PPRA300 Teaching Practice

The course consists of 60 days with supervised teaching practice. During these weeks, the students shall plan, execute and evaluate their teaching practice in cooperation with the supervisors. The practicum is divided into 2-3 periods throghout the study. During one periode the student should plan, execute and evaluate his/her own practice i collaboration with a supervisor.

There will be up to two meetings between the student and a teacher from NMBU. During the meeting the students' development as teacher should be discussed in light of information given from the school/practice place and education institution.

The course is linked to the learning outcome descriptions in the course’s pedagogy and subject / vocational didactics. Students must have developed competencies for education for sustainable development.

Knowledge

Candidates

has knowledge of the vocational / program subject and its role in its own program area

has experience-based knowledge of students' learning processes and assessment as, for and of learning

has experience-based knowledge of the interaction between students and between students and teachers from 8th to 13th grade

has experience-based knowledge of school management, class management, teamwork, and knowledge of school-home collaboration

has experience-based knowledge of research and development work in schools

has experience-based knowledge of how education for sustainable development can be arranged

has knowledge of the teacher's role, rights, and duties. has experience-based knowledge of learning strategies, learning arenas, and working methods related to the nature of the profession / subject

Skills

Candidates

can lead and facilitate teaching processes that lead to good academic and psycho-social learning processes, which promote life skills

can plan, implement, adapt, and evaluate training for a diverse group of students in accordance with legislation and planning

can lead interdisciplinary learning processes in complex issues, especially with emphasis on sustainable development

can apply, justify, and vary between a wide range of teaching and assessment methods including the use of digital tools

can adjust learning activities as needed and facilitate student participation

can enter collaboration with colleagues / management to facilitate teaching for students with special needs, and report in case of suspicion of intoxication and violence

can master relevant professional tools, techniques, and forms of expression, and reflect on their own professional practice and adjust this under supervision

can contribute to the subjects being practiced and vocationally oriented through the students' interests and in collaboration with colleagues and relevant actors in working life

General competence

Candidates

can reflect on and critically assess, the content of education and students' learning considering current curricula, and clearly convey identity and pride in the subject / profession

can take responsibility for reflecting on their own development as a teacher and participate professionally in collaboration and development work in the training

can build good relationships and communicate well with students

can collaborate and communicate well with colleagues, parents, and other professions in the school

can critically reflect on professional, ethical, and political issues, including education for sustainable development

can contribute to change processes and collaboration on academic and pedagogical innovation in schools and involve local community, work, and cultural life in education