Teacher Education: Teaching Chemistry - Part 2

The course is part of the professional education courses in the 5-year-integrated master study programmes for teacher education, and provides subject didactic knowledge for relevant levels.

The course covers topics relating to teaching and to pupils' learning. Learning comprises both cognitive, bodily, aesthetic and creative learning processes. The learning process is also affected by affective aspects, such as motivation, attitudes, identity and emotions.

The course gives students a basis for planning, carrying out, evaluating and reflecting on teaching, based on academic and experience-based knowledge and theory. Analysing and observing connections between different perspectives, theories and research studies is an integrated element in the course objectives. Knowledge about and insight into subject-didactical theory and research provides students with the competencies they need in order to conduct systematic research- and development projects in schools.

Knowledge

The student

• has in‑depth knowledge of theoretical perspectives and relevant research related to teaching, learning, and learning strategies in the subject
• has knowledge of adapted education and facilitation for pupils in different study programmes
• has in‑depth knowledge of assessment forms
• has in‑depth knowledge of the subject’s place, scope, and distinctive characteristics, and can justify the subject’s role in school and its societal relevance

Skills

The student

• can plan, conduct and reflect on teaching, based on research- and experience-based knowledge and theories about teaching and pupils' learning
• can vary and adjust the teaching according to the current curriculum
• can plan and lead teaching in a variety of learning environments
• can assess and document the pupils' learning, provide formative response and contribute to the pupils' meta-reflections on own learning and academic development
• can apply research- and experience-based knowledge to work systematically with the pupils' subject-specific learning and contribute to promote a good social and academic learning environment
• can engage with academic literature, analyse and relate critically to information sources and subject-didactical theory
• can utilize relevant social research methods, contribute to development work and, with help from a supervisor, conduct a professional research- and development work

General competence

The student

• can reflect critically on and discuss professional, subject-didactical and subject-ethical questions
• can formulate professionally relevant issues, examine and discuss them critically and independently using theoretical and empirical knowledge, thereby contributing to the further development of their own practice and to the development of the school

The course is the second part of subject didactics within the 5-year-programme, and the teaching takes place in the spring term.

Realization of the course objectives requires an interplay between subject disciplinary competence, teaching competence, acquisition of subject didactical theories and terminologies as well as reflection on own teaching practice and cooperation with the practice schools. The students will experience a variation of teaching methods and activities, and also different learning arenas. There will be a variation between teaching in larger and smaller groups.

Interdisciplinarity is emphasized across the courses in subject didactics, as when students conduct a group-based research- and development work. The research- and development work is conducted in the subject didactics that belongs to the students' subject 1.

All mandatory activities must be approved before the candidate may sit for the exam. NTNU has a certification responsibility to ensure that students master the areas that are fundamental to their future professional practice. Therefore, 75% attendance in teaching is required. It is essential that students develop into independent and responsible teachers and that they are able to collaborate with their fellow students and future colleagues. Individual effort is important not only for one’s own learning, but also for the professional development of peers