Course content

Central theme the second academic year: The pupil and diversity.

During the second year of study, the teacher’s role concerning the multicultural classroom and pupils with special needs is central. Through collaboration with the practice group, teaching practice supervisor and lecturer from NTNU, the student should show independence in planning, executing, and assessing teaching in order to facilitate pupils’ academic, social, cultural, and personal development in grades 1-2.

Learning outcome

Knowledge The student

• has knowledge of pupils’ aptitude and development as basis for adapted education.
• has knowledge of cultural, linguistic, religious, and social diversity.
• has knowledge of relevant legislation, curricula, and frameworks.
• has knowledge of the overall educational pathway with emphasis on the transition from preschool to primary school, and from primary school to lower secondary school.

Skills The student

• can plan, lead, and assess teaching alone and in cooperation with others.
• can lead meaningful learning processes alone and in cooperation with others.
• can critically assess teaching supported by theory and current curricula, including the Core Curriculum.
• can reflect upon and evaluate choices and usage of mapping tools, and outline measures based on the results.
• can conduct and assess teaching, supported by digital tools.
• can conduct individual academic and relational development talks and interviews with pupils.

General competence The student

• has insight into the importance of the basic skills for learning and understanding subject knowledge.
• has insight into own development as a teacher within a learning community and can assess own developmental needs.

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, as well as content, working methods, and organization in primary school, with focus on grades 1-2. 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:

• observe teachers’ work with inclusion and adapted education
• observe and map individual pupil’s academic level and learning strategies related to the basic skills and the school subjects.
• question own and other’s learning management and ability to preserve diversity in order to promote critical reflection.
• plan, conduct, and assess teaching sessions and basic skills, focusing on pupils with varied backgrounds and varied academic levels in grades 1-2.
• test different methods for teaching and assessment adapted to grades 1-2, focusing on pupil participation.
• conduct individual developmental talks with pupils.
• participate in the development of an individual subject curriculum.
• use lesson planning documents based on didactic relational thinking as a tool in planning and assessing teaching.
• write individual reflection logs daily and consider these on the basis of theory and current curricula.

Fall and spring:

30 days teaching practice in grades 1-2.

Specific conditions

Required previous knowledge

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