Programme Plan for Primary Teacher Education, Years 1-7

Transcription

1 Programme Plan for Primary Teacher Education, Years 1-7 This programme plan is based on National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 7 and Years 5 10, established by the Ministry of Education and Research on 1 March 2010, and on National Guidelines for Teacher Education Programme, Years 1-7. The programme plan was approved by the Faculty Board on 6 May Last revision was on 25 June Introduction Oslo and Akershus University College of Applied Sciences (HiOA) shall train highly competent teachers for Norwegian schools. Through the primary teacher education, the students shall acquire knowledge, skill and competence which enable them to relate to the whole human being through teaching and learning within the subjects. Through their training close the profession, the students will develop solid knowledge of subject, subject didactics, pedagogics and of teaching the subjects. The programme is a 4-year full-time course of (240 ECTS credits) which qualifies for employment in teaching posts in primary school, years 1-7. The model which is chosen at HiOA, offers possibility for specialisation in depth as well as in breadth. In compulsory as well as selected subjects, an interdisciplinary and multicultural dimension will be a common feature. In all subjects of the programme, emphasis will be placed on development of profession-relevant digital competence. In addition, practical-aesthetical expression modes and art methods will have a natural position in the programme. Subject Structure The subjects of pedagogics and pupil-related (60 ECTS credits), mathematics (30 ECTS credits) and Norwegian (30 ECTS credits) are compulsory. The composition of the remaining subjects, totalling 120 ECTS credits, is decided by the individual student on the basis of the following guiding principles: The programme shall normally include at least 4 teaching subjects At least one of these shall equal 60 ECTS credits, and the other subjects shall equal at least 30 ECTS credits One teaching subject in the 4 th year of may be replaced by a school-relevant subject of 30 ECTS credits At the transition to the Master programme after the 3 rd year of, the 1 st year of the Master programme will replace subjects in the 4 th year of of the primary teacher education The programme has the following subject structure (each cell equals 15 ECTS credits): 4 th year of Subject V Subject V Subject V/VI Subject V/VI 3 rd year of Subject IV/I/II Subject IV/I/II Pedagogics and pupilrelated Pedagogics and pupilrelated 2 nd year of Subject III Subject III Subject II Pedagogics and pupilrelated 1 st year of Subject I Subject I Subject II Pedagogics and pupilrelated 1

2 Subject 1 is Norwegian. Subject II is mathematics. Subject III is either physical education, art and crafts, music, natural science or English. Subject IV is either religious and ethical education (REE), food and health, social studies or specialisation in subject I-III dependent on what is on offer in each individual year of. Subject V is either 60 or 30 ECTS credits in one school subject. Subject VI is further 30 ECTS credits in one school subject or one school-related subject. A school subject is a subject which is taught in the primary school or defined in the regulations for the primary school. A school-related subject is a subject which is closely connected to the school, but which is not necessarily a teaching subject in the primary school Learning Outcome Primary teacher education programme shall qualify teachers to perform a demanding and complex profession in a society marked by diversity and change. The learning outcome must be viewed in conjunction with the content and working methods of the subjects. After accomplished, the candidate shall have the following learning outcomes defined as knowledge, and general competence, as a basis for working in schools and for further competence development, cf. 2 Learning Outcome in National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 7 and Years 5 10: The candidate has academic and subject didactic knowledge in Mathematics, Norwegian and other subjects that are part of the education and sound knowledge about elementary instruction for the youngest pupils in the subjects and in reading, writing and numeracy has knowledge about how to work with the pupils basic in expressing themselves orally, reading, expressing themselves in writing, numeracy and using digital tools in and across subjects is able to ensure progression in the instruction of the basic adapted to pupils in years 1-7 has knowledge about the educational pathway as a whole, with emphasis on the transition from kindergarten to school and from primary level to lower secondary level Knowledge The candidate has knowledge about the distinctive character, history, development and position in society of schools and the teaching profession has knowledge about the legal foundation, including the objective of education, its value base, curricula and the various rights of the pupils has knowledge about curriculum work and about schools as organisations has knowledge about children s and young people s learning, development and education in different social, multicultural and multilingual contexts has knowledge about classroom management and classroom environments, and about the development of good relations with and between pupils has knowledge about the importance of and pre-requisites for good communication and good collaboration between schools and homes has knowledge about a broad repertoire of working methods, learning resources and learning arenas, and about the connection between objectives, contents, working methods, assessment and the abilities of the individual pupil has knowledge about children s and young people s childhood environment, equality and identity work has knowledge about children in difficult circumstances and about children s rights in a national and international perspective 2

3 has knowledge about national and international research and development work that is relevant for the teaching profession Skills The candidate is able, independently and in collaboration with others, to plan, carry out and reflect on teaching in and across subjects, based on research-based and experience-based knowledge is able to plan, organise and lead good and creative learning environments is able to plan and organise aesthetic activity, experiences and understanding is able to adapt his/her teaching to the pupils different abilities and talents, interests and socio-cultural backgrounds, motivate them to wish to learn by clarifying the learning objectives and using varied working methods so that the pupils are able to achieve the objectives is able to assess and document the pupils learning and development in relation to the objectives of the education, give feedback that promotes learning and help the pupils to assess their own learning understands the social perspectives linked to developments within technology and media (safe use, protection of privacy, freedom of expression) and can help children and young people develop a reflective attitude to digital arenas is able to reflect critically on his/her own and the school s practice in their work to develop further the role of the teacher and issues of a professionally ethical nature masters oral Norwegian, written Norwegian in both official versions (bokmål and nynorsk), and is able to use the language in a qualified manner in professional contexts is able to assess and use relevant research results and him-/herself carry out systematic development work is, in collaboration with parents/guardians and professional bodies, able to identify the pupils needs and to implement necessary measures is able to facilitate the development of entrepreneurial competence and the involvement in education of local working, social and cultural life has a good understanding of global issues and sustainable development General Competence The candidate is able to contribute to a professional teaching community with regard to the further development of good practice and a professionally ethical platform is able to stimulate an understanding of democracy, democratic participation and the ability for critical reflection adapted to the age of the pupils he/she is to teach is able to contribute to the enhancement of international and multicultural dimensions of the work done in school and contribute to an understanding of the Sami people s status as an indigenous people is able to identify his/her own needs for learning and competence with regard to the teaching profession has change and development competence as a basis for his/her encounter with the school of the future Content Class Teacher and Team Teacher The primary teacher education programme for years 1-7 is primarily a class teacher programme where emphasis is placed on specialisation as well as on breadth of technical competence, according to national frames for the programme. The class teacher normally teaches the basic subjects of primary school on one level and has often a comprehensive responsibility for the training. At the 3

4 same time, it is required that the class teacher has good abilities to cooperate with other teachers in a team. Interdisciplinary Approach Interdisciplinary approach is based on knowledge areas and issues where the subjects have joint interests and where they have possibilities for in depth through cooperation. In the course of the 4 years of, the students meet with interdisciplinary themes which shall enable them to specialise and to work across subject borders. The interdisciplinary themes are mentioned in curricula for the relevant year and are such as: initial training, language and learning, aesthetical processes in subjects, basic, sustainable development and diversity. A Multicultural Perspective In the 1-7 programme, the students shall acquire research-based insight into cultural and linguistic diversity among pupils in school. In this way, they shall be able to build further on the cultural and linguistic competence in the pupil group. Recognition of cultural and linguistic background is an important factor to create good learning conditions. For minority pupils in the Norwegian primary school, this may be of vital importance. It is an objective to include practical-aesthetical subjects and working methods in central topics such as initial training. Work with practical-aesthetical expression modes opens up for visualisation appreciation of cultural diversity. Thus, such practice can contribute to create good learning frames for minority pupils. Pupils who have not Norwegian as their first language may need special adaptation in the learning work. In all subjects, the students shall acquire competence of how to work with basic for these pupils. The multicultural school is about these pupils, also the majority-norwegian ones, and the school is an important arena for cultural dialogue and understanding of basic democratic elements. The 1-7 programme has as one objective that the students shall reflect academically on cultural differences and prepare for constructive culture encounters in the classroom. Basic Skills The basic to be able to express oneself orally and in writing, to be able to read and calculate and to use digital tools are a precondition to develop professional knowledge and a part of the professional competence in all subjects. In the primary teacher education programme at HiOA, the work with basic is attended to in each individual subject as well as through interdisciplinary. Digital Competence As a teacher, you must be able to reflect on, initiate and lead work with ICT and learning. Digital tools are used in planning, implementation and evaluation of teaching tasks in the programme in the same way as it is expected from teachers in primary school. Didactic understanding shall be developed of how ICT may be used as support in learning situations. The ICT training is integrated in the different curricula, and ICT is connected to working requirements and examinations in the subjects and in the practical training. Digital competence is concretised and settled in a special plan for digital competence an also integrated in the different curricula. Pedagogics and Pupil-Related Skills This subject shall be an overall and unifying profession subject in the primary teacher education programme which, together with the other subjects and practical training, shall constitute the teacher education platform. The subject gives insight into how the education- and teaching-related tasks of the school are rooted in national governing documents. On the background of research-based knowledge, the subject takes up central themes connected to children s and adolescents development and growing up and requirements to the teacher role in class management and 4

5 preparation of learning processes. In addition, the subject emphasises concrete practical exercises connected to the teaching profession. Pedagogics and pupil-related has a coordinating responsibility that the following overaraching themes are attended to in the programme and are connected to the practical training: Formation an ethical and critical perspective on knowledge and on the teacher role and understanding of global issues and sustainable development The multicultural school Adapted education adaptation to the individual pupils different capacities and inclusion in a diversified community Basic pupils development of basic connected to the individual school subjects and the students development of basic connected to their own professional development Evaluation continuous assessment as a central element in the pupil s learning process Various working methods organisation and adaptation for learning of different school subjects Courses in the Study Programme In accordance with National Curriculum for Primary and Lower Secondary Teacher Education Programmes, several compulsory courses will be organised which focus on practical teacher duties. Drama and first aid are examples of compulsory courses which must be accomplished before the students sit for the examinations of the different years of. For more detailed information, please see the different curricula. Individual plans will be prepared for the courses of the programme. Practical Training and Practice Field Practical training shall be organised so that the student, after accomplished, is well prepared for the different duties and functions which the teacher has to face in his/her meeting with pupils and cooperation bodies. All practical training in the primary teacher education programme shall be closely connected to the teaching of the subjects at HiOA. The teacher education programme at HiOA meets this objective through a close and committed cooperation between practice teachers, students and subject teachers. The organisation of the practical training at HiOA ensures that the students meet early with the practice field in the 1 st semester and that they get practice in schools with a multicultural learning environment. The practical training is supervised, evaluated and varied. Through the period, the students get supervised practical training in primary school s 1 st - 4 th level as well as 5 th 7 th level. There is a close connection between HiOA and the practice field with compulsory reflection and indepth days at HiOA during the practice weeks. Pedagogics and pupil-related are, together with the school subjects, the basic core of the practical training. A practice period may consist of whole weeks or individual days. In national guidelines for the primary and lower secondary school teacher education programme, practical training is settled to minimum 100 days. The practical training at HiOA is described more in detail in an individual plan. Profession Orientation HiOA shall prepare for an integrated primary school teacher education programme with clear profession profile. The content of the subjects shall be central for the teacher profession. Exemplary teaching in the individual subjects regarding working and evaluation methods shall give the students experience as a basis for their own teaching practice. 5

6 Pedagogics and pupil-related shall guarantee a good coherence between the teaching theme in the individual subject and the theme in supervised practical training. The main theme for pedagogics and pupil-related and practical training in the individual year of will be concurrent. Research Foundation and Bachelor Thesis Primary school teacher education programme is research-based through the curricula, syllabus/ research literature, the content and method of the teaching, practice, Bachelor thesis and the research and development work of the academic environment and the practice field. Through the educational pathway, the students are introduced to recent research-based knowledge and to teaching and learning processes rooted in research and development work. Through exposure to research and development work, the students shall develop their ability to critical reflection on the platform of knowledge for their own and she school s collective teaching practice. Through research-rooted teaching and practice, the students shall develop professionrelated knowledge and to select and use new and relevant research-based knowledge in the classroom, in the meeting with the individual pupil, the society and different the professions with which the school cooperates. The students choose themselves whether they want to write their Bachelor thesis connected to pedagogics and pupil-related or one of their subjects. In connection with the thesis, there are compulsory courses in academic writing, science philosophy and methodology, educational science and in didactics related to the chosen subject. In addition to the written thesis, the students shall present orally their own thesis and participate in a sharing conference. The Bachelor thesis is described more in detail as topic 4 in the curriculum for pedagogics and pupil-related. Working Methods The whole programme prepared for varied working methods with student-active working modes depending on theme and assignments. It is a precondition that the students participate in seminar groups where tasks are solved jointly as well as individually. Pupil and Student Evaluation In the course of the programme, the teacher students shall acquire knowledge of different modes of continuous assessment and show that they are able to apply the evaluation modes in practical work in the school. In the subject of pedagogics and pupil-related and the practical training, the students shall document understanding of the cohesion between objectives, contents, working methods and evaluation of pupils learning work in general. Through portfolio evaluation in the subjects, the student will be trained to give pupils learning-oriented feedback. In all school subjects, they shall justify their evaluation and work to develop pupils ability to evaluate their own learning. Working requirements and evaluation modes which the students encounter in their own, will give them experience with a wide range of evaluation modes. Evaluation systems for the individual subject are described in the curricula. In the course of the programme, the students shall learn to understand and use the results from different tests and surveys as a basis for adapted education. They shall also develop their own digital presentation portfolio containing different presentation modes and showing their individual academic profile. Learning Environment and Student Effort Primary school teacher education shall be a demanding programme where the students experience that hard work gives solid teacher competence. Good learning processes are the best motivation for increased effort. The programme focuses on the following measures to ensure a high effort: 6

7 Good teaching is provided which is connected to the students preparatory and complementary work, alone and in groups Evaluation systems and evaluation criteria are clearly relevant to the future profession and connected to the continuous work through the semester It is prepared for an even workload through the semester by such as making working requirements and assignments accessible in good time The students are systematically involved in planning and evaluation of the programme Subject-related, web-based discussion fora are developed to strengthen academic commitment outside teaching and colloquia The students learning environment is continuously evaluated, and measures are evaluated and followed up Gender and Equality Perspectives Gender is an important factor for how the pupil behaves in the social room of the class and in relation to the teacher, and there are gender differences in reading and other school performances. These are problems which will be treated in all subjects in the primary school teacher education programme. Through the programme, the students will acquire insight into the diversity of gender, sexuality and equality challenges which the teacher will encounter in the primary school. Internationalisation The multicultural and international perspective is rooted in in all subjects and in different joint activities. The 3 rd and 4 th years of is the international period of the programme, where international exchange and practical training abroad are prepared for. Syllabus will include English texts and literature written by international researchers. Organisation The students will, dependent on teaching and working tasks, be organised in annual cohorts, classes, seminar groups and practice groups. Progression Internal Progression Requirements To start the 3 rd year of, the student must have passed at least 75 ECTS credits from the first years of be passed. This requirement must be met at the latest at the conclusion of ordinary examination in the spring semester of the 2 nd year of. For provisions concerning passed practice, please see Regulations Relating to Studies and Examinations at Oslo and Akershus University College of Applied Sciences. Suitability Assessment Teacher education institutions have the responsibility to assess whether students are suitable for the teacher profession. Continuous assessment takes place throughout the programme and constitutes a part of an overall assessment of the student s professional and personal capacity to function as a teacher. A student who represents a potential danger for the pupils life, physical or mental health, rights or security, is not suitable for the profession. Students who show little ability to master the teacher profession shall be informed about this as early as possible in the programme. If possible, they shall get advice and guidance so that they can improve, or get the advice to end their. Concrete decisions whether the student is suitable as a teacher may be made throughout the period. For more detailed information, please see 7

8 Transfer and Mobility Possibility for Transfer to the Master Programme after the 3 rd Year of Study After passed 3 rd year of (Bachelor), the student may apply for admission to the Master programme. HiOA offer Master programmes which prepare for work in primary school. Application for admission shall be sent to HiOA. Admission to Master programmes is legally authorised in separate regulations. 2 nd year of 1 st year of 3 rd year of 2 nd year of 1 st year of Master Programme Master Programme Subject IV/I/II Subject IV/I/II Pedagogics and pupilrelated Pedagogics and pupilrelated Subject III Subject III Subject II Pedagogics and pupilrelated Subject I Subject I Subject II Pedagogics and pupilrelated Transfer between Primary School Teacher Education Programme (Years 1-7) and Lower Secondary School Teacher Education Programme (Years 5-10) Primary School Teacher Education Programme (Years 1-7) and Lower Secondary School Teacher Education Programme (Years 5-10) are defined as different programmes. Students who want a transfer to another programme than the one they are admitted to must apply for ordinary admission to a new programme, and then apply for specific recognition of previously taken subjects and/or topics. The extent of recognition will depend on the size of the parts of previously taken subjects which are shared by the two programmes. Recognition and preliminary approval of other education are legally authorised in Act Relating to Universities and University Colleges. Mobility between Teacher Education Institutions By transfer to HiOA from another higher education institution after 2 nd and 3 rd year of, all examinations and all practical training included in the years of concerned must be passed. HiOA has a regional cooperation with Hedmark University College. The cooperation is about profile and subject offer. Central Basic Documents National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 7 and Years 5 10 National Guidelines for Differentiated Teacher Education Years 1-7 Report to the Storting / White Paper no. 11 ( ), Recommendation S. no. 185 The Teacher the Role and Education, and minutes from the Storting s processing of the case 2 April 2009 (St. meld. nr. 11 ( ), Innst. S. nr. 185 Læreren rollen og utdanningen og referat fra stortingets behandling av saken 2. april 2009) Act Relating to Universities and University Colleges National Curriculum for Knowledge Promotion in Primary and Secondary Education and Training (Læreplanverket for Kunnskapsløftet) General Part, Principles for Training and Curricula for Subjects Regulations Relating to the Education Act (Forskrift til opplæringslova) Chapter 14 on Requirements to Teacher Competence 8

9 National Qualification Framework for Higher Education Regulations Relating to Suitability Assessment in Higher Education 9