Praksisplan Grunnskolelærer 1-7 Master

The practice plan is based on the Regulations concerning the framework plan for primary and lower secondary teacher education for grades 1-7 of 8 June 2016, and must be seen in connection with the National guidelines for primary and lower secondary teacher education for grades 1-7 (of 1 September 2016), the program plan, the subject curricula for the compulsory subject Pedagogy and student knowledge and the various subjects in primary and lower secondary teacher education at NLA University College.

Primary and lower secondary teacher education must qualify teachers to practice a demanding and complex profession in a society characterized by diversity and change. Through the study, it must be facilitated for the student to acquire and develop basic knowledge, skills and general competence that is necessary to be able to meet tasks, challenges and responsibilities that the teaching profession entails. The practical training must be an integrated part of the education, and constitutes an important learning arena for the development of an overall teacher competence. Knowledge from theory and practice is equivalent in the teacher student's professional education.

Practice must be realistic. The student must meet today's school, and in the meeting with the individual child, as a class leader and colleague, experience the diversity of the teaching profession and the school as an organization and learning community. In collaboration with the rest of the study, the practice must stimulate the student to continuously develop their own practice. The student must be enabled to use relevant methods from research and development work alone and together with others to develop the school's collective practice.

The practical training must be an integrated and compulsory part of the education and of all subject studies. Practice must be guided, assessed and varied. It must have a clear progression, be adapted to the student's subject choices and linked to various parts of the school's activities. The student must gain practical experience at both lower and higher levels during the education they qualify for, as well as teaching experience in subjects they have been trained in.

During the practice, the student will observe, plan, implement and evaluate teaching sessions. The student must guide and be guided, as well as be part of a binding professional community. In connection with the practice periods, various meeting places are arranged for students, practice teachers and subject teachers, work in the practice group, lectures and assignment writing. Practice must be an arena for exercise, reflection and systematic learning. The training must provide space for a curious and researching student. In the first year, the student must plan, implement and evaluate teaching under the guidance of practice teachers and subject teachers in teacher education, and in collaboration with fellow students, before gradually taking more independent responsibility for being able to plan, implement and evaluate teaching.

The content and organization of guidance in the practice periods must ensure variation and progression throughout the study. All practice periods must have an alternation between individual guidance and guidance in groups, as well as guidance before and after teaching sessions. The guidance must address current topics in the individual study year, as well as topics that are relevant to the work at the practice school. A central goal for the guidance is that the student must make discoveries on behalf of themselves, as well as develop guidance competence.

In a collaboration between practice and subjects that are represented in the individual study year, the student will receive larger and smaller work requirements related to practice. The work requirements must function as useful elements in the school day, and contribute to promoting the students' learning and development. The work requirements must be adapted to the subject's characteristics and learning outcome descriptions. The tasks must contribute to linking the teaching at the university college together with the experiences in the field. The work requirements in cycle 2 will contain a more research and development-oriented dimension and must be developed in a collaboration between student, subject and practice field.

The principal/school management at the practice school has the overall responsibility for the coordination of the practical training at the practice school, and has co-responsibility for the assessment of the individual student in accordance with current criteria and for the ongoing suitability assessment. The practice teacher is a very central and important actor in the practical training, and is the one who is closest to the students when they are in the field. It is therefore an important concern for the principal, in collaboration with union representatives and the university college, to select teachers who will hold the practice teacher functions at the individual practice school. The practice school must participate in the development of practice in primary and lower secondary teacher education and be open to participating in professional research and development work in collaboration with NLA University College. It is particularly important that both subject teachers (supervisors from the university college) and practice teachers in cycle 2 possess the competence and experience needed to promote research-based professional orientation and develop the student's change competence and research perspective. The university college contributes with an annual offer of further education in guidance for practice teachers.

DRAMA IN PRACTICE

Educating to become a teacher is, among other things, about getting to know and developing yourself and the resources you possess. Through the subject Drama in practice, the student will develop knowledge and skills in communication, creativity and the use of aesthetic teaching methods. The student will be challenged to practice an awareness of their own and the students' body language and use of voice, ability to create, and communication and interaction with the students.

In teaching, drama pedagogical working methods are used, especially related to the teacher role, class management, varied teaching and ethical issues. The subject will give the student training in leading aesthetic learning processes in teaching, and in varying teaching methods to adapt the training to the different students' prerequisites and needs.

The subject emphasizes an all-round teacher competence and presupposes active effort and willingness to experiment. In addition to theoretical introduction, a large part of the subject will be of a practical nature, and the student will, through teaching and work requirements in practice, receive training in using the teaching's working methods.

The goal of the subject is that the student will become a confident communicator who has developed their personal expressive ability. The student must be able to create inclusive and good psychosocial learning environments, build good relationships with the students through the use of creative and aesthetic learning processes. The subject will give the student preparedness, so that he can contribute to children and young people throughout primary school experiencing learning activities that can create space for exploring and communicating ethical and professional issues and contribute to developing self-confidence and identity in the students.

Assessment

Interim assessment

In practice, the individual study year has work requirements related to attendance, practice assignments, drama in practice (DIP) and assessment of the individual practice period. The work requirements are assessed as approved/not approved.

Participation in the practical training with preparations, implementation and follow-up,
is mandatory.

The individual practice period is assessed by the practice teacher according to current criteria, and the assessment takes place in a collaboration between the practice teacher, practice principal and supervisor/subject teacher/practice administration at the university college. The assessment must support the student's learning and development. If a student is at risk of having the practice period assessed as not approved, separate routines are followed.
Each practice period can be completed up to two times.

Final assessment

Practice is assessed each study year according to the grade scale passed/not passed.
In order to have practice in the individual study year assessed as passed, each sub-topic (practice autumn and/or spring) must be approved. The work requirements related to the individual practice period must be assessed as approved.

Final practice grade according to the scale passed/not passed is given after the fifth year of study. In order to get the grade passed, the student must have passed practice every year of study, as well as completed and had Drama in practice approved, 1st-3rd year of study.

Scope of and content in practice

The practical training at NLA University College consists of 115 days of practice in primary school and kindergarten. In addition, there are practice preparations and follow-up work. Here, students, practice teachers and subject teachers/supervisors meet for joint reflection on theory and practice. The student must gain teaching experience in their teaching subjects.

	Topic:	Number of practice days:
Cycle 1	Class management and basic skills Relationship competence Adapted education Beginner training Transition kindergarten/school Multicultural learning environment Psychosocial learning environment The school as an organization and collaboration with various bodies School/home collaboration	80 days of ordinary practice and 5 days of observation
Cycle 2	Researcher's perspective Development and change work The school's place in society	15 days of ordinary practice, 10 days of class takeover and 5 days of point practice

The topics are added to the various study years in connection with the content of the subjects and adapted to the level the students have practice at.

Cycle 1 (1st-3rd year of study) contains 5 days of observation and 80 days of practice in primary school and kindergarten, guided and assessed.

It is facilitated for foreign practice in one of the practice periods in the third year of study. After an approved application, the student can have practice at schools NLA has cooperation with.

Cycle 2 (4th-5th year of study) contains 30 days of practice in primary school, guided and assessed. In cycle 2, the practical training must focus on research and development-oriented practice and practice assignments must give the student experience with innovation processes and improvement of their own practice.

In the 4th year of study, it is facilitated for class/level/school takeover for 2 weeks.

In the 5th year of study, practice is organized in collaboration with the practice school's principal and administration/personnel. The practice days are arranged as point practice and distributed throughout the year. In the practice, the students must gain insight into various aspects of the school's activities that are not included in the other practice periods.

Learning outcome cycle 1

The main themes for the practical training in the first three years of study are the teacher role, teacher work, student diversity, beginner training, the school as an organization and the teacher's facilitation for learning subjects for grades 1-7.

This concerns:

• Development of own teacher identity and relationship competence
• The teacher's work in meeting the multicultural classroom
• Class management
• Planning, implementation and assessment of teaching
• Adapted education and learning-promoting assessment
• The school as an organization and collaboration with other bodies

Learning outcome for practice 1st-3rd year of study:

KNOWLEDGE

The candidate must:

• have knowledge of the teacher's tasks, roles and responsibilities in the school
• have knowledge of the contact teacher role, class management, communication and relationship work
• have knowledge of current laws and plans as a basis for planning teaching
• have knowledge of the holistic education course with emphasis on the transition from kindergarten to school and from primary to lower secondary level
• have knowledge of how kindergartens prepare children for starting school, and what collaborative arrangements exist between kindergarten and school
• have knowledge of children's behavior and care, play and learning needs related to the transition kindergarten/school
• have knowledge of the students' prerequisites and development as a basis for adapted education and early intervention
• have knowledge of how to facilitate adapted education for individual students and knowledge of the field of special education
• have knowledge of learning processes, facilitation of teaching, working methods and learning-oriented assessment that promotes good inclusive class and learning environments
• have knowledge of the school as an organization and collaboration with various bodies
• have knowledge of methods related to research and development work in the school
• have knowledge of learning processes, facilitation of teaching, working methods and assessment forms that promote good inclusive class and learning environments
• have knowledge of cultural, linguistic, religious and social diversity

SKILLS

The candidate must:

• be able to plan, implement and assess teaching alone and together with others
• be able to facilitate the development of the students' basic skills and competences
• be able to interact with students, fellow students, parents and colleagues
• be able to use relevant digital tools
• be able to particularly take care of beginner training and learning processes for the youngest students based on national and local curricula
• show good ability to class management, communication, interaction and relationship work
• be able to analyze practice experiences, and through this also be able to understand and handle conflicts
• be able to lead good learning processes for all students
• be able to plan, implement and assess teaching based on national and local plans
• be able to show and apply professional skills
• be able to reflect on and assess, choose and use various mapping tools and, based on the result, follow up the individual student
• be able to interact with students, parents, colleagues and other internal and external actors
• be able to implement training that promotes the students' digital competence
• be able to lead good learning processes based on various working methods and goals for the teaching that promotes good inclusive class and learning environments
• be able to analyze, assess and document students' learning, and give the students learning-promoting feedback adapted to the students' prerequisites and needs and contribute to the students being able to reflect on their own learning and development
• be able to independently and together with others plan, implement and assess teaching in a multicultural learning community
• be able to show and apply subject/subject didactic competence
• be able to discuss teaching, learning, professional ethical dilemmas and issues
• be able to identify bullying and harassment and gain experience in implementing, evaluating and adjusting measures and thus contribute to the positive development of the school's learning environment

GENERAL COMPETENCE

The candidate

• can apply their knowledge and skills to carry out teacher professional tasks
• has insight into beginner training and the students' learning of basic skills and competences
• shows ability to change and development competence
• can assess own and others' practice with reference to theory and research, and handle various types of feedback from supervisor, fellow students and subject teachers
• has insight into own development as a teacher, and has developed awareness of own communication and relationship competence
• must be able to assess own teacher competence and own learning needs
• has insight into what it means to be a contact teacher
• has change and development competence that contributes to collaboration on professional and pedagogical innovation in the school
• can, based on theory and research, critically assess own and others' practice
• has developed own teacher identity, communication and relationship competence
• has understanding of the importance of the interaction between school and home

Learning outcome cycle 2

In the last two years of study, the student must further develop their teacher competence. In cycle 2, the practical training must provide a more in-depth knowledge of learning processes, the teacher's facilitation for learning subjects and research and development work in the school. Through experience with adopting the researcher's perspective, the student must further develop research and experience-based teaching practices and develop own change competence.

This concerns:

• Learning management and deeper understanding of student diversity
• Beginner training and early intervention
• Research and development work related to the school
• Development of change competence

Learning outcome for practice 4th and 5th year of study

KNOWLEDGE

In addition to learning goals from previous years of study, the candidate must:

• have in-depth knowledge of learning processes, didactic facilitation of teaching, working methods and assessment forms that promote inclusive class and learning environments
• have in-depth knowledge of children's development, learning and formation in various social, multicultural and digital contexts and of how the knowledge can be used to adapt the training to all students' prerequisites and needs
• have in-depth knowledge of the school and its mandate, values and place in society
• have knowledge of concrete research and development work in the practice school

SKILLS

In addition to learning goals from previous years of study, the candidate must:

• be able to take responsibility for developing and leading inclusive, creative, safe and health-promoting learning environments where the training is adapted to the students' needs
• be able to facilitate and take care of beginner training and early intervention
• be able to carry out professional R&D projects in accordance with research ethical norms

GENERAL COMPETENCE

In addition to learning goals from previous years of study, the candidate must:

• be able to apply their knowledge and skills to involve and build relationships with students and parents
• be able to contribute to change processes and professional and pedagogical innovation in the school and involve local community, working and cultural life in the training
• be able to critically reflect on own and others' practice with reference to theory and research
• be able to strengthen international and multicultural perspectives in the school's work, stimulate democratic participation and sustainable development
• have knowledge, commitment and methods to further develop themselves, their profession and future workplace through collegial collaboration, interaction with external actors and by referring to and using new research