Learning outcome

After the third year of study, candidates will have gained basic knowledge and understanding of the development of teachers’ professional role and identity. This involves having knowledge of the school as a learning organization and being aware of the school’s own culture and its importance for professional development. Candidates will have become aware of the role of professional ethics as the basis for teachers’ collaboration with other stakeholders in the school community.

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

Knowledge:

The candidate:

- Has knowledge of leadership theories, leadership roles and functions in the school

- Can explain the school as a complex organisation in continual development viewed from social, historical, cultural and global perspectives

- Can describe how to facilitate good transitions in the education system between primary and secondary education

- Can identify how school culture, teacher and parent collaboration has an impact on pupils’ learning/learning activities

- Can describe the school’s role in developing pupils’ understanding of democracy, identity and cultural identity

- Can explain the school’s significance for pupils’ aesthetic education

- Can explain how various types of conflicts and bullying can be prevented and managed

Skills
The candidate can:

- Analyse social structures in the classroom and make decisions that promote pupils’ learning

- Facilitate pupils’ understanding of democracy and values

- Plan, implement and evaluate development discussions to promote pupils’ learning

- Reflect on didactic and subject-didactic questions so as to facilitate the development of basic skills for pupils from different backgrounds

General competence
The candidate can:

- Analyse and reflect on the challenges of value choices made in teaching and communicate how they affect pupils’ learning

- Communicate with pupils and parents in a way that promotes cooperation and understanding regardless of culture, background, religion or gender

- Articulate and have a reflective approach to the challenges teachers face in an evolving global society

Course Description

PEL 103 focuses on the development of the teacher’s professional role and identity, the school as an organization, and collaboration with colleagues, parents and other key agencies outside the school.

Instruction in the course is based on national and international research, theory and relevant subject literature. Through the use of qualitative and quantitative research from the field of schools and teaching in the instruction at the college, students will develop a critical and reflective attitude to activities in primary schools.

Teaching and Learning Methods

Teaching will be conducted through lectures, seminars and group work. The course focuses on a close relationship between the student, the college teachers and the teaching practice school.

All the seminars are obligatory, as are the teaching-practice seminars, teaching-practice reviews, mentoring groups and similar activities. Compulsory instruction at the college is indicated in the semester plan. The college requires a minimum of 80% attendance.

Assessment Methods

Continuous assessment

The student must submit an individual written assignment related to the study programme’s topics. The assignment must be submitted and approved before the student will be permitted to sit the examination.

Final assessment PEL 103

Written, 3-day take-home examination; grade counts 100% of the final grade in PEL 103

The final grades for each subject (PEL 101, 102, 103, 104) will be indicated on the diploma.

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