Course - Bachelor's Thesis - YFL2900
YFL2900 - Bachelor's Thesis
About
Examination arrangement
Examination arrangement: Assignment
Grade: Letter grades
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Assignment | 100/100 | ALLE |
Course content
The bachelor's thesis is a research and development-based project carried out during the third year of study. The project is related to vocational education and facilitates the demonstration of a reflective and comprehensive vocational teacher competence by the student.
The course provides insights into research methodology and addresses research-based development in vocational and professional education. It allows students to delve into vocational issues to develop and facilitate vocational education in various training settings within vocational and professional education.
Students are expected to survey, plan, execute, document, and assess change and development work from an individual, work, industry, and societal perspective, in accordance with regulatory documents and national and international sustainability goals. The bachelor's thesis is conducted as group work with 2-4 participants unless there are specific reasons to deviate from this. It is also possible to form groups across study directions.
Learning outcome
Learning outcomes
The candidate has the following overall learning outcomes:
Knowledge
The student
- has knowledge of various theoretical perspectives and national and international research and development work relevant to vocational education, the vocational teacher profession, and vocational education.
- has knowledge of how research and development work is conducted.
- has knowledge of the development, competence needs, and societal functions within their own profession and educational program.
- demonstrates competence as a vocational teacher by integrating vocational theory, vocational didactics, pedagogical theory, professional practice, and teaching practice to create a holistic approach.
Skills
The student
- can utilize relevant research findings, make informed choices, and carry out profession-oriented development work under guidance.
- can apply their vocational, pedagogical, vocational didactic, and technological skills in accordance with societal development and change needs within the profession and vocational field.
- can plan, justify, implement, document, and evaluate vocational education.
- can present their work visually, in writing, and orally.
General competence
The student
- can raise professional ethics and vocational didactic issues, critically examine and discuss them through theoretical and research-based knowledge to further develop their own practice and contribute to the development of the school and the workplace/organization.
- has insight into commonalities and differences among the various professions within their own program area and can exchange viewpoints with others with a background in the field, thus contributing to the development of vocational education.
- possesses change and development competence as a basis for meeting the future needs in education, work, and society.
- can assess and utilize digital tools and presentation techniques.
- has a reflective and critical perspective on their own practice as a vocational teacher.
- can participate in collaborative relationships with others to contribute to continuous development and learning processes both within the colleagues' community and with other partners associated with vocational education.
Learning methods and activities
The working methods vary and may include joint lectures, workshop, bachelor seminar, work in groups, presentations etc. Group and individual guidance will be central to the work on the bachelor thesis. A more detailed description of the content of the subject and compulsory activities is described in more detail in a separate guidance booklet.
Compulsory assignments
- 80% attendance at lectures and seminars
- Multiple term papers
- Coursework requirements
Further on evaluation
Tasks are given in Norwegian, and the assessment response can be written in Norwegian, Swedish, or Danish. In case of failure, the assignment can be revised once and resubmitted.
Graded scale from A to E for passing and F for failing. The group receives a collective grade.
Specific conditions
Admission to a programme of study is required:
Vocational Teacher Education (BYRK)
Required previous knowledge
Passed all courses with credits in semesters 1-4 and passed YFL4306. Approved all mandatory assignments in course YFL2030. Additionally, approved mandatory assignments for the fall and spring semesters in course YFL4307.
Credit reductions
| Course code | Reduction | From | To |
|---|---|---|---|
| YFL4302 | 5.0 | AUTUMN 2016 | |
| YFL4313 | 5.0 | AUTUMN 2016 |
No
Version: 1
Credits:
30.0 SP
Study level: Third-year courses, level III
Term no.: 1
Teaching semester: AUTUMN 2024
Term no.: 2
Teaching semester: SPRING 2025
Language of instruction: Norwegian
Location: Trondheim
- Practical teacher training
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Assignment
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Assignment
100/100
ALLE
Release
2024-10-30Submission
2024-11-15
15:00
INSPERA
15:00 -
Room Building Number of candidates - Spring ORD Assignment 100/100 ALLE INSPERA
-
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"