Course content

The course is part of a flexible practical and profession-oriented programme for part time teacher students (FPPU) and provides subject didactic knowledge for the relevant grade levels.

The course addresses issues related to teaching and students’ learning in the subjects. Learning encompasses cognitive, bodily, aesthetic, and creative learning processes. The learning process is also influenced by affective factors such as motivation, attitudes, identity, and emotions.

The course provides a foundation for planning, implementing, assessing, and reflecting on teaching based on research- and experience-based knowledge and theory. Analyzing and identifying connections between different perspectives, theories, and research studies are included in the learning objectives for the course. Knowledge and insight into subject didactic theory and research provide competence to carry out systematic research and development work in schools.

Learning outcome

Knowledge

The student:

• has broad knowledge of theoretical perspectives and relevant research related to teaching and learning in the subject
• has knowledge of adapted education and facilitation for students in different study programs
• has in-depth knowledge of assessment methods
• has broad knowledge of the subject’s role, scope, and distinctive characteristics, and can justify its place in school and its societal relevance

Skills

The student:

• can plan, implement, and reflect on teaching based on research- and experience-based knowledge and theory about teaching and student learning
• can vary and adapt instruction in accordance with the current curriculum framework, legislation, and relevant policy documents
• can analyze curricula and contribute to the development of local plans as a basis for planning, implementation, and assessment in teaching
• can assess and document student learning, provide feedback that promotes learning, and help students reflect on their own learning and academic development
• can apply research- and experience-based knowledge to work systematically with student learning in the subject and contribute to promoting a positive learning environment, both socially and academically
• can navigate subject literature, analyze, and critically evaluate information sources and subject didactic theory
• can apply relevant social science research methods, contribute to development work, and carry out profession-oriented R\&D work under supervision

General Competence

The student:

• can critically reflect on and discuss academic, subject didactic, and subject ethical issues
• can raise academically relevant questions, investigate and discuss them critically and independently through theoretical and empirical knowledge, thereby contributing to the development of their own practice and the school’s development
• can build relationships and develop collaboration skills

Learning methods and activities

The course is the second part of subject didactics in teacher education, and the teaching spans two semesters.

To achieve the course objectives, an interplay between teaching experience, acquisition of relevant theories and concepts, and reflection on one’s own teaching practice and collaboration with the field of practice is required. Students gain experience with varied teaching and working methods, as well as different learning arenas. There will be a mix of teaching in larger and smaller groups.

Emphasis is placed on interdisciplinary approaches, including the implementation of a group-based R\&D project. The R\&D work is carried out within the subject didactics course belonging to the student’s first subject (Subject 1). For students with two teaching subjects, one of these is chosen as Subject 1.

All mandatory activities must be approved before the candidate can sit for the exam. NTNU has a certification responsibility to ensure that students master the areas fundamental to their future professional practice. Therefore, 75% attendance in teaching is required. It is essential that students develop into independent and responsible teachers and that they are able to collaborate with their fellow students and future colleagues. Individual effort is not only important for one’s own learning but also for the professional development of colleagues.

Specific conditions

Recommended previous knowledge

Passed exam in PPU4422

Credit reductions