Would you like to part of a varied, exciting, and challenging educational programme? Are you ready to educate yourself in the world’s most important profession?
A primary and lower secondary school teacher has varied work tasks and no two days are the same. In addition to planning and conducting teaching, you must collaborate well with parents, colleagues and various support agencies. As a teacher for Year 1-7 pupils, you will also teach children reading, writing and numeracy skills. Teacher education provides you with the tools to conduct good and varied teaching in these subjects.
Through supervised professional training, you get to experience the teacher’s role and everyday school life from the inside, while at the same time receiving guidance from an experienced practical training supervisor.
Pedagogy and Pupil Knowledge, Norwegian and Mathematics are compulsory subjects. In addition, candidates choose two subjects that provide academic breadth. During your studies, you also choose a master’s degree subject that provides you with solid, academic specialisation.
This education gives you the title of secondary education teacher with a master’s degree.
The education qualifies candidates for employment in a teaching position in primary and lower secondary school.
The versatility of the education also provides a good basis for entering other professions such as school administration, the media and various types of personnel and information work.
It is possible to take part in exchanges during the first semester of the 3rd academic year of study, and it is possible to take relevant courses at other institutions that offer teacher education. Students can also work on their R&D assignment at the exchange institution and will be followed up by their supervisor.
Candidates can choose between taking either a school-relevant subject or a school subject when on an exchange. The faculty collaborates with a number of universities in Australia, New Zealand, Japan, many countries in Europe, the USA and Canada.
It is stated in Report to the Storting No. 7 (2020-2021) that mobilities and exchanges shall be a central part of teacher education. The faculty encourages students on the programme to take part in a foreign exchange. As a student studying primary and lower secondary teacher education, you have the opportunity to go on an exchange through various mobility programmes, such as Erasmus+ which is the world’s largest mobility programme. You will also have access to various grant schemes. Do you have children? Keep in mind that it is still possible to go on an exchange when you have children – and that there are grant schemes that provide support for families on exchange.
As a teacher, you will help introduce pupils to important topics such as democracy and citizenship, public health, life skills and sustainability. By going on an exchange, you will, among other things, encounter languages, cultures and an academic community that will help you grow in your professional role. Seize the opportunity and go on an exchange!
If you have any questions about exchanges – contact your student advisor who can refer you to the international coordinator.
Following further studies
The programme qualifies candidates for admission to doctoral education. Successfully completed education together with at least two years of work experience may qualify candidates for admission to a PhD in Science of Professions at Nord University.
Nord University offers various further education programmes and studies for further qualification.
Admission to the programme of study requires Higher Education Entrance Qualification with specific admission requirements, it is not possible to apply on the basis of prior learning and work experience.
A certificate or good conduct from the police (Childcare Certificate of Conduct) is required.
Special admission requirements:
You must document either:
• an average grade of 3 or higher in Norwegian (393 hours) and
• an average grade of 4 or higher in Mathematics (224 hours) and
• at least 35 school points.
• an average grade of 3 or higher in Norwegian (393 hours) and
• an average grade of 3 or higher in Mathematics (224 hours) and
• at least 40 school points.
Applicants also meet the grade requirements in Mathematics if they have passed one of the following programme subjects: S1, S2, R1 or R2.
Unable to meet the admission requirements for Mathematics? In the spring of 2022, the University of South-Eastern Norway has an online offer for those who want to become a teacher but do not meet the grade requirements for admission to teacher education. Read more about the programme.
The Primary and Lower Secondary Teacher Education 1-7 - 5 year Master’s Degree is an integrated and profession-oriented educational programme, based on knowledge acquired from research and experience. The educational programme places particular emphasis on primary education and the role of form teachers. The master’s programme is characterised by a holistic and interrelational perspective on subjects, subject didactics, pedagogy, supervised professional training and critical reflection.
For the campus-based programmes in Bodø and Levanger, the first three years of study are organised at the relevant campus, where students are involved in teaching activities on campus every week. In the 4th year of study, the teaching of the master’s course will be organised using teaching sessions with online-supported teaching activities between the sessions. The various teaching activities are described in the individual course descriptions. In the ninth semester, the teaching will be organised into four 1-week sessions with online-supported teaching in between. Each student enters into a supervision contract regarding work on the master’s thesis in the tenth semester. The supervision is then organised according to agreement between the supervisor and the student.
For students studying the programme, it is compulsory to take 60 credits in Pedagogy and Pupil Knowledge, 30 credits in Norwegian and 30 credits in Mathematics. In total, the programme must include 3 to 4 teaching subjects, including the compulsory subjects of Norwegian and Mathematics.
• have advanced knowledge in either a chosen teaching subject and the subject’s didactics, or in applied pedagogy/special needs education
• have specialised insight into a delimited subject area (master’s thesis)
• have broad profession-oriented knowledge in other subjects included in the education
• have in-depth knowledge about relevant research and theory, scientific thinking, research methods and ethics
• have in-depth knowledge about applicable legislation and planning frameworks for primary and lower secondary education, about the coherence that exists in the kindergarten/school educational pathway, and about the transition from kindergarten to school and from primary school to lower secondary school
• have in-depth knowledge about primary education, basic skills, assessment and mapping tools, class management and assessment of pupils’ learning and what promotes learning in different subjects
• have in-depth knowledge about learning theory and children’s development, formation and learning in different social, linguistic and cultural contexts
• have knowledge about children in difficult life situations, including knowledge about bullying, violence and sexual abuse of children, applicable legislation and children’s rights from a national and international perspective
• have broad knowledge about the teaching profession, the distinctive character and history of the subjects, and an understanding of the development of school as an organisation, its mandate, core values and place in society.
• can teach based on knowledge acquired from research and experience, alone and together with others
• can analyse, adapt and use applicable curricula
• can initiate early efforts and ensure progression in pupils’ development of basic skills and academic competence, with special emphasis on reading, writing and numeracy in primary education
• can create inclusive and health-promoting learning environments that contribute to good academic, social and aesthetic learning processes
• can analyse, assess and document pupils’ learning, provide feedback that promotes learning, adapt the education to the pupils’ prerequisites and needs, use varied teaching methods and help pupils to reflect on their own learning and development
• can assess and use relevant teaching materials, digital tools and educational resources, and provide students with digital skills training
• can analyse and relate critically to national and international research and apply this knowledge in their professional practice
• can, alone and in collaboration with others, use relevant methods from research and development work for continuous development of their own and the school’s collective practice, as well as carry out delimited research projects under supervision
• can identify signs of bullying, violence and sexual abuse. Based on professional assessments, candidates should be able to quickly implement the necessary measures, and be able to establish collaboration with relevant professional bodies.
• can strengthen international and multicultural perspectives in the school’s work, contribute to the understanding of the Sámi people’s status as an indigenous population, and stimulate democratic participation and sustainable development
• can initiate and safeguard good school-home collaboration, and collaborate with other actors relevant to the school’s activities
• master Norwegian orally and in writing, both Norwegian Bokmål and Norwegian Nynorsk, and can use the language in a qualified manner in a professional context
• are able to convey and communicate information regarding academic issues related to professional practice at an advanced level, and have professional digital competence
• can analyse and assess relevant academic and ethical issues and contribute to the development of academic communities at individual schools
• can contribute to innovation processes related to the school’s activities and facilitate the involvement of local working life, society and cultural life in the education.