FM1-PRO-15 Profession 1: The teacher, the student and the education

Contents and structure

The goal of the subject is to provide the student with knowledge of the teaching profession, particularly with a focus on music teaching in primary and lower secondary school and with the goal that the student will develop a professional teaching identity during the study period. An important point upon completion of the subject is for the student to be able to draw lines between didactics and pedagogics and relate their knowledge in these subjects to music disciplines and practice. Students must also be able to reflect upon and justify their own choices in light of the school system and the curriculum of primary and lower secondary school as well as laws and regulations.

 

The subject will provide an introduction and basic knowledge necessary for the primary and lower secondary teaching profession. Through work in the subject the students will be able to reflect upon their own role and identity as teachers and gain knowledge of different perspectives of learning and knowledge. Didactics teaching will equip students with the tools necessary to prepare, implement, evaluate and reflect upon music teaching in relation to applicable curricula and contribute to them being able to act as music teachers in primary and lower secondary school for pupils at different levels.

The subject includes topics such as planning, implementation and evaluation of music teaching with particular focus on didactic relational thinking, class management, the teacher's role and the pupil's development, adapted teaching and the multicultural perspective. The subject will also look at didactics, child and youth culture and aesthetics. A study trip abroad is included in the subject.

Learning Outcome

- knowledge:

• has knowledge of the music subject's history and role in society and school and is familiar with the subject curriculum

 

• has knowledge of didactic relational thinking in the music subject
• has knowledge of the school as an organisation, framework conditions, governing structure and collaboration with colleagues, pupils, parents and external bodies
• has knowledge of children and adolescents' development, motivation and learning in different social, language, religious and cultural contexts
• has knowledge of the roots and scientific basis of educational and aesthetics
• has knowledge of the teaching role's importance in class management
• has knowledge of music as an educational subject

 

- skills:

• is able to conduct academic, educational and didactic considerations associated with teaching and learning in music in relation to current curricula and professional ethical requirements
• can carry out adapted teaching and employ cultural differences in the pupil group
• can formulate tasks that promote basic skills in music
• is able to implement learning-oriented evaluation practice focusing on the music subject
• is able to utilise varied working methods and methods typical to the music subject
• is able to evaluate and reflect upon their own practice
• is able to use music to promote diverse and inclusive learning environments
• is able to reflect upon different knowledge views in the music subject and draw practical consequences from these
• is able to analyse and evaluate aesthetic issues in respect of teaching of different target groups

- general competence:

• is able to understand, exercise and develop their own professionalism, role and identity as a music teacher
• is able to communicate about and reflect upon issues associated with music and musical learning
• is able to demonstrate abilities for innovative thinking in music teaching
• can analytically and critically analyse how music together with other school subjects contributes to the pupils' general education
• is able to maintain the aesthetic dimension in teaching in conjunction with other subjects and be aware of music as a methodical subject
• has a mastery of spoken and written Norwegian and is able to use the language in a qualified manner in a professional context

Entry requirements

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Teaching methods

The forms of work in the subject will vary between presentations, practical project and group work, literature and discussion seminars, guidance and independent literature study.

Parts of the subject will be organised in close connection to primary and lower secondary school practice.

Compulsory learning activities

Performing mandatory tasks - verbally and in writing.

80% mandatory participation in teaching

Mandatory teaching is specified in the semester plan.

Assessment

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Examination support material

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More about examination support material