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Study plan - 1-year programme in educational theory and practice for vocational teachers 8-13

Autumn 2019

Learning outcomes

The candidate

- has knowledge of applicable legislation and governing documents relevant to professional practice

- has broad knowledge of professional subjects, pedagogy and professional didactics, working methods/tools and processes relevant for professional practice and is able to evaluate the need for HSE measures

- is able to view professional training and professional practice in a historical and cultural perspective

- has knowledge of the school's mandate, the value basis of the education and the holistic learning cycle from lower secondary school until completion of subject or vocational education (year group 8-13

- has broad knowledge of youth culture and youth development and learning in different social and multicultural contexts

- has knowledge of adolescents in difficult situations and their rights in a national and international perspective

- is familiar with national and international research and development work relevant to the teaching profession within the professional educational and professional academic area and is able to update their knowledge within the subject area



The candidate:

is able to apply their professional, educational, professional didactic and technological knowledge

- has the ability to plan, justify, implement, manage, evaluate and document relevant academic and vocational learning adapted to the pupils'/apprentices' needs

- is able to identify and work systematically with basic skills including professional didactic use of digital tools

- is able to evaluate and document pupils' learning and development, provide learning-oriented feedback and contribute to pupils/apprentices being able to reflect on their own learning

- is able to navigate academic literature and critically relate to information sources and existing theories associated with lower and upper secondary school and academic and vocational learning (year groups 8-13)

- masters relevant work processes, tools, techniques and forms of expression and is able to reflect on their own professional practice and adjust this with supervision

- is able to use and reference relevant research results to make reasoned choices and implement systematic professional academic and educational development work



The candidate:

- has an insight into relevant academic and professional ethical issues and is able to communicate key subject matter in Norwegian, both verbally and in writing, and through other forms of documentation

- is able to inspire pupils'/apprentices' learning, professional pride and professional identity based on academic insight, commitment and communication abilities

- is able to analyse their own needs for skill development and has the change and development competence necessary to meet future needs in school, work and society

- is able to facilitate entrepreneurship and innovation and involve local industry, society and cultural life in education

- is able to form good relationships with pupils/apprentices and create constructive and inclusive learning environments

- is able to build good relationships and collaborate with parents and other relevant partners


The education is based on the regulations for the framework plan for undergraduate teacher training for professional education for year group 8 ¿ 13.

The undergraduate teacher training is part-time study over two years with a scope of 60 study points. It consists of 30 pedagogy study points and 30 professional didactics study points.
The training consists of two subject groups, learning process management (main focus of subject 1 and 3) and the school in society (subject 2 and 4).

Both subject groups are linked to pedagogy and professional didactics, practice and the competence areas. The practice training will integrate the different components of the study in such a way that practice placement experiences and educational and didactic knowledge will appear as an interaction in the qualification for the teaching profession.

Practice training has a total duration of 300 hours.

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

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 lower secondary school.

Practice will be divided between Vg1 and Vg2 and/or Vg3 in the subject area for which the student has been accepted and will be linked to various parts of the school activities.

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


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


If the student takes part in the PPU study abroad the training must be in accordance with the institution's conditions for approval of the study.