Examination arrangement

Course content

Main theme the first academic year: The teacher’s professional role.

During the first year of study, the students will begin to develop their teacher identity, relational competence and classroom management skills through interaction with pupils. Through collaboration with the practice group, teaching practice supervisor and lecturer from NTNU, the students will plan, conduct, and assess pupils’ learning and development in grades 5-7.

Learning outcome

Knowledge

The student

• has knowledge of the teacher’s duties and roles.
• has knowledge of the role of the contact teacher, classroom management, communication, and development of relational competence.
• has knowledge of learning processes, adapting education, teaching methods, and forms of assessment that promote inclusive learning environments.

Skills

The student

• can plan, conduct, and assess teaching based on national and local curricula.
• can lead meaningful learning processes based on different teaching methods and learning objectives.
• can discuss teaching and learning supported by learning theories and basic didactic perspectives.
• can employ classroom observation techniques.

General competence

The student

• shows relevant communication- and relational competence in interaction with children and adults in the school environment.
• has insight into pupils’ development of basic skills.

Learning methods and activities

Teaching practice is an arena of study, testing, and learning. Through teaching practice, the student will become familiar with pupils’ learning and development. They will also become familiar with 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 will teach within their subject of study, however teaching practice may take place 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:

• observe today’s school, focusing on the teacher’s role, teaching methods, and organization.
• observe teachers in a variety of teaching situations, focusing on classroom management.
• question own and other’s classroom management to promote critical reflection.
• plan, conduct, and assess teaching sessions.
• use lesson planning documents as a tool for planning and assessing teaching.
• take active part in the learning community.
• test different methods for teaching and assessment adapted to grades 5-7.
• write individual reflection logs daily and consider these on the basis of theory.

Fall: 5 days observational teaching practice

Fall and spring: 25 days teaching practice in grades 5-7.

Further on evaluation

All teaching practice is obligatory.

Only illness or preapproved leave of absence constitutes valid absence.

30 days teaching practice in grades 5-7, including 5 days observational teaching practice.

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

Same requirements as for the programme of study, see the programmes study plan.