Vocational Didactics - Part Time

Emnet er en del av praktisk-pedagogisk utdanning for yrkesfag (PPU-Y). Emnet skal, sammen med undervisningen i pedagogikk og praksis, gi studentene grunnlag for å undervise i yrkesfag i videregående opplæring og å undervise / utføre veiledningsoppgaver i tilknytting til opplæring i bedrift. Emnet gir også grunnlag for å undervise i grunnskolens ungdomstrinn. Veiledet undervisningspraksis i yrkesfag er en integrert del av studiet i yrkesdidaktikk.

Studiets innhold er organisert med utgangspunkt i to emnegrupper: (1) Ledelse av læringsprosesser, (2) Skolen i samfunnet. Emnegruppene danner rammen for organiseringen av innholdet i studiet i yrkesdidaktikk. Studiet i yrkesdidaktikk fokuserer på undervisning og læring av yrkesspesifikke arbeidsoppgaver og funksjoner, og skal bidra til å utvikle studentens kompetanse når det gjelder planlegging, tilrettelegging, gjennomføring, vurdering, dokumentasjon og kritisk analyse av undervisning i eget yrkesfag/utdanningsprogram. Læring omfatter både kognitive faktorer og affektive faktorer, som motivasjon, holdninger, identitet og følelser.

Yrkesfaglæreren må forholde seg til to praksisfelt - læreryrket og sitt eget yrkesfelt. Innholdet i studiet i yrkesdidaktikk ligger i skjæringspunktet mellom yrkesfeltet og yrkesopplæring. Sentralt i studiet står lærings- og utviklingsarbeid hvor studenten velger problemstillinger med utgangspunkt i egen yrkespraksis som overføres til lærerpraksis. Profesjonskunnskap, innsikt i det yrkesdidaktiske feltet og forskning gir kompetanse til å forbedre egen praksis og skolens virksomhet, og drive systematisk forsknings- og utviklingsarbeid i skolen og bedrift.

Knowledge

• has broad knowledge of the comprehensive educational pathway from lower secondary school to completion of vocational training (grades 8-13)

• has broad knowledge of vocational training in lower secondary school, upper secondary school, training offices, training companies and other relevant enterprises

• has knowledge of vocational education and training in a historical and cultural perspective

• has broad knowledge of the school's mandate, the values of the training, current curricula in the subjects/educational programmes and other applicable governing documents that are of importance for vocational education and training

• has broad knowledge of forms of assessment

• has broad knowledge of working methods and learning processes in different learning arenas that are relevant to professional and professional practice

• has knowledge of research and development work in education

• has good knowledge of communication and interaction

Skills

• can analyse subject curricula in subjects/education programmes for lower secondary school and upper secondary education as a basis for planning, implementation and assessment of teaching

• can plan and carry out vocationally relevant vocational training adapted to the needs of pupils/apprentices

• can supervise, assess and document the pupils/apprentices' training, give learning-promoting feedback and help the pupils/apprentices reflect on their own learning and professional development

• can facilitate a motivating and inclusive learning environment

• can work systematically with basic skills

• can collaborate on pupils/apprentices and their vocationally relevant training with actors in schools, training offices, training companies and other relevant enterprises

• can formulate and communicate academic, professional ethical and vocational didactic issues, examine and discuss these critically through practical, theoretical and research-based knowledge
• can apply relevant social science research methods, contribute to development work, and carry out profession-oriented R&D work under supervision
• can critically reflect on their own and pupils/learners' needs for competence enhancement and have change and development competence to meet the needs of the future in school, working life and society

General competence

• can act professionally and build good relationships with students/learners, colleagues and other relevant partners

• can convey key subject matter in Norwegian both in writing, orally and through other forms of documentation

• can plan and lead vocational training that promotes the development of pupils/apprentices' professional pride and professional identity

• can facilitate entrepreneurship, new thinking and innovation, and that local working, social and cultural life is involved in the teaching

• can build good relationships with pupils/apprentices and create an inclusive learning environment based on equality and differentiated instruction

The vocational didactics component in teacher education is organized as on-campus sessions and spans four semesters. All teaching is mandatory. To achieve the course objectives, an interplay between practical experience, acquisition of relevant theories and concepts, and reflection is required. This involves close collaboration with the field of practice and pedagogy in the preparation and follow-up of teaching practice, as well as in the development of teaching competence.

In addition to the on-campus sessions, the program consists of teaching practice and independent work, both individually and in groups, where communication between students and between students and faculty is largely online. The program is structured so that students alternate between individual work and group work. Learning activities during the sessions include lectures, group and plenary discussions, practical exercises, individual and group assignments, seminar-style presentations, and various forms of supervision. Guidance is also provided between sessions.

Emphasis is placed on interdisciplinary approaches, including the implementation of a group-based R&D project.