LU2-PRA2 Teaching Practice 2. year

Contents and structure

Practice must be an integrated part of all studies in 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 supervised, 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. In the training for years 5-10, emphasis will be on specialization and in-depth studies of subjects. 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 primary to upper primary and from lower secondary to upper secondary levels.

Practice in school 

By practice in school we mean practice in primary and lower secondary school. The course of education for stages 5-10 will cover both 5-7 (lower primary) and 8-10 (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 lower secondary to upper secondary school and insight into the school type's choice of courses, work methods and content is important competence for teachers working at the lower secondary level. 

Participation in the annual HSH research conference is included as part of the education.

Scope of 2nd study year: 30 days

Stage: 8-10.

The main theme for practice training in the second year is the pupil in years 5-10, pupil diversity and the pupils' encounter with school and subject. This is about:

- The pupils' disciplinary, social, cultural and personal learning and development in years 5-10

- Inclusive learning fellowship

- Varied and adapted training, different work methods

- Teacher work and learning supervision in multicultural classrooms and the encounter with pupils with special needs

- Classroom knowledge/knowledge on different learning arenas

Learning Outcome

KNOWLEDGE

The student

• has knowledge on the pupils' development and background as a point of departure for learning
• has knowledge on pupil variations and adapted training
• has knowledge on cultural and linguistic diversity
• has knowledge on communication, interaction and group processes

SKILLS

The student

• can develop goals for training and assess the pupils' goal fulfilment
• can meet diversity and pupil variation through differentiated training
• can independently and in cooperation with others plan, implement and assess teaching in a multicultural learning fellowship
• can be a clear leader and head learning work by differentiating and varying work methods according to group size and the purpose of the teaching

GENERAL COMPETENCE

The student

• has insight into the pupils' learning of basic skills and understanding of academic knowledge
• has developed awareness of own communication and relation competence
• has insight into own development as teacher
• can assess own teacher competence and own learning needs

Entry requirements

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Recommended previous knowledge

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Teaching methods

HSH offers complete and consistent teacher training over 4 years, with great emphasis on bringing together theory and practice. It is natural observation is central in the students' first encounter with practice. The students must also have the opportunity to observe different teaching methods. From a brief introductory period with focused observation, 1st year students will, by means of a role as auxiliary teacher, gradually be able to take over teaching of individual lessons.

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 (cf. presentation of theme and learning outcome for the various course years below).

Throughout the education it will be important to create a framework for and stimulate reflection on what it means to be a teacher. Formation, in the sense critical reflection and understanding of the profession, will thus be central in the students' development. This is achieved by the students using an individual, written practice folder. 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

Approved practice period autumn semester

Assessment

One practical (group) and one oral exam (individual)

Examination support material

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