Primary and Lower Secondary Teacher Education Years 5-10 - 5 year Master’s Degree
See study programmeThe Primary and Lower Secondary Teacher Education 5-10 - 5 year Master’s Degree is an integrated and profession-oriented educational programme, based on knowledge acquired from research and experience. The master’s programme is characterised by a holistic and interrelational perspective on subjects, subject didactics, pedagogy and supervised professional training, and will contribute to professional understanding 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. In total, the programme must include 2 to 3 teaching subjects.
The University takes into account that the subjects on offer may change according to which subjects students choose. Some subjects will also have a maximum number of students due to the nature of the subject.
Towards the end of the second academic year of study, students choose their master’s degree subject. The master’s degree specialisation may be in one of the student’s teaching subjects, or in applied pedagogy or special needs education. Students write their master’s thesis on an self-chosen issue within the master’s degree subject in the 10th semester.
In the 3rd year of academic study, students write a profession-oriented R&D assignment.
It is compulsory for students to participate in the teaching. This is described in more detail in the individual course descriptions.
Students have at least 110 days of assessed supervised professional training in a school, distributed over the first four years of study. 100% attendance is required regarding supervised professional training. Students must expect that supervised professional training will be carried out in Nord University’s practical training area.
Supervised professional training guidelines can be found here
Students must have passed all courses from the first year of study in order to start the third year of study. Students must have passed all courses from the first to the third year of study in order to start the fifth year of study. Required prerequisite knowledge for individual courses will be stated in the individual course descriptions.
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.
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 either have:
• an average grade of 3 or higher in Norwegian (393 hours) and
• an average grade of 4 or higher in Mathematics (common core subject 224 hours)
• at least 35 school points.
or
• 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.
(You meet the grade requirements in mathematics if you 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 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.
In addition to expenses for semester fees, course literature and laptops / tablets, there may be expenses associated with excursions, material costs, etc. This is described in the individual course descriptions.
Travel and accommodation expenses in connection with supervised professional training must be expected.
Students will meet varied forms of teaching and assessment that are adapted to the individual subjects and teaching subjects. The individual forms of teaching and assessment are described in the individual course descriptions.
In the third year of study, students must write a profession-oriented R&D assignment in combination with a teaching subject (preferably in the master’s degree subject) and the Pedagogy and Pupil Knowledge subject. The assignment must be passed before students can start their master’s thesis.
Students write a master’s thesis in the 10th semester. The topic of the master’s thesis is within the students’ chosen master’s subject, has a scope of 30 credits and must be profession-oriented and practice-oriented.
Student suitability is assessed throughout the entire course of study.
Reference is made to applicable regulations and associated guidelines.
• Regulations relating to the framework plan for primary and lower secondary teacher education for Years 5-10
• National guidelines for primary and lower secondary teacher education for Years 5-10
• The principles of the Education Act and the applicable curriculum for primary and lower secondary schools
• Regulations relating to suitability assessment in higher education