Introduction

The study program Subject Teacher in Physical Education and Sports at Telemark University College (TUC) is based on the Regulations for the Curriculum for the Three-Year Subject Teacher Education in Practical and Aesthetic Subjects, established by the Ministry of Education, 18 March 2013, pursuant to the Act relating to Universities and University Colleges of 1 April 2005, no. 15 § 3-2 second paragraph. The study program is designed to facilitate cooperation between teachers and students with the aim of developing an excellent course of studies for future teachers of physical education and sports.

The study program includes pedagogy, didactics, practical training in schools, and theoretical and practical topics related to physical education and sports in schools. It focuses on a wide range of physical movement disciplines, such as ball games, skiing, skating, athletics, swimming, basic training, climbing and orienteering, outdoor activities, dance and play. The study program emphasizes professional courses in pedagogy and didactics and the disciplines of motor development and learning; physical movement activities are related to health and lifestyle, culture and society with a focus on physiology, anatomy, physical training theory, sport history and sport sociology.

Target Group and Admission Requirements

• The program is aimed at students in sports education and / or subject teacher education in physical education.
• Applicants must fulfil general admission requirements or have prior experiential learning.
• A police certificate must be submitted at the start of the studies.
• Applicants who have completed Sports / Physical Education (60 ECTS) are eligible for direct admission to the 2nd year of the study program. However, the applicant must have completed professional courses (5 ECTS) and 2 weeks of practical training. The Department offers this course / training for applicants who do not meet these requirements.

Aim of the Programme

The study program aims to train teachers who will be able to work in a professional manner with pupils’ development and learning. Through comprehensive use of the body and movement, students will learn how to promote joy, excitement and challenges, and will contribute to good experiences, mastery and the development of pupils’ self-esteem. The study program aims to contribute to maintaining and developing ethical norms and values ​​associated with physical activities, and strengthening the role of physical activity culture in society. In their work with physical education and sports, students will develop their ability to take responsibility, care for others and value the efforts of others. The study program also aims to break down prejudice and discrimination and promote mutual respect, tolerance and care.

The subject teacher in physical education and sports subjects is qualified to teach in primary, secondary and folk high schools.

Learning outcome

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

Knowledge

The candidate has knowledge of:

• Professional and didactic skills in physical education
• Basic pedagogy
• Working with pupils’ basic skills in oral and written expression, reading, arithmetic, and using digital tools in physical education and across disciplines
• The characteristics, collaborative nature, history, development, and place in society of schools, the teaching profession and the physical education discipline
• The relevant statutory framework, including schools' objectives, values​, curricula and pupils’ rights
• Curriculum work and the school as an organization
• Children’s and youth’s learning, development and education in different social, multicultural and multilingual contexts
• Classroom management and classroom environments, and the development of good relations with and between pupils
• The importance of, and prerequisites for, good communication and cooperation between the school and the home
• A wide repertoire of teaching and learning methods, learning resources and learning contexts, and the relationship between objectives, content, methods, assessment and the individual pupil’s abilities
• Child and adolescent developmental environments, as well as equal opportunities and identity issues
• Issues surrounding children in difficult situations, and children’s rights from 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 within and across disciplines, based on research and experience-based knowledge
• Relate physical education to interdisciplinary work in the school
• Facilitate and lead effective and creative learning environments
• Facilitate expression in movement, aesthetic expression, experience and knowledge
• Adapt instruction to pupils’ various abilities and aptitudes, interests and socio-cultural backgrounds and motivate learning
• Assess and document pupils’ learning and development in relation to educational objectives, provide feedback that promotes learning and help pupils to assess their own learning
• Critically reflect upon personal and school practices in the further development of the teacher’s role and professional ethics issues
• Evaluate and use relevant research findings and carry out systematic development activities
• Cooperate with parents and professional bodies in identifying the needs of the pupils and take appropriate action in relation to physical education
• Facilitate the development of skills in entrepreneurship, so that local businesses and the community and its cultural life are involved in educational matters
• Understand global issues and sustainable development

General competence

The candidate can:

• Help to place physical education in a holistic social perspective
• Contribute to the professional learning community with regard to the further development of good practices and professional ethics
• Stimulate an understanding of democracy, democratic participation and critical reflection adapted to the year which is being taught
• Strengthen the international and multicultural dimensions of the school’s work
• Identify their own learning needs and skills related to the teaching profession
• Master expertise in change and development as the basis for meeting the future needs of the school

Curriculum and structure

Courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 30BASIS Foundation Subjects 30.00 O 15 15         60IDRAKT Sports Activities 60.00 O 10 10 5 5 15 15 FAGLROL PROFESSIONAL SUBJECTS: The Role of the Subject Teacher 5.00 O 5           15FRILUF Outdoor Life 15.00 O   2 7 6     10DANS Dance 10.00 O   3 3 4     5BASTR Basic Training 5.00 O     2,5 2,5     KLASSELED Professional Subjects - Class Management and Learning Processes 10.00 O     10       15Fagdid PROFESSIONAL SUBJECTS: Subject Didactics Topics 15.00 O     2,5 12,5     LÆRMILJØ Professional Subjects: Learning Environments and Educational Processes 15.00 O         7,5 7,5 15BAC Professional Subjects: Bachelor’s Thesis 15.00 O         7,5 7,5 Total: 30 30 30 30 30 30 *) O - Mandatory course, V - Optional course

Activity Studies Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) Total: 0 0 0 0 0 *) O - Mandatory course, V - Optional course

The study program comprises 120 ECTS in practical and aesthetic subjects and 60 ECTS in professional subjects. The study program must include 90 ECTS in activity studies and 30 ECTS in basic subjects. Subject didactics adopts a holistic approach to the school’s collaborative nature, constitutes 30 ECTS in the study program, and is integrated into all subjects in the study program. The practical training is 70 work days in the practical training schools.

1^st year

• Professional Subjects 5 ECTS
• Basic Subjects 30 ECTS
• Activity Studies 25 ECTS
• Practical Training: 1+1 weeks

2^nd year

• Professional Subjects 25 ECTS
• Activity Studies 35 ECTS
• Practical Training 4 + 3 weeks

3^rd year

• Professional Subjects 15 ECTS
• Bachelor’s Thesis 15 ECTS
• Activity Studies 30 ECTS
• Practical Training 4 + 1 weeks

Internationalization

Teacher education institutions must facilitate opportunities for students to gain an international perspective in their studies and teaching work. The institution must also ensure that students are given the opportunity to take part of their teacher education abroad and ensure that the studies abroad are recognised and approved as part of the study program and practical training requirement. At Telemark University College, students are offered the opportunity to study abroad in the fifth semester.

Teaching and Learning Methods

The study programme includes varied teaching and learning methods which are described in the individual course descriptions. Project work and teaching practice form two important aspects of the programme. The faculty arranges seminars and theme days which focus on working together with parents, cooperation between schools and sports clubs and associations, and coordination between schools and the local community. There is an emphasis on excursions all year round.

Theory and Practical Training

The National Curriculum for Subject Teacher in Physical Education and Sports Subjects (2013) § 3 section 3 describes the structure and content of the student’s teaching practice. The curriculum stipulates that practical training should consist of 70 days (14 weeks) over the course of the three year study program.

The Faculty of Arts, Folk Culture and Teacher Education (EFL) distributes the period of practical training in the following manner:

• 1st year: 2 weeks
• 2nd year: 7 weeks
• 3rd year: 5 weeks

The study program emphasizes the relationship between theory and practice in all courses and subjects.

Assessment Methods

The assessment methods are varied and reflect the study program's teaching and learning methods. There are varied methods of documenting and assessing academic work, related to the nature of the courses and subjects; please refer to the individual course descriptions.

The study program emphasizes the relationship between assessment for learning and assessment of learning.

The study program emphasizes progress over the course of the program. Consequently, all 1st year courses must be passed prior to commencement of the 3rd year of study.

§6 ENTRY INTO FORCE AND TRANSITION REGULATIONS

These regulations came into force on 1 August 2013. Students who follow the former curriculum have the right to take examinations in relation to this up until 1 August 2018. After this date, the curriculum for the 3 year subject teacher study programme adopted on April 3, 2003 is no longer valid.

Suitability

Suitability assessment is part of the overall assessment of the candidate’s professional, educational and personal qualifications to work as a teacher. Continuous assessment takes place throughout the study program. (cf. Regulations for Suitability July 2006).

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