PED327 The pupil, the teacher and the school

The course is connected to the following study programs

• Post Graduate Certificate in Education for Vocational Teachers

Teaching language

Norwegian.

Course contents

This course draws attention to the teachers work in meeting the pupil, groups of pupils and the school. The main focus is planning, carrying out, documentation and to assess one`s own role as a teacher following the school curriculum. Vocational pedagogic and vocational didactic shall together contribute to the understanding of the teachers ability to lead, motivate, vary, activate and give learning direction for pupils on 8-13 in compulsory school. It is also a main issue for collaboration with the work place training.

Learning outcomes

Learning outcomes

KNOWLEDGE

The student

• Has knowledge about current legislation and specifications that are relevant to professional ¿ and vocational work

• Has broad knowledge about vocational subjects, pedagogics, vocational didactics, working methods/tools and processes that are relevant to the professional- and vocational work, and can consider the need for HMS action

• Has broad knowledge about youth culture and youth development and learning in different social and multicultural contexts

SKILLS

The student

• Can use his/hers vocational, pedagogic, vocational didactics and technological knowledge

• Can plan, give reason for, carry out, lead, assess and document relevant subject- and vocational learning adjusted to the need of the pupil/apprentice

• Can identify and work systematic with basic skills, hereby vocational didactic use of digital tools

• Can assess and document pupils learning and development, give learning focused feedback and contribute to pupils/apprentices reflection and self assessment.

• Be able to master relevant working processes, tools, technology and forms of expression, and can reflect over his/her own vocational practice and adjust this under supervision

• Can prepare for entrepreneurship , new ideas and innovation

• Is able to use a variety of learning strategies. For example organisation strategies, elaboration strategies, control strategies (metacognition as a process), to enhance his/her own learning. At the same time the student as a future teacher is able to plan for the pupils’/apprentices’ work with their learning strategies.

GENERAL COMPETENCE

The student

• Has knowledge of professional- and work ethic discussions and can impart subjects in Norwegian both written, oral or through other ways of documentation

• Can through professional impart, engagement and ways of teaching motivate for the pupil/apprentice`s learning, professional pride and professional identity

• Is able to build good relations to pupils/apprentices and create constructive and inclusive learning environment

Examination requirements

• The practice period must be completed and passed

• The attendance requirements must be met

• The students shall individually make a plan for teaching ‘vocational’ subjects in upper primary school.

• The students shall individually reflect on their own development as a teacher. This is a written assignment (2000 words).

Teaching methods

Lectures, seminars, teamwork, individual work, use of IKT and practical testing/work. Compulsory education in the whole course. Workload is estimated to ca. 800 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.

N/A

No.

Assessment methods and criteria

Individual oral examination based upon the compulsory syllabus and written assignments. Graded assessment.