MGLU4111 - The religion/worldview of individuals as a topic for teaching and research (1-7)


Examination arrangement

Examination arrangement: Assignment
Grade: Letters

Evaluation Weighting Duration Grade deviation Examination aids
Assignment 100/100 ALLE

Course content

This course focuses on scientific approaches to the study of religions and life stances with emphasis on people's individual beliefs and practices. A large part of the subject will focus on the concept and perspective "lived religion", which will be illustrated and elaborated through studies of "lived Christianity" and "lived Islam," and an optional religion/worldview. The course looks at the sociological, anthropological and ethnographic perspectives and positions within the study of religions and world views. The didactical part of the course explore the empirical presence of sociological, anthropological and ethnographic perspectives in CREE curriculum, teaching material and practical teaching. Didactical perspectives on possibilities and challenges related to these scientific approaches to the study of religions and worldviews are presented and discussed. The amount of curriculum and teaching related to Christianity and other CREE-topics will be similar to the amount devoted to the different topics in school curricula.

Learning outcome


The student

  • has in-depth knowledge of the relationship between individuals lived religion/worldview and institutionalized forms of religions/worldviews
  • has advanced knowledge of Christian and Muslim beliefs and practices, and advanced knowledge of life stances and practices in other religions and worldviews
  • has advanced knowledge of CREE and CREE-didactics focused on individuals, beliefs and practices
  • has advanced knowledge of lived religion/worldview in pupils' encounters with grief and crises
  • has in-depth knowledge of relevant research and theory and scientific thinking, research methods and ethics
  • has in-depth knowledge of how education can be adapted to all pupils' circumstances and needs
  • has in-depth knowledge of progress in teaching and pupils' learning in CREE
  • has in-depth knowledge of initial education in CREE


The student

  • is capable of comparing and reflecting on the relationship between institutionalized forms of religion/worldview and individuals' religions/worldviews
  • is capable of comparing different approaches to religions and worldviews and presenting religions and worldviews from anthropological and practice-oriented perspectives
  • is capable of critically analyzing national and international research related to CREE-didactics, and can apply this knowledge in the exercise of the profession
  • is capable of planning and carrying out teaching in CREE that promotes the pupils' scientific thinking
  • is capable, at an advanced level, of applying the principles of learning-oriented assessment in CREE, thereby helping the pupils to reflect on their own learning and development
  • is capable of developing, carrying out and evaluating research-based initial education in CREE that is based on advanced knowledge
  • is capable of critically assessing digital forms of expression and resources and using them in teaching in ways that strengthen and develop the didactics of CREE

General competence

The student

  • is capable of analyzing and assessing relevant academic and ethical issues and contributing to the development of a sense of academic fellowship at the individual school
  • is capable of systematically planning, evaluating and revising learning arrangements related to CREE

Learning methods and activities

The teaching in the course is organized in seminars, the content and schedule of which will be presented at the beginning of term. Between the seminars the students are expected to read and work on tasks related to achieving the learning outcomes of the course. The activity in the seminars will vary between lectures, individual and collaborative work, discussions, and student presentations. Topics suited for lecture are taught through lecture. Discussions and other academic cooperation, such as responding to fellow students’ work, are important teaching- and learning forms; therefore, all students are expected to contribute to the discussions.

Compulsory assignments

  • Obligatory course work according to course description

Further on evaluation

The following activities and assignments must be completed in order to take the exam: Maximum 3 written and 3 oral presentations. The assessment of these works will be graded either passed or not passed.

Exam: Term paper. Grading system A-F.

Specific conditions

Compulsory activities from previous semester may be approved by the department.

Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7)

Required previous knowledge

The student must have completed 30 ECTS of CREE in module 1 during the two first years of teacher education, MGLU1108 and MGLU2108, or similar courses

Course materials

The list of curriculum is tentative. The complete reading list will be published on Blackboard (the digital learning platform) before the course begins.

More on the course



Version: A
Credits:  15.0 SP
Study level: Second degree level


Term no.: 1
Teaching semester:  AUTUMN 2021

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Teacher Education
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education


Examination arrangement: Assignment

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn ORD Assignment 100/100 ALLE





Room Building Number of candidates
Spring UTS 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"

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