Study plan Lower secondary teacher education grades 5-10, session-based teaching ECTS Credits 240 Study level Four-year programme Teaching language Norwegian Faculty The Faculty of Education and Arts Course location Bodø Study model Expand all 1st study year Autumn 2016 Course id Course name ECTS Credits PED129L Pedagogy and pupil knowledge 1 (1/2) Ends spring 2017 PR121L Teaching practice grades 5-10; 1st year (1/2) Ends spring 2017 Elective courses 1 (click to choose) Spring 2017 Course id Course name ECTS Credits PED129L Pedagogy and pupil knowledge 1 (2/2) 15 SP PR121L Teaching practice grades 5-10; 1st year (2/2) 0 SP Elective courses 1 (click to choose) 2nd study year Autumn 2017 Course id Course name ECTS Credits PED125L Pedagogy and pupil knowledge 2 (1/2) Ends spring 2018 PR122L Teaching practice grades 5-10; 2nd year (1/2) Ends spring 2018 Elective courses 1 (click to choose) Spring 2018 Course id Course name ECTS Credits PED125L Pedagogy and pupil knowledge 2 (2/2) 15 SP PR122L Teaching practice grades 5-10; 2nd year (2/2) 0 SP Elective courses 1 (click to choose) Page 1 of 53 3rd study year Autumn 2018 Course id Course name ECTS Credits PED126L Pedagogy and pupil knowledge 3 (1/2) Ends spring 2019 PED127L Pedagogy and pupil knowledge 4 - Bachelor´s thesis (1/2) Ends spring 2019 Spring 2019 Course id Course name ECTS Credits PED126L Pedagogy and pupil knowledge 3 (2/2) 15 SP PED127L Pedagogy and pupil knowledge 4 - Bachelor´s thesis (2/2) 15 SP PR123L Teaching practice grades 5-10; 3rd year 0 SP 4th study year Autumn 2019 Course id Course name ECTS Credits Elective courses 3 (click to choose) Spring 2020 Course id Course name ECTS Credits PR124L Teaching practice grades 5-10; 4th year 0 SP Elective courses 3 (click to choose) Examination regulations, assessment and grading The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".Refer to applicable legislation, rules and regulations Qualifications requirements and regulations Refer to applicable legislation, regulations and related guidelines in addition to the National Curriculum Framework for Primary and Elementary School Education grades 1-7, and grades 5-7 where relevant. Subject descriptions (25) Page 2 of 53 Subject descriptions (25) Pedagogy and pupil knowledge 1 PED129L There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 1 PED129L ECTS Credits 15 Year of study 1st study year Bente Forsbakk Level Undergraduate Course location Bodø Course coordinator Course type Compulsory Faculty The Faculty of Førstelektor +47 75 51 77 07 Start semester Autumn 2016 Education and Arts Teaching language [email protected] Application deadline Course description The main focus in this subject is introduction to the teacher's role and the development of competence in being able to plan, carry out, and evaluate the work of teaching. This must build up from knowledge of the pupils' learning processes, individually and as a group, and on the meaning of social and cultural expectations. The teacher's actions in leading, stimulating, motivating the pupils so that they engage in the learning processes which create meaning, are central. It is equally important to develop the ability to reflect over choices and their reasons, and to be open to critical reflection in connection with the choices which are being made and have been made. Content, points of view in discussions, written work, practice and seminar are directed specially towards the stages 5 - 10. Costs There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. Learning outcomes On successful completion of the course the student should: Knowledge: have a basic knowledge of the teachers role have knowledge of the teacher's work, and its mandate from society have knowledge of the school's administrative statement and the challenges which are implied in realising the intentions have a basic knowledge of learning and learning processes, communication and group processes as a basis for the planning of teaching , and of basic abilities' meaning for all learning have insight into professional principles, and the dilemmas a teacher must tackle have a basic knowledge on class leadership, various forms of work and evaluation, and how teachers can build up a good and inclusive learning atmosphere, based on observation and knowledge of the pupils. Skills: be able to plan, give reasons for, lead and evaluate teaching exercises at basic level, and adjust for differentiation and progress in training in connection with children's different expectations (adapted teaching) be able to explain and understand the connection between the didactic categories' content, aim, method of work, evaluation, pupils' expectations and limiting factors be able to give simple learning-corrected reports, according to differing forms of evaluation be able to take part in simple teaching-plan analysis be able to assess the value of teaching materials for basic abilities and the competence goals of LO6, both generally and in regard to the subject curriculum. General competence: have insight into how one forms relations with pupils, guides them and assesses for further study have an insight into how one can stimulate the pupils' zest for learning, perseverance in study, and the feeling of responsibility for their own work in this field be able to reflect critically over his/her own, and others' teaching, and use relevant research for a basis on which to develop or change pedagogical practice Page 3 of 53 Course type Compulsory Prerequisites Lectures are open, but initiation in and use of other ways of working such as role-play, different kinds of tasks and project-work, attendance at groups and seminars, tutorials, and teaching practice, are reserved to students who are engaged in primary school and lower secondary school education. Mode of delivery Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and timetabled activity in the PELprogramme are therefore compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students who, because of unusual weakness due to illness, or for other serious grounds of welfare, have not been able to fulfil this demand for obligatory participation, different arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the study-goal in the subject shall be achieved. This possible alternative task, or studies, must done and approved before the concluding examination or exercise in the subject. Recommended prior knowledge Not applicable. Course evaluation The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Assessment and examinations Overlapping courses PED124Lv1 Pedagogy and pupil knowledge 1 - 15 study points. Course literature Bergkastet, I og Andersen, S. (2013). Klasseledelse. Varme og tydelighet. Oslo: PEDLEX Norsk Skoleinformasjon, Hele boka 69s Bjørndal, C.,R.,P. (2012). Det vurderende øyet. 2.utg. Oslo: Gyldendal Akademisk Hele boka 144s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget. Store deler av boka benyttes. Kap. kunngjøres ved studieoppstart når boka er utgitt. Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,6,7 198s Lyngsnes, K. og Rismark, M. (2014). Didaktisk arbeid. 3.utg. Oslo: Gyldendal Akademisk. Hele boka 198s Nordahl, T. (2013). Hva kjennetegner god klasseledelse? Lokalisert på http://www.udir.no/Laringsmiljo/Folg-Bedre-laringsmiljo- konferansen/Filmopptak-fra-konferansen/Hva-kjennetenger-god-kVideo 37 ½ min Postholm, M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Lærerarbeid for elevenes læring, 5-10. Kristiansand: Høyskoleforlaget. Hele boka 251s Slemmen, T. (2014). Vurdering for læring i klasserommet. 2.utg. Oslo: Gyldendal Norsk Forlag Hele boka 179s Utdanningsdirektoratet (2012). Klasseledelse. Lokalisert på: http://www.udir.no/Laringsmiljo/Bedre-laringsmiljo/Klasseledelse/ Opplæringsloven, forskrifter og LK06 (Kunnskapsløftet) Inntil 3 bokkapittel/artikler som legges digitalt på fronter Page 4 of 53 Pedagogy and pupil knowledge 2 PED125L There may be expenses in connection with planned excursions and fieldwork in addition to semester registration fee and syllabus literature. PEDAGOGY AND PUPIL KNOWLEDGE 2 PED125L ECTS Credits 15 Year of study 2nd study year Bente Forsbakk Level Undergraduate Course location Bodø Course coordinator Course type Compulsory Faculty The Faculty of Førstelektor +47 75 51 77 07 Start semester Autumn 2017 Education and Arts Teaching language [email protected] Application deadline Course description The learning pupil is central. The principal focus is on the organising of teaching processes that the school¿s fellowship takes care of both the majority of pupils and of each individual child, with their unique and individual expectations for learning, content, approaches in discussion, written work. Practice and seminars