MGLU4115 - Pedagogy and Pupil-related Skills 4 (1-7)


Examination arrangement

Examination arrangement: Assignment and oral examination
Grade: Letter grades

Evaluation Weighting Duration Grade deviation Examination aids
Assignment 1/3 1 semesters HJELPEMIDD
Oral examination 2/3 30 minutes HJELPEMIDD

Course content

The course is designed to adopt a macroscopic perspective on the educational institution, with a specific emphasis on how decisions formulated at the societal level exert influence upon the school. This perspective is scrutinized through a historical lens and contemporaneously assessed. In the seminars, connections between the main themes of the course will be elaborated and processed, and the semester plan provides a detailed overview. The central content of the course encompasses these four main themes:

• Educational policy and governance (critical analysis and pedagogical reflection)

• The history of the Norwegian school and the development of the teaching profession (teacher role and development of educational institutions)

• Outline of the history of pedagogy (tracing the roots and historical impacts of pedagogical principles)

• Room for change (autonomy and professional ethics in the educational domain)

Learning outcome


The student

• possesses in-depth knowledge of various political, pedagogical, and practical perspectives on the school's activities.

• has comprehensive knowledge of the evolution of perspectives on the school's mission, the teacher's role, and the organizational structure of the school.

• has in-depth comprehension of selected positions in the history of education and the rationale and contemporary significance of these positions.

• understands thoroughly the opportunities teachers have to influence the school's development in the public sphere and shape their own practice within a local, collegial community.


The student

• can analyze challenges in realizing the curriculum and other governance documents with a focus on developing their own teaching.

• can perceive themselves as an independent actor carrying a diverse role repertoire.

• can analyze various perspectives on upbringing based on underlying views of human nature and society, as well as the fundamental values in the purpose clause of the Education Act.

• can autonomously develop and facilitate teaching that afford students a variety of ways to approach the school's subjects.


The student

• can engage in independent academic discussions about their own pedagogical practices and the democratic role of the school.

• can reflect on the role of the teacher as both a custodian of historical traditions and an agent contributing to the evolution of a changing societal mandate.

• can discuss the relationship between different views on teaching and knowledge with a view to facilitating and justifying their own practice.

• can manage dilemmas and conflicting pressures inherent in the interplay between state and municipal control and the teacher's professional autonomy and freedom of expression.

Learning methods and activities

The working methods in PEL 4 vary between lectures, student-active seminars, group work, and individual work. Collaborative learning is emphasized. Mandatory work requirements have been included, wherein the students will show academic insight into the topic areas of the course and the development of their own teacher identities. The course focuses on independent work with text, in both writing the term paper and in working with the subject's literature. The teaching is aimed at the student formulating, discussing, and communicating about educational issues within the topic of the course. Emphasis will also be placed on the students connecting to the practice of teaching as a field of study and as a professional arena. The course will draw on social issues related to education and school.

Mandatory activities:

  • In addition to the requirement of 75% attendance at seminars, three requirements are associated with the course: two written submissions and an oral presentation. Requirements are assessed as "approved" or "not approved." Students who meet the requirements by the deadline but receive a "not approved" assessment have the opportunity for a resubmission or redo.

Compulsory assignments

  • Mandatory assignments according to emnebeskrivelsen

Further on evaluation

The following three work requirements must be approved in order to take the exam in this course:

  • two written submissions
  • one oral presentation

Work requirements are assessed as "approved" or "not approved". Students who submit / perform work requirements within the deadline, but who receive the assessment "not approved", have the opportunity for a new submission / performance.


The exam consists of a written and an oral part. The written partial exam is a semester assignment. The oral is a groupexam. In the event of failure of a partial examination, only this part must be taken again. There is an opportunity to complain about partial assessment in the course (does not apply to oral exams).

Specific conditions

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

Required previous knowledge

Student must have passed the subject area Knowledge learning and education in teacher profession, and Pel 1 and Pel 2 (30 SP) or equivalent.

Course materials

The final syllabus and semester plan will be published on Blackboard before the start of study.

Credit reductions

Course code Reduction From To
LGU13009 7.5 AUTUMN 2019
LGU53006 7.5 AUTUMN 2020
More on the course



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


Term no.: 1
Teaching semester:  SPRING 2025

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Teacher Education
  • Education


Examination arrangement: Assignment and oral examination

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn UTS Oral examination 2/3 HJELPEMIDD
Room Building Number of candidates
Autumn UTS Assignment 1/3 HJELPEMIDD INSPERA
Room Building Number of candidates
Spring ORD Oral examination 2/3 HJELPEMIDD
Room Building Number of candidates
Spring ORD Assignment 1/3 HJELPEMIDD 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"

More on examinations at NTNU