DLU1-PRA5 Teaching practice 5. year 1-7

Contents and structure

Practice must be an integrated part of all studies in the primary and lower secondary teacher training. Practice must be relevant for and integrated in all subjects, and is to be viewed as a learning arena on a par with the teaching at the university college. All students will teach subjects that they have been taught, while the practice periods are also intended to provide experience of the totality of the subjects that pupils encounter.

Practice training must be guided, evaluated and varied. Guidance and assessment of students in teaching practice is a common area of responsibility for lecturers in teacher training (of both teaching and education and pupil knowledge), practice teachers and rector.

Comprehensive and continuous teacher training, the linking of theory and practice and cooperation on guidance and evaluation assumes that the lecturers in teacher training take part in long-term cooperation with the practice institutions and with the students on teaching and other practice work. This collaboration will include the exchange of knowledge and teacher strengths in a way that ensures that activity and development tasks in the practice field are drawn into practice preparations in teacher training.

The disciplines in primary and lower secondary teacher training will be differentiated towards the stages for which the education provides a qualification. Education for years 1-7 must emphasize teaching beginners and subjects at the primary level. Progression must be facilitated in the training of basic skills, from the lowest to the highest levels within the relevant year range for the profile, and the student must acquire knowledge on the transition from day care to school and from the upper primary to lower secondary levels.

Practice in school

By practice in school we mean practice in primary and lower secondary school. The course of education for stages 1-7 will cover both 1-4 (lower primary) and 5-7 (upper primary). School practice includes teaching and all activities that are covered by primary and lower secondary schools, that relate to the pupils and that normally involve teachers. In addition to teaching, this may include teacher meetings, school trips, visits to museums, school camp, activity days, parents' meetings, collaboration meetings between the school and other bodies and various projects relating to teaching work and the class environment. Practice in primary or lower secondary school in another country in connection with international exchange visits or international semesters may be approved as part of the 100 days' practice, on condition that the ordinary requirements for teaching practice are fulfilled.

 

Education here should be characterised by close interaction with the professional field and the community that the school is part of. The transition from day care to school and insight into day care as a stage for learning is important for a good start, content and work methods in the first years of primary school. 

 

 

Scope: 10 days

Stage: 1-7.

The Fifth and sixth study years the students will continue work with the main themes from the first, second, third and fourth study years. A new main theme for practice training for the fifth and sixth study years is the school as an organization, the professional fellowship and cooperation with parents and other central organizations outside the school. This is about:

- The teacher's rights and obligations, the teacher's work at the organization level

and in professional fellowships

- The quality system as a tool for learning and school development

- Collaboration with the local entrepreneurial community

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

- Local curriculum and development work

Learning Outcome

KNOWLEDGE

The student¿

• has knowledge on the school as an organization and institution in society

SKILLS

The student

• can plan, implement and assess teaching
• can plan teaching based on plans for different periods

GENERAL COMPETENCE

The student

• has a critical distance to the exercise of one's own profession
• has well-developed communication and relations competence
• has developed a teacher identity based on academic and professional ethical perspectives

Entry requirements

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Recommended previous knowledge

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Teaching methods

Later in the course of study, the planning, implementation and evaluation of more extensive spells of teaching will be the key. The students will become familiar with schools as they are today, how they work as organisations, how they are equipped and how today's teachers work and teach. In the practice training one will facilitate a reflection process where the students must explain their choices with regard to planning, implementation and assessment of teaching and learning. This will be done by means of the students' use of individual, written practice folders. These follow the students throughout teaching practice and contain documents that are relevant to the students' work during practice periods. The most important thing about the practice folders is that they contain reflection about the student's own learning in practice.

Compulsory learning activities

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Assessment

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Examination support material

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