Programme description for Advanced Teacher Education level 8-13, 5-year Master's Programme (2021–2026)

Upon completion of the graduate teacher education programme for years 8 - 13, master's programme, candidates should have the following overall learning outcome defined as knowledge, skills and general competence.

Knowledge

Upon course completion, candidates should be able to:

• demonstrate advanced knowledge within selected subjects and specialised insight into a subject area relevant to the profession
• demonstrate in-depth knowledge of scientific problems, research theories and research methods within their subject field, pedagogy and subject didactics
• demonstrate knowledge of the development of the school as an organisation and the subjects as school, culture and research subjects, and a broad understanding of the school's mandate, the core values of the training and the full course of training
• demonstrate in-depth knowledge of relevant research literature and applicable legislation and plans and apply this knowledge in new areas relevant to the practice of their profession
• demonstrate knowledge of youth cultures and youth development and learning in various social and multicultural contexts
• demonstrate knowledge of youth in difficult situations and their rights in a national and international perspective

Skills

Upon course completion, candidates should be able to:

• show familiarity with specialist literature, analyse and keep a critical perspective on sources of information and existing theories within their subject areas
• apply specialist literature and other relevant sources of information in order to structure and formulate professional reasoning in various areas
• conduct an independent, delimited, professionally relevant research project with guidance and consistent with applicable norms of research ethics
• apply research-based and experience-based knowledge in order to identify and work systematically on basic skills and plan and manage instruction in various learning arenas leading to sound academic and social learning processes
• on an independent and academic basis, apply varied working methods and relevant methods from research and scientific development in order to differentiate and adapt instruction in accordance with applicable curricula, and create motivating and inclusive learning environments
• use digital tools in instruction, planning and communication, as well as guide young people in their digital everyday lives
• describe characteristics of competence, assess and document pupils' learning, give feedback promoting learning, and contribute to enabling pupils to reflect on their own learning and academic progress

General competence

Upon course completion, candidates should be able to:

• contribute to processes of innovation and new thinking and implement professionally oriented scientific development work, as well as to facilitate the involvement of local businesses, communities and culture in the training
• convey and communicate academic problems associated with the practice of their profession at an academically advanced level
• demonstrate professional behaviour and reflect critically on and analyse academic problems and issues, as well as problems and issues related to professional ethics, research ethics and education policy
• with a high degree of independence, further develop their own competence and contribute to the professional and organisational development of both colleagues and the school
• build relations to pupils and parents, and cooperate with players relevant to the school system

Admission to the graduate teacher education for years 8 - 13, master's programme, is governed by section 4-7 of the regulations relating to higher education. As a result, applicants must, in addition to general university and college admissions certification, document a minimum of 35 school points and a grade of 4.0 in mathematics and 3,0 in Norwegian.

For graduate teacher education programmes incorporating mathematics or natural science, a science subjects requirement applies as well: One of the subjects mathematics R1 or (S1+S2) and one of the subject combinations mathematics (R1+R2)/physics (1+2)/chemistry (1+2)/biology (1+2)/information technology (1+2)/geosciences (1+2)/technology and theory of research (1+2), or equivalent.

For graduate teacher education programmes containing language subjects, the following applies:

English: English skills beyond the minimum requirement (Vg1) in the programme for general studies in upper secondary school.

Foreign languages: Solid prior knowledge is required in a third language, and the instruction requires language skills equivalent to level 2 from upper secondary school.

This programme is an integrated graduate teacher education, subject to the National Curriculum Regulations for Graduate Teacher Education for Years 8-13 (Forskrift om rammeplan for lektorutdanning for trinn 8-13), adopted in the spring of 2013, and the National Guidelines for Graduate Teacher Education Programmes for Years 8-13 (Nasjonale retningslinjer for lektorutdanning for trinn 8-13).

The programme consists of two school subjects, with subject 1 having a scope of 180 credits and subject 2 a scope of 60 credits. Programme completion provides teaching qualifications in these school subjects for grades 8-13. The programme also includes a 60-credit vocational subject (pedagogy, subject didactics and teaching practice). Compulsory teaching practice is included in the first four years of study.

Within the UiA model, students are given the opportunity to:

• compose their own graduate teacher education by combining courses across faculties
• select an in-depth study topic (master's subject) only after the second year of study

To ensure coherence and continuity of the study programme, and to develop professional commitment, the graduate teacher students will be in contact with the school system and engage in regular exchange of experience throughout the study programme. During the first two years, various meeting arenas/seminar activities in pedagogy and subjec didactics will be facilitated in connection with the practice periods.

Instruction is provided in the form of lectures, seminars and work on group and individual assignments, with guidance. Some courses also include teaching in laboratories and in the field. In some subjects there will be demands for mandatory participation.

Practical training

There is compulsory supervised and evaluated teaching practice throughout the study programme. The duration of the teaching practice training is 100 full days distributed over four years; 10 days during each of the first four semesters and 30 days during the fifth and the eighth semester. The practice courses have a clear progression and are linked to the different parts of the school's activities. The teaching practice takes place at selected partner schools. There might be a possibility for teaching practice abroud during the eighth semester at some of the university's partners.

Scientific work

During the third year of study, students will prepare an independent bachelor's thesis to demonstrate an insight into research and scientific methods as well as academic writing skills. The bachelor's thesis is part of the specialisation in subject 1

The fifth year of study incorporates a master's thesis which represents 30 - 45 credits. The master's thesis must be an independent, scientific paper with an academic or subject didactic topic. The master's thesis may be a continuation of the bachelor's thesis, be based on collected material from previous practice periods, or be independent of former work and practice during the programme.

Throughout the study programme, students will encounter various exam and assessment arrangements, in the form of both formative assessment and final assessment. Students will be assessed in subjects and in practice based on the learning outcome formulations contained in the individual course descriptions.

Scaled grades are used in the subject courses, and passed/failed is used in practice courses and for the bachelor's thesis.

The practice requirements must be fulfilled at any given time in order to continue with the programme.

Students must have completed and passes 45 credits for entry into the 2nd year of study.

Students must have completed and passed 105 credits to qualify for entry into the 3rd year of study.

Students must have completed and passed 165 credits, in which 30 credits vocational subject and bachelor's thesis, to qualify for entry into the 4th year of study.

Before students start their master's thesis, a contract will be drawn up for the guidance and its implementation. For more information, check the relevant master's subject

The programme qualifies students for instruction in two school subjects in secondary education.

The programme also qualifies students for positions as teacher educators within the university and university college sector, in addition to other types of positions within the education sector or positions related to the education sector.

The programme also forms a good foundation for further specialisation in relevant topics, for instance as a basis for doctorate studies.

A police certificate of conduct must be submitted during the first week of the programme.

Students must verify a tuberculosis test before being admitted to practical training (if the student has had a previous three-month long visit to certain countries).

Reference is made to the regulations relating to aptitude assessment in higher education, adopted in accordance with section 4-10, subsection 6, of the Act relating to universities and university colleges. Aptitude assessment is continuous throughout the study programme.