LU1-PE215 Pedagogy and student knowledge 1b 1-7

Contents and structure

Education and pupil knowledge are general professional disciplines in teacher training. These must be unifying and represent the academic platform of primary and lower secondary teacher training, together with the other disciplines and practice teaching. A central focus area throughout the course will be to reinforce the students' education and professional identity with respect for different cultures and values.

 

The core of the subject is how upbringing and teaching can contribute to all pupils' academic, social and personal learning and development. Awareness of cultural variation in upbringing is vital in the encounter with Sami and other minority language pupils, where one must take into account both the specifics and also what is common for all children in Norway. Themes such as the inclusive school, diversity and adapted teaching are central here.

 

Endorsement by research-based knowledge and scientific thinking is a prerequisite for all disciplines of the subject. In primary teacher training for years 1-7, themes that relate to teaching at beginner's level, play and children's own culture will be central. Throughout the course of study, it will be important to contribute to the candidates' understanding of the five basic skills as central elements of the pupils' learning. Education and pupil knowledge is intended to provide a basis for critical analysis of the challenges that society, culture and politics represent for the teacher's role and for activities in school. In cooperation with the other subjects and the practice field, common and central themes will be addressed, such as values, objectives and forms of work and evaluation.

 

The themes and progression in the subject will derive from the various course plans. The first study year will focus on how the teacher facilitates the pupils' learning and development. There will be close collaboration here with drama and by means of exemplary teaching the students will encounter and try out creative, aesthetic and dramatic forms of expression and varied forms of work aimed at this age group. Other study years will focus on the pupils' academic, social and personal development, identity development and youth culture. Entrepreneurship and choice of education are central themes in this year. The third study year is a development of the teacher's professional role and identity and the school as organisation, school development and key themes of professional ethics. The 2nd and 3rd study years will see a close collaboration with religion, philosophy of life and ethics. This year is concluded with the bachelor's thesis, scientific theory and research methods.

 

There will be a close connection between content and working methods in teaching and pupil knowledge and practice teaching. In the first year, a common framework for this collaboration will be the introduction of teaching work, the didactic encounter between pupil, teacher and subject matter. In the second study year, the collaboration will be concentrated on the challenge that pupil diversity represents for work in school. In the third study year, insight into the school as an organization and cooperation with

colleagues, parents and other central institutions outside the school, will be a common denominator. In addition there is an assumption of cooperation on the Bachelor's thesis with both the practice training and with the education's subject teachers.

A more detailed description of the content of educational course 1 - 7 will appear in semester plans and reading lists.

This subject has the learning pupil at its heart. The main focus is on the facilitation of learning processes for individual pupils within a great pupil diversity in which every single child, with his or her own unique personal, social and cultural circumstances for learning, is part of the school community. There is an emphasis on multilingualism as an area in the teacher's facilitation of the tuition. Education and pupil knowledge is intended to develop the candidates' relational competence in the encounter with all pupils, parents and colleagues, and to provide conditions in which the teacher, independently and together with others, can handle complex issues in different teaching situations in order to encourage the pupils' maturity. The challenges that pupil diversity causes for teaching and learning is the main area for cooperation with the practice teaching. Topics such as socialising, cultural understanding, children's culture, diversity of culture, children's development and learning and adapted teaching will be central. Basic skills for all subjects are a relevant cooperation topic. There will be an important collaboration with religion, philosophy of life and ethics during this study year.

 

During this study year, students will use both language forms, nynorsk and bokmål, in their written work.

Learning Outcome

The student

• has knowledge of the diversity of family forms and children and young people's upbringing, learning, development and formation in various social, multicultural and multilingual contexts
• has knowledge of the challenges and opportunities the school faces in respect of pupils with special needs for adapted tuition
• has knowledge about children with multicultural and multilingual backgrounds
• has knowledge about the child as school beginner and about children's linguistic and terminological development as a basis for developing basic skills
• has knowledge about teaching for different pupil groups as beginners
• has knowledge about variations in gender identity and similarities and differences in boys' and girls' upbringing conditions
• has knowledge about children in grief and crisis, child abuse and other difficult life situations that children might face
• has knowledge of the media's influence over children and young people and about children's and young people's active participation in various media
• has knowledge about basic skills as a basis for the pupils' development of learning strategies and metacognitive understanding.
• has knowledge of the content of and reasons for the key national and international regulations governing pupils and their rights

 

The student

• Can communicate and use knowledge about children's and young people's development and analyse the educational consequences this may have for work in school
• can facilitate the pupils' learning on the basis of knowledge of pupil relations, communication, interaction and group processes
• can analyse the pupils' learning strategies and learning outcome with the aid of different forms of assessment and review methods and draw consequences for teaching work
• can give learning-oriented feedback
• can analyse popular culture media expressions and connect these with children's and young people's identity development
• can master both language forms, nynorsk and bokmål
• can perform teaching with the emphasis on progression in the basic skills

 

 

The student

• understands the significance of the school's framework factors in relation to the pupils' learning
• can reflect on the academic basis and maintain dialogue with pupils and their parents on the pupils' academic, personal and social learning and development
• can promote dialogue, mutual tolerance and respect in learning fellowships characterised by linguistic and cultural diversity
• can identify own learning and competence needs and development in relation to the teaching profession

Entry requirements

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Recommended previous knowledge

None

Teaching methods

The student will encounter different forms of exemplary teaching; creative, aesthetic and dramatic forms of expression, lectures, class labs, discussion/reflection sessions, cross-disciplinary work/activities, seminar contributions and work on various assignments in groups and individually.

Compulsory learning activities

Submission of written papers - individually and in groups

Oral presentation - individually and in groups

Mandatory participation in pre and post work practice

Mandatory participation in seminars/committee work/conferences (in the event of absence, other work)

Assessment

Practical individual oral exam

Examination support material

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More about examination support material