Course Objectives

Introduction

This curriculum is based on the National Curriculum for BA Subject Teacher: Physical Education approved by the Ministry of Education and Research 3^rd April 2003.

Being a teacher in today’s society requires skills in several fields. First, teachers are required to have thorough knowledge of the subjects which they intend to teach. The teaching profession also places emphasis on didactic skills which are necessary for helping children and adolescents to develop their characters and contribute to society in a meaningful way. Teachers also require a high degree of social skills in facing the many challenges they meet in their interactions with colleagues, parents and pupils of differing backgrounds and experiences. Today, teachers should also possess development and change skills so they are able to participate in the renewal of the school’s content and teaching and learning methods. In a pluralistic society that embraces different cultures, perceptions, attitudes and forms of expression, the teacher must also be an active co-player supported by a clearly formulated professional competence.

Consequently, Pedagogy is designed to promote coherence in teaching and helping students to develop an overall competence supported by practical training, subject studies and interaction with other students and teachers. In teacher education, pedagogy is an important complementary subject and helpful to students working on their Bachelor’s thesis.

Pedagogy focuses on how people develop and learn through interaction with their surroundings; the subject includes history of the school, didactics, philosophy, psychology and sociology. These educational disciplines will help to provide a basic understanding of children and young people’s development and learning. Students will develop knowledge, skills and attitudes, which will help them develop a professional foundation for their future careers in primary schools, secondary schools, adult education programmes and other educational contexts. Expertise will be developed in working with educational topics that will stimulate reflection on the relationship between theory and practice. The course will be based on the following three competence aims:

• The teacher and the pupils
• The teacher and pupil in the organisation
• The teacher, pupils and society

Under each of the themes a target area is formulated related to various sub-themes. The goal of the competence aims is to provide guidelines for the students’ learning processes, and to make explicit the overall criteria for assessment. The competence aims are described in the National Curriculum (2003).

Course Description

15 ECTS, 2nd year of study

“The teacher and pupil in the organisation” is an overall theme in the second year of study. Emphasis will be given to the teacher’s role: the teacher as relationship-builder, and the teacher as leader. Competence goals, as presented below, provide direction for learning and assessment work in pedagogy in the second year.

The teacher as relationship-builder

Students will be able to:

• Communicate with the individual pupil and reflect on their attitudes concerning gender equality, equity and cultural diversity.
• Analyse the individual child’s needs by using observation, listening, understanding and respect.
• Relate to different pupil abilities, and work in learning environments and conditions that apply to different types of schools and individual schools.
• Reflect on their own behaviour and working methods.
• Encourage pupil participation through their involvement in discussion and decision-making relating to social and professional relationships in school.
• Show understanding of the importance of quality in the school - home relationship for children’s academic and social development.

Teacher as leader

Students will be able to:

• Interpret the educational system’s fundamental values and be able to reflect critically and constructively on the tasks and responsibilities of schools and teachers.
• Analyse curricula and organise the school day in line with the objectives of the current curriculum.
• Plan, implement and assess teaching and learning relating to the child and culture.
• Encourage and facilitate individual learning through adapted learning strategies.
• Provide care and support / provide assistance to children in crisis and critically evaluate and implement measures in conjunction with behavioural problems such as bullying (joint responsibility with Subject Didactics).

In the second year, Pedagogy and Subject Didactics will collaborate on the theme “The teacher as class leader”.

15 ECTS, 3rd year of study

The third year will focus on: “The teacher, pupils and society”, and, “The teacher, pupils and teaching”, which are overall pedagogical themes.

The themes include basic knowledge and understanding of schools and development, with emphasis on the historical, philosophical and social perspectives. Competence goals, as presented below, provide direction for learning and assessment work in pedagogy during the third year.

The school in society

The student will:

• Acquire current knowledge concerning the development of Norwegian primary schools.
• Be able to reflect on the relationship between school and society from historical, philosophical and social perspectives.
• Be able to analyse and reflect on how the teacher and pupil role has changed and is changing in step with changes in society.

Teachers, pupils and society

The student will:

• Acquire knowledge of the entire educational process from kindergarten to secondary school, and be able to cooperate in the facilitation of successful transitions between the various levels.
• Show understanding of the various socialisation factors and how these affect pupils’ development and the teacher’s own didactic choices.
• Be able to use ICT as a natural part of learning activities, and gain insight into how ICT affects learning quality, student motivation for learning and learning outcomes.

Teacher as developer

The student will:

• Become familiar with basic research methods and be able to apply these in basic research and development projects.
• Be able to analyse and utilize the results of various test and assessment methods used in the evaluation of the school, teachers and pupils.
• Be able to actively participate in educational development, both in the school and in subjects.
• Be able to reflect on, and deal with, the problem of integrating theory and practice.

The third year of study includes the interdisciplinary theme: “The school and the local community”.

Learning Methods

The students will actively participate in planning, organisation and assessment of the study programme, and relate studies to practical training. The organisation and teaching and learning methods should be arranged in such a way that the students experience a natural progression throughout the course of studies - with an emphasis on basic skills in the beginning, and a focus on more demanding skills further on in the study programme. The teaching and learning methods will be specified in more detail in the theme and semester plans. Students may also refer to the teaching practice plan which describes the organisation of the practical training.

The tasks a teacher must master in the exercise of his/her profession requires knowledge of varied teaching and learning methods; the study programme includes: self-study, lectures, observation, supervision, and tasks related to the practical training, using digital tools, oral and written presentations and group work etc. During the course of the study programme the semester plan may include reading periods; the number of weeks will be specified at a later date.

Problem-based learning is an important approach to pedagogy and in other subjects. In addition, there will be teaching of larger groups (joint-lectures and seminar groups), supervision in base groups and through individual work. Pedagogy provides an introduction to basic research-methodological topics, observation, and R&D methodology and project work. Knowledge regarding the use of digital tools will also constitute an important part of the study programme.

The study programme is vocationally oriented and practical training comprises an important focus. Students are responsible for acquiring the knowledge which the study programme covers. In order to acquire this competence active participation in the teaching and in the field of practical training is required; educational reflection and development are built on these two fundamental aspects.

Pedagogy - Subject Teacher: Physical Education at Telemark University College is structured as follows:

2nd. year: 15 ECTS credits (1st Semester 7.5 ECTS credits, 2nd Semester 7.5 ECTS credits)
3rd. year: 15 ECTS credits (1st Semester 7.5 ECTS credits, 2nd Semester 7.5 ECTS credits)

Information concerning mandatory requirements will be given in the semester plan. This normally involves group work, submission of academic work, participation in practical and academic work, etc. Beyond this, all work related to teaching practice, including, preparation and follow-up, is mandatory.

Assessment Methods

15 ECTS credits, 2nd year of study

Students must submit assignments during the academic year, two written individually and a group submission. The assignments may be revised after response / guidance from the teacher and / or students. The assignments may be related to the themes (and the competence aims). More detailed information will be given in the specific assignment question. A final individual written assignment, which comprises 15 ECTS credits, will be submitted and assessed with a lettered grade.

15 ECTS credits, 3rd year of study.

1st. semester: Group work: Problem-based project (15-20 pages). The assignment will be related to the 3rd year themes (and competence aims); assessed with a lettered grade (5 ECTS credits).

2nd semester: 6-hour individual written examination. Assessment is based on competence aims for 2nd and 3rd years; assessed with a lettered grade (10 ECTS credits).

Overview of requirements:

Students will receive a single grade on their final certification, graded A to F, where A is the highest grade and E the lowest pass grade. Each course unit must be given a passing mark in order for the major course unit to receive a passing mark.

Please refer to Telemark University College Examination Regulations for more information.

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