Course content

The main theme in the third academic year is the exploratory teacher. Practice is a study, testing, and learning arena, which should be varied, guided, and assessed.

Learning outcome

Knowledge: The student

• Has knowledge of the use of alternative learning arenas and exploratory teaching.
• Has basic insight into how teachers collaborate in various professional communities within the school.
• Has knowledge of research and development work in schools and how this affects students’ learning.
• Has knowledge of and can apply various assessment practices and see this in connection with students’ learning.

Skills: The student shall, both alone and in cooperation with others,

• Observe, plan, implement, and evaluate teaching in their own teaching subjects, including use of alternative learning arenas.
• Observe and evaluate teaching to explore opportunities for development.
• Use various forms of assessment to promote students’ reflection on their own learning and development.
• Discuss their own and others’ teaching with support from learning theory and subject didactic perspectives.

General competency: The student

• Kan kritisk reflektere over egen rolle som utforskende lærer og hvilken betydning dette kan få for skolens profesjonsfellesskap
• Can discuss opportunities and challenges with various assessment practices.
• Can present research-based knowledge in the professional community, including reflecting on their own research and development topic.
• Can critically reflect on their own role as an exploratory teacher and its significance for the school’s professional community.

Learning methods and activities

In collaboration with the practice group, practice teacher, and follow-up teacher from NTNU, the student shall plan, observe, implement, and assess various learning processes.

Activities related to practice can also take place on campus.

Through practice, students shall gain teaching experience in their own teaching subjects. Beyond this, students should contribute to the school’s professional community.

Through practice, students shall utilize planning documents as tools in planning and evaluating learning situations, as well as regularly write individual reflection logs and view these in light of theory.

25 days of teaching practice.

Specific conditions

Required previous knowledge

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