Knowledge, Learning and Education in Teacher Profession

The course provides a historical and philosophical introduction to key pedagogical issues and invites professional discussion and thinking with an emphasis on these perspectives. The introduction includes:

• different views on knowledge, learning and 'Bildung' in a professional and societal perspective.
• practice in reflecting critically on your own role as a teacher
• becoming aware of the importance of schools for the development of a democratic and diverse society

Learning outcomes

Knowledge of

The candidate has knowledge of

- learning and learning strategies adapted to students

- students' cognitive and physical development

- key principles that promote inclusive education

- the Norwegian school in the light of Christian tradition and secularization

- how practical, creative and aesthetic learning processes can be understood in light of the themes of knowledge, learning and Bildung

- have knowledge of current legislation and plans for basic education

- theory of knowledge and science

- different perspectives on knowledge, learning and education

Skills and abilities

The candidate can

- justify, communicate and use documents on human rights and children's rights

- apply academic concepts and justify their didactic choices in theory about learning and teaching

- reflect on, account for and discuss Norwegian and Sami school history and the importance of schools in a democratic society and in a globalized world

- apply knowledge of the theory of science

- discuss educational issues in the light of historical and philosophical perspectives

General competence

The candidate can

- plan, implement and evaluate teaching for students based on existing framework factors and current frameworks

- practice academic thinking, communication, reading and writing of academic texts

The teaching methods vary between student-active seminars, individual and group work. Emphasis is placed on varied forms of work, where students in particular are trained to discuss and critically reflect on pedagogical issues.