Practice 1. Year
During the first academic year there will be 30 days of supervised, assessed and varied supervised professional training in upper secondary schools where the content will be related to pedagogy and subject didactics so that students can develop their professional knowledge through both theory and experience-based reflection. Supervised professional training during the first academic year shall include a total of 6 weeks of allocated time for preparations and follow-up work, meetings, assessment work, colleague collaboration and teaching etc. amounting to approximately 29 hours per week at the school providing supervised professional training.
However, supervised professional training must be able to accommodate different needs and be able to allow for flexibility in respect of its implementation. However, the overall scope remains fixed, and it is important to emphasise that supervised professional training should be school-related and include more than just one’s own teaching.
Admission and access control
The course is reserved for students who are entitled to engage in educational theory and practice and teacher education in respect of social sciences.
General information about admission to the course
The course is reserved for students who are entitled to engage in educational theory and practice and teacher education in respect of social sciences.
Course learning outcomes
After completing the programme, candidates should have acquired the following knowledge, skills and competence:
Knowledge
•possess knowledge about class management, learning, learning processes, working methods, teaching materials and forms of assessment for class 8-13 pupils
•possess knowledge about the teacher's role, rights and obligations and about schools in their capacity as organisations
•possess knowledge about how basic skills are employed in their own subjects
•possess knowledge about the school’s research and development work
•possess knowledge about academic content so that it can be adapted to suit pupils’ requirements.
•possess knowledge about school resources for special needs education, social education, health promotion work and career guidance
Skills
•be able to operate as a clear leader and lead learning work adapted to suit the diversity of pupils’ requirements
•be able to work alone and with others in planning, adapting, implementing and assessing teaching for classes 8-13 on the basis of pedagogical and didactic knowledge relating to their own subjects
•be able to vary and justify a selection of teaching methods and teaching materials, independently and through student participation
•be able to work alone and in collaboration with others on developing goals for training and assessing pupil goal achievements by undertaking ongoing and final assessments
•be able to interact with students, guardians, colleagues, school management and other parties in schools
General competence
•be able to carry out and reflect on their own supervised professional training in line with current curricula, other national governance documents and professional ethical perspectives
•be able to develop good relationships and communicate with students and colleagues in accordance with professional ethical principles
•be able to display an interest school development work
•be able to identify and deal with violations of school norms and rules
•be able to critically reflect on the use of ICT in their own teaching
Course fees
Semester fees and course literature.
It is expected that some expenses will be incurred in connection with travelling to and from the place offering supervised professional training. Nord University provides grants for travel expenses in accordance with current regulations.
Learning activities and teaching methods
Supervised professional training in schools. The student's task is to be an active and interested participant during supervised professional training and to take responsibility during supervision.
For content and guidance, please refer to the dedicated website which provides information about supervised professional training.
Attention should be paid to the role of the teacher in the school community, in the school as a workplace and on becoming acquainted with the school in its capacity as an organisation.
Course evaluation
The programme of study is evaluated annually by the students through course surveys (mid-term evaluation and final evaluation). These evaluations are part of the University’s quality assurance system.
Supervised professional training
Supervised professional training shall be supervised and assessed and last for 30 days. Supervised professional training will take place at an upper secondary school.
Students who are employed by a school must undertake a minimum of 50% of their supervised professional training at a school other than their own workplace.
Description of the course examination
The course has four written coursework requirements (AK) that are assessed as being approved/not approved. Two logs containing details about attendance at supervised professional training and two reflection notes written on the basis of a given assignment text. All coursework must be approved in order to receive a final grade for the course.
Supervised professional training (PR) is assessed by the supervisor in two practical training assessments as a pass/fail based on the student’s implementation abilities, participation, suitability and effort.