Introduction

Many are experts on teaching in the sense of having been taught. Becoming a good teacher is something quite different. There is no single recipe for crossing this gap. Becoming a teacher requires hard work, freedom from preconceptions and a thirst for professional challenges.

The General Teacher Education, 1-7, study programme will qualify successful candidates to teach in primary schools. The study programme places emphasis on academic breadth, and explores in depth how children and young people develop basic skills. It focuses on developing knowledge among students in a close interaction between teachers, students and practice schools. The development of close relationships between students and teachers together with close supervision is one of the basic principles of the study programme.

Target Group and Admission Requirements

General admission requirements / prior experiential learning, minimum 35 school points and a minimum grade 3 in mathematics and Norwegian.

Aim of the Programme

The curriculum for General Teacher Education, 1-7, is based on the national curriculum (2010).

The student teacher is a future cultural worker who learns both from subjects and about subjects. The study programme is designed to increase professional pride and identity.

Professional education

The General Teacher Education, 1-7, study programme is a professional education that combines courses in various subjects, subject didactics, pedagogical theory and supervised teaching practice in schools. Professional teaching is achieved both through understanding the subject areas and by acquiring insight through actual practice in teaching subjects.

The following areas of education form the core of the study programme and are developed in the teaching practice school and in the university college: subject and didactic expertise are developed through the study of the subject areas; leadership and social skills are developed through communication and empathy; change and development skills are developed by adapting to a constantly-evolving field of education; and professional ethics are developed through encountering and interacting with the professional diversity of views at both institutions of learning.

Pedagogy in Teacher Education will provide students with an understanding of how children learn and develop. It covers general didactics, content and methods in primary education, the teacher as leader and the social role of schools.

In subject studies, students will develop solid academic knowledge, which is a prerequisite for effective teaching and learning. Subject didactics in all subjects builds a bridge between the academic subject area and how the subject is taught in schools, and addresses the subject’s character, content and teaching and learning methods.

The university college and the training school address the Knowledge Promotion Curriculum and the relationship between academic subjects, college subjects and school subjects; and elucidate important changes in professional roles, multicultural perspectives, Sami conditions, adapted learning, assessment and fundamental values in the teaching profession.

The basic skills – being able to express oneself orally and in writing, reading and using arithmetic, as well as digital tools – are included in the study programme in that each subject is responsible for the students being able to acquire knowledge about how they can facilitate pupils’ development of these skills in the individual subjects. Pedagogy in Teacher Education (PEL) and Norwegian have particular responsibility in this area.

The period of teaching practice comprises 100 days spread over four years (1st year: 30 days, 2nd year: 30 days, 3rd year: 25 days, 4th year: 15 days).

Learning outcome

Candidates who have completed the General Teacher Education: Years 1-7 study programme will have attained the following learning outcomes as defined in terms of knowledge, skills and competences:

Learning outcomes for candidates (General Teacher Education: Years 1 – 7):

The 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 programmes:

Knowledge:

The candidate:

- Has knowledge of the school and the teaching profession’s characteristics, as well as their history, development, and place in society

- Has knowledge of the relevant statutory framework, including the school’s objectives, values, curricula and the rights of pupils

- Has knowledge of curriculum work and the school as an organization

- Has knowledge of children’s education, development and education in social, multicultural and multilingual contexts

- Has knowledge of classroom management and the classroom environment and the development of good relations with pupils and among pupils

- Is aware of the importance of, and prerequisites for, good communication and cooperation between the school and the home

- Has knowledge of a wide repertoire of working methods, learning resources and learning contexts, and the relationship between objectives, content, working methods, assessment and the individual pupil’s abilities

- Has knowledge of child and adolescent developmental environments, as well as equal opportunity and identity issues

- Is aware of issues surrounding children in difficult situations, and of children’s rights in national and international perspectives

- Has knowledge of 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

- Can facilitate and lead effective and creative learning environments

- Can facilitate aesthetic expression, experience and knowledge

- Can adapt instruction to pupils’ varying abilities and aptitudes, interests and socio-cultural backgrounds; motivate learning by clarifying learning goals; and use various methods to enable pupils to achieve these goals

- Can 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

- Understands the societal perspectives related to technology and media development (safe use, privacy, freedom of expression) and can help children and young people develop a reflective approach when using digital resources

- Can critically reflect upon personal and school practices in the further development of the teacher’s role and professional ethics issues

- Can master spoken Norwegian, written Norwegian (both Bokmål and Nynorsk), and can use the language skilfully in professional contexts

- Can evaluate and use relevant research findings and carry out systematic development work

- Can cooperate with parents and professional bodies to identify pupils’ needs and take action where appropriate

- Can facilitate the development of skills in entrepreneurship, so that local businesses, the community and its cultural life are involved in educational matters

- Has a good understanding of global issues and sustainable development

General competencies:

- Can contribute to the professional learning community with regard to further development of good practices and professional ethics

- Can stimulate understanding of democracy, democratic participation and critical reflection adapted to the year which is being taught

- Can strengthen the international and multicultural dimensions of the school’s work and contribute to the understanding of the Samis’ status as indigenous people

- Can identify their own learning needs and skills related to the teaching profession

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

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         MAT 101 Mathematics 1 Module 1: Numbers, Geometry and Measurement 15.00 O 7,5 7,5             MAT 102 Mathematics 1: Module 2 - Algebra, Functions, Statistics and Probability 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             Total: 0 0 0 0 0 0 0 0 *) O - Mandatory course, V - Optional course

Elective Courses Year 3 & 4 Code Course title Credits O/V *) Credits pr. semester   S1(A) 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   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   MUS 101 Music 1, autumn 15.00 V   MUS 102 Music 1 - spring 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   Total: 0 *) O - Mandatory course, V - Optional course

Elective courses In the third (3ALU) and fourth year (4ALU) of the study programme students select new subjects which they plan to teach in the primary or lower secondary school, or they may build further on obligatory subjects. In the elective part of the programme at least 60 ECTS must be chosen from obligatory subjects in the primary or lower secondary school; the rest may be chosen from subjects that are relevant to the subject areas taught in schools. The selection of 60 ECTS courses will provide future teachers with professional expertise for teaching the respective subjects at all levels in primary and lower secondary schools. It is important that students seek advice when making their selection. Some courses are taught at the Notodden campus, and others at the Porsgrunn campus. Certain courses are only offered if sufficient applicants enrol.

Elective courses In the second year of the study programme, students select new subjects which they plan to teach in the primary school, or they may build further on obligatory subjects. In the elective part of the programme at least 90 ECTS must be chosen from obligatory subjects in the primary school; the rest may be chosen from subjects that are relevant to the subject areas taught in schools. Selection of 60 ECTS study units provides great professional expertise and all students must have one subject area with at least 60 credits. It is important that students seek academic guidance for this choice. Some courses are taught at the Notodden campus, and others at the Porsgrunn campus. Certain courses are only offered if sufficient applicants enrol. Elective subjects in the lists above will be offered as part of the General Teacher Education studies in autumn 2010. The course descriptions for elective subjects beginning autumn 2011 will be revised January 2011. The General Teacher Education, 1-7: The following are obligatory subjects: Mathematics (30 ECTS), Norwegian (30 ECTS) and Pedagogy in Teacher Education (PEL) (45 ECTS) including the Bachelor’s Dissertation (15 ECTS). Elective courses comprise 120 ECTS. For a selection of teaching subjects please refer to the list of elective courses. The study programme comprises four teaching subjects, one of which should be at least 60 ECTS credits. Study model: Year Subject 1 Norwegian 30 ECTS Pedagogy in Teacher Education (PEL) 15 ECTS Mathematics 15 ECTS Practice 2 Mathematics 15 ECTS PEL 15 ECTS Teaching subject 30 ECTS Practice 3 Teaching subject 30 ECTS PEL 15 ECTS PEL, Bachelor’s Dissertation 15 ECTS Practice 4 Teaching subject 30 + 30, 1-year programme or Master’s Practice

The General Teacher Education, 1-7, study programme is a full time 4-year course of studies of 240 ECTS credits. Of these, 120 ECTS credits comprise obligatory courses and 120 ECTS credits, elective courses. Of the elective courses, at least 90 ECTS credits must cover primary school subjects.

Candidates will gain their teaching qualifications after four years of study. The study programme includes an introduction to basic ethics, research methodology and scientific theory.

In the third year of studies, students will complete their Bachelor’s Dissertation which comprises 15 ECTS credits. The Dissertation should include Pedagogy in Education (PEL) and have a professional focus. This means that it should be linked to the period of teaching practice, or other aspects of school activities. Thematically, the Bachelor’s Dissertation should be anchored in the student’s teaching subjects of the first three years and / or PEL.

The various subject groups working on Bachelor dissertations and the students themselves choose the theme for the dissertation. The choice of theme will determine which supervisor is appointed.

Teaching and Learning Methods

In the study programme, the student is followed up by the both the contact-teacher and the teaching-practice mentor. Each student group is allocated a contact-teacher who has a supervisory responsibility.

The programme’s teaching and learning methods relate to both single and multi-discipline subjects and an important aim of the programme is to stimulate critical reflection by means of creating interest in the subjects. The teaching and learning methods include:

• Polyphony
• Narration
• Specialisation

Much of the time allocated to the programme subjects is spent on reading and working with theory, tools and texts. 60 ECTS courses comprise a study-year of 1500 hours; 1 ECTS comprises 25 hours’ study. The subject teacher’s and teaching-practice mentor’s role is to support students in their studies so that they gradually become familiar with the diversity of the profession. Teaching will alternate between lectures, seminars, group work and individual supervision at the campus, in the training school, and online via Fronter. Students will identify their learning aims and participate in learning counselling. Students will actively work with teaching assignments and supervision at the training school.

The study programme uses Fronter, which complements the teaching on campus and the training school. Students must have a laptop computer equipped for wireless access.

Internationalisation

The study programme provides students with the possibility of taking 30 ECTS (one semester) at an educational institution abroad. The Faculty of Art, Folk Culture and Teacher Education has reached agreements with institutions in Scandinavia, Europe and the US through the exchange programmes Socrates/Erasmus and Nordplus. The agreements cover all subject areas. The student may obtain a scholarship to study abroad from one to twelve months. The principle of time parity applies, i.e. the time spent studying abroad is equivalent to the time that would have been spent in the Norwegian institution. In order to participate in this programme students must have successfully completed one year of full time studies at the university college level.

Theory and Practical Training

The study programme offers the student many opportunities of developing new cooperation between schools and the university college, studying various subjects, meeting supervisors and using various “teaching-voices”. This will provide them with a solid foundation for reflecting upon the relationship between theory and practice.

Teaching practice is obligatory and has a duration of 100 days spread over four years, and students will participate in supervised teaching practice of various types: school “take-over”; classroom teacher practice and subject didactics practice.

The teaching practice and subject teaching will strengthen the student’s ability to interpret and reflect upon their own classroom teaching as well as the teaching of others. The training school and the university college will contribute to students developing skills that will enable them to master the various duties and responsibilities that are apportioned to a qualified teacher. Each student group will be allocated to a training school throughout the academic year.

Assessment Methods

Assessment on the programme is carried out during activities at the training school and the university college.

An important aspect of the professional focus of the programme is to impart the joy of teaching, as well as individual written work, which forms a basis for both continuous and final assessment.

The programme includes various forms of documentation such as digital work portfolios created individually or in groups; oral presentations; dramatisations; demonstrations; and exhibitions. Various forms of feedback will provide students with training in justifying, mediating and documenting their work. The programme’s teaching, learning and assessment methods will contribute to the student being able to use the period of teaching practice to try out new theories, learn to work independently and in groups, and achieve progression in his/her studies. For assessment methods of the various courses please refer to the course descriptions.

Quality and suitability

In order to assure the quality of the study programme the following measures will be implemented:

Individual teaching plans will be drawn up, and there will be individual and group supervision, evaluation of the studies in an academic affairs committee, planning and assessment in the year-levels and seminar groups, meetings with representatives and external evaluation of the study programme at least once every five years.

The student can expect that the faculty will:

• Provide information on course material and academic expectations.
• Provides relevant teaching, supervision and examinations that correspond to the curriculum.
• Organise varied types of examinations.
• Provide objective and fair assessment.
• Organise learning supervision.

The faculty expect that the student will:

• Organise their time effectively, read the necessary course literature and be well prepared for lectures and other learning activities.
• Complete assignments and comment on the assignments of other students.
• Cooperate with other students and participate actively in the teaching.
• Be active in academic discussions and use Fronter effectively.
• Participate in learning counselling and identify their learning aims.

The suitability assessment is included as part of the total assessment of the student’s professional and personal aptitude and pedagogical skills which will enable him/her to function as a teacher. Continuous assessment of suitability will be carried out throughout the whole of the study programme (cf. Regulations for Suitability Assessment, July 2006).

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