Field Practice, Teacher Education (1-7) Year 4

Central theme the fourth academic year: Change competence and the school as an organization.

Through collaboration with the practice group, teaching practice supervisor and lecturer from NTNU, the students will focus on how teachers work at the organizational level, the teacher within a professional community, as well as cooperating with parents, educational and psychological counselling services, and other partners.

Knowledge

The student

• has in-depth knowledge of the school as an organization and its mandate, core values, and place in society.
• has in-depth knowledge of how teachers cooperate with different partners.
• has knowledge of how schools can interact with the local, work, and cultural communities.
• has subject-didactic and pedagogical knowledge of developing creative and varied teaching adapted to pupils’ needs.
• has insight into how the school works to develop teachers’ competence, including digital competence, and how internal competence development is organized and implemented.

Skills

The student

• can use subject and pedagogical knowledge to develop the learning environment, teaching practices, systems, and methods for interaction to increase learning for pupils and teachers.
• can interact with pupils and colleagues to develop safe, inclusive, and healthy learning environments.
• can facilitate experiences through different aesthetic expressions, dissemination and performances that helps develop students’ self-esteem and identity.
• can increasingly take more independent responsibility for planning, leading and assessing teaching.

General competence

The student

• is engaged in subject and pedagogical innovation in the practice school, and can contribute in innovation processes related to the school’s activities.
• can critically evaluate own and others’ practices based on theory and research.

Teaching practice is an arena of study, testing, and learning. Through teaching practice, the student will acquire in-depth knowledge of pupils’ learning and development, content, working methods, and organization at the primary school level, as well as gain insight into the teaching practice supervisor’s practical theory of teaching. Through observation, own teaching, mentoring, and reflection, the students will develop their teacher role within a learning community. The students’ teaching tasks include planning, teaching, and supplementary work within their subject of study, as well as participation in other subjects and activities within the full range of subjects.

Writing is an important tool for the students’ learning and communication processes during their practical training. The use of a variety of written documents must be used in the context of pre- and post-guidance sessions.

Working methods and learning activities:

The student should:

• test different resources and methods for teaching and assessment.
• use extensive lesson planning documents as a tool in planning and assessing teaching.
• write individual reflection logs daily and critically consider these on the basis of theory, current curricula, and professional ethical perspectives.
• observe and identify characteristics of the school as an organization and developmental work at the practice school.
• take part in team meetings and staff meetings, and if possible meetings with parents and the school’s external collaborators.