Examination arrangement

Course content

Central theme the fifth academic year: Research and development work

Through collaboration with the practice group, teaching practice supervisor and lecturer from NTNU, the students will focus on the school and one’s own research and development work.

Learning outcome

Knowledge

The student

• has knowledge of concrete research and development work at the practice school.
• has in-depth knowledge of children’s development, learning, and bildung in different social, multicultural, and digital contexts, and how this knowledge can be applied to adapt teaching to all pupils’ levels and needs.
• has in-depth knowledge of learning processes, facilitation, methods, and assessment forms that promote an inclusive class- and working environment.

Skills

The student

• can take independent and individual responsibility to plan, lead, and assess teaching.
• can analyze and critically engage with national and international research and apply this knowledge in their professional practice.

General competence

The student

• can critically reflect upon own and others’ teaching practice with reference to theory and research.
• has developed and can apply their relational competence in cooperation with pupils and parents
• can strengthen the school’s international and multicultural perspectives and stimulate democratic participation and sustainable development.

Learning methods and activities

Teaching practice is an arena of study, testing, and learning. Through teaching practice, the student will acquire in-depth knowledge of pupils’ learning and development, content, working methods, and organization at the primary school level, as well as gain insight into the teaching practice supervisor’s practical theory of teaching. Through observation, own teaching, mentoring, and reflection, the students will develop their teacher role within a learning community. The students’ teaching tasks include planning, teaching, and supplementary work within their subject of study, as well as participation in other subjects and activities within the full range of subjects.

Writing is an important tool for the students’ learning and communication processes during their practical training. The use of a variety of written documents must be used in the context of pre- and post-guidance sessions.

Working methods and learning activities:

The student should:

• plan, execute and assess teaching sessions as part of a practice community.
• test different resources and methods for teaching and assessment appropriate for the grade level.
• use extensive lesson planning documents as a tool in planning and assessing teaching.
• write individual reflection logs daily and critically consider these on the basis of theory, current curricula, professional ethical perspectives, and own experiences.

Fall:

15 days teaching practice in grades 1-7.

Further on evaluation

• 15 days teaching practice in grades 1-7.
• All teaching practice is obligatory.
• Only illness or preapproved leave of absence constitutes valid absence.
• Teaching practice should be guided and continuously assessed.
• Teaching practice supervisor and university supervisor recommend the assessment of the teaching practice to pass/fail.
• Students cannot appeal the assessment of teaching practice. However, students can appeal based on formal errors during the assessment process.
• Students have a right to redo teaching practice once if the practice period has been assessed as fail. See NTNU’s study regulations § 5-10.

Specific conditions

Required previous knowledge

Passed the fourth-year teaching practice module in Primary and Lower Secondary Teacher Education for Years 1-7.