PED231 PEL 3: Utvikling av lærerens profesjonelle rolle og identitet

The course is connected to the following study programs

• Primary and Lower Secondary Teacher Education Programme for years 1-7

Teaching language

Norwegian.

Prerequisites

Approved Education and Student Knowledge 1 and 2.

Course contents

The course aims to build a professional teacher identity based on knowledge about the Norwegian school system¿s history, various philosophical perspectives as to what school should be, the value-based foundation on which school is founded, and understanding of the pluralistic society in which school works.

Students gain experience working with professional dilemmas in school, central to which is reflecting upon how societal values such as human worth and showing respect for others as well as democracy as value and societal form can be implemented in practical teacher work and professional development work when meeting students, parents, co-workers and other partners. Knowledge about the school as organization and institution can give students understanding of how they can influence the organization and act as autonomous professional practitioners. This is the main area for cooperation with teacher practice training. PEL 3 must be seen in connection with PEL 4.

Learning outcomes

GENERAL SKILLS

Students

• Can actively relate to how professional value choices influence students¿ learning and can communicate and analyze professional-ethical challenges found in the home, among co-workers and other partners

• Can promote dialogue, mutual tolerance and respect in a learning community characterized by linguistic and cultural diversity

• Have insight into the teaching role¿s development and the challenges faced by the teacher as educator in a pluralistic and international society

 

KNOWLEDGE

Diversity in school:

Students

• Have knowledge about social, linguistic, religious and cultural diversity in order to support students¿ learning in an inclusive school characterized by dialogue, tolerance and respect for the individual

• Have knowledge about native people and national minorities r

• Have knowledge about students at the lower secondary level

 

School as organization and institution:

Students

• Have knowledge about school as complex organization, framework conditions and governing structure, about cooperation with upcoming co-workers in school, students, guardians and relevant agencies outside of school and the significance they have for students¿ learning and development

• Have knowledge about the transition between primary and lower secondary school/upper secondary school

• Have knowledge about school as societal institution, and understand cooperative processes at different levels in order to best be able to organize teaching for students

• Have knowledge about how conflicts and bullying can be prevented and handled

Have knowledge about the community¿s significance for students¿ learning processes

 

School in an historical and philosophical perspective:

Students

• Have knowledge about central phases and strategies in school¿s historical development and about central phases and about school and education¿s mandate and function at various points in Norwegian history

• Have knowledge about democracy, human rights, education and development of identity, and the significance these things have school¿s activities in a globalized world

 

SKILL

Students

• Can utilize local working, cultural and societal life in students¿ learning processes

• Can analyze interactions in class and groups of students and make decisions that stimulate students¿ learning

• Can complete dialogues with students in which the individual student is seen as a subject with opinions who is to be listened to and taken seriously

• Can reflect on school-related questions associated with students with different backgrounds

• Can complete and assess developmental conversations wtih students and other types of conversations that are connect with the teaching role

• Can student students to understand democracy and democratic participation and justify their value choices

• Acquire skills in academic writing

Examination requirements

All course assignments and teaching practice must receive passing grades.

Evaluation

Course evaluation is conducted at midterm. A final evaluation is conducted as required.

Assessment methods and criteria

Individual, written in-school examination, 6 hours. No aids allowed. Graded assessment.