Study plan - Teacher training for lower secondary schools

Autumn 2019

Stord/Haugesund University College offers integrated primary and lower secondary school teacher programmes with totality and coherence between theory and practice studies, between subject and didactics, and between subjects. The primary and lower secondary school teacher programmes provide candidates with sound academic and didactic knowledge, provide qualifications for research-based careers and for continuous professional development. As a regional university college, it is our goal to be this region's centre and preferred partner for academic and educational studies, development and skills improvement that the primary and lower secondary schools may have at any time, alone of in cooperation with others.

Vision

In Report to the Storting No. 11, teacher education institutions have been given the following responsibility:

¿Through the basic education courses, the teacher education institutions must prepare the student for the profession as a teacher, contribute to new knowledge on teaching and learning through school-oriented research, and contribute to the teachers' continuous academic and educational development in the profession through education beyond qualification and further education¿

Teaching, research and development, communication and reflection within the academic areas in the department for teacher training and cultural subjects will face the requirements of the future and the region's need to teachers by educating teachers with a high academic standard.

Learning outcomes

Expected learning outcomes after completed education:

Knowledge

The student

has sound academic and didactic knowledge in the subjects included in the education, and knowledge on the subjects as school subjects and research subjects

has knowledge on the work with developing the pupils' basic skills in and across subjects

has knowledge on the total course of learning, with emphasis on the transition from the primary level to the lower secondary level and from the lower secondary lever to the upper secondary level

has knowledge of the school's and teaching profession's distinctive character, history, development and place in society

has knowledge of the statutory basis, including the school's objective, value basis, curricula and rights of pupils

has knowledge of work on curricula and the schools as an organization

has knowledge on children and young people's learning, development and formation in various social, multicultural and multilingual contexts

has knowledge on class leadership and the class environment and on the development of good relations to and between pupils

has knowledge on the importance of and assumptions for good communication and good

cooperation between the school and the home

has knowledge of a broad repertoire of work methods, learning resources and learning arenas and on the connection between objective, content, work methods, assessment and the individual pupil's circumstances

has knowledge on the growing up environment for children and young people, equal opportunities and identity work

has knowledge on children in difficult situations and on children's rights in a national and international perspective

has knowledge of national and international research and development work relevant for the teaching profession

Skills

The student

can facilitate progression in the basic skills in teaching adapted for pupils in years 5 -10

can independently and in cooperation with others plan, implement and reflect on teaching in and across subjects, based on research and experience-based knowledge

can facilitate and head good and creative learning environments

can facilitate aesthetic expression, experience and comprehension

can adapt teaching to different pupils' different abilities and talents, interests and socio-cultural backgrounds, motivate willingness to learn by clarifying learning objectives and using different work methods in order for the pupils to achieve the objectives

can assess and document pupils' learning and development in relation to learning objectives, provide feedback to promote learning and contribute to pupils being able to assess their own learning

understands the social perspectives related to technology and media developments and can contribute towards children and young people developing a reflected and critical approach to digital arenas

can critically reflect on own and school's practice on work on developing the teacher role and occupational ethics issues

has a command of spoken Norwegian, written Norwegian in both bokmål and nynorsk, and can use the language in a qualified manner in connection with the profession

can assess and use relevant research results and themselves implement systematic development work

can in cooperation with parents and professional institutions identify needs among the children and implement required measures

can facilitate the development of competence in entrepreneurship and the involvement of local working life, society and culture in teaching

has a good understanding of global issues and sustainable development

has knowledge on the use of digital tools in the learning work

General competence

The student

can contribute to a professional teacher environment with regard to developing good practice and a occupational ethical platform

can stimulate an understanding of democracy, democratic participation and the ability for critical reflection appropriate for the relevant year

can contribute to strengthen international and multicultural dimensions in the school's work and contribute to an understanding of the Sami people's status as an indigenous population

can identify own learning and competence needs in relation to the teaching profession

possesses change and development competence as a basis to face the school of the future

Content

Contents: Stord/Haugesund University College offers integrated, profession-oriented and research-based primary and lower secondary school teacher programmes years 5-10 with totality and coherence between theory and practice studies, between subject and didactics, and between subjects. The education is intended to give candidates sound academic and didactic knowledge, provide qualifications for research-based careers and for continuous professional development.

On 1 March the Ministry of Education and Research stipulated regulations on the framework for primary and lower secondary school teacher education for years 5-10.

Joint national guidelines have been established for the organization, structure and content of teh new educations, as well as national guidelines for subjects included in the two separate primary and lower secondary school educations.

Professional knowledge and teacher professionalism

Teacher professionalism is strengthened by organizing arenas for cooperation and learning between discipline, practice and education and student knowledge. Education and student knowledge must enable the students acquire a theoretical structure that includes basic skills as an assumption for work with the disciplines. Discipline and professional didactics with focus on relevant aspects of the teacher role, as well as competence in basic skills, are profession-oriented core elements that are secured in all disciplines/course plans.

Teacher training is a vocational eduction, and the core of the teacher's professional knowledge is the academic, cultural, didactic and social competence. In addition there is occupational ethics competence and change and development competence.

The basic skills are both an assumption for the development of subject knowledge and a part of the subject competence in all subjects. Each individual subject is responsible that the students acquire knowledge on how they can work with the pupils' development and progression of the basic skills in the subject. All subjects in teacher training include training in and reflection on such skills, and practice in the use of them both with regard to the teaching profession and own development.

The Knowledge Promotion Reform defines basic skills in all school subjects:

oral skills, digital skills, expressing oneself in writing, being able to read and being able to do maths. The Knowledge Promotion Reform's guidelines and targets for basic skills in subjects will form the basis for the content and teaching in subjects/course plans.

Subjects, disciplinary didactics, education and practice are closely linked, both in terms of content and organization. The education is a vocational education where the basis in practice and the reciprocal long-term cooperation between institution and practice field are central in terms of clarifying the occupational direction and teacher professionalism in teacher training.

Through guiding and binding partnership agreements with the school owner, development work and the basis in research is ensured in the practice training. Quality assurance of practice schools, practice teacher and practice training is followed up through evaluation and incorporated in the university college's quality assurance system. Practice in teacher training for years 5-10 must take place at the lower secondary level and years 5 - 7 at the primary level, and it is desirable that students have two study years during the first three study years at the same school. This will ensure good progression, development, continuity and cooperation between the practice field and teacher training institution. Practice in teacher training must constitute a total of 100 days in the education programme and is organized with 30 days in each of the first, second and third years and 10 days in the fourth year. Practice in society comes in addition to school practice in the second, third and fourth years and comprises a total of 16 days.

By practice in society we mean practice in local cultural and business life and various institutions or organisations in the border area around the school. The concept of School in Society and competence about this can be realised by means of practice in society. Training and teaching in choice of education and knowledge of working life can be included in the periods of practice in society.

Practice is evaluated as passed/not passed at the end of each practice period. The examination regulations stipulate how many times a student may complete a practice period. A separate practice plan with progression for practice training has been developed at the university college.

The students must pass the first and second year practice before they can start the third year.

Integration

Teacher training should provide a comprehensive education with emphasis on the integration of discipline and practice.

Knowledge on and competence in the basic skills is a main area that is integrated in all subjects and in practice training. In teacher training for years 5-10 where Norwegian is not mandatory, education and pupil knowledge has a greater responsibility for the introduction to basic skills with emphasis on language and learning.

The framework plan's outlined mandatory subjects in Section 2 is ensured through learning outcome descriptions in the education's subject and semester plans. The Pel subject has an overarching responsibility for all mandatory subjects.

Primary and lower secondary school teacher training will in all subjects integrate Sami topics and ensure that the students gain knowledge on the Sami as an indigenous people and Sami matters such as language, history, culture and social life, such that they are equipped to maintain a practice that is in accordance with the framework plan and curriculum.

The education must further provide the students with competence in adapted training, and the training will be specified for all subjects in teacher training. Equal, inclusive and adapted training are general principles for primary and lower secondary education. In the training the students will acquire knowledge on the diversity of the pupils' backgrounds, assumptions, interests and talents and must be capable of providing each pupil with equal opportunities to develop in an inclusive environment. There will be emphasis on training in variation in use of teaching material, work methods, teaching aids and variation in the organization of and intensity in the teaching.

The training will provide help to handle the changes that take place, both in society at large and with regard to everyday life at the individual school in terms of diversity, equality and respect - the multicultural perspective. The training will give students cultural competence and ensure that teaching in primary and lower secondary school facilitates the participation of children and young people in a multicultural society. Knowledge on different cultures, languages, human rights and experiences with a broad range of cultural expressions, as well as active participation in internationalization - promotes cultural understanding and formation in our democratic way of life. There will be emphasis on cross-disciplinary cooperation and cooperation with various stakeholders in children and young people's growing up environments. Exchange programmes and practice at schools/institutions in other countries will also be offered.

Overarching topics will be handled in various cross-disciplinary projects. How these are dealt with will be evident from the course plans.

Practice

Practice training

Practice training is a joint responsibility between the education institution and the practice field. Training in the practice field must be supervised and assessed by both parties. It is the head teacher of the practice school who is responsible for practice training at the school and who must ensure a good framework for the training.

Progression in subject and practice is emphasized. At the start of the education, focus will be on specific learning situations with regard to to the pupil - teacher relationship and planning, implementation and assessment of own teaching. In time, perspectives will be extended to understanding of the school as an organization and the school as an institution in society. Through the use of different teaching methods and evaluation forms in the education such as exemplary teaching and use of a case- and/or problem-oriented approach, one also succeeds in making the training close to practice and experience-based. Progression in both subject and practice takes into account both subject knowledge, occupational development and which level the pupil is at.

Assessment

The forms of assessment in teacher training at HSH is designed such that the students are assessed in subject and practice, under way and at the end of the various subjects. The students will experience varied assessment forms, adapted to the expected learning outcome and work methods in the course. They will also become familiar with relevant assessment forms in primary and lower secondary school and receive guidance and support in their own learning and personal development. Information on the assessment scheme is available in subject and course plans and is reviewed at the start of the semester. Also see the exam regulations for Stord/Haugesund University College.

Qualification assessment

With legal authority from the Act relating to universities and university colleges of 1 April 2005, the Ministry of Education and Research issued the Regulations relating to evaluating suitability in higher education on 30 June 2006

The teacher training institutions are responsible for evaluating whether the teacher students are suitable for the teaching profession. Practice teachers and subject teachers are responsible for as early as possible during the course to report any doubt of whether the student is suitable. Students and other employees may also submit notification of doubt. Such notifications of doubt must be submitted to the institution manager. Students will receive more information about qualification assessment early in the course of study. The quality assurance system will be updated by the institution manager.

Curriculum: See curriculum section at the library's website!

Internationalization

Teacher training is structured such that students ordinarily have the opportunity for an international semester in the seventh semester in the fourth year of the education. Internationalization at HSH is done by embracing the international and multicultural perspective in teacher professionalism and by using international research reports, articles, guest lecturers and partners.

Organization

Differentiation subject and structure

Teacher training for years 5- 10 must include three teaching subjects, at 60 credits each. One teaching subject in the fourth study year may be replaced by one teaching subject and one school-specific subject for 30 credits each, or two teaching subjects for 30 credits each.

Upon transfer to the Master's programme after the third study year, the first year of the Master's programme will replace subjects in the fourth study year in teacher training.

Mandatory subjects: education and pupil knowledge (PEL) 60 credits.

The training emphasizes in-depth studies and specialization. The teaching subjects must comprise 60 credits.

Study model for teacher training for years 5-10:

On study year corresponds to 60 credits (cr).

1st year: optional subjects 1. 45cr, education and pupil knowledge (pel) 15 credits.

2nd year: supplementary optional subjects 2. 15 cr, pel 15 cr, optional subjects 2, 30 cr

3rd year: supplementary optional subjects 2, 30 cr, pel 15 cr, bachelor 15 cr

4th year: optional subjects 3 and 4 - 2 x 30 cr. or 60 cr.

The subjects offered for the optional part may vary from year to year. Stord/Haugesund University College usually offers three optional teaching subjects in the first study year. HSH offers subjects in teacher training such that students may take a humanistic, scientific or practical-aesthetic direction. Individually the institutions that constitute UH- Nett Vest do not provide all subjects and in-depth studies, but combined the network will cover the school subjects in primary and secondary education. It is possible to switch between the institutions after the second and third study years.