PPRA301 Teaching Practice - LUR

PPRA301 is included in the professional subject and forms the main part of the practical education; 60 days. The practical training must be varied and provide insight into a teacher's everyday working life and the school's operations. It must be guided and take place in school. The practical training must be distributed over periods, usually 30 days in the autumn semester and 30 days in the spring semester. These longer periods should give the student practice in working independently and contribute to a good transition to the teaching profession. The practical training must be linked to a subject in which the student has teaching competence. All practical training must be approved by NMBU before start-up.

Knowledge Candidates

• Has knowledge of the program subject and its role in its own program area, and how the subject can be vocationally oriented.

• Has experience-based knowledge of students' learning processes and assessment as, for and of learning.

• Has experience-based knowledge about the interaction between students and between students and teacher’s 8th to 13th grade.

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

• Has experience-based knowledge of research and development work in the school

• 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 subject and interdisciplinary topics.

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 an emphasis on sustainable development.

• can apply, justify, and vary between a wide range of teaching and assessment methods.

• can adjust learning activities as needed and facilitate student participation.

• can enter a 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 use digital tools and resources professionally and administratively.

• can contribute to the subjects being practised 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.

• can clearly convey identity and pride in the subject/profession.

• can take responsibility for reflecting on 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 the local community, work, and cultural life in education.

- can reflect on the school as an organisation.