LU1-PE315 Pedagogy and student knowledge 2a, 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. Other study years will focus on the pupils' academic, social and personal development. 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. Here there will be 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. A common theme of the third study year will be insight into the school as organisation and collaboration with colleagues, parents and other key stakeholders outside the school. 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.

The development of the teacher's professional role and identity

The subject builds on the two first subjects and deals with changes in the teacher an pupil role in a historical, philosophical, social and international perspective. This entails knowledge on the school as an organization, professional development work and occupational ethical awareness as a basis for teachers' cooperation with pupils, colleagues, parents and various institutions. This is also the main area for cooperation with practical training. Students will use both language forms, nynorsk and bokmål, in their written work.

Learning Outcome

  Knowledge

The student

• has knowledge about the school as a complex organisation, its framework conditions and management structure, on cooperation with future colleagues in the school, pupils, parents and relevant institutions outside the school, and the significance it has for the pupils' learning and development
• has knowledge on social, linguistic, cultural and religious diversity to support the pupils' learning in an inclusive school characterised by dialogue, tolerance and respect for the individual, and place this in an ethical perspective
• has knowledge on the significance of fellowship for the pupils' learning processes
• has knowledge on how conflicts and bullying can be prevented and handled
• has knowledge on the transition between kindergarten and school and between primary and lower secondary.
• has knowledge on central phases and strategies in the school's historic development, and on the school's and education's mandate and function at different times in Norway
• has knowledge on democracy, formation and the development of identity, and the significance this has for the school's activity in an internationalized world
• has knowledge on the school as an institution in society, and understands cooperation processes at different levels to better facilitate the pupils' learning

Skills

The student

• can, based on knowledge of social systems, critically analyse interaction in classes and groups of pupils and make decisions that stimulate the pupils' learning
• can stimulate understanding of democracy and democratic participation and make justified value choices
• can plan, implement and assess parent-teacher meetings
• can reflect on didactic, disciplinary didactic and school-related issues linked to pupils with different backgrounds in light of work with basic skills
• can facilitate aesthetic perception, experience and realization
• can exploit local working, culture and social life in the pupils' learning processes
• can master both language forms, nynorsk and bokmål

General competence

The student

• can actively relate to how professional value choices influence the pupils' learning work and can communicate and analyse occupational ethical challenges with the home, colleagues and other partners
• can promote dialogue, mutual tolerance and respect in learning fellowships characterized by linguistic and cultural diversity
• has insight into the teacher role's development and the challenges the teacher faces as educators in a pluralistic and internationalized society
• can reflect on own learning and competence requirements in connection with the profession as teacher and own professional development as teacher

Entry requirements

LU1-PEL115 and LU1-PEL215 or LU1 - PE115, LU1-PE215, or equivalent

Recommended previous knowledge

Ingen

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/conferences

All study requirements are specified in the semester plan

Assessment

 Oral exam

Examination support material

Ingen

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