The course is connected to the following study programs

  • Master's 5-Year Programme in Teacher Education, level 5-10

Teaching language

Norwegian

Course contents

In this course the students will acquire knowledge about the pupils¿ personal, social and cultural basis for learning at level 5-10 as parts of the school community. Emphasis will be placed on development of the basic skills and multilingualism as a part of the teacher's adaptation of the education. The students will develop a reflective and critical R&D perspective on the school's and his/her own practice through education in scientific thought and the realization of a R&D project.

The subject in the practice period

Teaches and practice supervisors will develop tasks related to challenges that pupil diversity represents for teaching and learning, and is the main area of collaboration with the practice instruction.

Learning outcomes

Knowledge

Upon completion of the course the students will

  • Have knowledge about various types of pupil diversity

  • Have knowledge about the Norwegian school in light of Christian traditions, secularization, pluralism and fundamentalism

  • Have knowledge about influential religions and their importance for pupils

  • Have knowledge about the school¿s partners and how they contribute to secure a good childhood for the pupils

  • Have knowledge about the pupils¿ cognitive, emotional, physical and social development

  • Have knowledge about different learning disabilities and adaptation- and behavior disorders particular for children at level 5-10, and how they appear in the education

  • Have knowledge about children¿s reactions in mourning and crisis, abuse and difficult circumstances of life that children may find themselves in

  • Have a broad knowledge of how the basic skills may contribute to enhance learning

  • Have knowledge about scientific thought as it is applied by teachers who conduct research

Skills

The students

  • Are able to reflect on, explain and discuss Norwegian and Sami school history

  • Have the ability to support a diversity of life views in collaboration with pupils and parents

  • Are able to analyze the school¿s importance in a democratic society and in a globalized world

  • Can explain the relation between adapted teaching and special needs education

  • Are able to analyze their own professionalism focusing on leadership and relations

  • Are, from an early stage in the education, able to apply scientific theories and methodology in the planning of an R&D project

  • Have the ability to assess and lead formative processes based on child- and youth culture and digital media

General competence

The students

  • Can, on a reflective and academic basis, be in dialogue with the pupil and his/her parents about the pupil¿s learning and development

  • Have knowledge about and are able to discuss didactic consequences, challenges and possibilities in a school characterized by linguistic, cultural and religious diversity

Examination requirements

The following must be completed and passed:

70% mandatory attendance requirement

An assignment to be described in the semester plan

The practice period with 100% mandatory attendance

Teaching methods

Lectures and seminars. Individual work and practical testing in the seminars

70% mandatory attendance requirements

Emphasis will be placed on further developing the students¿ digital competence

The workload is estimated to about 400 hours.

Evaluation

The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.

Assessment methods and criteria

3-day individual home examination to be handed in electronically

Last updated from FS (Common Student System) July 1, 2024 1:38:39 AM