LU2-PRA4 Teaching practice 4. 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 3rd study year: 10 days.

Stage: 5-10.

The the third and fourth study years the students will continue work with the main themes from the first and second study years. A new main theme for practice training for the third and fourth 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

- School and pupil democracy, the rights of parents and pupils

- Cooperation with parents, the educational and psychological counselling service and other parties

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

- Collaboration with the local entrepreneurial community

- Transition between year stages

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

- Local curriculum and development work

Learning Outcome

KNOWLEDGE

The student

• has knowledge of quality systems as a tool for learning and school development
• has knowledge on the teacher's rights and obligations and on the teacher's work at the organizational level
• has knowledge on research and development work in the school
• has knowledge on the school as an organization and institution in society

SKILLS

The student

• can independently and in cooperation with others plan, implement and assess teaching for student groups of varying sizes
• can plan, implement and assess teaching in the subjects
• can plan teaching based on plans for different periods
• can plan and evaluate parent meetings and development interviews with pupils
• be able to participate in local curriculum work
• can interact with colleagues, school management, parents and other parties in the school
• can, based on theory and research, identify bullying and harassment and discuss how this may be handled
• can, based on theory, assess and contribute to the development of the schools learning environment

GENERAL COMPETENCE

The student

• can assess the school in relation to the social mandate
• has well-developed communication and relations competence
• has developed a teacher identity based on academic and professional ethical perspectives
• has a critical distance to the exercise of one's own profession
• has knowledge, commitment and methods to develop oneself, one's profession and one's future workplace through cooperation with colleagues and interaction with external stakeholders

Entry requirements

-

Recommended previous knowledge

-

Teaching methods

HSH offers complete and consistent teacher training over 4 years, with great emphasis on bringing together theory and practice. 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. 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 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

-

Assessment

-

Examination support material

-

More about examination support material