Learning outcome

After successfully completing the study programme, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

The candidate:

- Can plan, implement and evaluate teaching and learning activities anchored in children, youth and cultural perspectives

- Has knowledge of the educational system of values, and how this commits the teacher to critically reflect on the tasks and responsibilities of schools

- Can practise in the teaching profession, using knowledge and understanding of the ideas and values ​​that have shaped the practical and aesthetic subjects in the past

- Has developed the ability to reflect in relation to varying pupil abilities, the learning environment and the framework conditions of schools

- Has developed the ability to respect each pupil, and is able to reflect on his/her own views concerning gender equality, equality and cultural diversity

- Has the ability and will to reflect on his/her own working role and behaviour

- Has developed the capacity to participate in educational development work

It is a primary objective that the student is able to analyze curricula, reflecting on content and methods and facilitating education and learning for pupils of varying abilities. After successfully completing the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate:

- Has update-to-date knowledge about research concerning children’s learning, development, upbringing and education (1st year)

- Has knowledge of varying pupil abilities and of how to adapt his/her teaching in relation to pupils of varying ability and framework factors (1st year)

- Has knowledge of the various testing procedures and learning disabilities and behavioural problems in school (1st year)

- Has updated knowledge about the development of Norwegian primary and lower secondary schools and the relationship between school and society (2nd year)

- Shows insight into the relationship between school and society from historical, social and philosophical perspectives (2nd year)

- Is familiar with various aspects of cooperation between the school and the home (1st year)

- Has knowledge of the principles and theories concerning work and curriculum development (2nd year)

- Has knowledge of assessment in schools (1st year)

- Shows insight into the ethical and practical dilemmas related to the pupil and the teacher in schools (1st and 2nd years)

- Shows understanding of didactic relational thinking and various teaching methods and principles (1st year)

- Has knowledge of the entire educational process from nursery to upper secondary school, and knowledge of collaboration between the various school levels (2nd year)

- Shows insight into how various socialization factors and theories have consequences for the school, teacher and pupil (2nd year)

Skills

The candidate:

- Can motivate and facilitate learning on the basis of varying conditions (1st year)

- Can lead pupils’ cooperative work on the basis of his/her own experiences and proven educational theories (1st and 2nd years)

- Can analyse curricula and organize the school day in accordance with the objectives of the current curriculum (2nd year)

- Can analyse and evaluate a school on the basis of individual and societal perspectives (2nd year)

- Can facilitate pupils’ development of basic skills (1st year)

- Understands and participates in the work of an individual education plan (1st year)

- Participates in change and development in schools (2nd year)

- Is able to initiate preventive measures in relation to behavioural problems and bullying in schools (1st year)

- Can facilitate cooperation between local communities, homes and schools (1st and 2nd years)

- Can communicate and cooperate with different pupils, parents, colleagues, school leaders and other partners (1st and 2nd years)

- Is able to demonstrate the capacity for critical self-reflection based on his/her own and others’ execution of the teacher’s role (1st and 2nd years)

General competence

The candidate:

- Is able to function as a role model for pupils and staff and take responsibility on behalf of others (1st year)

- Can provide care and assistance to children in crisis (1st year)

- Can create favourable learning environments for pupils (1st year)

- Can evaluate and implement measures for various behavioural problems, including bullying (1st year)

- Is able to justify and reflect on his/her choices in the light of experience, knowledge of educational theory and professional ethics (1st and 2nd years)

- Can engage in a reflective approach to his/her own and colleagues’ subjects, knowledge and views of learning, and understand the relationship between educational worldviews, course objectives and a school or organisation’s practices (1st and 2nd years)

- Can take part in interdisciplinary cooperation with colleagues and school administrators (1st and 2nd years)

- Can analyse and discuss various professional ethical dilemmas related to choice of values ​​and teacher professional conduct (2nd year)

Course Description

30 ECTS

1 Introduction

This curriculum is based on the National Curriculum for the BA in Subject Teacher: Education in the Arts approved by the Ministry of Education and Research on 3 April 2003.

Students will develop a professional foundation for work in primary, secondary, adult education and other educational contexts. The key to teaching the subject is the relationship between the school, the teacher, the pupil and teaching materials. In order to create a foundation for such a relationship, the study programme must stimulate personal growth, development and professional-ethical awareness. In this way, pedagogy becomes an educational subject that enables students to work in a changing professional landscape characterised by complexity and diversity.

Through the choice of content and literature the study programme is built around the following three areas of expertise:

- The teacher and students

- Teachers, pupils and the school

- Teachers, students and society

Parts of the study programme are obligatory. Details on this will be set out in the semester plan.

Teaching and Learning Methods

Students will actively participate in the planning, organisation and evaluation of the study programme, which should as far as it is possible relate studies to the practical training period. The overarching themes may be used to advantage in both the first and second year of the Pedagogy course, with an emphasis on the teacher and the pupil in first year, and on teachers, pupils and culture in the second year. The organisation and teaching and learning methods are to be arranged such that students experience a natural progression throughout the course of the study programme, with an emphasis on basic skills in the first year, and a focus on more demanding skills in the second year.

The organisation of the course is shown in the table below:

Period	Area of competence	1st year of study	2nd year of study
1 – autumn	Teacher and pupils	Basic skills	More demanding skills
2 – autumn	Teacher, pupils and school
3 – spring	Teacher, pupils and society
4 – spring	Review and exam

More detailed information is provided in the semester plan.

Assessment Methods

The final grade in the Pedagogy course is awarded at the end of the second year of study and is calculated so that first year counts for 40% and the second year for 60%.

The first year of study is assessed on the basis of three obligatory assignments that are included in a portfolio (representing 20% ​​of the overall grade) and an oral examination (accounting for 20% of the overall grade).

The second year of study is assessed on the basis of an obligatory assignment, an individual examination and an interdisciplinary project included in a portfolio (representing 30% of the overall grade); and a final written take-home examination (representing 30% of the overall grade).

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