practice assessment
Teaching practice is assessed with a pass/fail grade. In order for students to be able to sit the final examination in an individual knowledge area, they are first required to pass their teaching practice. The assessment is based on expected learning dividends as presented in the course descriptions for each knowledge area.
Further information regarding teaching practice content and progression may be found in semester schedules and the document Praksisdokument for barnehagelærerutdanningen (Teaching Practice in Kindergarten).
|1. sem||BUL100-1 (1/2) Children's development, play and learning 10 sp||SRE100-1 (1/2) Society, religion, beliefs and ethics 10 sp||NHB100-1 (1/2) Nature, health, and movement 10 sp|
|PRA031-1 Practice 0 sp|
|2. sem||BUL100-1 (2/2) Children's development, play and learning 10 sp||SRE100-1 (2/2) Society, religion, beliefs and ethics 10 sp||NHB100-1 (2/2) Nature, health, and movement 10 sp|
|PRA032-1 Practice 0 sp|
|3. sem||STM100-1 (1/2) Language, text and mathematics 15 sp||KKK100-1 (1/2) Art, culture and creativity 15 sp|
|PRA033-1 Practice 0 sp|
|4. sem||STM100-1 (2/2) Language, text and mathematics 15 sp||KKK100-1 (2/2) Art, culture and creativity 15 sp|
|PRA034-1 Practice 0 sp|
Valgfri fordypning/ Internasjonalt semester
|PRA035-1 Practice 0 sp|
|6. sem||PED326-1 Bachelor's Thesis in Education 15 sp||LSU300-1 Leadership, co-operation and development 15 sp|
|PRA036-1 Practice 0 sp|
Upon completion of the preschool teacher education study programme, graduates will have acquired the following learning dividends, defined as knowledge, skills and general competency.
Two main types of examinations are administered during the study programme:
The asessment forms are adapted to the knowledge areas- particular characteristics.
In order to be allowed to sit the final examination, students must have received approval for all compulsory assignments in the study programme as they appear in the individual course description.
Teaching practice is assessed with a pass/fail grade, and must have been passed in order for students to be allowed to sit the final examination in the individual knowledge area/specialization.
The teacher education study programmes at UiA have established good cooperation with several foreign institutions. Students in the preschool teacher education study programme can go on exchange at one of our partner institutions abroad during their fifth academic semester. Students can take elective courses aimed at preschool-age children, including two weeks of teaching practice.
Guidelines for applying for part-time studies abroad:
Information about partner institutions and application deadlines may be found at http://www.uia.no/no/portaler/student/studentutveksling
In order for students to be allowed to start their third academic year of study, they must have completed and passed a minimum of 60 study points from their first two academic years, of which the course Children's Development, Play and Learning (20 study points) is to be a component.
Students must complete and pass a teaching practice period in the first semester in order to be allowed to participate in teaching practice in the next semester.
Successful completion of this education qualifies students for work as early childhood teachers, educational supervisors or heads of daycare institutions. As early childhood teachers, students can also work in other establishments with an emphasis on work with children.
This education qualifies students for admission to the master's programme in in Master in Early Childhood Education and Care and the master's programme in pedagogy. With two years of relevant practical experience, the education qualifies students for admission to the master's programme in management with specialisation in daycare management.
Having a preschool teacher education study programme diploma certifies the graduate to practice the preschool teacher profession. This certification is maintained through a suitability assessment based on Regulations Regarding Suitability Assessment in Higher Education determined by the Ministry of Education on 30 June 2006, pursuant to law 1 April 2005 nr. 15 for universities and colleges, subsection § 4-10.
The university will assess if the preschool teacher student is suitable for the preschool teacher profession. The assessment takes place throughout the entire study programme, evaluating students' academic, educational and personal qualifications.
All those involved in the preschool teacher education study programme, including fellow students, staff members in practice kindergartens and UiA staff members, have a responsibility in this regard. Students showing little suitability for the profession must receive information about this as soon as possible after starting the programme. All involved parties are obligated to report their concern if doubtful about any student's suitability for the profession.
Certificate of good conduct
In accordance with the Regulations on Certificate of Good Conduct Upon Admission to Higher Education passed on 16 March 2001, all students in the preschool teacher education study programme are to submit this certificate at the outset of the study programme. Students who have not submitted this certificate will not be allowed to participate in teaching practice.
The certificate is valid for three years.
Personal expenses in connection with excursions and rescheduled teaching sessions
Students must expect certain out-of-pocket expenses in connection with compulsory excursions and rescheduled teaching session. These expenses are calculated to be between NOK 1,500-2,000.
The academic responsibility for each area of knowledge and Bachelor's thesis is divided among the faculties in the following manner:
Faculty of Humanities and Education:
Faculty of Fine Arts:
Faculty of Economics and Social Sciences
Faculty of Health and Sport Science:
Faculty of Science and Engineering:
Teacher Education Unit