Introduction

The Post Graduate Certificate in Education is offered to students who already possess a university or university college education, and who would like to work as subject teachers in the school system. The study programme is a post-graduate programme in Pedagogy and Subject Didactics. In conjunction with previous professional qualifications it will provide teaching competence for positions in the school system. The study programme is offered as a one-year, full-time study programme or a part-time study programme taken over 4 semesters at Telemark University College.

Target Group and Admission Requirements

Admission is based on specified competence requirements. The applicants must have at least 60 ECTS credits in each subject for which they are seeking teaching qualification. Prior experiential learning will also be considered in accordance with the regulations currently in effect at Telemark University College.
The part-time study programme is primarily aimed at those applicants who are academically qualified and who teach in schools, but lack the pedagogical training that would qualify them as subject-teachers. These students will be able to combine their teaching job with part-time studies; they will be able to complete the period of teaching practice in their own schools. The university college also offers this study programme to those who wish to study part-time over a period of 2 years; these students, however, are required to follow supervised teaching practice that has the same scope and organisation as the teaching practice of the full-time students.

Aim of the Programme

The study programme is a one-year professional education, primarily intended to qualify students to teach in lower and upper secondary schools and adult education programmes. Upon successful completion of the study programme, students will be qualified to teach pupils of different ages and a broad range of abilities, interests, and social-cultural backgrounds. The study programme is practice-based and adapted to the educational backgrounds of the individual students. Through the study programme, we hope to achieve optimal interdisciplinary cooperation among both students and teachers. Practice-based and problem-oriented work tasks will therefore be a primary aspect of the study programme, in order to promote principles on job counselling, comprehensive approaches and coherence.
On the basis of students' academic backgrounds from university or university college, the study programme will promote students' professional development and competence as teachers, both in that it provides a formal qualification for the profession, and because it will form a basis for further development in the same profession. The study programme also provides a basis for continuing education within the educational field.
Through the study programme, students will acquire key competence, consisting of:

• Discipline expertise
• Didactic competence
• Social competence
• Change - and development expertise
• Professional and ethical competence

The intention of the study programme is that the different areas of education (didactics, pedagogy and teaching practice) are presented as an integrated whole. Telemark University College aims to realise this through the planning and organisation of the teaching, as well as skills development through teaching practice and different forms of assessment. It is also the intention to create a learning environment where students can learn through active participation in interaction with each other and the teaching staff at the university college. The study programme is aimed at teaching skills that include pedagogical activities and teaching for different age groups, and in different types of schools with various purposes.
At the same time, the entire public school system is based on mutual concern and a system of values that are enshrined in the national curricula and the Education Act. Views concerning knowledge, students, society and learning are clearly expressed in the general part of the national curriculum for primary, lower and upper secondary schools, and adult education. Students must acquire the basic ideas in education at the various levels, so that they can develop a holistic approach towards the Norwegian education system, and view their own subjects and their own role as teacher, as part of this whole.
A main principle for all education in Norwegian schools is the principle of adapted education throughout the 13-year basic education, which is available to children, adolescents and adults. Components will therefore be included in the study programme that satisfy this basic principle, and the challenges that this represents within the education system, and in all public education. An inclusive school and an adapted learning environment safeguards the needs of children, adolescents and adults with special needs; special needs activities and reflection will therefore also be incorporated in the study programme. Not least, this will entail differentiation measures in the upper secondary school.
The study programme will also cover issues and theoretical approaches to the challenges posed by the multicultural diversity within education and training. Migration pedagogy and internationalisation will therefore also constitute an integral part of the study programme.
Technology plays an increasingly important role in modern society; therefore, certain types of information technology will also be included in the study programme, both as support functions, and as pedagogical and didactic tools in the teaching.
The study programme aims to educate teachers who can both realise the school's overall educational aims and who can help to develop the school through a probing and investigative approach to their own practice. Through the organisation and facilitation of learning situations for students, where experience-based and problem-based learning are central as forms of instruction, a practice-oriented education with a high degree of participant involvement and responsibility is aimed at in the study programme.
Target areas
In accordance with the current curriculum, the target areas will involve an interplay between theoretical knowledge, practical experience and didactic reflection within the following three areas:

• The teacher and student
• The teacher and the organisation (school)
• The teacher and society

Regarding the first area, this concerns daily teaching situations, and the interaction between teacher and student. Core tasks will include planning, organising, implementation and evaluation of teaching, learning environment and the students' learning. Key development aims for students are didactic, social and academic skills. In addition to gaining experience, the ability to analyse and reflect in relation to practical professional theory is important.
The second target area relates to the teacher interacting with the organisation. This includes the organisation, management and collaboration tasks that lie outside the daily teaching situation, but which are an important component in a professional education. Analysis and understanding of school as an organisation in the process of constant development is essential in relation to acquiring the necessary expertise needed to carry out change and development efforts. Interaction at this level of the education system also helps to raise students' social competence.
The third and final target area involves the school as an organisation in a system theoretical perspective. This concerns the various currents in society that affect the school in an open system, and the reciprocity that characterises the school in the interaction with the environment both locally and nationally. In this context, values and the professional awareness are central in the study programme, and consequently the students' ethical skills, as well as their Subject Didactics' skills will be in focus.

Further Education opportunities

Successful candidates may continue their education up to the highest academic degree on an equal basis with other subject teachers.

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) PPUPED30 Pedagogy 30.00 O         PPUKRØ15 Physical Education Didactics 15.00 V         PPUKRØ30 Physical Education Didactics 30.00 V         PPUMAT15 Mathematics Didactics 15.00 V         PPUMUS15 Music Didactics 15.00 V         PPUNAT15 Natural Sciences Didactics 15.00 V         PPUNO30 Norwegian Didactics 30.00 V         PPUREL15 Religion, Christianity, Life Perspectives and Philosophy - Didactics 15.00 V         PPUSAM15 Social Studies Didactics 15.00 V         PPUFOR15 Design, Art and Handicrafts - Subject Didactics 15.00 V         PPUFOR30 Design, Art and Handicrafts – Subject Didactics 30.00 V         PPUFRS15 Foreign Languages Didactics 15.00 V         PPUFRS30 Foreign Languages Didactics 30 ECTS 30.00 V         PPUFRIL15 Physical Education Didactics 15.00 O         PPUFRIL30 Physical Education Didactics 30.00 O         Total: 15 15 15 15 *) O - Mandatory course, V - Optional course

The range of the study programme and its various components:

The scope of theory and practice in the study programme follows the guidelines laid down in the national curriculum.

The study programme comprises 60 ECTS credits, which equals one year of full-time study. It consists of pedagogy, didactics and teaching practice.

Pedagogy	30 ECTS
Subject Didactics	30 ECTS
Teaching practice	Teaching practice in own school + 3 weeks supervised practice in the last (4th) semester.

The teaching practice is regarded as an integral part of the study units in the study programme, so that students will have the opportunity to tackle both pedagogical and Subject Didactics challenges. The period of teaching practice is not weighted. Part-time students who are not employed in schools during the course of the studies, will have two 5-week teaching practice sessions, which normally will be carried out in the 2nd and 4th semesters.

Telemark University College offers both full-time and part-time study programmes. The part-time study programme part is aimed at those employed in teaching positions; this is reflected in the choice of methods used and the framework of the learning environment. Consequently, the organisation, teaching and learning methods, and plans are adapted to this, and differ from the equivalent full-time study programme.

Organisation of the study programme

Part-time students will complete their studies over four semesters, and student work will therefore have to be organised somewhat differently. This can be illustrated as follows:

1st semester	2nd semester	3rd semester	4th semester
Pedagogy /General Didactics: 15 ECTS Supervised practice in own school. Submission of portfolio documents.	Subject Didactics in one of two disciplines (possibly also completion of half of one discipline): 15 ECTS Supervised practice in own school.	Pedagogy/General Didactics: 15 ECTS Supervised practice in own school. Project work and submission of report and portfolio document.	Subject Didactics in the second discipline (possibly also the second part of one discipline): 15 ECTS Practice in a different kind of school (3 weeks)

Students who take Subject Didactics in only one discipline will follow the full-time students in the same subject in the 2nd and 4th semesters. This will be coordinated by the coordinator of the teaching plans / semester plans.

Such coordination will involve the following practical organisation:

• The part-time students follow the full-time students in the teaching of Pedagogy and General Didactics in their 1st and 3rd semesters.
• The part-time students follow the full-time students in the teaching of Subject Didactics in their 2nd and 4th semesters.

Students may choose from the following Subject Didactics subjects (15 or 30 ECTS) depending on their previous studies and wishes:

• Arts and Crafts
• Foreign Languages
• Physical Education
• Mathematics
• Music
• Natural sciences
• Norwegian
• Religion, Christianity, Ethics and Philosophy
• Social Studies
• Semester plans / lecture plans

Specific, detailed plans for each semester, including information such as times, topics and the names of lecturers will be handed out at the start of the semester.

Mandatory attendance requirements

The teaching is on the whole compulsory; for information regarding attendance requirements students may refer to the semester plans for the various courses. Registered attendance below 80% of what is specified as mandatory will result in the student not being allowed to take the final examination. Similarly, all obligatory course requirements / documentation during the course of the study programme must be completed within the given deadlines and assessed as passed before the student may be allowed to take the final examination.

Study programme co-ordinator

The study programme coordinator is responsible for coordinating the content of the study programme, and he/she functions as the contact between students, the students' representative and the university college.

The students' status in the university college system

The students on this study programme are considered as regular students and have the same status as other students enrolled at the Faculty of Art, Folk Culture and Teacher Education; consequently, they play an equal part in the learning environment, and have the same responsibilities and rights (In this context we refer to the current regulations and plans at the Faculty).

Teaching and Learning Methods

Group structure and teaching and learning methods
The study programme should be closely linked to the teaching practice, problem-oriented and based on experience-learning. To encourage these aims, students will form seminar-groups (When the studies in Subject Didactics begin, each subject-group will constitute a seminar group). The seminar-groups will also be divided into a number of base-groups, consisting of 3 - 5 students. Students will choose these groups themselves; selection may be influenced by academic or geographical conditions. The groups should act as study groups that meet to discuss questions related to the subject, so that students will have the opportunity to reflect on the content of study programme between larger joint meetings of students at the university college. The groups are established early in each semester, and may be changed during the course of the studies, if conditions require this. All students must belong to a group.

Theory and Practical Training

Since part-time students are expected to be in teaching positions when they start the study programme, then much of the teaching practice will take place in their own schools. However, students must still carry out teaching practice at another kind of school for a minimum of 3 weeks in the 4th semester, in March / April. The teaching practice will be organised somewhat differently, however, in the semesters when the students are at the university college.
1st semester
The students will be organised into base groups (3 - 5 students) that will complete a mandatory course in guidance early in the semester. Each of the students in the base-group will draw up a plan for their own class/group which is related to a discipline, and includes a didactic focus; this will be presented, discussed and reviewed in consultation with the rest of the base-group. The plan will be executed, and all students must submit two written assignments in connection with this, which will be assessed by the university college pedagogy coordinator(s). Guidelines have been drafted for these obligatory requirements, which includes reflection of the student's own teaching practice.
2nd semester
In this semester, students will work with an external supervisor in a session that spans over 3 weeks. During this period, the external supervisor will discuss and assess the students' plans. The supervisor will not be present in the teaching, but participate in at least two meetings of 3 hours duration with the group. In this way, both the group, the supervisor and the individual students will be able to reflect on the teaching practice of the respective students.
3rd semester
It is assumed that the student will still be able to continue his/her teaching practice in their own school. During the course of this semester, dates will be agreed on, when the supervisor / mentor will visit the school where the candidate has his/her teaching practice. In connection with these visits, the supervisor and the student will meet for pre-supervision and follow-up sessions. This will comprise 4 hours weekly for a period of 4 weeks; in other words, approximately 16 hours in total. After this period, a separate assessment form of the candidate's performance will be submitted. The candidate will be assessed as "pass" / "fail" for the period of teaching practice.
4th semester
During this period, the student will carry out teaching practice in another type of school for a period of 3 weeks. The organisation and dates for this period of teaching practice will take into consideration the student's job situation and other factors. This period of teaching practice will comprise a minimum of 24 hours (school-hours) and involve a specific discipline.
Requirements concerning teaching practice documentation
The approval of the teaching practice should be documented according to the requirements and procedures that apply, and be prepared by the university college administration in consultation with the academic staff.
Students who have not completed mandatory course requirements and course work within the stipulated deadlines, will normally not be allowed to complete their teaching practice during the period stipulated in the teaching practice plan.
Confidentiality requirements and certificate of good conduct issued by the police
Students are subject to the same provisions that apply to other school students.

Assessment Methods

Throughout the study programme, students will receive guidance so that they will be able to acquire knowledge and skills with regard to the teacher's professional practice. The guidance will also provide insight into the teaching and learning methods that have direct relevance for teaching pupils of different ages and backgrounds. Self-evaluation and development of skills regarding change and development will be an important part of this work. The same applies to assessment and guidance given by fellow students and teaching practice mentors / supervisors. The purpose of the assessment may be summarised as follows:

• Students must be able to contribute to creating an effective learning environment in class and be able to reflect on their own function in relation to pupils' learning processes.
• Students must be able to make use of key concepts and objectives of the curricula in discussions about their own teaching practice and their own pupils, and be able to analyse and reflect upon the concept of knowledge and values in the curriculum.
• Students must be able to plan teaching, both individual lessons and longer sessions alone and in collaboration with others, keeping in mind the structure and possibilities at the teaching practice institution.
• Students must be able to supervise and evaluate pupils' work in a qualified manner, i.e. using professional insight into how pupils are best able to learn and develop.

Students must demonstrate the capability to collaborate with pupils, fellow students and colleagues at the teaching practice institution and acquire the necessary knowledge about the school's regulations and agreements. On this basis, students will be assessed both formally and informally during the course of the study programme, and at the end of the study programme.
Continuous assessment
Continuous assessment will be based on the plans of the various study units, and generally include:

• Informal assessment of other students and academic staff at the university college in the form of guidance and other forms of verbal feedback to the student.
• Formal assessment of the required work to be submitted, either as group work or individual work. This coursework may take the form of portfolio assessment in some subjects.
• Formal assessment of the teaching practice carried out by the teaching practice mentor / supervisor, and expressed in written form in a teaching practice assessment document. This will also be included as part of the final assessment, which is described below.

Final assessment
Final assessment is linked to two main areas of the study programme: assessment of practical teaching skills and assessment of written examination work. These key areas are assessed separately, but will still largely be related to each other, so that practical teaching proficiency will depend on the skills related to the curriculum and vice versa. The assessment of the overall competence also involves an assessment of suitability.
Practical teaching skills largely involve showing insight in teaching situations with regard to the learning situation for pupils. Academic, didactic, organisational and professional-ethical considerations are part of this competence. Practical teaching skills are evaluated on the basis of the periods of teaching practice in all three semesters. The assessment of the student's teaching practice will be carried out by the allocated supervisors, who will report to, and cooperate with, the university college's teaching practice department and teaching staff. In cases where there is doubt whether the student has passed the teaching practice, case procedure will follow the university college's guidelines; these guidelines are also relevant for other teaching study programmes offered at Telemark University College. Before students may take the examination, they must first receive passing marks for the mandatory teaching practice in the current semester.
Final assessment in Pedagogy and Subject Didactics will include:

• Final examination in Pedagogy: 30 ECTS
• Final examination in Subject Didactics: 30 ECTS

Please refer to the examination plans for the various courses included in the study programme.
A grade from A to F will be given, where A is the highest grade, and E the lowest passing grade. Each course unit must receive a passing grade before the major course unit can be given a passing grade.
For more information please refer to Telemark University College Examination Regulations.
Suitability assessment
Suitability assessment is associated with professional certification. It includes specific criteria for assessment as specified in the "Regulations regarding Suitability Assessment in Teacher Education Study Programmes" set by the Ministry, 16th August, 1999 pursuant to the Act of 12 May 1995 No. 22 relating to Universities and University Colleges § 54c No. 7.
The study programme co-ordinator is responsible for this information being handed out to the students, and explained at the start of the semester.
In the assessment of suitability, the student's security under the law must always be respected.
Decisions concerning suitability may be taken throughout the whole of the study programme, and be assessed by a separate suitability committee at Telemark University College in accordance with the regulations mentioned above.
Diploma / grades transcript
The Post Graduate Certificate in Education diploma comprises all the study units that the student has completed, and which have been given a grade. Students who have not completed the whole study programme, may be given a transcript for the study units they have passed. If the teaching practice has not been completed or passed, this will be included on the transcript.

Minor adjustments may occur during the academic year, subject to the decision of the Dean