Course - Pedagogy and Pupil-related Skills 2 (1-7) - MGLU2112
MGLU2112 - Pedagogy and Pupil-related Skills 2 (1-7)
About
Examination arrangement
Examination arrangement: Oral examination
Grade: Letter grades
Term:
Spring
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Day 1 |
Examination arrangement
Examination arrangement: Oral examination
Grade: Letter grades
Term:
Spring
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Oral examination | 100/100 | 60 minutes | HJELPEMIDD |
Course content
Central to pedagogy and student knowledge 2 is knowledge about children and young people today, and the teacher’s encounter with the student in the classroom. The subject emphasizes the importance of good facilitation to promote academic and social development in a diverse school. Through active participation the student will develop general competence related to transitions between kindergarten, school and secondary school, psychosocial learning environment, conversations with children, play and cooperation with the home. The beginner education is given great weight, along with knowledge of children and young people’s development, teacher-student relationships and social and emotional prerequisites for learning.
Learning outcome
Knowledge
The candidate
- has knowledge of the school beginner and the coherence in the educational course preschool - school
- has knowledge of the transition from preschool to school and from primary to secondary level
- has knowledge of the students’ cognitive, emotional, bodily and social development
- has in-depth knowledge of inclusion and adapted education
- has knowledge of special educational work and ways of thinking in meeting the diversity of student prerequisites
- has knowledge about children and young people in difficult life situations, including violence and sexual abuse
- has knowledge of child cultures and the significance this has for young people’s identity and development
- has knowledge of school-home cooperation
- has knowledge of diversity in children and young people’s conditions for growing up in different social, linguistic, religious and cultural contexts
- has knowledge of central national and international regulations that apply to children and young people’s opportunities and rights
- has knowledge of interview as an approach to research-based knowledge
Skills
The candidate
- can reflect on and facilitate an inclusive learning environment within a student group characterized by great diversity
- can use professional terms and justify their didactic choices in theory of beginner education and children and young people’s development
- can on a reflected and professional basis facilitate good cooperation between school and home
- can explain the relationship between ordinary and individual adapted education
- can reflect on and apply research-based knowledge related to children’s learning, development and socialization
- can carry out collection, systematization and analysis of data
General competence
The candidate
- has knowledge of and can discuss didactic consequences, challenges and opportunities for students in grades 1-7 in a diverse school
- can discuss relevant issues and communicate central subject matter about children and young people’s learning, development and socialization, both in writing and orally
- can exchange professional views on children’s conditions for development and learning in today’s school and through this contribute to the development of good practice
Learning methods and activities
In pedagogy and student knowledge 2, there is a strong emphasis on a high degree of student activity. The teaching methods will vary between lectures, seminar work, individual assignments, various types of group work, and the use of digital tools. Emphasis is placed on connection to the field of practice, both as a field of study and as an arena for professional development and practice. Writing processes are important for one's own academic development and competence enhancement on the way to the teaching role, and will also be used to reflect on one's own learning as a student and as a future teacher.
Professional discussions and other forms of academic collaboration are essential ways of working and learning in the subject, and students are expected to be active in such processes. These activities also form the basis for acquiring the current discourses in the subject, and it is therefore expected that students participate in all teaching.
Compulsory assignments
- Mandatory assignments according to emnebeskrivelsen
Further on evaluation
Compulsory assignments
Two written assignments
75 % compulsory participation in teaching
The work requirements will be designed in accordance with the learning outcomes formulations. Mandatory work requirements are assessed with approved/not approved. All obligatory course work must be approved in order for the student to be eligible for the exam.
Examination
- Ordinary exam: Oral group examination
- Re-scheduled exam: Oral exam (group/individual). In the case of few registered students, the deferred exam will be an individual oral exam with a time frame of 30 minutes.
Allowed aids in the examination room are the Education Act, the Core curriculum and stamped note sheets. Note sheets are handed out to students when they draw exam topic.
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7) - some programmes
Recommended previous knowledge
It is recommended to have completed MGLU1112, Pedagogy and student knowledge 1 (1-7) topic 1.
Course materials
The final syllabus will be published on Blackboard before the start of the program.
Credit reductions
| Course code | Reduction | From | To |
|---|---|---|---|
| LGU12001 | 15.0 | AUTUMN 2018 |
No
Version: A
Credits:
15.0 SP
Study level: Intermediate course, level II
Term no.: 1
Teaching semester: AUTUMN 2024
Term no.: 2
Teaching semester: SPRING 2025
Language of instruction: Norwegian
Location: Trondheim
- Teacher Education
- Education
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Oral examination
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
- Autumn UTS Day 1
-
Room Building Number of candidates - Spring ORD Day 1
-
Room Building Number of candidates
Examination arrangement: Oral examination
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
- Autumn UTS Oral examination 100/100 HJELPEMIDD
-
Room Building Number of candidates - Spring ORD Oral examination 100/100 HJELPEMIDD
-
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"