LU2-PE115 Pedagogy and student knowledge 1a, 5-10

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. Development of the student's professional knowledge with emphasis on relation competence, motivation and mastery. 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 teacher training for years 5-10 it will throughout the education be important to contribute to the candidates' understanding of the five basic skills as central elements in 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, one will deal with common and central themes such as values, objective, work and assessment methods and the students' professional development.

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. The education with emphasize creative learning processes and varied work methods directed at this age group, including entrepreneurship and choice of education. Other study years will focus on the pupils' academic, social and personal development, identity development and youth culture. 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. 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 5 - 10 will appear in semester plans and reading lists.

The teacher's adaptation for the pupils' learning and development

The subject highlights the teachers' work in their encounter with the pupil, pupil group and learning materiel. The main focus is on planning, implementing and assessing learning work. The significance of teachers' actions to lead, stimulate/motivate, vary, activate and provide direction for learning for all pupils in years 5 - 10 is central, and is the main area for cooperation with practice training and the other subjects the students encounter in the first year.

The subject should deal with the teacher's skills in heading classes and teaching progression such that all pupils benefit from the learning work. The subject should deal with central issues concerning the teaching's objective, form and content and the specific practical challenges in the teaching profession.

Cooperation with the other subjects the students encounter in the first year and the practice field are therefore central. Through the subject of drama, the students can develop different aspects of their professional competence in terms of communication, direction and drama as method.

 The subject is based on the two first subjects and concerns changes in the teacher and pupil roles 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.

The students must use both language variants; nynorsk and bokmål in their written work.

Learning Outcome

Knowledge

The student

• has knowledge on heading classes, varied work methods and assessment forms in the school
• has knowledge on learning, learning processes and motivation
• has knowledge on the basic skills and how these may be developed
• has knowledge on the use of digital tools
• has knowledge on relations between the teacher's direction of learning work, development of a good learning environment and an inclusive learning fellowship
• has knowledge on the content in and justifications for the central steering documents that regulate the school's operations and on challenges that lie in the realization of their intentions
• has knowledge on basic occupational ethical principles and dilemmas that regulate teaching and learning in school
• has knowledge on systematic observation of the pupils' learning work
• has knowledge on the use of drama in primary and lower secondary school

Skills

The student

• can plan, head, vary and assess learning work
• can facilitate progression in the pupils' learning and development of basic skills
• can explain relations between academic content, work methods and assessment
• can facilitate wonder and learning dialogue in the pupil fellowship
• can evaluate different learning aids and reflect on didactic opportunities through the use of ICT
• can conduct curriculum analyses with emphasis on the basic skills
• can use storytelling and dramatic forms of expression in teaching
• can maintain the creative and aesthetic dimension in teaching

General competence

The student

• can assess, supervise and provide care to the individual pupil
• can reflect on own professional knowledge with emphasis on relation competence
• can understand links between relevant research and opportunities in educational practice
• can inspire pupils to take responsibility for own learning and stamina in own learning work

can identify own learning and competence needs in relation to the teaching profession

Entry requirements

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Recommended previous knowledge

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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 drama course

Mandatory participation in seminars/conferences

Mandatory participation in lessons 80%

All study requirements are specified in the semester plan.

Assessment

 written exam and portfolio

Examination support material

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More about examination support material