Practice 2. Year, 4. Term, 5 Period
Supervised professional training is varied and ensures that students gain experience of different aspects of the kindergarten teacher profession in a kindergarten field characterised by change, diversity and complexity.
Supervised professional training and academic studies will together help students develop knowledge, skills and general competence.
Supervised professional training will connect the different parts of the educational programme, prepare students for work in kindergarten, and help them understand children’s situation in the family and society. Supervised professional training is an integral part of the various fields of study in the educational programme.
The main perspective for supervised professional training during the second year of study is the ‘Management of children and employees’.
Students must familiarise themselves and comply with the laws and regulations that apply to the university and the kindergarten conducting supervised professional training.
Students must anonymise all written communication/documentation that involves children and parents/guardians. When using video recordings, photographs, audio recordings, etc., special permission must be obtained from the child’s parents/guardians. Storage of the recordings must take place in accordance with the licensing provision for the kindergarten.
A ‘Declaration of Confidentiality’ must be signed by students at the start of studies and is submitted to the Service Office. If necessary, students must also sign a ‘Declaration of Confidentiality’ at their practice placement.
Passed 3rd and 4th periods of supervised professional training.
An approved certificate of good conduct is required from the police.
General learning outcomes that apply to all periods of supervised professional training:
KNOWLEDGE. Candidates
• have knowledge about kindergarten’s social mandate and have the ability to initiate and cope with changes, and be able to influence developments in kindergartens
• demonstrate the ability to reflect on kindergarten’s core values, their own and others’ attitudes and behaviour
• see a connection between theory and practice and can use academic literature and relevant theory in all work tasks
• have the ability to lead balanced pedagogical work, with the main emphasis placed on children’s formation, play and learning
SKILLS. Candidates
• can plan, carry out and assess pedagogical work in accordance with ethical requirements and guidelines
• have the ability to contact and interact with individual children, groups of children and adults
• have leadership and collaboration skills in relation to groups of staff, parents/guardians and other partners, as well as knowledge about the coordinators’ tasks
GENERAL COMPETENCE. Candidates
• have the ability to reflect on ethical challenges in the profession
• have the ability to assess themselves and are responsible for their own learning
• demonstrate responsibility for following up work schedules and agreements
Learning outcomes that apply specifically to the 5th period of supervised professional training:
‘Management of children and employees’
KNOWLEDGE. Candidates
• Have knowledge about the development of children’s motor skills, health-promoting and preventive work, and children’s physical and mental health
• have knowledge about communication, dramatic play, interaction and presentation in artistic work
• have knowledge about aesthetic devices, work methods, materials, instruments, tools and technology in music, drama and arts and crafts
SKILLS. Candidates
• Can facilitate varied and stimulating environments that provide opportunities for challenges, mastery and learning, based on children’s individual prerequisites
• can facilitate children’s encounters with a multitude of artistic and cultural expressions from the past and present
• Can lead and guide aesthetic learning processes with children and adults, and safeguard children's own creative expressions.
GENERAL COMPETENCE. Candidates
• Can take into account different cultural perspectives when conducting work in the field of study, including Sámi culture
• Understand the kindergarten teacher’s importance as a participant and role model, and are able to include all children in aesthetic learning processes
Semester fee 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 applicable regulations.
Scope of 5th supervised professional training period: 20 days in 4th semester.
Students usually conduct their training at the same kindergarten in both periods during the 2nd year of study.
Nord University allocates practice placements in municipalities with which the university has collaboration agreements.
Supervised professional training is a compulsory part of kindergarten teacher education. Experiences gained by students during supervised professional training are the starting point for discussion and reflection in the programme of study. A clarification and concretisation of the work in connection with the periods of supervised professional training are stated in the training plan.
100% attendance is required regarding supervised professional training.
The supervised professional training period must be passed in order to proceed to the next supervised professional training period. In special cases, the head of studies may decide on deviations from this rule.
