PRA042 Practice (Spring 2026)

Learning outcomes

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 11-13
• knowledge of the interaction between pupils and between pupil and teachers, the dynamics of teamwork, and school-home co-operation
• knowledge of school management at an institutional level
• knowledge of the teacher's role, rights, and duties and of teacher work at an organizational level
• knowledge of their own subjects as school subjects at levels 11-13
• knowledge of how the basic skills are utilized in their chosen school subjects
• knowledge of the research and development work of the placement school

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
• plan, adapt, implement, assess, and justify teaching at levels 11-13, both alone and in collaboration with others
• present and justify the academic content in accordance with the pupils’ abilities
• maintain a focus on 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
• develop goals for teaching and assessing the achievement of these goals through ongoing assessment and final assessment
• interact with pupils, parentsand 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 with reference to theory and research
• build good relationships and communicate with pupils and colleagues in line with principles of professional ethics
• with a high degree of independence, further develop their own competence and contribute to the professional and organizational development of colleagues and the school
• identify, manage, and prevent violations of the school's norms and rules
• critically assess and justify the use of ICT in teaching and reflect on their own professional digital competence

The practice placement is an integrated part of the educational programme, which consists of subject didactics in one or two subjects, pedagogy and teaching practice. There are three main areas:

• The school in society and the subject as a school subject: The school as a workplace, school organization, cooperation routines, curriculum work and research and development work in schools
• 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 an upper secondary school. Students are assigned to selected partner schools. Single-subject students with a background in performing arts have the opportunity to apply for 5 weeks of practice placement in schools of music and performing arts and 1 week of practice in upper secondary school. Dual-subject students, where one of the subjects is a performing arts subject, can apply for 3 weeks of practice in schools of music and performing arts and 3 weeks of practice in their other subject at upper secondary school.

In this semester, all students also have the opportunity to apply for a placement abroad at one of the partner schools approved by the Teacher Education Unit.

The placement should be supervised, varied and adapted to the academic background of the individual student. Diverse practical training means experiencing practice in different educational programs, different aspects of professional practice, and different grade levels. Students with academic backgrounds in general subjects should teach both college-preparatory and vocational classes.

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 with two school subjects 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 internship, 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 who have been admitted to PPU with two subjects will receive one assessment report per subject, and both subjects must be assessed as 'Pass' for the overall practical training period to be considered as 'Pass'.