Programme description for Master's 5-Year Programme in Teacher Education, level 5-10 (2026–2031)

Upon completing the primary and lower secondary teacher education programme, the graduate shall have achieved the following learning outcomes:

Knowledge

The graduate

• has advanced knowledge of either a chosen school subject and its associated didactics or profession-orientated pedagogy/special needs education
• has specialised insight into a defined subject area (the master thesis)
• has broad profession-orientated knowledge of other subjects forming part of the programme
• has thorough knowledge of relevant research and theory as well as scientific thought, research methodology and ethics
• has thoroughknowledge of relevant laws and regulations relating to primary and secondary education and of the transitions between primary and lower secondary and between lower secondary and upper secondary
• has thorough knowledge of how to further develop basic skills, assessment and testing, class management and assessing pupils’ learning, and of what promotes learning in the different subjects
• has thoroughknowledge of the theory of learning and of children and young people’s development, formative development and learning in different social, linguistic and cultural contexts
• has knowledge of children living in difficult circumstances, including knowledge of violence and sexual abuse against children, of relevant legislation and of children and young people’s rights in a national and international perspective
• has broad knowledge of the teaching profession, the characteristics and history of the different subjects, and an understanding of the development of the school system, its mandate, value base and place in society

Skills

The graduate

• can provide tuition rooted in research and experience-based knowledge alone and in collaboration with others
• can analyse, adapt and use relevant curricula
• can take early action and ensure progression in the development of pupils’ basic skills and subject knowledge
• can create inclusive and health-promoting learning environments that contribute towards good academic, social and aesthetic learning processes
• can analyse, evaluate and document pupils’ learning, provide constructive feedback, adapt the teaching to the pupils’ individual abilities and needs, use varied teaching methods, and help ensure that pupils can reflect on their own learning and development
• can evaluate and use relevant teaching materials, digital tools and resources in their teaching, and teach the pupils digital skills
• can analyse and take a critical approach to national and international research and use this knowledge when practising the profession
• can apply, alone and in collaboration with others, relevant methods from research and development to continually develop their own and the school’s collective practices and carry out limited research projects under guidance
• can recognise signs of bullying, violence and sexual abuse. Using professional judgement, the graduate should quickly be able to take necessary action and establish co-operation with relevant specialist agencies

General competence

The graduate

• can reinforce international and multicultural perspectives in the work of the school, contribute to gaining an understanding of the status of the Sami people as an indigenous people, and encourage democratic participation and sustainable development
• can initiate and maintain good school–home co-operation and work with other stakeholders relevant to the school’s activities
• masters the Norwegian language, both verbal and written Bokmål and Nynorsk, and is able to use the language competently in a professional context
• can convey and communicate on issues relating to professional practice and possesses digital skills appropriate to the profession
• can analyse and evaluate relevant professional and ethical issues and contribute to professional collaboration within the school
• can contribute to innovation processes within the school and facilitate the involvement of local working life, communities, arts and culture life in the teaching

General university and college admissions certification and a minimum of 35 school points, as well as a grade average of minimum 3.0 in Norwegian (393 hours)

The programme description is based on the National Curriculum Regulations and National Guidelines for the Primary and Lower Secondary Teacher Education Programmes for Years 5-10.

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 programme is an integrated, professional education based on research and experiential knowledge.

Internationalization

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) 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 Norwegian, Mathematics, English, Physical Education, Religious and Ethical Education (KRLE), Social Studies, Arts and Crafts, and Food and Health. Religious and Ethical Education (KRLE) and Social Studies alternate every other year. The same applies to Arts and Crafts, and Food and Health, which alternate every other 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 schools. 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 5-10, 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:

Practice meetings connected to the practice periods

Common courses

Practice teachers lecturing on campus and lecturers visiting partner schools as guest teachers

Interdisciplinary profession days

Research- and Development day and research collaboration

Partner school leader meetings

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 (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.

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 programme is organized so that students may take a semester at an institution for higher education abroad in the 4th semester. UiA has signed exchange agreements with a number of institutions.

UiA also has agreements with some schools abroad that offer practice placement, depending on the chosen subjects.

More information can be found on the webpage about exchange opportunities in teacher education programs.

Terms for progression in the study programme

The practice requirements must be met at all times in order to progress in the study programme. In addition, the following conditions apply:

• To start the third year, the student must have completed and passed a minimum of 90 credits, of which 60 credits must be from the first year.
• To start the fourth year, the student must have completed and passed a minimum of 150 credits, including:
  • 30 credits in Pedagogy and Pupil Knowledge
  • 60 credits in the master's subject
  • For students with English or Mathematics as one of their subjects: Approved course in professional writing for teachers
• To start the fifth year, the R&D assignment must be passed.
• To submit the master's thesis, all other courses in the study program must be passed.

There may also be specific prerequisite requirements for individual courses. For more information, see the relevant course descriptions.

The programme qualifies for work in lower secondary school, level 5-10.
When completed, the programme may qualify for PhD level. Admission to PhD programmes may require additional examinations.

UiA has a broad offer of continuous and further education for teachers.

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.

All students must be able to document a tuberculosis examination before the practice placement if preceded by a stay abroad of minimum 3 months in certain, specified countries.