Pedagogisk ledelse, del 1 og 2
Emnekode:
BLFORPEmnenavn:
Pedagogisk ledelse, del 1 og 2Undervisningssemester:
HøstSteder:
BergenStudieår:
2024 — 2025Undervisningsspråk:
EngelskStudiepoeng:
30 Studiepoeng
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 1 includes five days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- A practice period of 5 days. Assessment criteria are closely related to the learning outcome descriptors for this course. International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5, and their oral examination from KO6.
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required to participate in the orientation program (3-5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
The practice period is placed in part 1 of this subject and is mandatory. It consists of 5 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 2 includes ten days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course. International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5, and their oral examination from KO6.
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required to participate in the orientation program (3-5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
Article
Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do
Amabile, Teresa M, Los Angeles, CA, University of California Walter A. Haas School of Business, 39-58, California management review, 1, 40, 1997-10-01, 39-58,
View online
Article
Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience
Amobi, Funmi A, San Francisco, California Council on Teacher Education, 115-130, Teacher education quarterly (Claremont, Calif.), 1, 32, 2005-01-01, 115-130,
View online
Article
Learning in "as-if" worlds: Cognition in drama in education
Andersen, Christopher, 281-286, Theory into practice, 4, 43, 2004-09, 281-286,
View online
Article
Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education
Biesta, Gert, Routledge, 315-330, Educational philosophy and theory, 4, 49, 2017-03-21, 315-330,
View online
Book
The beautiful risk of education
Biesta, Gert, London, Routledge, 2016, isbn:9781612050263,
View online
Article
Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education
Biesta, Gert J. J, Dordrecht, Springer Netherlands, 491-503, Studies in philosophy and education, 5, 29, 2010-07-09, 491-503,
View online
Article
Preschool teachers' understanding of quality in preschool: a comparative study in three European countries
Brodin, J ; Hollerer, L ; Renblad, K ; Stancheva-Popkostadinova, V, Routledge, 968-981, Early child development and care, 6, 185, 2015-06-03, 968-981,
View online
Article
Directing and facilitating distributed pedagogical leadership: best practices in early childhood education
Bøe, Marit ; Hognestad, Karin, Routledge, 133-148, International journal of leadership in education, 2, 20, 2017-03-04, 133-148,
View online
Book Chapter
Democratic Early Childhood Education and Care Management? The Norwegian case
Børhaug, K., Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Democratic Early Childhood Education and Care Management? The Norwegian case, 145-162,
Article
Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers
Diana, Thomas J, Washington, Taylor & Francis Group, 150-154, The Clearing house, 4, 86, 2013-07-01, 150-154,
View online
Book Chapter
Mentoring as a Leadership Development Strategy in Early Childhood Education
Doranna Wong and Manjula Waniganayake, Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Mentoring as a Leadership Development Strategy in Early Childhood Education, 163-179,
Article
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries
Einarsdottir, Johanna ; Purola, Anna-Maija ; Johansson, Eva Marianne ; Broström, Stig ; Emilson, Anette, Abingdon, Routledge, 97-114, International journal of early years education, 1, 23, 2015-01-02, 97-114,
View online
Article
Democratic Participation in Early Childhood Education and Care - Serving the Best Interests of the Child
Eriksen, Evelyn, Høyskolen i Oslo og Akershus, Nordisk barnehageforskning, 1, 17, 2018-06-27,
View online
Article
Early childhood education teachers' professional development towards pedagogical leadership
Fonsén, Elina ; Ukkonen-Mikkola, Tuulikki, Routledge, 181-196, Educational research (Windsor), 2, 61, 2019-04-03, 181-196,
View online
Article
How early and how long?
Gulbrandsen, Lars ; Løvgren, Mette, Høgskolen i Oslo og Akershus, Nordisk Barnehageforskning, 2012,
View online
Article
Emotions, emotional intelligence and leadership: a brief, pragmatic perspective
Ingram, Jay ; Cangemi, Joseph, Project Innovation (Alabama), 771-, Education (Chula Vista), 4, 132, 2012-06-22, 771
View online
Book
The Modern child and the flexible labour market : early childhood education and care
Jens Qvortrup (red./redaktør), Basingstoke, Palgrave MacMillan, XIII, 292, 2012, isbn:9780230579323,
View online
Book
Leadership in early childhood : the pathway to professionalism
Jillian Rodd, Maidenhead, Open University Press, 304, 2020, isbn:9780335246809,
Book
Structuring drama work
Jonothan Neelands (forfatter), Cambridge, Cambridge University Press, 170, 2015, isbn:9781107530164,
Book
Impro : improvisation and the theatre
Keith Johnstone (forfatter), Irving Wardle (forfatter av forord), London, Bloomsbury Academic, 2019, isbn:9781350069039,
Article
Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities
Löfgren, Håkan, Abingdon, Routledge, 638-655, Scandinavian journal of educational research, 6, 59, 2015-11-02, 638-655,
View online
Book
Leadership : contexts and complexities in early childhood education
Manjula Waniganayake (forfatter), South Melbourne, Victoria, Australia, Oxford University Press, 2017, isbn:9780190309367,
Article
Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies
Murcia, Karen ; Campbell, Coral ; Aranda, George, Charles University, Faculty of Education, Pedagogika, 3, 68, 2018-12-31,
View online
Article
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
Nicol, David J ; Macfarlane-Dick, Debra, Routledge, 199-218, Studies in higher education (Dorchester-on-Thames), 2, 31, 2006-04-01, 199-218,
View online
Article
Critical perspectives in educational leadership: a new 'theory turn'?
Niesche, Richard, Routledge, 145-158, Journal of educational administration and history, 3, 50, 2018-07-03, 145-158,
View online
Book Chapter
The Inescapable Connection Between Theory and Practice
Niesche, Richard ; Gowlett, Christina, Niesche, Richard ; Gowlett, Christina, The Inescapable Connection Between Theory and Practice, Singapore, Springer Singapore, 135-142, 2019-07-31, 135-142, isbn:9789811382406,
View online
Book
Leadership in early education in times of change : research from five continents
Petra Strehmel, Leverkusen Opladen, Verlag Barbara Budrich, 306, 2019, isbn:9783847421993,
View online
Article
Training using Drama: Successful Development Techniques from Theatre and Improvisation
Sally Deller, London, Dods Parliamentary Communications Limited, 76-, Training Journal, 2004-10-01, 76
View online
Article
Understanding arts-based methods in managerial development
Taylor, Steven S ; Ladkin, Donna, Briarcliff Manor, Academy of Management, 55-69, Academy of Management learning & education, 1, 8, 2009, 55-69,
View online
Article
The influence of video analysis on the process of teacher change
Tripp, Tonya R ; Rich, Peter J, Elsevier Ltd, 728-739, Teaching and teacher education, 5, 28, 2012-07, 728-739,
View online
Article
Teachers' pedagogical strategies when creating digital stories with young children
Undheim, Marianne ; Jernes, Margrethe, Abingdon, Routledge, 256-271, European early childhood education research journal, 2, 28, 2020-03-03, 256-271,
View online
Book
The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness
van Manen, Max, Routledge, 1991, isbn:1629584185,
View online
Document
framework-plan-for-kindergartens2-2017
Article
How early and how long?
Løvgren, Mette ; Gulbrandsen, Lars, Nordisk barnehageforskning,
View online
Book
The modern child and the flexible labour market : early childhood education and care
Qvortrup, J ; Kjorholt, A, Dr Anne-Trine Kjørholt ; Professor Jens Qvortrup ; Qvortrup, Jens ; Kjørholt, Anne Trine, London, Palgrave Macmillan, xiii-xiii, 2012, isbn:9780230579323,
View online
Article
Strengthening leadership skills through embodied learning in Early Childhood Teacher Education
Meyer, Grete Skjeggestad ; Reigstad, Ingunn, Nordisk barnehageforskning, 1, 20, 2023-02-22,
View online
Article
'We are equal, but I am the leader': leadership enactment in early childhood education in Norway
Lund, Hilde Hjertager, Routledge, 1-26, International journal of leadership in education, ahead-of-print, ahead-of-print, 2021-09-15, 1-26,
View online
Article
The Practice of Giving Feedback to Improve Teaching: What is Effective?
Brinko, Kathleen T, Columbus, Taylor & Francis, 574-593, The Journal of higher education (Columbus), 5, 64, 1993-09-01, 574-593,
View online
Book Chapter
Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments
Ellen Beate Hansen Sandseter ; Trond Løge Hagen, Ellen Beate Hansen Sandseter ; Trond Løge Hagen, Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments, Verlag Barbara Budrich, 255-, 2013-05-15, 255isbn:3866494696,
View online
Article
Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals
Fonsén, Elina ; Soukainen, Ulla, Dordrecht, Springer Netherlands, 213-222, Early childhood education journal, 2, 48, 2019-10-18, 213-222,
View online
Article
Distributed pedagogical leadership and teacher leadership in early childhood education contexts
Heikka, Johanna ; Pitkäniemi, H ; Kettukangas, T ; Hyttinen, T, London, Routledge, 333-348, International journal of leadership in education, 3, 24, 2021-05-04, 333-348,
View online
Article
A Nordic Perspective on Early Childhood Education and Care Policy
Karila, Kirsti, Blackwell Publishing Ltd, 584-595, European journal of education, 4, 47, 2012-12, 584-595,
View online
Article
Preschool teacher competence viewed from the perspective of students in early childhood teacher education
Lillvist, Anne ; Sandberg, Anette ; Sheridan, Sonja ; Williams, Pia, Routledge, 3-19, Journal of education for teaching : JET, 1, 40, 2014-01-01, 3-19,
View online
Article
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge
Michalsky, Tova, New York, Springer US, 595-622, Metacognition and learning, 3, 16, 2020-10-31, 595-622,
View online
Book
Den skrivende barnehagelærer : om profesjonalitet og praksis
Louise Birkeland (1944-2009) (forfatter), Arne Solli (1950-) (redaktør), Bergen, Fagbokforl, 163, 2014, isbn:9788245015782,
View online
Book
Når evidens møter praksis : en studie av programbasert arbeid med sosial kompetanse i barnehagen
Monica Seland (1967-) (forfatter), Bergen, Fagbokforlaget, 2020, isbn:9788245022445,
Book Chapter
Microteaching : pedagogisk ledelse og kroppslig erfaring
Meyer, G.S. og Reigstad, I., Microteaching : pedagogisk ledelse og kroppslig erfaring, Oslo, Universitetsforl., 154-173, 2014, 154-173,
Book Chapter
Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger.
Lafton, T., Jeanette Rhedding-Jones (1943-) (red.), Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger., Oslo, Universitetsforl, 224, 2011, isbn:9788215017341,
View online
Book Chapter
Teori i kjøt og blod: God leiing er improvisasjon
Dehlin, S., Randi Juul (illustratør), Teori i kjøt og blod: God leiing er improvisasjon, Oslo, Damm, 331, 2006, isbn:8204128649,
View online
Book
Barn og unges digitale dømmekraft : verdiløft i barnehage og skole
Leonora Onarheim Bergsjø (1978-) (forfatter), Oslo, Universitetsforlaget, 2020, isbn:9788215042220,
Book
Utdanningens vidunderlige risiko
Gert J.J. Biesta (1957-) (forfatter), Ane Sjøbu (1969-) (oversetter), Bergen, Fagbokforl, 193, 2014, isbn:9788245016017,
View online
Book
Impro : improvisation og teater
Keith Johnstone (forfatter), Gerz Feigenberg (1956-2011) (oversetter), København, Hans Reitzels Forlag, 213, 1987, isbn:8741239075,
View online
Book
Rammeplan for barnehagens innhold og oppgaver
Norge Kunnskapsdepartementet, Oslo, Kunnskapsdepartementet, 61, 2011,
View online
Book
Pedagogisk takt : betydningen av pedagogisk omtenksomhet
Max Van Manen, Kari Marie Thorbjørnsen (oversetter), Nordås, Caspar forl. og kursvirksomhet, 206, 1993, isbn:8290898932,
View online
Article
Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do
Amabile, Teresa M, Los Angeles, CA, University of California Walter A. Haas School of Business, 39-58, California management review, 1, 40, 1997-10-01, 39-58,
View online
Article
Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience
Amobi, Funmi A, San Francisco, California Council on Teacher Education, 115-130, Teacher education quarterly (Claremont, Calif.), 1, 32, 2005-01-01, 115-130,
View online
Article
Learning in "as-if" worlds: Cognition in drama in education
Andersen, Christopher, 281-286, Theory into practice, 4, 43, 2004-09, 281-286,
View online
Article
Preschool teachers' understanding of quality in preschool: a comparative study in three European countries
Brodin, J ; Hollerer, L ; Renblad, K ; Stancheva-Popkostadinova, V, Routledge, 968-981, Early child development and care, 6, 185, 2015-06-03, 968-981,
View online
Article
Directing and facilitating distributed pedagogical leadership: best practices in early childhood education
Bøe, Marit ; Hognestad, Karin, Routledge, 133-148, International journal of leadership in education, 2, 20, 2017-03-04, 133-148,
View online
Book Chapter
Democratic Early Childhood Education and Care Management? The Norwegian case
Børhaug, K., Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Democratic Early Childhood Education and Care Management? The Norwegian case, 145-162,
Book
Early learning in the digital age
Colette Gray (redaktør), Thousand Oaks, California, SAGE Publications, 2019, isbn:9781526446831,
Article
Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers
Diana, Thomas J, Washington, Taylor & Francis Group, 150-154, The Clearing house, 4, 86, 2013-07-01, 150-154,
View online
Article
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries
Einarsdottir, Johanna ; Purola, Anna-Maija ; Johansson, Eva Marianne ; Broström, Stig ; Emilson, Anette, Abingdon, Routledge, 97-114, International journal of early years education, 1, 23, 2015-01-02, 97-114,
View online
Article
Emotions, emotional intelligence and leadership: a brief, pragmatic perspective
Ingram, Jay ; Cangemi, Joseph, Project Innovation (Alabama), 771-, Education (Chula Vista), 4, 132, 2012-06-22, 771
View online
Book
Leadership in early childhood : the pathway to professionalism
Jillian Rodd, Maidenhead, Open University Press, 304, 2020, isbn:9780335246809,
Book
Structuring drama work
Jonothan Neelands (forfatter), Cambridge, Cambridge University Press, 170, 2015, isbn:9781107530164,
Book
Impro : improvisation and the theatre
Keith Johnstone (forfatter), Irving Wardle (forfatter av forord), London, Bloomsbury Academic, 2019, isbn:9781350069039,
Book
Leadership : contexts and complexities in early childhood education
Manjula Waniganayake (forfatter), South Melbourne, Victoria, Australia, Oxford University Press, 2017, isbn:9780190309367,
Article
Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies
Murcia, Karen ; Campbell, Coral ; Aranda, George, Charles University, Faculty of Education, Pedagogika, 3, 68, 2018-12-31,
View online
Article
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
Nicol, David J ; Macfarlane-Dick, Debra, Routledge, 199-218, Studies in higher education (Dorchester-on-Thames), 2, 31, 2006-04-01, 199-218,
View online
Article
Critical perspectives in educational leadership: a new 'theory turn'?
Niesche, Richard, Routledge, 145-158, Journal of educational administration and history, 3, 50, 2018-07-03, 145-158,
View online
Book Chapter
The Inescapable Connection Between Theory and Practice
Niesche, Richard ; Gowlett, Christina, Niesche, Richard ; Gowlett, Christina, The Inescapable Connection Between Theory and Practice, Singapore, Springer Singapore, 135-142, 2019-07-31, 135-142, isbn:9789811382406,
View online
Book
Leadership in early education in times of change : research from five continents
Petra Strehmel, Leverkusen Opladen, Verlag Barbara Budrich, 306, 2019, isbn:9783847421993,
View online
Article
Understanding arts-based methods in managerial development
Taylor, Steven S ; Ladkin, Donna, Briarcliff Manor, Academy of Management, 55-69, Academy of Management learning & education, 1, 8, 2009, 55-69,
View online
Book
Traning using drama : successful development techniques from theatre & improvisation
Koppett, Kat, London, Kogan Page, 212 s., 2002, isbn:0749437049,
Read p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)
Article
The influence of video analysis on the process of teacher change
Tripp, Tonya R ; Rich, Peter J, Elsevier Ltd, 728-739, Teaching and teacher education, 5, 28, 2012-07, 728-739,
View online
Book
The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness
van Manen, Max, Routledge, 1991, isbn:1629584185,
View online
Document
framework-plan-for-kindergartens2-2017
The practice period is placed in part 2 of this subject and is mandatory. It consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se Other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 2 includes ten days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course. International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5, and their oral examination from KO6.
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required to participate in the orientation program (3-5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
Article
Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do
Amabile, Teresa M, Los Angeles, CA, University of California Walter A. Haas School of Business, 39-58, California management review, 1, 40, 1997-10-01, 39-58,
View online
Article
Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience
Amobi, Funmi A, San Francisco, California Council on Teacher Education, 115-130, Teacher education quarterly (Claremont, Calif.), 1, 32, 2005-01-01, 115-130,
View online
Article
Learning in "as-if" worlds: Cognition in drama in education
Andersen, Christopher, 281-286, Theory into practice, 4, 43, 2004-09, 281-286,
View online
Article
Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education
Biesta, Gert, Routledge, 315-330, Educational philosophy and theory, 4, 49, 2017-03-21, 315-330,
View online
Book
The beautiful risk of education
Biesta, Gert, London, Routledge, 2016, isbn:9781612050263,
View online
Article
Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education
Biesta, Gert J. J, Dordrecht, Springer Netherlands, 491-503, Studies in philosophy and education, 5, 29, 2010-07-09, 491-503,
View online
Article
Preschool teachers' understanding of quality in preschool: a comparative study in three European countries
Brodin, J ; Hollerer, L ; Renblad, K ; Stancheva-Popkostadinova, V, Routledge, 968-981, Early child development and care, 6, 185, 2015-06-03, 968-981,
View online
Article
Directing and facilitating distributed pedagogical leadership: best practices in early childhood education
Bøe, Marit ; Hognestad, Karin, Routledge, 133-148, International journal of leadership in education, 2, 20, 2017-03-04, 133-148,
View online
Book Chapter
Democratic Early Childhood Education and Care Management? The Norwegian case
Børhaug, K., Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Democratic Early Childhood Education and Care Management? The Norwegian case, 145-162,
Article
Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers
Diana, Thomas J, Washington, Taylor & Francis Group, 150-154, The Clearing house, 4, 86, 2013-07-01, 150-154,
View online
Book Chapter
Mentoring as a Leadership Development Strategy in Early Childhood Education
Doranna Wong and Manjula Waniganayake, Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Mentoring as a Leadership Development Strategy in Early Childhood Education, 163-179,
Article
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries
Einarsdottir, Johanna ; Purola, Anna-Maija ; Johansson, Eva Marianne ; Broström, Stig ; Emilson, Anette, Abingdon, Routledge, 97-114, International journal of early years education, 1, 23, 2015-01-02, 97-114,
View online
Article
Democratic Participation in Early Childhood Education and Care - Serving the Best Interests of the Child
Eriksen, Evelyn, Høyskolen i Oslo og Akershus, Nordisk barnehageforskning, 1, 17, 2018-06-27,
View online
Article
Early childhood education teachers' professional development towards pedagogical leadership
Fonsén, Elina ; Ukkonen-Mikkola, Tuulikki, Routledge, 181-196, Educational research (Windsor), 2, 61, 2019-04-03, 181-196,
View online
Article
How early and how long?
Gulbrandsen, Lars ; Løvgren, Mette, Høgskolen i Oslo og Akershus, Nordisk Barnehageforskning, 2012,
View online
Article
Emotions, emotional intelligence and leadership: a brief, pragmatic perspective
Ingram, Jay ; Cangemi, Joseph, Project Innovation (Alabama), 771-, Education (Chula Vista), 4, 132, 2012-06-22, 771
View online
Book
The Modern child and the flexible labour market : early childhood education and care
Jens Qvortrup (red./redaktør), Basingstoke, Palgrave MacMillan, XIII, 292, 2012, isbn:9780230579323,
Book
Leadership in early childhood : the pathway to professionalism
Jillian Rodd, Maidenhead, Open University Press, xiii, 284, 2013, isbn:9780335246809,
Book
Structuring drama work
Jonothan Neelands (forfatter), Cambridge, Cambridge University Press, 170, 2015, isbn:9781107530164,
Book
Impro : improvisation and the theatre
Keith Johnstone (forfatter), Irving Wardle (forfatter av forord), London, Bloomsbury Academic, 2019, isbn:9781350069039,
Article
Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities
Löfgren, Håkan, Abingdon, Routledge, 638-655, Scandinavian journal of educational research, 6, 59, 2015-11-02, 638-655,
View online
Book
Leadership : contexts and complexities in early childhood education
Manjula Waniganayake (forfatter), South Melbourne, Victoria, Australia, Oxford University Press, 2017, isbn:9780190309367,
Article
Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies
Murcia, Karen ; Campbell, Coral ; Aranda, George, Charles University, Faculty of Education, Pedagogika, 3, 68, 2018-12-31,
View online
Article
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
Nicol, David J ; Macfarlane-Dick, Debra, Routledge, 199-218, Studies in higher education (Dorchester-on-Thames), 2, 31, 2006-04-01, 199-218,
View online
Article
Critical perspectives in educational leadership: a new 'theory turn'?
Niesche, Richard, Routledge, 145-158, Journal of educational administration and history, 3, 50, 2018-07-03, 145-158,
View online
Book Chapter
Social, Critical and Political Theories for Educational Leadership
Niesche, Richard ; Gowlett, Christina, Niesche, Richard ; Gowlett, Christina, The Inescapable Connection Between Theory and Practice, Singapore, Springer Singapore, 135-142, 2019-07-31, 135-142, isbn:9789811382406,
View online
Book
Leadership in early education in times of change : research from five continents
Petra Strehmel, Leverkusen Opladen, Verlag Barbara Budrich, 306, 2019, isbn:9783847421993,
Article
Training using Drama: Successful Development Techniques from Theatre and Improvisation
Sally Deller, London, Dods Parliamentary Communications Limited, 76-, Training Journal, 2004-10-01, 76
View online
Article
Understanding arts-based methods in managerial development
Taylor, Steven S ; Ladkin, Donna, Briarcliff Manor, Academy of Management, 55-69, Academy of Management learning & education, 1, 8, 2009, 55-69,
View online
Article
Improvisation for leadership development
Trepanier, Sylvain ; Nordgren, Mollie, Bleich, Michael R ; Jones-Schenk, Jan, United States, United States, 151-153, The Journal of continuing education in nursing, 4, 48, 2017, 151-153,
View online
Article
The influence of video analysis on the process of teacher change
Tripp, Tonya R ; Rich, Peter J, Elsevier Ltd, 728-739, Teaching and teacher education, 5, 28, 2012-07, 728-739,
View online
Article
Teachers' pedagogical strategies when creating digital stories with young children
Undheim, Marianne ; Jernes, Margrethe, Abingdon, Routledge, 256-271, European early childhood education research journal, 2, 28, 2020-03-03, 256-271,
View online
Book
The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness
van Manen, Max, Routledge, 1991, isbn:1629584185,
View online
Document
framework-plan-for-kindergartens2-2017
Article
How early and how long?
Løvgren, Mette ; Gulbrandsen, Lars, Nordisk barnehageforskning,
View online
Book
The modern child and the flexible labour market : early childhood education and care
Qvortrup, J ; Kjorholt, A, Dr Anne-Trine Kjørholt ; Professor Jens Qvortrup ; Qvortrup, Jens ; Kjørholt, Anne Trine, London, Palgrave Macmillan, xiii-xiii, 2012, isbn:9780230579323,
View online
Article
The Practice of Giving Feedback to Improve Teaching: What is Effective?
Brinko, Kathleen T, Columbus, Taylor & Francis, 574-593, The Journal of higher education (Columbus), 5, 64, 1993-09-01, 574-593,
View online
Book Chapter
Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments
Ellen Beate Hansen Sandseter ; Trond Løge Hagen, Ellen Beate Hansen Sandseter ; Trond Løge Hagen, Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments, Verlag Barbara Budrich, 255-, 2013-05-15, 255isbn:3866494696,
View online
Article
Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals
Fonsén, Elina ; Soukainen, Ulla, Dordrecht, Springer Netherlands, 213-222, Early childhood education journal, 2, 48, 2019-10-18, 213-222,
View online
Article
Distributed pedagogical leadership and teacher leadership in early childhood education contexts
Heikka, Johanna ; Pitkäniemi, H ; Kettukangas, T ; Hyttinen, T, London, Routledge, 333-348, International journal of leadership in education, 3, 24, 2021-05-04, 333-348,
View online
Article
A Nordic Perspective on Early Childhood Education and Care Policy
Karila, Kirsti, Blackwell Publishing Ltd, 584-595, European journal of education, 4, 47, 2012-12, 584-595,
View online
Article
Preschool teacher competence viewed from the perspective of students in early childhood teacher education
Lillvist, Anne ; Sandberg, Anette ; Sheridan, Sonja ; Williams, Pia, Routledge, 3-19, Journal of education for teaching : JET, 1, 40, 2014-01-01, 3-19,
View online
Article
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge
Michalsky, Tova, New York, Springer US, 595-622, Metacognition and learning, 3, 16, 2020-10-31, 595-622,
View online
Book
Den skrivende barnehagelærer : om profesjonalitet og praksis
Louise Birkeland (1944-2009) (forfatter), Arne Solli (1950-) (redaktør), Bergen, Fagbokforl, 163, 2014, isbn:9788245015782,
View online
Book
Når evidens møter praksis : en studie av programbasert arbeid med sosial kompetanse i barnehagen
Monica Seland (1967-) (forfatter), Bergen, Fagbokforlaget, 2020, isbn:9788245022445,
Book Chapter
Microteaching : pedagogisk ledelse og kroppslig erfaring
Meyer, G.S. og Reigstad, I., Microteaching : pedagogisk ledelse og kroppslig erfaring, Oslo, Universitetsforl., 154-173, 2014, 154-173,
Book Chapter
Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger.
Lafton, T., Jeanette Rhedding-Jones (1943-) (red.), Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger., Oslo, Universitetsforl, 224, 2011, isbn:9788215017341,
View online
Book Chapter
Teori i kjøt og blod: God leiing er improvisasjon
Dehlin, S., Randi Juul (illustratør), Teori i kjøt og blod: God leiing er improvisasjon, Oslo, Damm, 331, 2006, isbn:8204128649,
View online
Book
Barn og unges digitale dømmekraft : verdiløft i barnehage og skole
Leonora Onarheim Bergsjø (1978-) (forfatter), Oslo, Universitetsforlaget, 2020, isbn:9788215042220,
Book
Utdanningens vidunderlige risiko
Gert J.J. Biesta (1957-) (forfatter), Ane Sjøbu (1969-) (oversetter), Bergen, Fagbokforl, 193, 2014, isbn:9788245016017,
View online
Book
Impro : improvisation og teater
Keith Johnstone (forfatter), Gerz Feigenberg (1956-2011) (oversetter), København, Hans Reitzels Forlag, 213, 1987, isbn:8741239075,
View online
Book
Rammeplan for barnehagens innhold og oppgaver
Norge Kunnskapsdepartementet, Oslo, Kunnskapsdepartementet, 61, 2011,
View online
Book
Pedagogisk takt : betydningen av pedagogisk omtenksomhet
Max Van Manen, Kari Marie Thorbjørnsen (oversetter), Nordås, Caspar forl. og kursvirksomhet, 206, 1993, isbn:8290898932,
View online
Article
Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do
Amabile, Teresa M, Los Angeles, CA, University of California Walter A. Haas School of Business, 39-58, California management review, 1, 40, 1997-10-01, 39-58,
View online
Article
Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience
Amobi, Funmi A, San Francisco, California Council on Teacher Education, 115-130, Teacher education quarterly (Claremont, Calif.), 1, 32, 2005-01-01, 115-130,
View online
Article
Learning in "as-if" worlds: Cognition in drama in education
Andersen, Christopher, 281-286, Theory into practice, 4, 43, 2004-09, 281-286,
View online
Article
Preschool teachers' understanding of quality in preschool: a comparative study in three European countries
Brodin, J ; Hollerer, L ; Renblad, K ; Stancheva-Popkostadinova, V, Routledge, 968-981, Early child development and care, 6, 185, 2015-06-03, 968-981,
View online
Article
Directing and facilitating distributed pedagogical leadership: best practices in early childhood education
Bøe, Marit ; Hognestad, Karin, Routledge, 133-148, International journal of leadership in education, 2, 20, 2017-03-04, 133-148,
View online
Book Chapter
Democratic Early Childhood Education and Care Management? The Norwegian case
Børhaug, K., Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Democratic Early Childhood Education and Care Management? The Norwegian case, 145-162,
Book
Early learning in the digital age
Colette Gray (redaktør), Thousand Oaks, California, SAGE Publications, 2019, isbn:9781526446831,
Article
Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers
Diana, Thomas J, Washington, Taylor & Francis Group, 150-154, The Clearing house, 4, 86, 2013-07-01, 150-154,
View online
Article
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries
Einarsdottir, Johanna ; Purola, Anna-Maija ; Johansson, Eva Marianne ; Broström, Stig ; Emilson, Anette, Abingdon, Routledge, 97-114, International journal of early years education, 1, 23, 2015-01-02, 97-114,
View online
Article
Emotions, emotional intelligence and leadership: a brief, pragmatic perspective
Ingram, Jay ; Cangemi, Joseph, Project Innovation (Alabama), 771-, Education (Chula Vista), 4, 132, 2012-06-22, 771
View online
Book
Leadership in early childhood : the pathway to professionalism
Jillian Rodd, Maidenhead, Open University Press, xiii, 284, 2013, isbn:9780335246809,
Book
Structuring drama work
Jonothan Neelands (forfatter), Cambridge, Cambridge University Press, 170, 2015, isbn:9781107530164,
Book
Impro : improvisation and the theatre
Keith Johnstone (forfatter), Irving Wardle (forfatter av forord), London, Bloomsbury Academic, 2019, isbn:9781350069039,
Book
Leadership : contexts and complexities in early childhood education
Manjula Waniganayake (forfatter), South Melbourne, Victoria, Australia, Oxford University Press, 2017, isbn:9780190309367,
Article
Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies
Murcia, Karen ; Campbell, Coral ; Aranda, George, Charles University, Faculty of Education, Pedagogika, 3, 68, 2018-12-31,
View online
Article
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
Nicol, David J ; Macfarlane-Dick, Debra, Routledge, 199-218, Studies in higher education (Dorchester-on-Thames), 2, 31, 2006-04-01, 199-218,
View online
Article
Critical perspectives in educational leadership: a new 'theory turn'?
Niesche, Richard, Routledge, 145-158, Journal of educational administration and history, 3, 50, 2018-07-03, 145-158,
View online
Book Chapter
Social, Critical and Political Theories for Educational Leadership
Niesche, Richard ; Gowlett, Christina, Niesche, Richard ; Gowlett, Christina, The Inescapable Connection Between Theory and Practice, Singapore, Springer Singapore, 135-142, 2019-07-31, 135-142, isbn:9789811382406,
View online
Book
Leadership in early education in times of change : research from five continents
Petra Strehmel, Leverkusen Opladen, Verlag Barbara Budrich, 306, 2019, isbn:9783847421993,
Article
Understanding arts-based methods in managerial development
Taylor, Steven S ; Ladkin, Donna, Briarcliff Manor, Academy of Management, 55-69, Academy of Management learning & education, 1, 8, 2009, 55-69,
View online
Article
Improvisation for leadership development
Trepanier, Sylvain ; Nordgren, Mollie, Bleich, Michael R ; Jones-Schenk, Jan, United States, United States, 151-153, The Journal of continuing education in nursing, 4, 48, 2017, 151-153,
View online
Book
Traning using drama : successful development techniques from theatre & improvisation
Koppett, Kat, London, Kogan Page, 212 s., 2002, isbn:0749437049,
Read p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)
Article
The influence of video analysis on the process of teacher change
Tripp, Tonya R ; Rich, Peter J, Elsevier Ltd, 728-739, Teaching and teacher education, 5, 28, 2012-07, 728-739,
View online
Book
The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness
van Manen, Max, Routledge, 1991, isbn:1629584185,
View online
Document
framework-plan-for-kindergartens2-2017
The practice period is placed in part 2 of this subject and is mandatory. It consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se Other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 2 includes ten days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course. International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5, and their oral examination from KO6.
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required in preparation to attend an introductory practice week (5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
BLFORP Pedagogical Leadership in Early Childhood Education (2021-2022)
Amabile. (1997a). Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do. California management review, 40(1), 39–58. https://doi.org/10.2307/41165921
Amabile. (1997b). Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do. California management review, 40(1), 39–58. https://doi.org/10.2307/41165921
Amobi. (2005a). Preservice Teachers’ Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher education quarterly (Claremont, Calif.), 32(1), 115–130.
Amobi. (2005b). Preservice Teachers’ Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher education quarterly (Claremont, Calif.), 32(1), 115–130.
Andersen. (2004a). Learning in «as-if» worlds: Cognition in drama in education. Theory into practice, 43(4), 281–286. https://doi.org/10.1353/tip.2004.0040
Andersen. (2004b). Learning in «as-if» worlds: Cognition in drama in education. Theory into practice, 43(4), 281–286. https://doi.org/10.1353/tip.2004.0040
Biesta, G. (2016). The beautiful risk of education. Routledge.
Biesta, G. (2017). Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education. Educational philosophy and theory, 49(4), 315–330. https://doi.org/10.1080/00131857.2015.1048665
Biesta, G. J. J. (2010). Why «What Works» Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies in philosophy and education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
Brinko. (1993). The Practice of Giving Feedback to Improve Teaching: What is Effective? The Journal of higher education (Columbus), 64(5), 574–593. https://doi.org/10.1080/00221546.1993.11778449
Brodin, Hollerer, L., Renblad, K., & Stancheva-Popkostadinova, V. (2015a). Preschool teachers’ understanding of quality in preschool: a comparative study in three European countries. Early child development and care, 185(6), 968–981. https://doi.org/10.1080/03004430.2014.974035
Brodin, Hollerer, L., Renblad, K., & Stancheva-Popkostadinova, V. (2015b). Preschool teachers’ understanding of quality in preschool: a comparative study in three European countries. Early child development and care, 185(6), 968–981. https://doi.org/10.1080/03004430.2014.974035
Bøe, & Hognestad, K. (2017a). Directing and facilitating distributed pedagogical leadership: best practices in early childhood education. International journal of leadership in education, 20(2), 133–148. https://doi.org/10.1080/13603124.2015.1059488
Bøe, & Hognestad, K. (2017b). Directing and facilitating distributed pedagogical leadership: best practices in early childhood education. International journal of leadership in education, 20(2), 133–148. https://doi.org/10.1080/13603124.2015.1059488
Børhaug. (u.å.-a). Democratic Early Childhood Education and Care Management? The Norwegian case. I Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Researching Leadership in Early Childhood Education (s. 145–162).
Børhaug. (u.å.-b). Democratic Early Childhood Education and Care Management? The Norwegian case. I Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Researching Leadership in Early Childhood Education (s. 145–162).
Colette Gray (redaktør) (Red.). (2019a). Early learning in the digital age. SAGE Publications.
Colette Gray (redaktør) (Red.). (2019b). Early learning in the digital age. SAGE Publications.
Dehlin. (2006). Teori i kjøt og blod: God leiing er improvisasjon. I Randi Juul (illustratør) (Red.), Improvisasjon : kunsten å sette seg selv på spill (s. 331). Damm. https://www.nb.no/search?q=oaiid:«oai:nb.bibsys.no:990612297334702202»&mediatype=bøker
Diana. (2013a). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. The Clearing house, 86(4), 150–154. https://doi.org/10.1080/00098655.2013.790307
Diana. (2013b). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. The Clearing house, 86(4), 150–154. https://doi.org/10.1080/00098655.2013.790307
Doranna Wong and Manjula Waniganayake. (u.å.). Mentoring as a Leadership Development Strategy in Early Childhood Education. I Eeva Hujala Manjula Waniganayake & Jillian Rodd (eds), Researching Leadership in Early Childhood Education (s. 163–179).
Einarsdottir, Purola, A.-M., Johansson, E. M., Broström, S., & Emilson, A. (2015a). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. International journal of early years education, 23(1), 97–114. https://doi.org/10.1080/09669760.2014.970521
Einarsdottir, Purola, A.-M., Johansson, E. M., Broström, S., & Emilson, A. (2015b). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. International journal of early years education, 23(1), 97–114. https://doi.org/10.1080/09669760.2014.970521
Ellen Beate Hansen Sandseter, & Trond Løge Hagen. (2013). Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments. I Peter Becker, Jochem Schirp, & Martin Vollmar (Red.), Abenteuer, Natur und frühe Bildung (1. utg., s. 255–). Verlag Barbara Budrich.
Eriksen. (2018). Democratic Participation in Early Childhood Education and Care - Serving the Best Interests of the Child. Nordisk barnehageforskning, 17(1). https://doi.org/10.7577/nbf.2319
Fonsén, & Soukainen, U. (2019). Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals. Early childhood education journal, 48(2), 213–222. https://doi.org/10.1007/s10643-019-00984-y
Fonsén, & Ukkonen-Mikkola, T. (2019). Early childhood education teachers’ professional development towards pedagogical leadership. Educational research (Windsor), 61(2), 181–196. https://doi.org/10.1080/00131881.2019.1600377
framework-plan-for-kindergartens2-2017. (u.å.-a).
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Gert J.J. Biesta (1957-) (forfatter). (2014). Utdanningens vidunderlige risiko (Ane Sjøbu (1969-) (oversetter), Red.). Fagbokforl. https://www.nb.no/search?q=oaiid:«oai:nb.bibsys.no:991421679754702202»&mediatype=bøker
Gulbrandsen, & Løvgren, M. (2012). How early and how long? Nordisk Barnehageforskning. http://hdl.handle.net/10642/1118
Heikka, Pitkäniemi, H., Kettukangas, T., & Hyttinen, T. (2021). Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International journal of leadership in education, 24(3), 333–348. https://doi.org/10.1080/13603124.2019.1623923
Ingram, & Cangemi, J. (2012a). Emotions, emotional intelligence and leadership: a brief, pragmatic perspective. Education (Chula Vista), 132(4), 771–.
Ingram, & Cangemi, J. (2012b). Emotions, emotional intelligence and leadership: a brief, pragmatic perspective. Education (Chula Vista), 132(4), 771–.
Jens Qvortrup (red./redaktør) (Red.). (2012). The Modern child and the flexible labour market : early childhood education and care. Palgrave MacMillan.
Jillian Rodd. (2013a). Leadership in early childhood : the pathway to professionalism (4th ed.). Open University Press.
Jillian Rodd. (2013b). Leadership in early childhood : the pathway to professionalism (4th ed.). Open University Press.
Jonothan Neelands (forfatter). (2015a). Structuring drama work (3rd ed.). Cambridge University Press.
Jonothan Neelands (forfatter). (2015b). Structuring drama work (3rd ed.). Cambridge University Press.
Karila. (2012). A Nordic Perspective on Early Childhood Education and Care Policy. European journal of education, 47(4), 584–595. https://doi.org/10.1111/ejed.12007
Keith Johnstone (forfatter). (1987). Impro : improvisation og teater (Gerz Feigenberg (1956-2011) (oversetter), Red.). Hans Reitzels Forlag. http://hansreitzel.dk/Humaniora/Impro/9788741239071
Keith Johnstone (forfatter). (2019a). Impro : improvisation and the theatre (Irving Wardle (forfatter av forord), Red.). Bloomsbury Academic.
Keith Johnstone (forfatter). (2019b). Impro : improvisation and the theatre (Irving Wardle (forfatter av forord), Red.). Bloomsbury Academic.
Koppett. (2002). Traning using drama : successful development techniques from theatre & improvisation. Kogan Page.
Lafton. (2011). Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger. I Jeanette Rhedding-Jones (1943-) (red.) (Red.), Barnehagepedagogiske diskurser (s. 224). Universitetsforl. https://www.nb.no/search?q=oaiid:«oai:nb.bibsys.no:991119627904702202»&mediatype=bøker
Leonora Onarheim Bergsjø (1978-) (forfatter). (2020). Barn og unges digitale dømmekraft : verdiløft i barnehage og skole. Universitetsforlaget.
Lillvist, Sandberg, A., Sheridan, S., & Williams, P. (2014). Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of education for teaching : JET, 40(1), 3–19. https://doi.org/10.1080/02607476.2013.864014
Löfgren. (2015). Teachers’ Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. Scandinavian journal of educational research, 59(6), 638–655. https://doi.org/10.1080/00313831.2014.965791
Louise Birkeland (1944-2009) (forfatter). (2014). Den skrivende barnehagelærer : om profesjonalitet og praksis (Arne Solli (1950-) (redaktør), Red.). Fagbokforl. https://www.nb.no/search?q=oaiid:«oai:nb.bibsys.no:991431972154702202»&mediatype=bøker
Manjula Waniganayake (forfatter). (2017a). Leadership : contexts and complexities in early childhood education (Second Edition.). Oxford University Press.
Manjula Waniganayake (forfatter). (2017b). Leadership : contexts and complexities in early childhood education (Second Edition.). Oxford University Press.
Max Van Manen. (1993). Pedagogisk takt : betydningen av pedagogisk omtenksomhet (Kari Marie Thorbjørnsen (oversetter), Red.). Caspar forl. og kursvirksomhet. https://www.nb.no/search?q=oaiid:«oai:nb.bibsys.no:999320722754702202»&mediatype=bøker
Meyer. (2014). Microteaching : pedagogisk ledelse og kroppslig erfaring. I Ingunn Reigstad (Red.), På kryss og tvers : muligheter ved flerfaglig samarbeid (s. 154–173). Universitetsforl.
Michalsky. (2020). Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge. Metacognition and learning, 16(3), 595–622. https://doi.org/10.1007/s11409-020-09251-7
Monica Seland (1967-) (forfatter). (2020). Når evidens møter praksis : en studie av programbasert arbeid med sosial kompetanse i barnehagen (1. utgave.). Fagbokforlaget.
Murcia, Campbell, C., & Aranda, G. (2018a). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.858
Murcia, Campbell, C., & Aranda, G. (2018b). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.858
Nicol, & Macfarlane-Dick, D. (2006a). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in higher education (Dorchester-on-Thames), 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Nicol, & Macfarlane-Dick, D. (2006b). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in higher education (Dorchester-on-Thames), 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Niesche. (2018a). Critical perspectives in educational leadership: a new «theory turn»? Journal of educational administration and history, 50(3), 145–158. https://doi.org/10.1080/00220620.2017.1395600
Niesche. (2018b). Critical perspectives in educational leadership: a new «theory turn»? Journal of educational administration and history, 50(3), 145–158. https://doi.org/10.1080/00220620.2017.1395600
Niesche, & Gowlett, C. (2019a). The Inescapable Connection Between Theory and Practice. I Niesche & C. Gowlett, Social, Critical and Political Theories for Educational Leadership (s. 135–142). Springer Singapore. https://doi.org/10.1007/978-981-13-8241-3_7
Niesche, & Gowlett, C. (2019b). The Inescapable Connection Between Theory and Practice. I Niesche & C. Gowlett, Social, Critical and Political Theories for Educational Leadership (s. 135–142). Springer Singapore. https://doi.org/10.1007/978-981-13-8241-3_7
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Petra Strehmel (Red.). (2019a). Leadership in early education in times of change : research from five continents. Verlag Barbara Budrich.
Petra Strehmel (Red.). (2019b). Leadership in early education in times of change : research from five continents. Verlag Barbara Budrich.
Sally Deller. (2004). Training using Drama: Successful Development Techniques from Theatre and Improvisation. Training Journal, 76–.
Taylor, & Ladkin, D. (2009a). Understanding arts-based methods in managerial development. Academy of Management learning & education, 8(1), 55–69. https://doi.org/10.5465/AMLE.2009.37012179
Taylor, & Ladkin, D. (2009b). Understanding arts-based methods in managerial development. Academy of Management learning & education, 8(1), 55–69. https://doi.org/10.5465/AMLE.2009.37012179
Trepanier, & Nordgren, M. (2017a). Improvisation for leadership development. The Journal of continuing education in nursing, 48(4), 151–153. https://doi.org/10.3928/00220124-20170321-03
Trepanier, & Nordgren, M. (2017b). Improvisation for leadership development. The Journal of continuing education in nursing, 48(4), 151–153. https://doi.org/10.3928/00220124-20170321-03
Tripp, & Rich, P. J. (2012a). The influence of video analysis on the process of teacher change. Teaching and teacher education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
Tripp, & Rich, P. J. (2012b). The influence of video analysis on the process of teacher change. Teaching and teacher education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
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van Manen. (1991b). The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Routledge. https://doi.org/10.4324/9781315417134
The practice period is placed in part 2 of this subject and is mandatory. It consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se Other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 2 includes ten days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course. International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required in preparation to attend an introductory practice week (5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
Due to the Covid-19 situation there might be som changes in education, information will be given in Canvas.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
Course Literature – English version– Listed alphabetically
Approx. 2000 pages, including 300 pages individually chosen by the students.
Titles marked * are articles in the course compendium, published for downloading through Canvas.
Titles marked # are in books that have more titles on the list.
Titles found in both English and Norwegian/Nordic languages will be marked with a parenthesis at the end of the title. An extra reading list with these titles will also be issued.
Unmarked titles are books that may be obtained through loans, purchases or libraries. Books may be purchased through Norwegian and/or foreign websites such as Amazon. Books may also be ordered through online bookstores such as https://www.akademika.no/ or actual bookstores located, among other places, at the Student Centre at Parkveien 1, 5007 Bergen.
Reading List
*Amabile, T. (1997). Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do. California Management Review, 40(1), 39-58. (20p)
* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)
*Andersen, C. (2004). Learning in "As-If" Worlds: Cognition in Drama in Education. Theory Into Practice, 43(4), 281-286. (5p.)
Bergsjø, L. O., Eilifsen, M., Tønnesen, K. T., & Vik, L. G. V. (2020). Barn og unges digitale dømmekraft: verdiløft i barnehage og skole. Universitetsforlaget . (67 s.)
*Biesta G. (2017) Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education, Educational Philosophy and Theory, 49:4, 315-330, DOI: 10.1080/00131857.2015.1048665 (16p)
Biesta, G. (2016). The beautiful risk of education (Interventions: education, philosophy, and culture). London: Routledge. (140p). (Finnes på norsk)
*Biesta, G. (2010). Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education. Studies in Philosophy and Education, 29(5), 491-503. (13p)
*Bøe M. & Hognestad K. (2017) Directing and facilitating distributed pedagogical leadership: best practices in early childhood education, International Journal of Leadership in Education, 20:2, 133-148, DOI: 10.1080/13603124.2015.1059488 (16p)
*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 s)
*Børhaug, K. (2013). Democratic Early Childhood Education and Care Management? The Norwegian case. In Hujala, E, Waniganayake, M & Rodd, J. (eds.) Researching Leadership in Early Childhoood education. Finland: Tampere University Press. (p. 145-162) (17 p.)
*Dehlin, S. (2006). Teori i kjøt og blod: God leiing er improvisasjon. I Steinsholt, K og Sommero, H. (red.) Improvisasjon. Kunsten å sette seg selv på spill. Oslo: Damm forlag (17 s.)
*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)
*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A. (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97–114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 s)
*Eriksen, E. (2018). Democratic Participation in Early Childhood Education and Care – Serving the Best Interest of the Child. In Nordic Early Childhood Education Research Journal, vol. 17 (10), pp. 1-15 (15 s).
*Ingram, J., & Cangemi, J. (2012). Emotions, Emotional Intelligence and Leadership: A Brief, Pragmatic Perspective. Education, v132, n4 p.771-778. (8p.)
Johnstone, K. (2007/2018). Impro: improvisation and the theatre. London: Methuen. (p.33-108) (75 p.). (Finnes på svensk og dansk.)
Koppett, K. (2002). Training using drama: successful development techniques from theatre & improvisation. London: Kogan Page. (p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)
Kunnskapsdepartementet (KD, 2017). Framework plan for Kindergartens. Oslo, Utdanningsdirektoratet (UDIR), https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf. (Finnes på norsk.)
*Løfgren, H. (2015). Teachers’ Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638–655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)
*Løvgren, M. & Gulbrandsen, L. (2012). How early and how long? I Nordisk Barnehageforskning 5(7), 1-9. (9 s)
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. New York: Routledge. (240p). (Finnes på norsk.)
*Karen Murcia, Coral Campbell, & George Aranda. (2018). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3). (16 p.)
*Lafton, T. (2011). Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger. I A.M. Otterstad & J. Rhedding- Jones. Barnehagepedagogiske diskurser. Oslo: Universitetsforlaget. (12 s.)
*Meyer, G.S. og Reigstad, I. (2014). Microteaching- pedagogisk ledelse og kroppslig erfaring. I Margareth Eilifsen (red.). På kryss og tvers. Muligheter ved flerfaglig arbeid i barnehagen. Oslo: Universitetsforlaget. Kap.9 (19 s.)
*Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199–218. (19 p.)
*Niesche, Richard (et al.). (2019). Critical Perspectives in Educational Leadership: A New ‘Theory Turn’?. In R. Niesche & C. Gowlett. Social, Critical and Political Theories for Educational Leadership. Singapore, Springer Singapore. Pages 17-34. (18p.)
Qvortrup, J. og Kjørholt, A.T. (red.) (2012) The Modern Child and the Flexible Labour Market: Early Childhood Education and Care. Basingstoke: Palgrave MacMillan. (Chapter 1, 7, 9, 10, 12, 13, 14) (113 p.).
Rodd, J. (2013). Leadership in Early Childhood. The pathway to professionalism. Birkshare: MC Graw Hill. Open University Press. (270p).
Seland, M. (2020). Når evidens møter praksis: en studie av programbasert arbeid med sosial kompetanse i barnehagen (1. utgave.). Fagbokforlaget. (200p.)
Solli, A. m.fl. (red.) (2014). Den skrivende barnehagelærer. Bergen: Fagbokforlaget. (Kap. 6 og 8) (34 s.).
Strehmel, P., Heikka, J., Hujala, E., Rodd, J., & Waniganayake, M. (2019). Leadership in early education in times of change: Research from five continents. Leverkusen Opladen: Verlag Barbara Budrich. (p. 19-32, 123-153, 187-200, 231-252) (81p.) ONLINE: https://www.jstor.org/stable/j.ctvmd84fc
*Taylor, S. S., & Ladkin, D. (2009). Understanding Arts-Based Methods in Managerial Development. Academy of Management Learning & Education, 8(1), 55-69. (15 p.)
*Trepanier, S., & Nordgren, M. (2017). Improvisation for leadership development. Journal of Continuing Education in Nursing, 48(4), 151-153.
*Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)
*Undheim, & Jernes. (2020). Teacher’s pedagogical strategies when creating digital stories with young children. https://doi.org/https://doi.org/10.1080/1350293X.2020.1735743 (15 p.)
Waniganayake, M. (2017). Leadership: Contexts and complexities in early childhood education. Oxford, Oxford University Press. (p. 1-19, 109-119, 127-193) (97p)
………………………………………………………………………………………………………………………………………..
TITLER SOM FINNES PÅ BÅDE ENGELSK OG NORSK/NORDISK SPRÅK
Biesta, G. J. J. (2019). Utdanningens vidunderlige risiko. Fagbokforlaget. E-bok.
Johnstone, K., Feigenberg, G., & Iversen, S. (1987). Impro: improvisation og teater (p. 33-108?) (75 s.). Hans Reitzels Forlag.
Kunnskapsdepartementet. (2017). Rammeplan for barnehagens innhold og oppgaver. Oslo. Kunnskapdepartementet.
Van Manen, M. (1993). Pedagogisk takt: Betydningen av pedagogisk omtenksomhet. Nordås: Caspar forlag.
The practice period is placed in part 2 of this subject and is mandatory. It consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se Other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
Teaching Practice: If international students attending the course are participating in and staying on campus for part 2, the practice period may be moved by the practice administration to a later or earlier date in the semester.
Final assessment: If all international students participates in both parts of this subject, the final examinations for part 1 and 2 may be moved by the exam administration to a later or earlier date in the semester.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Part 1: Participation in a Process Drama and Microteaching-course
- Part 1 and 2: Written portfolios, related to learning outcomes descriptions
The students will be offered voluntary supervision to improve individual portfolios towards the final assessment.
Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition.
Part 2 includes ten days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Final assessment part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Final assessment part 2:
- Portfolio assessment: Two of the four required coursework portfolios will serve as the basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course.
International students will additionally be required in preparation to attend an introductory practice week in an early childhood education setting before the start of the semester.
The course is primarily offered as a single course 30 ECTS study, divided into two parts of 15 ECTS, offered as part of the bachelor in Early Childhood Teacher Education program.
International students may choose only to complete part 1 (15 ECTS). International students will not be eligible to apply for part 2 (15 ECTS) unless part 1 has been completed.
- Students from ECTE at NLA University College must have passed their Final assessments from Area of knowledge (KO) 1-5, and their oral examination from KO6.
- International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
- Bachelor students from Intercultural studies (IKS) at NLA University College, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
International students will be required in preparation to attend an introductory practice week (5 days) in an early childhood education setting before the start of the semester.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
This course focuses on the role of the leader in Early Childhood Education and Care. This includes leadership related to both children and ECE staff. It will deal with leadership from a social perspective. It will emphasise the pedagogical supervisor’s social responsibility and her/his responsibility for participating in professional discussions. Through practical work, such as participating and leading sessions in processdrama and microteaching, the students learn how to lead children and staff to develop competence. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organised in the following topics:
PART 1 (15 ECTS):
1. Microteaching, emphasising the development of leadership
2. Development of leadership through the application of improvisation and drama pedagogical methods
PART 2 (15 ECTS):
3. Management of professional processes, focusing on critical thinking and competence development through professional debates and discussions
4. Early Childhood Education and Care´s commission from society and central values of ECEC, including the critical assessment of pedagogical trends and movements in Norway and internationally.
The course contains the following disciplines:
Pedagogy (20 ECTS), Drama (7 ECTS), and Social Science (3 ECTS).
Part 1 (15 ECTS): Pedagogy (8 ECTS) and Drama (7 ECTS)
Part 2 (15 ECTS): Pedagogy (12 ECTS) and Social Science (3 ECTS)
After completed the first part of the course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice, body language and improvisation with relevance to leadership
- is familiar with different traditions of pedagogical supervision and their views on learning and development
Gained skills
The student
- can use drama methods involving both children and staff in Early Childhood Education and Care (ECEC)
- can use dramatic improvisation to develop his/her leadership
General competence
The student
- has the ability of giving and receiving feedback
- understands the pedagogical leaders’ importance for the quality of the Early Childhood Education and Care and can transfer and apply their knowledge to other organisations, fields and target groups.
After completed the second part course, the student will have the following learning outcomes:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organisations as a learning organisation and of the importance of values, legislation, professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge of leadership and special needs education in ECE.
Gained skills
The student
- can use relevant tools for dialogue and can participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
- has gained the experience needed to carry out and solve tasks regarded planning, organising, accomplishing, assessing and presenting pedagogical work and leadership
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organisations
- has the competence to assess the content and use of digital tools, programs and pedagogical resources in Early Childhood Education and Care
Titles marked * are articles in the course compendium
Titles marked # are in books that have more titles on the list
Titles marked ^ can be downloaded online from the library website.
Unmarked titles are books that may be obtained through loans, purchases or libraries. If page numbers are not stated, the entire book is syllabus.
Compulsory Reading (approx. 2000 pages):
* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)
*Andersen, C. (2004). Learning in "As-If" Worlds: Cognition in Drama in Education. Theory Into Practice, 43(4), 281-286. (5p.)
*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 p)
* Bundy, P. (2003). Aesthetic Engagement in the Drama Process. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 171-181. (10 p.)
*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)
*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A., (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97–114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 p)
Einarsdottir, J. & Wagner, J.T., (2006). Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich: Information Age Publishing. (300 p.)
Hargreaves, A., & Fullan, M., (2012). Professional capital: transforming teaching in every school. New York; London: Teachers College Press. (220p.)
* Hedegaard, M. (2009). Children`s development from a Cultural-Historical Approach: Children`s Activity in Everyday Local settings as a Foundation for their development. Mind, Culture and Activity, 16(1), 64-81. DOI: 10,1080/10749030802477374 http://www.tandfonline.com/doi/abs/10.1080/10749030802477374 (18p.)
* Hopmann, S. (2015). ‘Didaktik meets Curriculum’ revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy,1, 14-21. DOI:10.3402/nstep.v.27007. http://www.tandfonline.com/doi/full/10.3402/nstep.v1.27007 (8p.)
Hujala, E., Waniganayake, M. & Rodd, J. (2013). Researching Leadership in Early childhood Education. Tampere: Tampere University Press. (273p.)
Hygum, E. & Pedersen,P.M. (2014). Early Childhood Education, Values and Practices in Denmark. Denmark: Systime AS, (150 p.)
Johnstone, K. (2007). Impro: improvisation and the theatre ([New ed.]. ed.). London: Methuen. (p.33-108) (75 p.)
* Katafiasz, K. (2013). Dramatic leadership: Dorothy Heathcote's autopoietic, or embodied leadership model. In L. R. Melina (Ed.), The embodiment of leadership (pp. 23-42). San Francisco: Jossey-Bass. (20p.)
Koppett, K. (2002). Training using drama: successful development techniques from theatre & improvisation. London: Kogan Page. (p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)
*Løfgren, H. (2015). Teachers’ Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638–655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)
*Løvgren, M. & Gulbrandsen, L. (2012). How early and how long? I Nordisk Barnehageforskning 5(7), 1-9. (9 s)
* Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199–218. (19 p.)
* O'Neill, C. (Ed.) (2015). Dorothy Heathcote on Education and Drama: Essential writings. London; New York: Routledge. (p.70-87). (18 p.)
* O'Toole, J., & Dunn, J. (2002). Pretending to learn: helping children learn through drama. Frenchs Forest, N.S.W: Longman. (p. 10-33, 40-53) (26p.)
Qvortrup, J. og Kjørholt, A.T. (red.) The Modern Child and the Flexible Labour Market: Early Childhood Education and Care. Basingstoke: Palgrave MacMillan.
^ Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Ch.5 and 6. http://site.ebrary.com/lib/hogskbergen/detail.action?docID=10084747 (86 p.)
* Sawyer, R. K. (1997). An Improvisational Theory of Children's Play. In R. K. Sawyer (Ed.), Pretend play as improvisation: conversation in the preschool classroom (pp. 29-52). New York: Psychology Press. (23 p.)
* Sinclair, C. (2009). Teaching for the aesthetic, teaching as aesthetic. In C. Sinclair, N. Jeanneret, & J. O'Toole (Eds.), Education in the Arts. Teaching and Learning in the Contemporary Curriculum (pp. 41-53). Melbourne: Oxford University Press. (12p.)
* Steinnes, G.S., & Haug, P. (2013). Consequences of staff composition in Norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1-13. (12 p.)
* Stetsenko, A., & Ho, P.-C. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47 (2), 221-234. (14 p.)
* Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning , 26(1), 53-64. (12 p.)
Taylor, P., Warner, C. D., & O'Neill, C. (2006). Structure and spontaneity: the process drama of Cecily O'Neill. Stoke on Trent: Trentham Books. (167p.)
* Taylor, S. S., & Ladkin, D. (2009). Understanding Arts-Based Methods in Managerial Development. Academy of Management Learning & Education, 8(1), 55-69. (15 p.)
* Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)
* Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18. (13 p.)
* Vygotsky, L. S. (1978). Interaction between learning and development. I L. S. Vygotsky, Mind in society. The development of higher psychological processes. Edited by M. Cole, V. John-Steiner, S. Scribner, E. Soubermann, (pp. 79-91). Cambridge, MA: Harvard University Press. (13 p.)
* Ødegaard, E. E. (2016). “Glocality” in play: Efforts and dilemmas in changing the model of the teacher for the Norwegian national framework for kindergartens. Policy Futures of Education. Vol. 14 (1) p. 42-59. (18 p.)
National curriculum regulations, reports and government guidelines for ECE will be used in the lessons.
The practice period is placed in part 2 of this subject and is mandatory. It consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies, it can be in Early Childhood Education and Care or related public institutions/ private organisations. Se Other rules for additional information.
Practice relates closely to learning outcome descriptors for this course.
The practice period will be guided and counselled by a teaching supervisor.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade (50/50) is given for the final examinations, after completion of both parts of the subject.
The grading is A - F on the final exam.
Practice period is graded as passed or failed.
The following requirements must be approved before the final assessment:
- Mandatory attendance in all lessons, instructions and counselling
Part 1:
- Participation in a Microteaching-course
- Two days of observation in Norwegian ECEC
- 1 written portfolio , related to observations in Norwegian ECEC
Part 2:
- Three written portfolios related to different learning outcomes. The student will be offered counselling to improve portfolios towards the final assessment.
Part 1: Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition
Part 2: Teaching and study methods in this course will be campus/online lectures, campus or online conferences and counselling, practice and self-tuition.
This part includes 10 days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.
The Final assessment consists of two main components:
Part 1:
- Oral examination:
The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.
Part 2:
- Portfolio assessment: One of the three required portfolios will be selected by the Study Administration. This portfolio will serve as basis for the final assessment.
- A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course.
Students from ECTE at NLA University College must have passed both their Final assessments from Area of knowledge (KO) 1-5.
International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.
Bachelor students from Intercultural studies (IKF) at NLA University College and equivalent studies, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.
A police certificate (of good conduct) must be submitted at the start of the studies.
During the oral examination, lecture notes are permitted.
Support materials are permitted for the portfolio.
Part 1:
This course focuses on the pedagogical leadership in Early
Childhood Education and Care. This includes managing both children
and staff. Through practical work, the students learn how to lead
children and staff to develop competence. Through Microteaching,
the students will make use of various methods of drama pedagogy
and counselling.
The course is organized in the following topics:
- Microteaching, emphasizing the development of leadership
- Development of leadership through application of drama pedagogical methods
- Management of professional processes, focusing on competence development through counselling
Part 2:
This course focuses on the role of the supervisor in Early Childhood Education and Care. It will deal with leadership within a social perspective. It will emphasize the pedagogical supervisor¿s social responsibility and her/his responsibility for participating in professional discussions. Through practice, the students will learn how quality and competence within ECEC is developed.
The course is organized in the following topics:
- Management of Action Research, with a focus on competence building and development
- Early Childhood Education and Care´s commission from society and central values of ECEC, in Norway and internationally
- Digital and other pedagogical resources in Early Childhood Education and Care
The course contains the following disciplines:
Part 1: Pedagogy (8 credit points) and Drama (7 credit points)
Part 2: Pedagogy (12 credit points) and Social Science (3 credit points)
After completed course, the student will have the following learning outcomes:
PART 1:
Knowledge
The student
- has knowledge of and is conscious of the importance of voice and body language, in relation to leadership
- is familiar with different traditions of counselling and their views on learning and development
- is aware of the pedagogical supervisor´s responsibility for the overall ECEC environment, especially with regard to communication of art, culture and cultural diversity
Gained experience
The student
- has gained the experience and courage to use drama pedagogical tools and methods involving both children and staff in Early Childhood Education and Care (ECEC) and/or other organizations/institutions.
- is able to use dramatic improvisation and different pedagogical methods to develop his/her own leadership
- is able to use relevant tools for dialogue and counselling and participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .
General competence
The student
- has the ability of and understanding for giving and receiving feedback
- understands the pedagogical supervisor¿s importance for the quality of the Early Childhood Education and Care and is able to transfer and apply their knowledge to other organizations, fields and target groups.
PART 2:
Knowledge
The student
- has knowledge of the Kindergarten / Early Childhood Education and Care/other organizations as a learning organization and of the importance of professional policies and discourse within the ECEC field
- has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
- has knowledge about the significance of legislation and fundamental values on the contents of Early Childhood Education and Care, and on the work of the pedagogical supervisor, both in Norway and in nations present in the group of students. Intercultural students can choose their nation of specialization from the bachelor programme.
Gained experience
The student
- has gained the experience needed to carry out and solve tasks in relation to planning, organizing, accomplishing and assessing pedagogical work and leadership
- can make use of various counselling methods to develop the competence of the staff
General competence
The student
- has the ability to work on quality development in Early Childhood Education and Care or other organizations.
- has the competence to assess the content and use of digital and pedagogical resources in Early Childhood Education and Care
Course Literature - English
Pedagogical Leadership 30cp
Spring 2018
Titles marked * are articles in the course compendium
Titles marked # are in books that have more titles on the list
Titles marked ^ can be downloaded online from the library website.
Unmarked titles are books that may be obtained through loans, purchases or libraries. If page numbers are not stated, the entire book is syllabus.
Compulsory Reading (approx. 2000 pages):
PEDAGOGY (20cp, 1350 pages)
Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every school. New York; London: Teachers College Press. (220p.)
Hygum, E. & Pedersen,P.M. (2014). Early Childhood Education, Values and Practices in Denmark. Denmark: Systime AS, (150 p.)
* Hedegaard, M. (2009). Children`s development from a Cultural-Historical Approach: Children`s Activity in Everyday Local settings as a Foundation for their development. Mind, Culture and Activity, 16(1), 64-81. DOI: 10,1080/10749030802477374 http://www.tandfonline.com/doi/abs/10.1080/10749030802477374 (18p.)
* Hopmann, S. (2015). `Didaktik meets Curriculum¿ revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy,:1, 14-21. DOI:10.3402/nstep.v.27007. http://www.tandfonline.com/doi/full/10.3402/nstep.v1.27007 (8p.)
Hujala, E., Waniganayake, M. & Rodd, J. (2013). Researching Leadership in Early childhood Education. Tampere: Tampere University Press. (273p.)
^ Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Ch.5 and 6. http://site.ebrary.com/lib/hogskbergen/detail.action?docID=10084747 (86 p.)
* Stetsenko, A., & Ho, P.-C. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47 (2), 221-234. (14 p.)
* Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning , 26(1), 53-64. (12 p.)
* Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18. (13 p.)
* Vygotsky, L. S. (1978). Interaction between learning and development. I L. S. Vygotsky, Mind in society. The development of higher psychological processes. Edited by M. Cole, V. John-Steiner, S. Scribner, E. Soubermann, (pp. 79-91). Cambridge, MA: Harvard University Press. (13 p.)
Einarsdottir, J. & Wagner, J.T. (2006). Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich: Information Age Publishing. (300 p.)
* Ødegaard, E. E. (2016). ¿Glocality¿ in play: Efforts and dilemmas in changing the model of the teacher for the Norwegian national framework for kindergartens. Policy Futures of Education. Vol. 14 (1) p. 42-59. (18 p.)
* Steinnes, G.S., & Haug, P. (2013). Consequences of staff composition in norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1-13. (12 p.)
* Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199¿218. (19 p.)
DRAMA (7cp, 450 pages)
*Andersen, C. (2004). Learning in "As-If" Worlds: Cognition in Drama in Education. Theory Into Practice, 43(4), 281-286. (5p.)
* Bundy, P. (2003). Aesthetic Engagement in the Drama Process. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 171-181. (10 p.)
Johnstone, K. (2007). Impro: improvisation and the theatre ([New ed.]. ed.). London: Methuen. (p.33-108) (75 p.)
* Katafiasz, K. (2013). Dramatic leadership: Dorothy Heathcote's autopoietic, or embodied leadership model. In L. R. Melina (Ed.), The embodiment of leadership (pp. 23-42). San Francisco: Jossey-Bass. (20p.)
Koppett, K. (2002). Traning using drama: successful development techniques from theatre & improvisation. London: Kogan Page. (p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)
* O'Neill, C. (Ed.) (2015). Dorothy Heathcote on Education and Drama: Essential writings. London; New York: Routledge. (p.70-87). (18 p.)
* O'Toole, J., & Dunn, J. (2002). Pretending to learn: helping children learn through drama. Frenchs Forest, N.S.W: Longman. (p. 10-33, 40-53) (26p.)
* Sawyer, R. K. (1997). An Improvisational Theory of Children's Play. In R. K. Sawyer (Ed.), Pretend play as improvisation: conversation in the preschool classroom (pp. 29-52). New York: Psychology Press. (23 p.)
* Sinclair, C. (2009). Teaching for the aesthetic, teaching as aesthetic. In C. Sinclair, N. Jeanneret, & J. O'Toole (Eds.), Education in the Arts. Teaching and Learning in the Contemporary Curriculum (pp. 41-53). Melbourne: Oxford University Press. (12p.)
Taylor, P., Warner, C. D., & O'Neill, C. (2006). Structure and spontaneity: the process drama of Cecily O'Neill. Stoke on Trent: Trentham Books. (167p.)
* Taylor, S. S., & Ladkin, D. (2009). Understanding Arts-Based Methods in Managerial Development. Academy of Management Learning & Education, 8(1), 55-69. (15 p.)
Drama/Pedagogy
*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)
* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)
* Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)
SOCIAL SCIENCE (3cp, 200 pages)
*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 s)
*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A. (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97¿114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 s)
*Løfgren, H. (2015). Teachers¿ Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638¿655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)
*Løvgren, M. & Gulbrandsen, L. (2012). How early and how long? I Nordisk Barnehageforskning 5(7), 1-9. (9 s)
Qvortrup, J. og Kjørholt, A.T. (red.) The Modern Child and the Flexible Labour Market: Early Childhood Education and Care. Basingstoke: Palgrave MacMillan.
Chapter 1: Korsvold, T. (2012). Dilemmas over Childcare in Norway, Sweden and West Germany after 1945, s. 19-37. (18 s) - Chapter 2: James, A. (2012). `Child-Centredness¿ and `the Child¿: The Cultural Politics of Nursery Schooling in England. (111-127). (16 s)
- Chapter 7: Moss, P. (2012). Governed Markets and Democratic Experimentalism: Two Possibilities for Early Childhood Education and Care, s. 128-149. (22 s)
- Chapter 9: Kjørholt, A.T. & Seland, M. (2012). Kindergarten as a Bazaar. Freedom of Choice and New Forms of Regulation. 168-185. (18 s)
- Chapter 10: Halldén, G. (2012). Children¿s Sense of Place: Aspects of Individualization, Flexibility and Free Choice within the Preschool Context. 186-202. (16 s)
- Chapter 11: Nilsen, R.D. (2012). Flexible Spaces ¿ Flexible Subjects in `Nature¿: Transcending the `Fenced¿ Childhood in Daycare Centres? 203-221. (19 s)
- Chapter 12: Strandell, H. (2012). Policies of Early Childhood Education and Care. Partnership and Individualization. 222-240. (18 s)
- Chapter 13: Qvortrup, J. (2012). Users and interested parties: A Concluding Essay on Children¿s Institutionalization. 243-261. (18 s).
- Chapter 14: Kjørholt, A.T. & Qvortrup, J. (2012). Childhood and Social Investments. Concluding Thoughts. 262-274. (13 s)
Framework Plans, reports and government guidelines for ECE will be used I the lessons: https://www.regjeringen.no/no/dokument/meldst/id1754/?isfilteropen=True&ownerid=586&term=barnehage
Litteraturliste ¿ Norsk og Engelsk
Pedagogical Leadership 30cp
Spring 2018
Titler merket * er artikler som finnes i kompendium
Titler merket # er i bøker som har flere titler på pensumlisten.
Titler uten merke er bøker som må skaffes gjennom lån, innkjøp eller bibliotek. Hvis sidetall ikke står oppgitt, er hele boka pensum.
Kjernepensum (ca 2000 sider):
Pedagogikk (20sp, 1350 sider) PEDAGOGY (20cp, 1350 pages)
Bøe, M. & Thoresen, M. (2012). Å skape og studere endring. Oslo: Universitetsforlaget. (Del 1 og del 3) (51 s.)
Eik, L. T., Steinnes, G. S., & Ødegård, E. (2016). Barnehagelæreres profesjonslæring: i barnehagens mulighetsrom. Bergen: Fagbokforlaget. (182 s.)
Einarsdottir, J. & Wagner, J.T. (2006). Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich: Information Age Publishing. (300 p.)
Frers, L., Hognestad, K., & Bøe, M. (2017). Metode mellom forskning og læring : refleksjon i praksis. Oslo: Cappelen Damm akademisk/NOASP. (183 s.)
*Germeten, S & Nilsen, H. K. (2012). Flerkulturelle barnehager i nord: Ledelse og profesjonskunnskap. I B. Aamotsbakken (red.), Ledelse og profesjonsutøvelse i barnehage og skole. Oslo: Universitetsforlaget. (s. 69-89) (20 s.)
Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every
school. New York; London: Teachers College Press. (220p.)
Hygum, E. & Pedersen,P.M. (2014). Early Childhood Education, Values and Practices in
Denmark. Denmark: Systime AS, (150 p.)
* Hedegaard, M. (2009). Children`s development from a Cultural-Historical Approach: Children`s Activity in Everyday Local settings as a Foundation for their development. Mind, Culture and Activity, 16(1), 64-81. DOI: 10,1080/10749030802477374 http://www.tandfonline.com/doi/abs/10.1080/10749030802477374 (18p.)
* Hopmann, S. (2015). `Didaktik meets Curriculum¿ revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy,:1, 14-21. DOI:10.3402/nstep.v.27007. http://www.tandfonline.com/doi/full/10.3402/nstep.v1.27007(8p.)
Hujala, E., Waniganayake, M. & Rodd, J. (2013). Researching Leadership in Early childhood Education. Tampere: Tampere University Press. (273p.)
Kvistad, K. & Søbstad, F. (2005). Kvalitetsarbeid i barnehagen. Oslo: Cappelen Akademisk Forlag. (Kap. 4, 6, 7, 9 og 10.)(108 s.) UT?
*Lafton, T. (2011). Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger. I A.M. Otterstad & J. Rhedding- Jones. Barnehagepedagogiske diskurser. Oslo: Universitetsforlaget.(12 s.)
Lotsberg, D. Ø. & Børhaug, K. (2016). Barnehageleiing i praksis. Oslo: Det Norske Samlaget. (260s.)
* Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199¿218. (19 p.)
Reinertsen, A. B., & Flatås, B. (2017). Ledelse og poesi i barnehagen: affektive perspektiver i pedagogiske praksiser. Bergen: Fagbokforlaget. (245 s.)
^Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Ch.5 and 6. http://site.ebrary.com/lib/hogskbergen/detail.action?docID=10084747 (86 p.)
Skau, G. M. (2017). Gode fagfolk vokser. Oslo: Cappelen Akademiske forlag. (Kap. 1-5. 5. utg.) (112 s.)
*Steinnes, G.S., & Haug, P. (2013). Consequences of staff composition in norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1-13. (12 p.)
* Stetsenko, A., & Ho, P.-C. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47 (2), 221-234. (14 p.)
* Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning , 26(1), 53-64. (12 p.)
*Solli, A. m.fl. (red.) (2014). Den skrivende barnehagelærer. Bergen: Fagbokforlaget. (Kap. 6 og 8)
(34 s.).
^Sommersel, H.B., Vestergaard, S. & Larsen, M. S. (2013). Kvalitet i barnehager I skandinavisk
forskning 2006-2011. En systematisk forskningskartlegging. Danish Clearinghouse for
Educational Research (http://www.udir.no/globalassets/filer/tall-og-
forskning/rapporter/2013/kunnskap-om-kvalitet-i-barnehager-2.pdf)
* Vygotsky, L. S. (1967). Play and its role in the mental development of the child.
Soviet psychology, 5(3), 6-18. (13 p.)
* Vygotsky, L. S. (1978). Interaction between learning and development. I L. S.
Vygotsky, Mind in society. The development of higher psychological processes.
Edited by M. Cole, V. John-Steiner, S. Scribner, E. Soubermann, (pp. 79-91).
Cambridge, MA: Harvard University Press. (13 p.)
*Wadel, C. (2008). En lærende organisasjon. Et mellommenneskelig perspektiv. Oslo. Høgskoleforlaget. (Kap 1 og 2) (20 s.)
* Ødegaard, E. E. (2016). ¿Glocality¿ in play: Efforts and dilemmas in changing the model of
the teacher for the Norwegian national framework for kindergartens. Policy Futures
of Education. Vol. 14 (1) p. 42-59. (18 p.)
Ødegård, E., Nordahl, J., & Røys, H. (2017). Alle skal med! :veiledning i den lærende barnehage. Oslo: Cappelen Damm akademisk. (165 s.)
*Østrem, S. (2011). Hvilke mål styres barnehagen mot? Og Med sans for det sentrale i pedagogisk arbeid. I Vibeke Glaser, Barnehagens grunnsteiner. Oslo: Universitetsforlaget. (Kap. 22.) (19 s.)
Drama (7sp, 450 sider)
* Bundy, P. (2003). Aesthetic Engagement in the Drama Process. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 171-181. (10 p.)
*Dehlin, S. (2006). Teori i kjøt og blod: God leiing er improvisasjon. I Steinsholt, K og Sommero, H. (red.) Improvisasjon. Kunsten å sette seg selv på spill. Oslo: Damm forlag (17 s.)
*Holmgren-Lind, L. (2011). Dramapedagogen i förskolan. I Österlind, E.: Drama ¿ ledarskap som spelar roll. Lund (S): Studentlitteratur. (15 s.)
*Irgens E.J. (2006). Nødvendig eller uansvarlig? I Steinsholt, K og Sommero, H. (red.) Improvisasjon. Kunsten å sette seg selv på spill. Damm forlag (22 s.)
Johnston, K. (2005). Improvisation og teater. Kjøbenhavn: Hans Reitzels Forlag. Kap. 2 «Status» og kap. 3 «Spontanitet». (77 s.)
* Katafiasz, K. (2013). Dramatic leadership: Dorothy Heathcote's autopoietic, or embodied leadership model. In L. R. Melina (Ed.), The embodiment of leadership (pp. 23-42). San Francisco: Jossey-Bass. (20p.)
*Meyer, G.S. (2011). Betydningen av den kreative kaoskraften. I Første steg 4/2011 (2 s.)
Schei, T.B. & Duus, A.L. (2016). Modig som Mitwa. Kunstnerisk utfoldelse med barnehagebarn. Bergen: Fagbokforlaget Kap. 2 ¿ 6 (117s.)
*Schøien, K.S. (2013). Det muntliges kunst. I Østern, A-L, , Stavik-Karlsen, G og Angelo, E. (red) (2013) Kunstpedagogikk og kunnskapsutvikling. Oslo: Universitetsforlaget (12s)
* Sinclair, C. (2009). Teaching for the aesthetic, teaching as aesthetic. In C. Sinclair, N. Jeanneret, & J. O'Toole (Eds.), Education in the Arts. Teaching and Learning in the Contemporary Curriculum (pp. 41-53). Melbourne: Oxford University Press. (12p.)
*Sæbø. A:B: (2011) Ledarrollen i prosessdrama. I Österlind,E. (red.) (2011) Drama ¿ ledarskap som spelar roll. Lund (S): Studentlitteratur. (16s)
#Sæbø. A.B. (2012). Drama og ledelse av undervisnings- og læringsprosesser. I B. Aamotsbakken (red.). Ledelse og profesjonsutøvelse i barnehage og skole. Oslo: Universitetsforlaget (14 s.)
*Østern, T.P. og Engelsrud, G. (2014). Læreren-som-kropp. I Østern, A.-L.(red.) Dramaturgi i didaktisk kontekst. Bergen: Fagbokforlaget. (17s)
Drama/pedagogikk:
* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)
*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)
Johansen, S. L. (2014). Børns liv og leg med medier. Kjøbenhavn: Dafolo.(116s)
Meyer, G.S. og Reigstad, I. (2014). Microteaching- pedagogisk ledelse og kroppslig erfaring. I Margareth Eilifsen (red.). På kryss og tvers. Muligheter ved flerfaglig arbeid i barnehagen. Oslo: Universitetsforlaget. Kap.9 (19 s.)
* Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)
Samfunnsfag (3sp, 200 sider)
*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 s)
*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A. (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97¿114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 s)
*Kolsrud, H.H. (2017). Barnehagelæreren som deltaker i politikkutviklingen. I Blaafalk, H., Solheim, M., Aaserud, G. (red.) Barnehagelæreren som politisk aktør. Bergen: Fagbokforlaget, s. 49-65. (17 s)
*Moen, K.H. & Granrusten, P.T. (2014). ¿Eksterne forventninger til barnehagen som læringsarena for barn ¿ konsekvenser for ledelse¿. I: Mørreaunet, S. m.fl. (red.): Ledelse av en lærende barnehage. Bergen: Fagbokforlaget. (20 s)
*Larsen, A.K. og Slåtten, M.V. (2014). Nye tider nye barnehageorganisasjoner. Bergen: Fagbokforlaget, kap 2 (19-36 = 18), kap 3 (37-56 = 20), kap 7 (117-138 = 20), kap 9 (155-175 = 21), kap 12 (221-240 = 20), kap 13 (241-255 = 15)
*Løfgren, H. (2015). Teachers¿ Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638¿655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)
Referanselitteratur:
Kunnskapsdepartementet. (2017). Rammeplan for barnehagen. Oslo: Utdanningsdirektoratet.
Kunnskapsdepartementet. (2005). Lov om barnehager. Oslo: Kunnskapsdepartementet.
Versjonen på lovdata sist endret, LOV-2017-06-21-98 https://lovdata.no/dokument/NL/lov/2005-06-17-64
Aktuelle Stortingsmeldinger vil også danne grunnlag for undervisningen. Se på https://www.regjeringen.no/no/dokument/meldst/id1754/?isfilteropen=True&ownerid=586&term=barnehage
Part 1: Two days of observation in Norwegian ECEC
Part 2: The practice period is mandatory, consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies it can be in Early Childhood Education and Care or in related public institutions/ private organizations.
Practice relates closely to learning outcome descriptors for this course.
International students who are taking part 2 as an online course, must make an agreement of practice with a local institution of ECTC. This can be done in collaboration with their coadjutant university in their home country.
The practice period will be guided and counselled by a teaching supervisor, online from NLA for international web-students or on campus for campus-students. Assessment must be given by an authorized teaching practice supervisor, authorized by NLA University College or coadjutant university abroad.
English.
Norwegian and Scandinavian languages by application.
A combined individual grade is given for the final exams.
The grading is A - F onn the final exam.
Practice is graded as passed or failed.