Primary teacher education grades 1-7

All parents want the best teacher for their children. We therefore need skilled and responsible teachers who can give children the knowledge they require.  Pedagogy and pupil knowledge are obligatory on the programme (60 ECTS), as well as Norwegian and mathematics (30 ECTS). Teaching practice is obligatory and tutored and this is assessed during the whole programme. Students choose a practical- esthetical specialisation (Music or Arts and Crafts) during the first study year.

Primary teacher education grades 1-7, session-based teaching

ECTS Credits 240
Study level Programme of professional study
Start semester Autumn 2016
Teaching language Norwegian
Faculty The Faculty of Education and Arts
Campus Bodø
Application deadline 4/15/2016  

Job opportunities

Teacher education 1st - 7th grade qualifies for working in primary school 1st - 7th grade.

The programme's wide scope provides a good foundation for other professions as well. Teachers can also find employment opportunities in school administration, in the media and in various types of personnel and information career fields.

Further education

After the third study year has been successfully completed students can apply for the Master in Adaptive Education or other master study programmes depending on which subject combination they have in their bachelor degree.

Admission requirements

Higher Education Entrance Qualification

 

Language requirement

 

View general admission information

 

View specific application deadlines

Required minimum grade of 3 in mathematics at further education level and Norwegian (14 hours per week), and a minimum of 35 school points.

Programme overview Download as PDF

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Overview

Study plan

Programme description

The General Teacher Education, 1-7, is a full-time study programme in which the teaching of core subjects is largely concentrated on campus -

  • Pedagogy and student knowledge (60 ECTS)
  • Norwegian (30 ECTS)
  • Mathematics (30 ECTS).

The course is organized in different ways, including lectures / web lectures, assignment seminar / web seminar, discussion groups, counseling etc. The introduction of entrepreneurial and active learning and teaching methods are emphasized. Part of the education is compulsory, and excessive absence may prevent the candidate from taking the exam. Further information can be found in the individual course descriptions.

Most elective subjects have a flexible form of organization based on physical sessions (approx. 6-8 weeks a year) at University of Nordland with web-based teaching and assignments in between. Specific information for each course is found in the individual course descriptions.

Practical training is conducted at schools with which University of Nordland has an agreement.

Compulsory subjects: pedagogy and student knowledge (60 ECTS), Mathematics (30 ECTS) and Norwegian (30 ECTS). Other guidelines:

  • The program must include at least four subjects (with the exception of transfer to the master program after the third year)
  • At least one of the elective subjects has to consist of 60 ECTS, and the other subjects at least of 30 ECTS
  • One subject can in the fourth year be replaced by a school relevant subject of 30 ECTS
  • In the transition to the master program after the third year, the first year of the master program replaces subjects in the fourth year

Below are the optional subjects outlined, with some reservations (see "Regulations governing studies and examinations at the University of Nordland" § 9.4 and § 12).

  • Elective 1 (60 ECTS): English, Science or Music
  • Elective 2 (30 ECTS): Norwegian 2, Mathematics 2 or part 2 of Election 1
  • Elective 3 (60 ECTS): Religion, Physical education, Arts and crafts, or two subjects, election 3 and 4 (30 ECTS each): Religion, Physical education, Arts and crafts, Food and health or a school relevant subject

Practical training is compulsory and must be supervised, evaluated and varied throughout the program.

Learning outcomes

This program qualifies teachers to pursue challenging and complex work in a society characterized by diversity and change. The learning outcomes are formulated based on the national qualifications framework. The candidate should have the following learning outcomes defined as knowledge, skills, and general competence, as a foundation for work in schools and further skills development.

A newly qualified teacher should on successful completion of the programme:

  • have professional and didactic skills in mathematics, Norwegian and other subjects, and knowledge about training for the youngest students in science and reading, writing and arithmetic
  • have knowledge of working with pupils' basic skills in different areas: oral skills, reading, writing , numeracy and use of digital tools within and across disciplines
  • can facilitate progress in the training of basic skills adapted to students at level 1-7
  • have knowledge of the overall training course, with emphasis on the transition from kindergarten to school and primary level to lower secondary level
  • have knowledge of the school and the profession's uniqueness, history, development and place in society

Knowledge:

The candidate should on successful completion of the programme:

  • have knowledge of the school and the profession's uniqueness, history, development and place in society
  • have knowledge of the legal system, including the school's purpose, values, curriculum and pupils' different rights
  • have knowledge of curriculum work and school as an organization
  • have knowledge of children's and adolescents' learning, development and education in different social, multicultural and multilingual contexts
  • have knowledge of classroom management and classroom environment and the development of good relations with and between students
  • have knowledge of the importance of and requirements for good communication and good cooperation between school and home
  • have knowledge of a wide repertoire of ways of working, learning resources and learning contexts and the relationship between goals, content, working methods, assessment and pupils qualifications
  • have knowledge of children's and adolescents' environment, gender and identity work
  • have knowledge of children in difficult situations and about children's rights in a national and international perspective
  • have knowledge of national and international research and development relevant to the teaching profession

Skills:

The candidate on successful completion of the programme:

  • can independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research and experience-based knowledge
  • can facilitate and lead good and creative learning environments
  • can enable aesthetic expression, experience and understanding
  • can adapt instruction to pupil's different abilities and talents, interests and socio-cultural background, motivate the desire to learn through clarifying learning goals and use various ways of working for their students to achieve the goals
  • can assess and document pupils learning and development in relation to course objectives, provide feedback to promote learning and help students to assess their own learning
  • understand the societal perspectives related to technology and media development (safe use, privacy, freedom of speech) and can help ensure that children and young people develop a reflective attitude to digital arenas
  • can critically reflect on personal and school practice in the further development of the teacher's role and professional ethics
  • master the Norwegian language, both spoken and written in both forms of Norwegian: Bokmål and Nynorsk, and can use language in a qualified way in the professional context
  • can evaluate and use relevant research findings and implement systematic development
  • may, in collaboration with parents and professional instances identify the needs of pupils and take appropriate action
  • can facilitate the development of skills in entrepreneurship and for local labor, community and cultural involvement in education
  • has a good understanding of global issues and sustainable development

General competence:

The candidate on successful completion of the programme should:

  • be able to contribute to the professional learning community with a view to further development of good practice and a professional ethics platform
  • be able to promote democracy, democratic participation and critical reflection adapted to the specific grade
  • be able to contribute to strengthening the international and multicultural dimensions of the school's work and contribute to the understanding of the Sami people's status as an indigenous people
  • be able to identify their own needs for learning and skills in relation to the teaching profession
  • have expertise for change and development as the basis for meeting future school needs

Admission requirements

Higher Education Entrance Qualification

 

Language requirement

 

View general admission information

 

View specific application deadlines

Required minimum grade of 3 in mathematics at further education level and Norwegian (14 hours per week), and a minimum of 35 school points.

Further education

After the third study year has been successfully completed students can apply for the Master in Adaptive Education or other master study programmes depending on which subject combination they have in their bachelor degree.

Study abroad

The 7th semester is an international semester in which students are encouraged to take a semester at one of our partner institutions abroad.

Costs

Some costs to excursions and gear in addiotion to semester registration fee and syllabus literature could apply. See course descriptions.

Specific arrangements for recognition of prior learning

Admission based on real life and work experience (formal, informal and non-formal prior learning) according to current Norwegian regulations. The grade requirement also applies to qualifications for applicants over 25 years old with documented real life and work experience.

Examination regulations, assessment and grading

The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".

Refer to applicable legislation, rules and regulations

Assessment methods

Various forms of assessment are deployed in the study programme (see course description for each subject / course). Most courses use an examination with full grading (A-F).

To ensure the quality of professional education it is required that the student has to pass all courses in the first year in order to start the autumn semester the third year. Students are not given priority to admission on the fourth year, until the courses from the second year are completed.

Suitability assessment: University of Nordland is responsible for assessing whether student teachers are qualified for the teaching profession. Ongoing assessment takes place continuously throughout the program, and advice and guidance on necessary areas for improvement, or any advice to leave the educational program, should be given as early as possible. There are separate regulations for suitability assessment in teacher education (only in Norwegian).

Programme evaluation

The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university's quality assurance system.

Qualifications requirements and regulations

Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) under the University Rules and Regulations as well as local regulations and directives provided on the Norwegian student pages.

The programme plan is based on the following regulations: