MASPEL-PRA01 Teaching Practice 1. Year - 1-7 Master

Contents and structure

Practice will be relevant to and integrated in all subjects and should be viewed as a learning arena equivalent to teaching at the university college. All students will teach subjects that they have been taught, while the practical periods are also intended to provide experience of the totality of the subjects that pupils encounter.

 

The practical training will be supervised, evaluated and varied. Supervision and evaluation of students in practical training is a shared area of responsibility for the subject teachers in teacher training.

First year practice in the master's should be viewed in context with the practical teaching in the primary and secondary school teacher training and is approved as 4th year practice for primary school teacher 1-7.

 

Practice will have particular emphasis on development work in schools and teaching and must also include the following themes:

- The teacher's rights and duties, teaching at organisational level and in professional communities

- School and pupil democracy, parents' and pupils' rights

- Collaboration with parents, PPT and other parties

- Quality systems as a tool for learning and school development

- Collaboration with the local entrepreneurial community

- Transition between year stages

- Research-based knowledge as the basis for change and development in school

- Local curriculum and development work

Learning Outcome

The candidate

• has knowledge of quality systems as a tool for learning and school development
• has knowledge of the teacher's rights and duties and of teaching at organisational level
• has knowledge of research and development work in school
• has knowledge of the school as an organisation and community institution

 

SKILLS

The candidate

• is able to plan, implement and evaluate the teaching for pupil groups of different sizes, independently and together with others and to include practical-aesthetic subjects and learning processes in planning and implementation
• is able to plan, implement and evaluate teaching in the subjects with focus on practical/aesthetic learning processes, etc.
• is able to plan teaching based on plans for different periods
• is able to plan and evaluate parent meetings and development meetings with pupils
• be able to participate in local curriculum work
• is able to collaborate with colleagues, school management, parents and other parties involved in school, with a focus on practical/aesthetic subjects and learning processes
• is able to identify bullying via digital media and harassment based on theory and research and discuss ways in which this can be managed
• is able to evaluate and contribute to the development of the school's learning environment using practical/aesthetic subjects and learning processes based on theory

 

GENERAL COMPETENCE

The candidate

• is able to evaluate the school in relation to the community mandate
• has well-developed communication and relationship competence
• has developed their teacher identity based on professional and ethical perspectives
• has a critical distance to the exercise of their own profession

has knowledge, commitment and methods to further develop themselves, their profession and future place of work through collaboration with colleagues and external parties

Entry requirements

1, 2 and 3-year practice in primary school teacher training.

Recommended previous knowledge

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Teaching methods

Practice teaching will form the basis for a reflection process in which the candidates must explain their choices with regard to planning, implementation and evaluation of teaching and learning. This will be done by means of the candidates' use of individual written practice folders

Compulsory learning activities

Approved and passed community practice

Approved practice, spring semester

Assessment

10 days of teaching practice

Examination support material

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More about examination support material