Introduction

The curriculum for the four-year BA in Pre-School Teacher Education at Telemark University College builds on the national curriculum for pre-school teacher education, which was established by the Ministry of Education and Research on 4^th June 2012.

Target Group and Admission Requirements

General admission requirements/prior experiential learning.

Aim of the Programme

By graduation, the candidate will be able to organise and lead pedagogical activities for children. He/she will have knowledge and skills in management and cooperation with parents and be a constructive and reflective pre-school teacher. The candidate’s professional competence will be based on the kindergarten’s fundamental values and social mandate.

Learning outcome

Knowledge

The candidate has:

• Knowledge of kindergarten-related disciplines and educational work, and education through caring, play and learning
• Knowledge of the management of children’s play and learning processes, educational guidance, and dialogue with the home and other relevant partners
• Broad knowledge of children’s language development and bilingualism
• Knowledge of national and international research and developments relevant to the teaching profession in kindergartens, and can use this to update their knowledge in the field
• Knowledge of what characterises an inclusive, equality-oriented, multicultural, healthful and educational environment in the kindergarten.

Skills
The candidate can:

• Lead and motivate both individual and groups of children at play, wonder and in their learning processes, whilst taking into account children’s different abilities, aptitudes, interests and socio-cultural backgrounds
• Identify special needs of individual children and on the basis of professional evaluations implement measures to support their learning
• Lead and supervise staff, receive guidance, reflect critically on their practices and make necessary adjustments
• Interact with parents and the relevant agencies concerning children’s development, learning and well-being
• Encourage children to interact with nature and develop cultural experiences by focusing on creative activities, holistic learning and experience of mastery.

General competence
The candidate:

• Can plan, implement, document and reflect on educational work related to the kindergarten’s goals and tasks, based on research and experiential knowledge
• Has an understanding of, and insight into, professional-ethical issues, particularly those relating to responsibility, respect and power perspectives
• Possesses change and development expertise, and is able to lead development activities and contribute to new thinking and innovation in the kindergarten
• Can promote understanding of human dignity and democracy, particularly through children’s participation, in accordance with the values set out in the kindergarten’s statutory objective
• Can communicate key professional topics orally and in writing, and master the fluent use of Norwegian in professional contexts.

Curriculum and structure

The Pre-School Teacher Education study program is structured into six areas of knowledge, and also includes specialization courses and a Bachelor’s thesis. The first three years of study are structured in such a way to enable a period of mobility after the third year of study.

Supplementary course is chosen mid 5th term, while specialization courses are chosen before March 1st in 6th semester. All areas of knowledge including 5th semester must have been passed prior to commencing the final year of study.All areas of knowledge are professionally-oriented and designed to be relevant to kindergarten disciplines. The study program is founded on research-based knowledge and rooted in a research environment.

. Specialization courses are based on online teaching and workshops at the Notodden campus. In some cases, the specialization courses are based on regional workshops. Web training will be provided in 5th semester.

Internationalization

The study program offers the option of participating in student exchange programs in the eigth semester with foreign cooperative institutions, and also the possibility of field work abroad. The International Office is responsible for providing information and organizing student exchanges in collaboration with the study program coordinator and teachers of the specialization courses. It is also possible to carry out practical training abroad related to the knowledge area, Leadership, Cooperation and Development.

The study program has student exchange agreements with:

• Denmark and Sweden
• Belgium
• USA

The study program also offers the opportunity for fieldwork and practical training in:

• India
• China
• England
• The Nordic countries

Teaching and Learning Methods

Throughout the study programme, students will experience varied teaching and learning methods, which are described in the curricula of the various courses. Throughout the whole of the study programme, efforts will be made by the individual student, the student group, and the teaching team to relate the following elements to each other; theoretical knowledge, practical training and didactic reflection.

The study program uses the web-based learning environment Fronter. The BA-course and the specialization courses are based on online teaching and workshops and the students must have their own PC with internet access. Training will be provided.

Study program requirements
Attendance of lectures is compulsory, as is participation in practical training. This is specified in the various course descriptions and semester plans.

Student participation
By means of class and committee meetings and in other student groups, students will be able to contribute to renewing, changing and improving the study program and their own learning environment. All students are responsible for ensuring that the learning environment is a positive and informative one through active participation.

Theory and Practical Training

Supervised, varied and assessed practical training is integrated into all the areas of knowledge. The periods of practical training in the kindergarten are distributed throughout the first three years of study. Requirements regarding the level of skill will increase as the student progresses through the study programme. The practical training must receive passing marks before students can be awarded a diploma; please refer to the practical training notes for further information.

There is no practical training during 4th year, but collection of empirical data and field work related to the BA-course and specialization courses.

Assessment Methods

The forms of assessment are varied and reflect the study program’s learning methods. In other words, they include both practical and theoretical aspects and subject-specific characteristics.

The course plans describe the methods of assessment used.

The various assessment methods use either a graded scale from A to F, where A is the highest and E the lowest passing grade, or a pass/fail mark.
Students with special needs in connection with the examination may apply for more time and the use of examination aids; this application must be registered.

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

Suitability

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

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