Introduction

The General Teacher Education - Years 1-7 study programme is aimed at future teachers in the primary and lower secondary school who wish to gain knowledge and skills to equip them for life in the classroom

A professional education is characterised by the fact that in addition to theoretical knowledge, practical skills are also required. The theory, practical training and subject didactics in each course focus on the challenges that characterise teaching Years 1-7 in primary school. During their four years of study, students will experience a total of 100 days of practical training with supervision.

The study programme emphasizes professional breadth, while also examining in detail how children and young people develop basic skills. It also develops students’ knowledge in close interaction between teachers, students and the teaching practice schools.
The online study programme may be taken either full-time over four years or part-time over five years. The study programme includes regular teaching days each week. The teaching takes place via videoconferences in real time and alternates between lectures, seminars and tutorials. The study programme includes compulsory workshops at the college.

Compulsory courses:

• Pedagogy in Teacher Education 60 ECTS
• Norwegian 30 ECTS
• Mathematics 30 ECTS

The content and structure of the study programme are specified in the Curriculum Regulations for General Teacher Education for Years 1-7 and Years 5-10, and in the National Guidelines for General Teacher Education for Years 1 - 7. The study programme consists of compulsory and elective courses.

A police certificate of good conduct must be presented at the beginning of the study programme. A confidentiality statement form and declaration form for tuberculosis must also be submitted at the college information desk as soon as possible after the beginning of the first semester.

Target Group and Admission Requirements

General admission requirements or accreditation for prior experiential learning; a minimum of 35 ECTS credits and a grade 3 or above score in mathematics and Norwegian.

Aim of the Programme

After completing the study programme, the student will have gained the necessary teaching qualification to work in primary school Years 1-7.

This teaching qualification will also qualify candidates to seek positions in information services and training activities. After the 3rd year of study, students may apply for admission to various Master’s degree study programmes, depending on their choice of subject.

Learning outcome

Candidates who have completed the General Teacher Education – Years 1-7 study programme will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Learning outcomes for candidates in Years 1-7:

Candidate

- Has knowledge of the following subjects and how to teach them (i.e. didactics): mathematics, Norwegian and other programme subjects, and thorough knowledge of teaching reading, writing and arithmetic at the beginner level

- Has knowledge of how to teach basic skills in oral expression, reading, written expression, arithmetic and using digital tools in and across disciplines

- Can facilitate progression in the teaching of the basic skills adapted to pupils in years 1 to 7

- Has knowledge about the overall educational progression, focusing on the transition from nursery to primary school, and from primary school to lower secondary school

Common learning outcomes for candidates in both General Teacher Education study programmes:

Knowledge

The candidate has knowledge of:

- The school and the teaching profession’s unique character, history, development, and place in society

- The legal system, including the school’s purpose, values, curricula and the various rights of pupils

- Curriculum work and the school as an organisation

- Children’s education, development and education in different social, multicultural and multilingual contexts

- Classroom management and environment and the development of good relations with and between pupils

- The importance of and necessary conditions for good communication and cooperation between school and home

- A wide repertoire of teaching and learning methods, learning resources and learning contexts and knowledge of the relationship between objectives, content, teaching and learning methods, assessment and individual pupils’ abilities

- Children’s and adolescent’s developmental environments, equality and the importance of identity

- Children in difficult situations and children’s rights in national and international perspectives

- National and international research and development relevant to the teaching profession

Skills

The candidate can:

- Independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research and experience-based knowledge

- Facilitate and lead good and creative learning environments

- Facilitate pupils’ aesthetic expression, experience and knowledge

- Adapt instruction to pupils of different abilities and aptitudes, interests and socio-cultural backgrounds; motivate pupils to learn through clarifying learning goals and using diverse teaching and learning methods so that pupils can achieve objectives

- Assess and document pupils’ learning and development in relation to objectives; provide feedback that promotes learning and help pupils to assess their own learning

- Understand the societal perspectives related to technology and media development (safe use, privacy, freedom of expression) and help children and adolescents to develop a reflective approach to digital media and tools

- Critically reflect on his/her own and the school’s practice in the further development of the teacher’s role and professional ethics

- Master oral Norwegian, and written forms, both Bokmål and Nynorsk, and can use language in a skilled manner in a professional context

- Evaluate and use relevant research results and independently conduct systematic development work

- Cooperate with parents and professional agencies to identify pupils’ needs and take appropriate action

- Facilitate the development of skills in entrepreneurship and include the local community in educational activities through outreach to work places and through general cultural involvement in the community

- Demonstrate a good understanding of global issues and sustainable development

General competence

The candidate can:

- Contribute to the professional learning community with a view to further development of good practices and professional ethics

- Stimulate understanding of democracy, democratic participation and critical reflection adapted to the various year levels

- Help to strengthen the international and multicultural dimensions of working in schools and contribute to an understanding of the status of the Sami as an indigenous people

- Identify his/her own learning and skills’ needs in relation to the teaching profession

- Demonstrate change and development expertise as the basis for meeting the school of the future

Curriculum and structure

Obligatory Courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) S7(A) S8(V) PEL 101 Pedagogy in Teacher Education: The Teacher’s Facilitation of Pupils’ Learning and Development 15.00 O 7,5 7,5             PEL 102 Pedagogy in Teacher Education: Pupils’ Formal Skills, and Social and Personal Learning and Development 15.00 O     7,5 7,5         PEL 103 Pedagogy in Teacher Education: The Teacher and the Community 15.00 O         7,5 7,5     PEL 104 Pedagogy in Teacher Education: Bachelor’s Thesis 15.00 O         7,5 7,5     NOR 102 Norwegian 1: Language Development in Children – Teaching Reading and Writing 15.00 O 15               NOR 101 Norwegian 1: Oral, Written and Composite Texts 15.00 O   15             MAT 101 Mathematics: Numeracy, Geometry and Measurement (Online Course) 15.00 O     15           MAT 102 Mathematics: Algebra, Functions, Statistics and Probability (Online Course) 15.00 O       15         Total: 0 0 0 0 0 0 0 0 *) O - Mandatory course, V - Optional course

Optional courses Code Course title Credits O/V *) Credits pr. semester   ENG 101 English 1 – with an Emphasis on Phonetics and Grammar 15.00 V ENG 102 English 1 with an Emphasis on Literature and Society 15.00 V IKT 101 ICT in Education - Introduction to Information and Communication Technology 15.00 V IKT 302 ICT in Education – Pedagogical Use of ICT 15.00 V K&H 101 Art and Crafts: Sculpture and Images; Visual Communication and Innovation 15.00 V K&H 102 Art and Crafts 1 – Crafts, Design and Architecture 15.00 V K&H 103 Arts and Crafts: Images, Graphic Design and Visual Communication, Year Levels 1-7 15.00 V K&H 104 Arts and Crafts 1: Crafts, Design, Architecture and Entrepreneurship, Year Level 1-7 15.00 V 15MAT3 1 Mathematics 3 module 1 Number Theory and Didactics 15.00 V 15MAT3 2 Mathematics 3 module 2 Geometry, Vector Calculation and Linear Algebra 15.00 V MUS 101 Music 1, autumn 15.00 V MUS 102 Music 1 - spring 15.00 V NAT 101 Natural Sciences 1: Studies in Ecology, Zoology and Chemistry 15.00 V NAT 102 Natural Sciences 1: Botany, Body and Health, Physics, Geosciences and the Environment 15.00 V NOR 104 Norwegian 2: Composite Texts and Children’s Literature from a Nordic Perspective (GLU 1-7) 15.00 V NOR 103 Norwegian 2: Didactic and Historical Focus on Literary and Linguistic Themes from a Nordic Perspective (GLU 1-7) 15.00 V RLE 101 Religion, Beliefs and Ethics 1 - Western Religions, Ethics and Philosophy 15.00 V RLE 102 Religion, Beliefs and Ethics 1: Eastern Religions, Christianity, Ethics and Views of Humanity 15.00 V SAM 101 Social Studies 1: Norwegian Society 1-7 15.00 V SAM 102 Social Studies 1 – Norway in the World – grades 1-7 15.00 V SPES 305 Special Education with a Focus on Language and Communication Difficulties 15.00 V SPES 307 Special Education with a Focus on Literacy Difficulties 15.00 V Total: *) O - Mandatory course, V - Optional course

The General Teacher Education - Years 1-7 study programme comprises 240 ECTS. The online study programme is a five-year programme, but may also be taken as a full-time course of study over four years. The compulsory courses are: Pedagogy in Teacher Education (PEL) (60 ECTS), Mathematics (30 ECTS) and Norwegian (30 ECTS). During the course of the study programme, the student must choose a teaching subject comprising 60 ECTS.

The table below shows the structure of the study programme for the current academic year.

Study programme model, Years 1-7, online				Full time
1st yr.	Norwegian 30 ECTS	Pedagogy in Teacher Education, 15 ECTS	Teaching Practice 6 weeks	Religion, Beliefs and Ethics, 15 ECTS or Art and Crafts, 15 ECTS.
2nd yr.	Mathematics 30 ECTS	Pedagogy in Teacher Education, 15 ECTS	Teaching Practice 6 weeks	Religion, Beliefs and Ethics, 15 ECTS or Art and Crafts, 15 ECTS.
3rd yr.	Elective courses 30 ECTS	Pedagogy in Teacher Education, 15 ECTS	Teaching Practice 6 weeks	Pedagogy in Teacher Education, 15 ECTS
4th yr.	Elective courses 30 ECTS	Pedagogy in Teacher Education, 15 ECTS	Teaching Practice 2 weeks	The 4th year full time comprises 60 ECTS and includes teaching practice
5th yr.	Elective courses 30 ECTS	Elective courses 30 ECTS

The 1st year of study consists of two compulsory courses: Pedagogy in Teacher Education (PEL) (15 ECTS) and Norwegian (30 ECTS). Full time students may also take Religion, Beliefs and Ethics (15 ECTS) or Arts and Crafts (15 ECTS).

The 2nd year of study includes compulsory courses: Pedagogy in Teacher Education (15 ECTS) and Mathematics (30 ECTS). Full-time students will continue with their elective course from their 1st year.

The 3rd year includes the compulsory course Pedagogy in Teacher Education (15 ECTS). Students will also select a teaching subject comprising 30 ECTS. Full-time students will take Pedagogy in Teacher Education (15 ECTS) in addition to their elective course.
The 4th year includes the compulsory course Pedagogy in Teacher Education (15 ECTS). In addition, students will select a teaching subject comprising 30 ECTS. Full time students will select either two elective courses of 30 ECTS, or one of 60 ECTS. It is also possible to choose a course that is relevant to teaching in schools, such as ICT in Education or Special Education (30 ECTS).

During the course of the study programme, students must choose a teaching subject comprising 60 ECTS.
In the 5th year (applies to part-time students only) students will select a teaching subject comprising 30 ECTS or 60 ECTS. Students may also select a course that is relevant to teaching in schools, such as ICT in Education or Special Education (30 ECTS).

Possible elective courses: English 1, Natural Sciences 1, Arts and Crafts 1, REL 1 and Norwegian 2.
The elective courses offered will vary from year to year. Information concerning which elective courses are available will be published in the late autumn of the academic year prior to when the course will be taught.
Published course descriptions for electives are applicable for the current year and indicative of the electives that will be taught in future years. Current course descriptions for electives may be accessed in the most recent revised study programme and course descriptions (i.e. the study programme starting the year the student plans to take the elective course).

Internationalization

Students may apply to enrol on student exchange programmes in the 6^th semester.

The Faculty of Art, Norwegian Folk Culture & Teacher Education has agreements with institutions in Scandinavia, the US and Europe under the auspices of the exchange programs Socrates/Erasmus and Nordplus, which cover all disciplines; please refer to the college website www.hit.no for further information. Students can apply for scholarships to support study abroad from 1 month to 1 year. In order to be accepted on an exchange program, students must have completed at least one year of studies at college level.

Teaching and Learning Methods

Through the study programme, students will acquire the knowledge, skills and general competencies required to enable them to facilitate and guide pupils’ learning. Teachers’ knowledge is complex and includes professional, pedagogical and subject didactics-related knowledge.

Independent study plays a large role in this programme, and online communication is important for teacher-to-student and student-to-student contact. The study programme requires that students have appropriate technical equipment and access to the Internet. The students must ensure that they meet the requirements of this aspect of the study programme. The study programme also requires compulsory attendance of workshops at the college campus. This will be specified in the study programme and course descriptions, and in the semester plans for the individual courses.

To ensure that students acquire the necessary knowledge and skills to ensure good professional development, both theoretical and practical training are an integral part of teaching and learning methods in the study programme. All instruction will provide students with academic and didactic skills. The teaching and learning methods alternate between lectures, seminars, group and individual supervision on campus and in the online teaching platform Fronter, as well as work in the teaching practice schools.

Study programme requirements

The study programme includes a requirement for compulsory participation in various types of teaching, mentoring, interdisciplinary projects, training and teaching practice. This is described in the individual course descriptions and/or semester plans.

The course descriptions for the individual courses provide information regarding the various forms of examination and assessment.

The Guidelines for Obligatory Attendance in studies at the Faculty of Art, Folk Culture and Teacher Education will be valid for parts of the study programme. The student is responsible for documenting attendance in the obligatory parts of the study programme, and for keeping himself/herself informed with regard to whether he/she is in danger of falling below the minimum attendance requirement. Failure to meet the attendance requirement may result in the student not being allowed to sit the examination. This will be considered in connection with a student’s rights and responsibilities as described in Telemark University College’s examination regulations and the Norwegian Universities Act § 40 and § 46.3.

Supervision
Students will receive supervision from the tutor who will meet the student group regularly during the first years of study. In addition, students are entitled to supervision in relation to their teaching practice, individual courses, the Bachelor’s thesis and the study programme as a whole.

Student participation

Students will through class meetings, student councils and student bodies be able to contribute to renewing, changing and improving the study programme

Theory and Practical Training

The relationship between theory and practice is integrated into all parts of the study programme.

The theme of the practical training corresponds to the main theme for each year of Pedagogy in Teacher Education (PEL).

Year of study	Theme of practical training
1st year of study	The teacher’s role, the teacher’s work and the didactic interaction between pupil and teacher
2nd year of study	The pupil and pupil diversity
3rd & 4th year of study	The school as an organisation; the professional community and collaboration with parents and other key agencies outside the school

All primary and lower secondary school teachers must complete at least 100 days of supervised teaching practice: A minimum of 60 days within the first two years of study and a minimum of 40 days during the last two years of study. Students must have successfully completed their teaching practice in order to have their teacher education qualification approved.

The teaching practice should progressively provide students with an introduction to various aspects of the teaching profession and provide a basis for reflection on the relationship between theory and practice.

The practical training takes place under the supervision of the mentors at the teaching practice schools.

Assessment Methods

During the course of the study programme, the student will be assessed with various types of continuous and final assessments in the form of mandatory coursework and exams. The number and type of coursework requirements and exams will vary and are described in the individual course descriptions.
Assessment is carried out in both the teaching practice schools and through theoretical and practical professional work. The academic work has varied forms of documentation, such as digital work portfolios, individual or group work, oral presentations, dramatisations, demonstrations, exhibitions and practical training assessment. The various forms of feedback will provide training in justifying, communicating and demonstrating knowledge.

The teaching and assessment methods in the study programme will help the student use the teaching practice in schools to acquire knowledge and try out theories, learn to work independently and in groups, and experience academic progress.

The teaching practice will be assessed on a pass/fail basis for each of the four years of study. The current Teaching Practice Handbook for General Teacher Education (GLU) specifies the content and implementation of the teaching practice.

The following grade scale is used in the final assessment:

Symbol	Description	General, qualitative description of valuation criteria
A	Excellent	An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.
B	Very good	A very good performance. The candidate demonstrates sound judgement and a very good degree of independent thinking.
C	Good	A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.
D	Satisfactory	A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.
E	Sufficient	A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.
F	Fail	A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Suitability

The Ministry of Education has pursuant to the Act relating to Universities and Colleges (1^st April 2005 no. 15) § 4-10, sixth paragraph issued regulations concerning suitability assessment in higher education.

Suitability assessment is part of an overall assessment of the candidate’s professional, educational and personal qualifications to work as a teacher. Continuous assessment of suitability takes place throughout the study programme (cf. Regulations for Suitability, July 2006). In cases where there are grounds for doubt as to whether a student is fit, a special suitability assessment will be carried out, cf. Suitability Regulations for Higher Education.

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