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Study plan - 1-year programme in educational theory and practice for general study teachers

Autumn 2019

Learning outcomes

The student


  • has a basic understanding of pedagogy as a subject
  • has knowledge of key theories associated with socialisation and identity development in children and adolescents
  • has knowledge of key theories associated with learning and motivation
  • has knowledge of the school's history, traditions, distinctiveness and place in society
  • has knowledge of key theories associated with the school as an organisation, school culture and school evaluation
  • has knowledge of basic terms in aesthetics
  • has knowledge of main terms within entrepreneurship
  • is familiar with research and development work in the fields that have been covered as part of the study
  • has knowledge of the teacher's different tasks and roles
  • has knowledge of relevant governing documents and the applicable curriculum
  • has knowledge of tools for planning and of different forms of teaching
  • has knowledge of class management, relationship development
  • is able to update their knowledge within the subjects covered in the study




  • is able to locate, evaluate and reference information and academic material and present this in a way that highlights an issue
  • masters relevant professional tools, techniques and forms of expression
  • is able to use planning tools to ensure that the knowledge of curricula and governing documents is used as part of a teaching programme
  • is able to reflect on their own academic performance in light of the requirements set out by the governing document in relation to inclusion and adapted learning
  • is able to reflect on their own academic performance and adjust this with guidance



General competence:

  • has an understanding of relevant subject and ethical work issues
  • is able to exchange views and experiences with others in the subject area
  • is able to update their knowledge within the subjects covered in the study
  • has insight into professional ethical issues associated with class management, adapted learning and inclusion of individual pupils
  • is able to communicate key academic material such as theories, issues and solutions verbally and in writing
  • is able to plan, implement and evaluate a teaching programme that extends over time in line with ethical requirements and guidelines, independently or in collaboration with a supervisor and other relevant partners


Contents: The undergraduate teacher training programme has a scope of 60 study points and consists of 30 educational study points and 30 didactics study points. Practical learning is integrated in the study units and corresponds to 12-14 working weeks (240 hours).

The education is based on research about learning, teacher competence and didactics. The ability to critically reflect on one's own experiences and academic issues is emphasised for the duration of the study. In the first year of study students will perform development work based on R&D methods for the implementation and critical reflection of such work.


Working and teaching forms

Teaching will be conducted in large and small groups. Guidance and follow-up associated with folder assignments and practice training will be given individually and in smaller groups. Problem-based learning will be used in academic and multidisciplinary contexts. ICT is a recurring theme in the study. Student-active learning forms are used based on research and understanding of adult learning.

Work associated with problem-based learning, group work and active and prepared participation in seminars is mandatory. The student must have submitted mandatory assignments meeting the stated deadlines and requirements.

The grade scale consists of the letters A-F or passed/failed. The grades A-E show that the student has passed the course whereas the mark F indicates that the student has failed. The grade C reflects a solid academic result.

Information about the evaluation programme can be found in the subject description and will be explained at the beginning of the semester. Please also refer to University College Stord/Haugesund's exam regulations.

Organisation and practical information about the course of study: 
The course of study spans four semesters and is organised using meetings and group work. Between meetings students will work independently and in groups. Guidance will be provided individually, in groups at meetings and digitally.


Fronter is used as the learning platform for the study.


In the first year students may have supervised practice in their own school. In the second year they will have supervised practice in a different school as well as field practice in vocational subjects in secondary school. Students working in vocational subjects will take their field practice in lower secondary school.

Practice will take place at approved practice schools that are part of a formal collaboration with HSH. Practice will be assessed by practice teachers and subject teachers from HSH.

Students must have access to a computer with an internet connection and must have basic knowledge in the use of ICT.

There is mandatory attendance at all meetings.

There is a requirement for 80% attendance at meeting-based training. Students must have submitted obligatory working requirements by the given deadline and received a pass mark on these in order to sit the exam.


Assessment methods: Various assessment methods are used in the study, adapted to the expected learning outcome and work methods used in the study.

Qualification assessment in teacher training

The teacher training institution is responsible for evaluating whether student teachers are qualified for the teaching profession. This involves a comprehensive evaluation of the student covering academic, educational and personal preconditions.

Practical teachers and subject teachers are all responsible for raising any doubts about the student's suitability as early on as possible during studies. Students and other employees may also notify of doubts. Such notifications must be made via the appointed institutional officer at HSH.

Students will receive more information about qualification assessment early in the course of study.

Determined by the Ministry of Education and Research on 30 June 2006 pursuant to the act dated 1 April 2005 no. 15 concerning universities and university colleges (university and university college act) Section 4-10, article 6, http://lovdata.no/dokument/SF/forskrift/2006-06-30-859