Field Practice, Teacher Education (5-10) Year 2

The main theme in the second academic year is the pupil in an academic and health-promoting learning environment. Practice is a study, testing, and learning arena, which should be varied, guided, and assessed.

Knowledge: The student

• Has knowledge of students’ background and foundation as a basis for adapted education.
• Has knowledge of how the school ensures an academic and health-promoting learning environment.
• Has insight into the importance of basic skills for students’ academic development.
• Has knowledge of core practices in relevant school subjects.

Skills: The student shall, both alone and in cooperation with others,

• Independently and in collaboration plan, observe, implement, and evaluate adapted education teaching.
• Use results from various assessment tools as a basis for adapting students’ learning in different subjects.
• Identify and gain experience with core practices in their own teaching subjects.
• Conduct planned and structured subject conversations with students about what the student succeeds in based on observations and/or student work, and convey this to parents.
• Provide formative assessments as part of adapted education based on observations and/or student work.

General competency: The student

• Actively contributes to the professional community through discussing connections between practice experiences and theory.
• Can adapt education and maintain an academic and health-promoting learning environment through student conversations and formative assessments.
• Can identify characteristics of a health-promoting learning environment and reflect on the role of adapted education in such learning environments.

Learning methods and activities

In collaboration with the practice group, practice teacher, and follow-up teacher from NTNU, the student shall plan, observe, implement, and assess various learning processes.

Activities related to practice can also take place on campus.

Through practice, students shall gain teaching experience in their own teaching subjects. Beyond this, students should contribute to the school’s professional community.

Through practice, students shall utilize planning documents as tools in planning and evaluating learning situations, as well as regularly write individual reflection logs and view these in light of theory.

30 days of teaching practice.