Examination arrangement

Course content

The course is part of flexible practical-pedagogical education for general and vocational subjects (FPPU-A and FPPU-Y). 60 days of supervised practice is an integral part of the programme. The programme strives for a whole and coherence between the subject of pedagogy, didactics, vocational didactics and practical training. The field of practice is an important learning arena in the study, and emphasis is placed on creating connections between the experiences the student makes in practice and the theory included in the study. The teaching must be research-based and development-oriented.

For students at FPPU-A, the following applies:

The courses pedagogy, didactics and practice provide a basis for teaching in grades 5-13. The practical training in the programme will be carried out in the student's two teaching subjects. Students with one subject must have all practice in their one teaching subject. All practice is supervised and takes place in authentic professional situations with students in school. The students in this course will have practical training both in lower and upper secondary school with at least 20 days in each of the schools. Students with a background in the common subjects in upper secondary education will meet students in various educational programmes during the course of practical training.

Students who are employed in schools should have a minimum of 50 per cent of the practical training at a school other than their own workplace.

For students at FPPU-Y, the following applies:

The courses pedagogy, vocational didactics and practice provide a basis for teaching in grades 8-13. The practical training shall be carried out in the student's own programme area/subject area. All practice is supervised and takes place in authentic professional situations with student/apprentices in school, apprentices in training offices (opplæringskontor) or training establishments. The students in this course will have practical training both in lower and upper secondary school. Practical training in lower secondary school shall amount to 10 days. Up to 10 days can be completed at the training office or training establishment.

Students who are employed in schools should have a minimum of 50 per cent of the practical training at a school other than their own workplace.

Learning outcome

The student

• can exercise effective class leadership in an inclusive learning community in order to promote equality and academic/social learning and development
• can build relationships between students'/apprentices, and collaborate with all students/apprentices, guardians, colleagues and other relevant partners and actors relevant to schools, training offices and learning companies.
• can plan and implement practical and varied teaching based on research and experience-based knowledge
• can evaluate the students'/apprentices learning and academic development in light of relevant curricula and professional ethical perspectives
• can document students' learning and provide learning-enhancing feedback, which contributes to the students' reflection
• can adapt teaching according to current curricula and legislation and motivate for the students'/apprentices learning and development
• can identify specific needs of students'/apprentices, including identifying signs of violence or sexual abuse, and quickly take appropriate action on the basis of professional judgment and in collaboration with the best interests of the students'/apprentices
• can act professionally and critically reflect on his or her own professional and academic development
• has a professional view of student/apprentice and can realise the school's community values in line with the school's social mandate. This includes, among other things, school-home cooperation, participation in professional communities, and cooperation between school and working life
• recognizes the value of organizational work, team work, and school-home collaboration
• can initiate and carry out R&D projects in collaboration with the educational institution and the field of practice

Learning methods and activities

In order to realize the objectives of the course, an interaction between practical experiences, acquisition of relevant theories and concepts, and reflection is required. The practical training in teacher education lasts for four semesters and is organized into three practical training periods. The students must obtain an internship themselves. The student shall, as far as possible, follow normal working days at the practical training establishment, and participate in company meetings and alternative learning activities. A full-fledged practical training constitutes 60 days and involves a total of approximately 315 working hours. These hours are divided into 90 hours of supervised observation and teaching, 45 hours of supervision, 90 hours of preparation and follow-up work and 90 hours to other activities. In addition, teacher profile, microteaching, appraisals, reflection and "the school's inner life" will be included as a central part of the course.

The course also entails a campus-related perspective on practice that aims to contribute to the students experiencing a holistic content that provides the opportunity to discover connections between the practice field and campus. This teaching consists of theme days and lectures in addition to teaching about practice.

Attendance in practice

All practice is mandatory. Absence does not change the requirement for the number of practice days. This means that both in the event of sickness absence and agreed absence, practice must be resumed later. Absence due to illness must be reported immediately to the superviser in school.

Compulsory assignments

• 2 development talks
• 5 documents for supervision
• Practice visits
• 75 % compulsory attendence at lectures at Campus
• Teacher profil
• Reflection log
• Practice teaching inclusive reflection log
• The inner life of the school

Further on evaluation

The final assessment in the course is a comprehensive assessment of the teaching practice related to learning outcomes, where associated practice reports, practice follow-up and approved compulsory activities are included.

The practice teachers and follow-up teachers write reports, all of which must be approved in order to receive a "pass" in the course. If the student is in danger of being "failed" in the course, the student will receive a written notice about this. The notice must be sent no later than three weeks before the end of the practice period. If the student at the end of the practice period shows action or behavior that obviously does not provide a basis for passing the practice, the student may still have the grade not passed even if prior notice has not been given.

Students who have challenges in practice can be offered an extended practice if we believe there is not a sufficient basis for assessment, despite the fact that all compulsory activities have been approved.

If students are absent from extended practice or do not contact the practice coordinator, this will normally lead to not receiving a final assessment due to a lack of compulsory work requirements associated with the course.

The student has access to a new practical training period once if the first time is assessed as Fail or not approved (as stated in Section 5-10 (2) of the Study Regulations). New practice may require that mandatory activities related to practice must be re-implemented. The practice coordinator makes individual assessments of the scope of new practice.

For a detailed description of the assessment in the course, see the year of study's study and teaching plan.

Specific conditions