Knowledge
Candidates
• 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 (the master’s thesis), have broad profession-oriented knowledge in other subjects included in the programme
• 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, and about the transition from primary school to lower secondary school, and from lower secondary school to upper secondary school
• have in-depth knowledge about further development of basic skills, assessment and test systems, class management and assessment of pupils’ learning, and what promotes learning in different subjects
• have in-depth knowledge about learning theory and children’s/young people’s development, formation and learning in different social, linguistic and cultural contexts
• have knowledge about children and young people in difficult life situations, including knowledge about bullying, violence and sexual abuse of children and young people, applicable legislation and children’s/young people’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.
Skills
Candidates
• 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
• 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.
General competence
Candidates
• 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.