General university and college admissions certification and
The grade average in mathematics does not apply for applicants with the minimum grade 2 in mathematics as a programme subject (for example S1 and R1) (minimum 140 hours or equivalent).
The programme description is based on the National guidelines for the Primary and Lower Secondary Teacher Education Programmes for Years 1-7.
The University of Agder shall educate teachers who have thorough topical and didactical competence, and who can interact with children and adults in school in a way that inspires confidence. The programme shall prepare the students for a continuous development of their professional identity. As future teachers, they shall contribute to further develop the school as an institution for formation and learning in a democratic and diverse society. The programme shall also give international perspectives, place the teacher profession in a historical, cultural and social context and contribute to critical reflection and professional understanding.
The Primary and Lower Secondary Teacher Education Programme is based on research and experiential knowledge. Initial education and the role of the form teacher is central for level 1-7.
Internationalization is in the form of study trips abroad, student exchange, activities together with incoming international students, contributions from students who have been on exchange and a transdisciplinary day with focus on diversity. The students shall also have English texts on their reading lists, acquire knowledge about the educational systems in other countries and meet foreign lecturers.
The school subjects in the education
All the school subjects shall be profession-oriented teacher education subjects, include didactics and practice, and they should correspond to a school subject listed in the current primary and lower secondary curriculum. In addition, they should include initial education, adapted teaching, assessment and basic skills. Education and pupil knowledge (60 ECTS credits), Norwegian (30 ECTS credits) and mathematics (30 ECTS credits) are compulsory. All students must have a minimum of 60 ECTS credits in at least one of the school subjects.
In the elective part, the students may choose either 180 ECTS credits of school subjects, or 150 ECTS credits of school subjects and 30 ECTS credits of school relevant courses/an international semester, depending on which master’s specialization they choose.
The students may choose a master’s specialization in Initial Education, Norwegian, Mathematics, Physical Education, Arts and Crafts, and Food and Health.
Arts and Crafts, and Food and Health alternate every second year.
The practice placement
The practice placement includes a minimum of 110 days of supervised, varied and assessed practice spread over four years. A minimum of 105 days takes place in primary/lower secondary school, and five days shall emphasize the transition between pre-school and school. During the first year of study there is also a minimum of five additional days of structured observation in primary school. The practice placement is an integrated part of Education and Pupil Knowledge and the school subjects in the programme. There will be a clear progression in the practice placement with increasing competence requirements and demands on the ability to reflect on and develop one’s own teaching practices.
The practice placement is divided between higher and lower levels in the Primary and Lower Secondary school, years 1-7, and will be adapted to the individual student’s choice of subjects.
The practice placement is carried out at UiA’s partner schools in Agder. At UiA, the teacher educators from campus and from the practice field continuously collaborate to form an education where the subject studies are profession-oriented and closely related to the practice, and the practice placement is based on theory and research. Several meeting places have been established in order to obtain this profile:
General dimensions, comprehensiveness and progression:
The programme emphasizes comprehensiveness, correlation and progression. Special focus is placed on six dimensions that are maintained throughout the programme, and described in the model The Agder Stairs (see www.uia.no/agdertrappa - in Norwegian only). The content in the various dimensions will be treated in subject studies, practice placement, courses, workshops and digital learning modules. In this way progression and comprehensiveness is maintained within important fields and interdisciplinary topics as mentioned in § 4 in the National Curriculum Regulations.
Expected study input - learning environment
The workload of one academic year is 1600-1800 hours. A great part of the programme comprises structured learning activities located on campus/practice schools. It is expected that the students engage and actively participate in these learning activities. Professional teaching competence is developed through exercises, dialogue and interaction with teachers, practical training supervisors, fellow students and pupils. Active participation is of vital importance for a good learning environment among the students, which is a model for the profession for which they are qualifying. The study is to a considerable extent organized in a way that makes the students work independently with various tasks and preparations. This is also a hallmark of the professional teacher. During the programme, focus will be placed on study efforts, learning environment and the students’ own professional development.
There is a 70% compulsory attendance requirement on teaching in all courses in the Primary and Lower Secondary Teacher Education in cycle 1 (1st -3rd year). Absence exceeding 30% may be accepted if there are weighty reasons and if the student can document corresponding knowledge (compensating requirements), see Acts and regulations concerning study programmes and examinations at UiA § 41.3.
|1. sem||Choice of subjects semester 1 and 4 (1/2)||PED156-1 Education and pupil knowledge 15 sp|
|PRA1-101-1 Teaching Practice, 1st year, Autumn 0 sp|
|2. sem||MA-189-1 Introductory course in mathematics for lower primary school 15 sp||NO-155-1 Norwegian for Lower Primary Level 1 15 sp|
|PRA1-102-1 Teaching Practice, 1st year, Spring 0 sp|
|3. sem||NO-156-1 Norwegian for Lower Primary Level 2 15 sp||MA-190-1 Introductory course in mathematics for primary school 15 sp|
|PRA1-201-1 Teaching Practice, 2nd year, Autumn 0 sp|
|4. sem||Choice of subjects semester 1 and 4 (2/2)||PED159-1 Pupils academic, social and personal development and learning in a diverse classroom 15 sp|
|PRA1-202-1 Teaching Practice, 2nd year, Spring 0 sp|
|5. sem||Choice of subjects semester 5|
|PRA1-301-1 Teaching Practice, 3rd year, Autumn 0 sp|
|6. sem||Choice of subjects semester 6|
|7. sem||Choice of master subject (1/3)|
|PRA1-401-1 (1/2) Teaching Practice, 4th year, Autumn and Spring 0 sp|
|8. sem||Choice of master subject (2/3)||PED426-1 The researching, innovative and ethically conscious teacher 15 sp|
|PRA1-401-1 (2/2) Teaching Practice, 4th year, Autumn and Spring 0 sp|
|9. sem||Choice of master subject (3/3)||PED427-1 Den forskende, nyskapende og etisk bevisste lærer (trinn 1-7) 15 sp|
*Arts and crafts 2, Food and health 2 and the master’s specialization in the two subjects alternate with admission every second year. Food and health 2 and the master’s specialization in food and health are offered to students starting in the autumn 2017. Art and crafts and the master’s specialization in arts and crafts are offered to students starting in the autumn 2018, thereafter Food and health is offered in the autumn 2019 etc. The arrangement requires that students who choose a master’s specialization with alternation, must follow the normal study progress in order to avoid delays.
The above diagram shows compulsory subjects and electives during the five years of the programme. Some subjects in the elective part are subject to reservations and depend on a sufficient number of students, and if there are too many applicants there may be ranking.
Upon completing the primary and lower secondary teacher education programme, the graduate shall have achieved the following learning outcome:
The subject studies on campus will be exemplifying in the sense that the students will meet a broad specter of work methods that are relevant for later professional practice. The use of digital learning tools is an integrated part of all subjects. The students will be challenged to raise problems and give examples from their experiences during the practice placement, and to reflect on these in a pedagogical and didactical light. Role-plays, exercises, film, authentic pupil work etc. will be used in the study, and teacher trainers from the practice field will contribute in the teaching with examples of work methods and learning tools adapted to the different subjects. Teacher trainers in the practice field has an important role as models and mentors. This implies modelling and reflection upon central teacher tasks. It also implies that the practice teacher shows how theory/research-based and experience-based knowledge is applied in order to plan and assess different teacher tasks.
Theory of science and methodology, R&D-assignment and the master’s thesis
It is important that future teachers have the competence to orientate themselves in current school research, reflect on this and implement new knowledge – “researching teachers”. The student will therefore have to acquire skills in finding, understanding, assessing, and contribute to research. The student will during the programme train the ability to conduct research on professional practice from different perspectives. In order to reach these aims, theory of science and methodology is introduced already in year 1, and it is treated in various ways throughout the course of study. The above diagram - The Agder Stairs – illustrates the progression of the topic, and the individual course descriptions of subjects and practice placement, will elaborate on this.
In their third year of study the students shall produce an independent R&D-paper where they show insight into research and scientific methods as well as skills in academic writing. The aim of the assignment is that the students in their future professional life shall be able to map, assess and implement activities in their own class in order to enhance the pupils’ learning. In order to prepare for the R&D-paper, pedagogy and pupil knowledge in the 2nd year will give an introduction to science and methodology, with focus on methods that are relevant for “the researching teacher”. The students must pass the R&D-paper and presentation before commencing their master’s thesis.
In year 5 the students will write a profession-oriented and practice-based master’s thesis of 30 ECTS credits. In order to prepare for the thesis, there will be a course in theory of science and methods adapted to their master’s specialization. The master’s thesis in school subjects should be firmly rooted in the subject and the subject didactics, and may in addition include elements from pedagogy and special needs education. The master’s thesis in initial education should be firmly rooted in subject, subject didactics and pedagogy and/or special needs education.
The student must have completed and passed a minimum of 90 ECTS credits, including 60 ECTS credits from the first year, in order to continue to the 3rd year.
The student must have completed and passed a minimum of 150 ECTS credits including 30 ECTS credits in Education and Pupil Knowledge and the mandatory subjects NO-155 and NO-156. The student must have completed 60 ECTS credits in the master’s-subject, in order to proceed to the 4th year.
The R&D assignment must be assessed as a pass before they can commence their master’s thesis.
Aptitude assessment is continuous throughout the programme, and will be included in a total evaluation of the student’s academic and personal abilities to function as a teacher. If there is sufficient doubt about the abilities of a student, there will be a special aptitude assessment, in accordance with the regulations of aptitude assessment in higher education, dated 30 June 2006.
A police certificate of conduct must be submitted upon application.
Teacher Education Unit