PPFY300 Integrative Life Science Education

Development of own practice and practice theory as a subject teacher in science and natural sciences through didactic theory, exercises and reflection. Planning, implementation and assessment of education for sustainable development with support in didactic thinking, curricula and legislation. Central subject and vocational didactic topics are interaction between different forms of learning and learning arenas, design of learning courses and workshop learning, exploratory working methods, phenomenological and business-based learning, vocational didactic principles, reverse curriculum work, informal and formal assessment of competence and basic skills, self-regulated learning. In addition, emphasis is placed on transformative learning theory, outdoor teaching methodology and development of interdisciplinary arenas and working methods in science and nature use.

The student has developed his/her own competence, practice and applied theory in education for sustainable development.

Knowledge. The candidate ...

• has subject/vocational didactic research and experience-based knowledge aimed at steps 8-13
• has an understanding of the nature of the school team and the training course.
• has knowledge of learning arenas and working methods related to the nature/traditions of the subject/profession.

Skills. The candidate ...

• can plan, carry out and evaluate teaching based on relevant research and experience-based knowledge and carry out professional/vocational development work.
• can lead and facilitate teaching processes that lead to good academic and social learning processes.
• can use varied and relevant working methods, use digital tools, differentiate and adapt education in relation to students' needs and in accordance with current curricula, and create a motivating and inclusive learning environment.
• can describe characteristics of competence, assess and document students' learning, provide learning-promoting feedback and help students to reflect on their own learning.
• can analyze curricula in subjects and develop local plans, as well as have insight into final assessment in the subject.
• can critically assess the subjects' societal role and values ​​and translate this into their own teaching.

General competence. The candidate ...

• can independently further develop his own practice and practice theory as a subject teacher in science and natural sciences through didactic theory, exercises and reflection
• can critically reflect on professional/professional, ethical and political issues, especially related to education for sustainable development.
• can convey subject and vocational didactic issues within a professional community of practice.
• can facilitate entrepreneurship, new thinking and innovation, and that local working, social and cultural life is involved in the training
• can stimulate professional pride, reflection and collaboration on and development of learning and teaching in authentic professional situations.