Pedagogy and Pupil Knowledge 1B, 1-7
Pedagogy and student knowledge aims to contribute to progression, coherence and context for the student in the meeting between practice, theory and pedagogy.
Students will acquire knowledge about pupils` learning and development in grades 1-7, as well as the necessary skills to plan, implement and evaluate teaching. The focus is on how the teacher contributes to creating a good learning environment for all students in a school characterised by social, religious and cultural diversity.
Knowledge
The candidate:
- has knowledge about the school`s cooperative partners
- has knowledge about different learning difficulties and adaptive and behavioral challenges in children and young teenagers in grades 1-7. and how these present in initial education and later on
- has knowledge about inclusive education and the relationship between adapted education and special education
- has knowledge of technology and media development, and an understanding of ethical questions related to digital arenas
- has insight into the similarities and differences in conditions relating to growth and development for boys and girls, and the consequences these may have for teaching work
- has knowledge about pupils¿ cognitive, emotional, physical and social development
- has knowledge about children who, for various reasons, find themselves in life situations that present a challenge to learning and development
- has knowledge about the Norwegian school with reference to Christian traditions, sexualizing, pluralism and fundamentalism
- has knowledge about central religions and philosophies of life in Norway and their importance for pupils in grades 1-7
Skills
The candidate:
- can reflect over, explain and discuss Norwegian and Sami school history and the meaning school has in a democratic society and in a globalized world
- can, from an early stage, reflect over scientific theory and methodological knowledge
- can, in the course of professional training, explain, convey and use documents concerning human rights and children`s rights
- can safeguard diversity of belief in collaboration with pupils and parents
General competence
The candidate:
- can use their skills of reflection and academic knowledge in dialogue with the pupil and his/her parents about individual learning and development
- has knowledge about and can discuss didactic consequences, challenges and opportunities in a school characterized by linguistic, cultural and religious diversity.
The teacher education programme has a focus on professional practice. Active participating in teaching and learning, and cooperative learning are essential.
Participation in all planned learning activities is compulsory. Teaching is organised into year groups, classes and tutorial groups.
The programme is designed to facilitate learning in a range of arenas and contexts, including lectures, online meetings, study groups, seminar groups, professional practice and discussions forums. Independent study is also an important part of learning.
Supervision forms part of the learning and teaching process. During supervision, students are encouraged to participate actively in identifying, exploring and solving problems.
Compound assessment:
Compulsory participation: Participation in at least 80 % of all lectures, exercises etc. Grading scale: Approved/Not Approved
Assesment task: 2 tasks. Grading scale: Approved/Not Approved
Written assignment : Accounts for 20 % of the overall grade. Grading scale: Grade A-F.
Written assignment: Accounts for 40 % of the overall grade. Grading scale: Grade A-F.
Oral examination: Eighth semester. Individual. Accounts for 40 % of the overall grade. Grading scale: Grade A-F.
