LU2-PE215 Pedagogy and student knowledge 1b 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 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.

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

Learning Outcome

The student

• has knowledge about the school as a complex organization, 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 characterized 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 primary and lower secondary and lower secondary and upper secondary school
• 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

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

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

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Recommended previous knowledge

LU2-PEL115

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. The student must use both language variants in different tasks.

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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