Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes.

The candidate:

- Has knowledge of learning theories and children’s education and development

- Has knowledge of and skills in facilitating learning and teaching

- Is able to apply didactic models for planning, implementation and evaluation

- Has gained insight into the relationships between teacher - students - parents - colleagues - administration and society

- Has gained insight into ethical dilemmas and professional-ethical issues related to teaching and education

Course Description

Pedagogy is a mandatory component of a BA subject-teacher degree. Pedagogy includes the knowledge, skills and attitudes that teachers require in their encounters with pupils, the school as an organisation and with society. The study of pedagogy is aimed at stimulating the students’ personal development, growth and ethical-awareness in relation to their professional studies. Through theoretical studies, actions and reflection, students will acquire the pedagogical insight which is of fundamental importance for teachers in their daily professional work. Students must therefore study, analyse and reflect concerning the importance of effective teaching and learning for children, youth and adults, and how it affects their development.

The various target areas scope and content:

1. The teacher and the pupil (10 ECTS)

In this part of the course, students will particularly concentrate on the teacher and pupil relationship and acquire a basic understanding of children, youth and adult’s development and learning. In addition, they will become familiar with the current curricula and how the school will meet pupils with different backgrounds in terms of age, socio- cultural backgrounds and different life situations. The teacher’s work, insight and understanding are of importance to the learning environment. Therefore, emphasis will be given to analysing and organising a good learning environment, where community and adapted learning will be of importance.

Learning aims:

- Central concepts and theories concerning children’s development and learning

- Observation

- Social psychology and facilitating effective group processes

- Adapted learning

- Special needs approaches

- Preparation , implementation and evaluation of one’s own teaching practice

- Evaluation of different didactic models

- Adult education

- Mandatory counselling courses

2. The teacher and the school as an organization (10 ECTS)

This part of the course concerns the teacher in relation to the school as an organization. It will focus various structural and dynamic conditions that characterise the school as an organisation. Consequently, there will be a focus on organizational theory and organizational psychology, in addition to the internal and external frameworks that determine a teacher’s actions.

Learning aims:

• The school as an organization
• The rationalisation, mandate and fundamental values of the school
• Principles, goals and basic values in the current curricula
• Various teaching and learning methods and alternative didactic solutions
• Leadership and organisational development
• Various players who influence the school as an organisation
• School codes and school culture/organisational culture

3. The teacher and society (10 ECTS)

Society influences the school and the school influences society. The cultural, political, economic and ethical trends of society affect the school and provide a framework that the school relates to. Likewise, the school must stand as a central actor for desirable social development and for the society we wish to create in the future. In an evolving society, therefore, the school will hold a pivotal role as a social institution. With its productive as well as reproductive function, the school plays an active role in society, not least by providing children and adolescents with healthy attitudes and skills they will need today and in the future. The ethical aspects of the teacher role will be discussed in detail here. Teachers do not only inherit a school-culture, but also continuously help to create the best possible qualitative and effective learning environment.

Learning aims:

• Children and adolescents as culture-bearers, and the consequences for work carried out in schools
• Adapted education, individualisation and integration
• Preventative work among children and adolescents with social and emotional difficulties and pupils in critical life-situations
• Cultural diversity and ethnicity
• Basic aspects of school history
• The teacher role and the ethical relationships related to it
• Social conditions that influence the development environment of children and adolescents (such as the media, bullying as a phenomenon, family structure, violence and abuse etc.).

Teaching and Learning Methods

The pedagogy component of the study programme will be taught during the first semester, with a final examination at the end of the semester in December. For part-time students, this will require academic work corresponding to 15 ECTS. The remaining 15 ECTS will be completed in the third semester, with an end-of-semester examination.

Students will actively participate in the planning, organization and evaluation of the study programme. Organization and working methods should be organized so as to form a natural progression in the study programme, with an emphasis on basic competencies initially and more demanding competencies further in the study programme. Teaching and learning methods will be more specific and elaborated in the theme and term plans. See also the separate plan for teaching practice that describes the organization and tasks related to teaching practice.

The tasks a teacher must master in his/her profession requires experience in varied methods, and examples of methods that will be used in this study programme are: self-study, lectures, observation, supervision, tasks related to teaching practice, interactive learning methods (such as ICT), written and oral presentations, group work, etc. During the course of the study programme students can plan periods for reading (the number of weeks will be specified later).

Introductory lectures will be held for the whole student group in the autumn semester. These will provide an overview, which, in combination with the studies regarding the reading list material, will provide students with a common reference framework that will allow them to study the subject material in greater depth. This in-depth orientation may be carried out in basis groups, as independent study of specific aspects of the subject material, or as preparation for the presentation of various pieces of work to the whole student group. In addition, much of the work in the study programme will be carried out in basis groups which meet locally during the part of the semester when the students are not required to meet at the college campus. This applies particularly to the work on joint projects and portfolio documentation.

The course aims at adopting a practical and functional approach, consequently, problem -oriented teaching and reflection is essential. This requires active student participation, where participation and co-responsibility are given priority. In parts of the study programme mandatory participation is therefore required in order to be approved, and there is also a requirement of mandatory attendance of at least 80 %.

Assessment Methods

Students must submit various written work related to the teaching practice. These tasks will be clarified prior to each teaching practice period. These works will be assessed as passed or fail.

Dates for submissions will be stated in the semester term plans.

- An individual written assignment must be submitted (home assignment).

- Students must submit a research and development task done in groups. Guidelines and requirements for this task will be clarified in the semester in which it is submitted.

- Individual written examination under examination conditions

Before students may sit the written examination, all the required submissions must be passed, and the requirement for compulsory attendance must be satisfied. Teaching practice in the semester must also be passed.

Examination and grading

1. Individual written assignment counts for 20 % of the grade
2. The group research and development task counts for 30 % of the grade
3. Individual written examination counts for 50 % of the grade

A single grade is entered on the diploma, ranging from A to F, where A is the highest grade and E is the lowest passing grade. Each part of the assessment must receive a passing grade in order to receive a final passing grade for the course.

Mandatory attendance of at least 80 % is required.

Please refer to ‘Telemark University College’s examination regulations’ for further information.

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