PRA046 Practice (Autumn 2026)

Knowledge

Upon completion of the course, the student should be able to demonstrate

• knowledge of classroom management, learning, learning processes, working methods, teaching aids and forms of assessment for pupils in levels 8-10
• knowledge of the interaction between pupils and between pupil and teachers, the dynamics of teamwork, and school-home co-operation
• knowledge of the school as a professional community and the school's focus areas
• knowledge of the teacher's role, rights, and duties
• knowledge of the curriculum

Skills

Upon completion of the course, the student should be able to

• be a clear leader and lead an inclusive learning environment adapted to the diversity of the pupils' abilities
• alone and in collaboration with others, plan, adapt, implement, assess, and justify teaching at levels 8-10 based on theoretical and didactic knowlegde in their subjects
• present and justify the academic content in accordance with the pupils’ abilities
• facilitate work with the basic skills in their chosen school subjects
• vary and justify a wide range of teaching methods and teaching materials, independently and through the involvement of the pupils
• alone and in collaboration with others, develop goals for teaching and assessing the achievement of these goals through ongoing assessment
• interact with pupils, parents and guardians, colleagues, school management and other school stakeholders

General competences

Upon completion of the course, the student should be able to

• conduct, analyze and reflect on their own teaching practice in line with current curricula, other national policy documents and professional ethical perspectives
• critically assess their own and others' practice
• build good relationships and communicate with pupils and colleagues in line with principles of professional ethics
• demonstrate interest in the school's development work
• identify and manage violations of the school's norms and rules
• critically assess the use of ICT in teaching

The placement is part of the vocational component in the educational programme, which consists of subject didactics in two subjects, pedagogy and teaching practice. The vocational component focuses on three main areas:

• The school in society and the subject as a school subject: The school as a workplace, school organization, cooperation routines and curriculum work
• Student knowledge and the role of the teacher: The teacher's role in the school community, management of learning activities in school, interaction with pupils and colleagues, and co-operation with parents or guardians
• Teaching and learning: Planning, implementing, and assessing teaching activities

The placement period consists of 30 days and takes place in a lower secondary school. Students are assigned to selected partner schools, where they will face common challenges, including taking over the school for one week. During this school takeover, students will be expected to teach subjects in which they do hot have formal subject competence.

The placement should be supervised, varied and adapted to the academic background of the individual student.

Diverse practical training means that the students should have the opprtunity to:

• plan, conduct and evaluate their own teaching
• observe teaching, classroom management, and the pupils' learning environment
• gain insight into and awareness of relationship building
• actively engage in assessment work alongside fellow students and the practice teacher
• participate in teams, departmental meetings, general meetings, and other relevant meetings during the practice period
• gain insight into planning work such as semester plans, period plans, etc.
• obtain knowledge about documentation requirements and pupil administration
• gain insight into the school's routines for academically assessing pupils
• gain insight into the school's routines for identifying pupils with learning difficulties, mental health issues, and pupils in difficult life situations
• gain insight into the school's interprofessional collaboration with various stakeholders
• gain insight into collaboration routines and documentation concerning pupils with Individual Education Plans (IEP)
• gain insight into the school's work on the psychosocial environment and the school's routines for preventing and managing bullying
• familiarise themselves with the school's documents that address crisis management

The time students spend in practice per week should correspond to a teacher's working week. Students should be present at the school during its core hours and participate in the activities that are part of a teacher's scheduled workday. Students should have practical training in both of their subjects. Students should primarily have individual practical training, but may practice in pairs or small groups if necessary. The amount of time the students spend on practical training per week should correspond to 8-12 teaching hours of 45 minutes. In addition to this, the students should, as a general rule, receive 3-4 hours of supervision per week. Practical training, preparation for practical training, and post-practical training supervision are compulsory. It is not possible to undertake practical training in one's own workplace.

The responsibility for the practical training period lies with the partner schools and the subject didactics teachers.

After completing the practice placement, the student will receive an individual written assessment report with a grade of Pass/Fail. The assessment is given based on the learning outcomes achieved and the given criteria for the placement period. 100% attendance is required throughout the placement.

Students will present the assessment report to the practice teacher at the beginning of the subsequent practice period, in order to ensure cohesive practice periods with a clear progression.