Pedagogisk ledelse, del 1
Emnekode:
BLFORP-AEmnenavn:
Pedagogisk ledelse, del 1Undervisningssemester:
HøstSteder:
BergenStudieår:
2024 — 2025Undervisningsspråk:
EngelskStudiepoeng:
15 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 examinationss for part 1 and 2 may be moved by the examination administration to a later or earlier date in the semester.
- Mandatory attendance in all lessons, instructions, individual or group presentations and group supervision
- Participation in a Process Drama and Microteaching-course
- Written portfolios, related to learning outcomes description
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.
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.
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.
The course is organised in the following topics:
- Microteaching, emphasising the development of leadership
- Development of leadership through the application of improvisation and drama pedagogical methods
The course contains the following disciplines:
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 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 own leadership
General competence
The student
- has the ability of and understanding 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.
The practice period is 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.
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 examinationss for part 1 and 2 may be moved by the examination 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
- Participation in a Process Drama and Microteaching-course
- Written portfolios, related to learning outcomes description
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.
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.
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 leadershipfrom 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.
The course is organised in the following topics:
- Microteaching, emphasising the development of leadership
- Development of leadership through the application of improvisation and drama pedagogical methods
The course contains the following disciplines:
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 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 own leadership
General competence
The student
- has the ability of and understanding 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.
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, Columbus, Lawrence Erlbaum Associates, Inc, 281-286, Theory into practice, 4, 43, 2004-11-01, 281-286,
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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,
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Book
The beautiful risk of education
Biesta, Gert J.J., Boulder, Paradigm Publ, XII, 165 s., cop. 2013, isbn:9781612050263; 9781612050270,
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, 491-503,
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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
Early Learning in the Digital Age
Gray, Colette ; Palaiologou, Ioanna, Ioanna Palaiologou ; Colette Gray, London, SAGE Publications, Limited, 2019, isbn:9781526446824,
View online
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
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?
Løvgren, Mette ; Gulbrandsen, Lars, Høgskolen i Oslo og Akershus, Nordisk barnehageforskning, 1, 5, 2012-01-28,
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 s., 2012, isbn:9780230579323; 0230579329,
Book
Leadership in Early Childhood: The Pathway to Professionalism
Rodd, Jillian, Routledge, 2020-07-25, isbn:1743310013,
View online
Book
Impro : improvisation and the theatre
Johnstone, Keith, Irving Wardle (forfatter av forord), London :, Bloomsbury Academic, 201 sider ;, 2019., isbn:9781350069039 (pbk.) :,
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
Waniganayake, Manjula ; Cheeseman, Sandra ; Frenech, Marianne, Melbourne, Oxford University Press, 2017, isbn:0190309369,
View online
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, Abingdon, 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, 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 ; Johanna Heikka ; Jillian Rodd ; Manjula Waniganayake ; Eeva Hujala ; Waniganayake, Manjula ; Hujala, Eeva ; Rodd, Jillian ; Strehmel, Petra ; Heikka, Johanna, Opladen, Verlag Barbara Budrich, 2019-07-29, isbn:3847412248,
View online
Article
Training using Drama: Successful Development Techniques from Theatre and Improvisation
Deller, Sally, London, Dods Parliamentary Communications Limited, 76-, Training Journal, 2004-10-01, 76
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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, SLACK INCORPORATED, 151-153, The Journal of continuing education in nursing, 4, 48, 2017, 151-153,
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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
“We Need Sound Too!” Children and Teachers Creating Multimodal Digital Stories Together
Undheim, Marianne, Universitetsforlaget, 165-177, Nordic journal of digital literacy, 3, 15, 2020-10-09, 165-177,
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, New York, Routledge, [XIII], 240 s., 2016, isbn:978-1-62958-418-8,
Book Chapter
Democratic Early Childhood Education and Care? The Norwegian case.
Børhaug, K., Democratic Early Childhood Education and Care? The Norwegian case., 145-162,
Book Chapter
Mentoring as a Leadership Development Strategy in Early Childhood Education
Doranna Wong and Manjula Waniganayake, Doranna Wong and Manjula Waniganayake, Mentoring as a Leadership Development Strategy in Early Childhood Education, 163-179,
Book
Structing drama work
Jonothan Neelands, Cambridge, Cambridge University Press, 170,
Document
Framework plan for kindergartens
Article
The Practice of Giving Feedback to Improve Teaching: What Is Effective?
Brinko, Kathleen T., 574-, The Journal of higher education (Columbus), 5, 64, 1993-09, 574
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, 2020, 213-222,
View online
Book Chapter
Norwegian Early Childhood Education and Care: The Adventure of Exploring Diverse Outdoor Environments
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
A Nordic Perspective on Early Childhood Education and Care Policy
Karila, Kirsti, Paris, Blackwell Publishing Ltd, 584-595, European journal of education, 4, 47, 2012-12, 584-595,
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
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, 2021, 595-622,
View online
Book
Den skrivende barnehagelærer : om profesjonalitet og praksis
Louise Birkeland (1944-2009) (forfatter), Birkeland, Louise, Bergen, Fagbokforl, 163 s., cop. 2014, isbn:9788245015782,
View online
Book
Når evidens møter praksis : en studie av programbasert arbeid med sosial kompetanse i barnehagen
Seland, Monica, Bergen, Fagbokforlaget, 229 sider, 2020, isbn:9788245022445,
Book Chapter
Microteaching : pedagogisk ledelse og kroppslig erfaring
Reigstad, Ingunn; Meyer, Grete Skjeggestad, Microteaching : pedagogisk ledelse og kroppslig erfaring, Oslo, Universitetsforl., S. 154-173, 2014, 154-173, isbn:9788215022963,
Book
Barn og unges digitale dømmekraft : verdiløft i barnehage og skole
Bergsjø, Leonora Onarheim, Eilifsen, Margareth; Tønnesen, Kjellaug Tonheim; Vik, Leif Gunnar Vestbøstad, Oslo, Universitetsforlaget, 219 sider, [2020], isbn:9788215042220,
Book
Barnehagepedagogiske diskurser
224, 2011,
Book
Improvisasjon: kunsten å sette seg selv på spill
331, 2006,
Book
Utdanningens vidunderlige risiko
Biesta, Gert J.J., Ane Sjøbu (1969-) (oversetter), Bergen, Fagbokforl, 193 s., 2014, isbn:9788245016017,
View online
Book
Impro : improvisation og teater
Johnstone, Keith, Gerz Feigenberg (1956-2011) (oversetter), [København], Hans Reitzels Forlag, 213 s., 1987, isbn:8741239075; 978-87-412-3907-1 $b h.,
View online
Book
Pedagogisk takt : betydningen av pedagogisk omtenksomhet
Van Manen, Max, Kari Marie Thorbjørnsen (oversetter), Nordås, Caspar forl og kursvirksomhet, 206 s., cop. 1993, isbn:8290898932,
View online
Document
Rammeplan for barnehagens innhold og oppgaver
English.
Norwegian and Scandinavian languages by application.
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 examinationss for part 1 and 2 may be moved by the examination 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
- Participation in a Process Drama and Microteaching-course
- Written portfolios, related to learning outcomes description
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.
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.
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 leadershipfrom 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.
The course is organised in the following topics:
- Microteaching, emphasising the development of leadership
- Development of leadership through the application of improvisation and drama pedagogical methods
The course contains the following disciplines:
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 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 own leadership
General competence
The student
- has the ability of and understanding 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.
English.
Norwegian and Scandinavian languages by application.