PRA049 Practice level 8-13

The course is connected to the following study programs

• Post-Graduate Certificate in Education for Vocational Teachers

Teaching language

Norwegian.

Prerequisites

Passed PRA048.

Course contents

This is the students' 2nd practice period, consisting of 30 days in upper secondary school in the autumn or colleague-based practice at the students' own workplace during the period between October and April.

The goals for this practice period are to provide the students with knowledge and experience in the management of learning processes and an insight and understanding of management of learning and development work in an organisational and social perspective, as well as of the school's function in society.

During the practice period, students will observe, plan, implement and assess their own teaching, receive guidance, participate in various meetings and carry out other tasks at the practice schools.

The academic responsibility for the practice period lies with the practice schools and the academic communities in pedagogy and vocational didactics at the UiA. Students may not do teaching practice at their own workplace.

Learning outcomes

The students' learning outcomes are grouped according to the six areas of competence specified in the National Guidelines for Post-Graduate Certificate in Education for Years 8 - 13

Upon completion of the practice period, students should have competence in the following areas:

1. Competence in pedagogy and vocational didactics implies that students:

• are able to plan and carry out instruction in an independent, reflected manner

• are able to formulate learning objectives for individual pupils and groups of pupils in accordance with the general curriculum

• are conscious of the significance of multiculturalism for the learning environment and include this consideration in planning and carrying out their instruction

• are able to assess and document pupil learning and development

• provide learning-focused feedback to enable pupils/apprentices to reflect on their own learning

• utilise the didactic relation model when planning, carrying out and assessing instruction

• reflect on their own instruction

• use digital tools in their own work and are capable of managing the pupils' learning efforts in connection with the use of digital tools....

• are familiar with specialist literature and able to keep a critical perspective on sources of information and existing theories related to the lower secondary level as well as vocational education and training

2. Adaptive and developmental competence implies that students:

• demonstrate openness, ability and willingness to receive feedback regarding their own teaching and behaviour

• are able to express a clear guidance request

• are able to take the perspective of others and consider the perspective of others

• demonstrate interest in the school's systematic development work and base their interest on relevant research

• use teaching experience to improve their own practice

• reflect on and demonstrate willingness and ability to change their practice based on guidance

3. Subject competence implies that students:

• are able to identify the five basic skills in all subjects:

  • oral expression skills

  • reading skills

  • writing skills

  • numeracy skills

  • skills in the use of digital tools

• present the academic content in a correct, varied manner and try to adapt it to individual pupils and groups of pupils

• through academic insight, involvement and communication skills, motivate for learning, professional pride and professional identity

• are able to account for and work according to applicable legislation and steering documents relevant to the practice of their profession

• command some relevant academic methods, tools, processes, techniques and forms of expression

• are able to consider the need for HSE measures

4. Relational, interaction and communication competence implies that students:

• work in a deliberate and goal-oriented manner in order to create a constructive, inclusive learning environment in accordance with the school's objectives and ethical principles

• communicate and collaborate in a friendly and safe manner with individual pupils and groups of pupils

• build good relations to pupils/apprentices and other relevant partners

5. Professional ethics competence implies that students:

• are punctual and well prepared for instruction and guidance

• contribute to solving cooperation problems and bullying (including on social websites) between pupils, and help pupils whose well-being in school is compromised

• appear as good role models and maintain this role as both professionals and educators in accordance with values and norms laid down in the professional ethics platform

6. Management competence implies that students:

• stand out as clear leaders for the learning work, and towards defining clear boundaries for individual pupils and groups of pupils

• provide pupils with clear messages regarding goals, content, working methods, frameworks and assessment for individual instruction sessions

• are able to address and handle conflict situations

Teaching methods

6-week teaching practice in upper secondary school

The teaching practice must be supervised and have a total duration of 30 days. The main emphasis will be on individual practice in upper secondary school, but the students can also practice in pairs or small groups. For teaching practice in lower secondary school, the whole period can be completed in pairs or groups.

Each student will work 40 hours per week on average during the practice period. Of this, 8 - 12 teaching hours per week will be allocated to individual instruction during the practice period. As a main rule, the student will receive an additional 3 - 4 hours of guidance per week. The teaching practice is compulsory and requires 100% attendance. It is not permitted to take compensatory time off or to work during the practice period.

The teaching practice may take place anywhere in the Agder region.

Colleague-based teaching practice at the students' own workplace

This is an offer for 2nd year post-graduate certificate in education students, who hold a minimum 50% position in school, to do their teaching practice at their own workplace, with their own pupils, during the period between October and April. Groups of students (about 5 persons) will enter into an agreement for a binding cooperation. The deadline for signing up with the subject teacher in vocational didactics and the practice leader is 1 September.

The cooperation involves:

• binding cooperation

• visits during the other students' instruction

• giving and receiving guidance

• conducting development talks

• doing tasks together

• documenting work

Documentation requirements:

• Each student must submit plans, logs and various forms for implementation of instruction, guidance and assessment of their own work and the cooperation in the group

• Each student must give and receive guidance equivalent to 20 hours by visiting each other's instruction 10 times in a double period/a session. Each guidance session must include pre-guidance and post-guidance. The work must be documented in separate forms or separate systems

Distribution of responsibilities:

• Students: Plan, carry out, assess and document their own work, provide guidance and assessment and cooperate with the other students in the group

• Subject teachers in vocational didactics and pedagogy: Visit (on agreement), observe, guide and assess the individual students and the group of students

• Group supervisor: Assess the students' performance as a pass/fail, visit, observe, guide and assess each individual student in the group and the group as a whole. The group supervisor participates at meeting(s) with the student group, assesses the teaching practice portfolio and writes a final assessment report

Assessment methods and criteria

Upon completion of the teaching practice, an individual written assessment is given with the grade of passed/failed. The assessment is made based on the learning outcome and given criteria for the practice period.