Primary teacher education grades 1-7 (Master 5 years)

Transkript

1 Primary teacher education grades 1-7 (Master 5 years) The program is a full time study with the core subjects Pedagogy and pupil knowledge and Norwegian and mathematics targeting 1 to 7. class. In the master section you will choose between a norwegian or mathematics didactics specialization, or an adaptive learning or special educational approach. The program is organized in a flexible model where teaching and learning occurs in many learning arena. Participation is mandatory. 6-8 times per year intensified teaching on campus. Between meetings we use learning arenas like web meetings, study groups, seminar groups, practice or discussion forum. You will meet exciting challenges with the aim to make you a good teacher with high ambitions for your students. Restricted police must be delivered. PRIMARY TEACHER EDUCATION GRADES YEAR MASTER EDUCATION (SESSION-BASED TEACHING) ECTS Credits 300 Study level Master Start semester Autumn 2016 Teaching language Norwegian Faculty Campus Faculty of Professional Studies Bodø Application deadline 4/15/2016 ANDREAS FØRDE Programme coordinator Studieleder Phone: andreas.forde@nord.no GISLE PETTERSEN Academic advisor Rådgiver Phone: gisle.i.pettersen@nord.no JOB OPPORTUNITIES You qualify for work as a teacher for primary school grades 1-7 Page 1 of 84

2 FURTHER EDUCATION After completing master's degree and having gained at least two years of relevant work experience, you can apply for admission to the PhD in studies of professional practice. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines In addition, a minimum grade of 3 in Norwegian and mathematics. Page 2 of 84

3 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2016 Pedagogy and pupil knowledge 1 (1/2) PED128L Norwegian Language (1/2) NO130L Mathematics grade 1-7: Numbers, algebra and geometry (1/2) MA138L Teaching practice grades 1-7; 1st year (1/2) PR111L 15 SP 15 SP 15 SP 0 SP Mandatory courses 120 ECTS Credits Elective courses 1 30 ECTS Credits Elective courses 2 30 ECTS Credits Specialization - 30 ECTS credits 30 ECTS Credits Elective courses 4 30 ECTS Credits CHOOSE SPECIALISATION Practice 0 ECTS Credits Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Master Thesis 30 ECTS Credits Spring 2017 Pedagogy and pupil knowledge 1 (2/2) PED128L 15 SP Norwegian Language (2/2) NO130L 15 SP Mathematics grade 1-7: Numbers, algebra and geometry (2/2) MA138L 15 SP Teaching practice grades 1-7; 1st year (2/2) PR111L 0 SP Page 3 of 84

4 2ND STUDY YEAR Autumn 2017 Pedagogy and pupil knowledge 2 (1/2) PED121L 15 SP Mathematics grade 1-7: Functions, statistics and probability (1/2) MA131L 15 SP Norwegian Language (1/2) NO134L 15 SP Teaching practice grades 1-7; 2nd year (1/2) PR112L 0 SP CHOOSE SPECIALISATION Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Spring 2018 Pedagogy and pupil knowledge 2 (2/2) PED121L 15 SP Mathematics grade 1-7: Functions, statistics and probability (2/2) MA131L 15 SP Norwegian Language (2/2) NO134L 15 SP Teaching practice grades 1-7; 2nd year (2/2) PR112L 0 SP Page 4 of 84

5 3RD STUDY YEAR Autumn 2018 Pedagogy and pupil knowledge 3 (1/2) PED122L 15 SP Pedagogy and pupil knowledge 4 (1/2) PED123L 15 SP CHOOSE SPECIALISATION Food and Health for Teacher Education 1-7 Religion, Spirutial and Ethics for Teacher Education 1-7 Spring 2019 Pedagogy and pupil knowledge 3 (2/2) PED122L 15 SP Pedagogy and pupil knowledge 4 (2/2) PED123L 15 SP Teaching practice grades 1-7; 3rd year PR113L 0 SP 4TH STUDY YEAR Autumn 2019 CHOOSE SPECIALISATION Specialization Specialization Specialization Specialization RLE for Teacher Education 1-7 Arts and cratfts for Teacher Education 1-7 Spring 2020 Teaching practice grades 1-7; 4th year PR114L 0 SP Page 5 of 84

6 5TH STUDY YEAR Autumn 2020 Philosophy of Science and Research Methodology (1/2) ST308L 20 SP Research and Contemporary Debates (1/2) ST312L 10 SP Master's Thesis (1/2) ST314L 30 SP Spring 2021 Philosophy of Science and Research Methodology (2/2) ST308L 20 SP Research and Contemporary Debates (2/2) ST312L 10 SP Master's Thesis (2/2) ST314L 30 SP Page 6 of 84

7 Study plan PRIMARY TEACHER EDUCATION GRADES YEAR MASTER EDUCATION (SESSION-BASED TEACHING) Primary teacher education grades 1-7 (5-year masters) is an integrated teacher training study which combines subject education and subject didactics with guided praxis and critical reflection. This 5-year master s degree at UiN is research-oriented, knowledge- and value- based study where process learning and self-development are key. The program is action-oriented, which means that we choose content and methods that are relevant to the challenges teachers face in the short and long term, and address their implications in practice The study is knowledge-based, which means that instruction is based on knowledge from research and development, including the results of national and international research. The study is value-based, which means that the study is based on the Education Act on values.. Process-learning is key, which means that we put an emphasis on dialogue, group work, practical exercises and other forms of skill development. Students gain experience with the methods that they can use and the processes that they can engage in their own teaching. Self-development, which means enabling students to develop their personal skills and general knowledge as practitioners, is also important. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines In addition, a minimum grade of 3 in Norwegian and mathematics. Page 7 of 84

8 PROGRAMME DESCRIPTION The programme is organized in a flexible model in which teaching and learning occurs in many learning arenas. Participation is mandatory; there will be 6-8 weeks per year of intensive seminars held on campus. Between meetings, learning arenas such as web meetings, study groups, seminar groups, praxis or discussion forums will take place. It is assumed that students will participate actively both in and between meetings, and take responsibility not only for their own learning, but also within the group context. The programme aims to create a challenging and constructive learning environment, where students meet exciting challenges, with the aim of becoming good teachers with high aspirations for their students. We require that all students attain a basic police clearance. Praxis is conducted in select praxis schools that work in partnership with University of Nordland, preferably in Nordland County. For Primary School Teacher Education 5-year master (grades 1-7) obligatory subjects include didactics and teacher education (60 ECTS credit points), mathematics (30 ECTS credit points) and Norwegian (30 ECTS study points). The rest of the degree subjects add up to 180 ECTS credit points, chosen according to the following criteria: The programme must include at least four school subjects. At least one of these subjects will be taken for 60 ECTS credit points, and the other subjects for a minimum of 30 ECTS credit points. Alternative 1 (30 ECTS credit points): Norwegian 2 or Mathematics 2. English 2, Natural Sciences 2, Music 2 (from 2016). Alternative 2 (30 ECTS credit points): English 1, Natural Sciences 1 or Music 1. Praxis is mandatory and must be supervised, reviewed and varied throughout the programme. Praxis is described in detail in the course plan for praxis. A mandatory bachelor thesis is submitted during the third year. Some of the work attached to this task, as well as an introduction to scientific method and theory, comprises 15 ECTS credit points of the 60-credit obligatory course in didactics and teacher education. The bachelor thesis represents independent and research-based written work that is related to school activities, and is described separately and in detail in the course plan and relevant literature for the bachelor thesis for Elementary Teacher Education. In the fourth year, the available modules include Adapted Learning in addition to elective advanced studies in Norwegian didactics, mathematics didactics, general didactics or opportunity and growth (special pedagogy). One must also choose between Religion and Ethics or Arts and Crafts. The fifth study year consists of research methodology and theory in addition to the master s thesis. These are carefully described in the course plan for each subject. Page 8 of 84

9 LEARNING OUTCOMES The learning outcomes for the five-year primary teacher education are formulated on the basis of the national qualifications framework and the European Qualifications Framework. Upon completion of the study programme, the learning outcomes gained are defined as knowledge, skills and general knowledge. The different areas of expertise are reflected in the subject plans for the subjects of education, and the learning outcomes should be considered together with the subjects' content and methods aimed at 1st - 7th grades. The program will provide solid scientific and didactic knowledge in the subjects included in the education, as well as knowledge of the subjects as both school subjects and research subjects. KNOWLEDGE The candidate has solid academic and didactic knowledge of the subjects involved in education and the subjects' knowledge-based foundation has advanced knowledge in the disciplines and specialised knowledge in a defined area. has a thorough knowledge of the subjects of scientific or artistic theory and methods can apply knowledge in new areas within the disciplines can analyse scientific problems based on the subjects of history, traditions, originality and their place in society has thorough knowledge of child and adolescent learning, development and education in different social, multicultural and multilingual contexts has knowledge of methodological approaches has knowledge of national and international research and developments relevant to the teaching profession SKILLS The candidate can independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research- and experience-based knowledge can analyse existing theories, methods and interpretations in the fields and work independently with practical and theoretical problem solving can use appropriate research methods academic and / or artistic research in an independent manner can evaluate and use relevant research results and even undertake systematic development can analyse and think critically about information sources and apply these in order to structure and formulate scientific reasoning can conduct independent, limited research or development projects under supervision and in accordance with applicable ethical standards can evaluate and develop their own practice, and through this contribute to growth and development, both academically, didactically and organizationally can reflect critically on their own specialisation at the master s level GENERAL COMPETENCE The Candidate can identify his or her own learning and skills in relation to the teaching profession, and possess the expertise needed to adapt to the needs of schools as they change in the future can analyse relevant academic, vocational and ethical issues can apply knowledge and skills in new areas to carry out advanced tasks and projects can undertake extensive independent study and within this express ideas about the subject of study in a skilful and expressive manner can communicate about issues, analyses and conclusions in the field, both to specialists and to the general public can contribute to innovation and growth processes ASSESSMENT METHODS Various forms of evaluation are used in the study (please see the course plans). This is to ensure quality in professional education, and with respect to the "Regulations for Studies and Examinations at UiN" 5-1, that students have passed all subjects in their first two study years before beginning the fall semester of their third year. Students will not receive their choice of subject in the fourth study year unless the requirements for their subjects from the other years are completed. Primary teacher education is an integrated study with unity and coherence between theoretical and practical studies and between subjects and didactics, which means that obligatory practical training at various stages is closely associated with the subjects offered at the corresponding stage. Obligatory work and participation is included in the individual course descriptions. Submission deadlines are according to each course plan or in the overall semester plan. Al work must be delivered within the specific deadlines. For information about the formal policies regarding examinations, please refer to the higher education law, published regulations on the national curriculum and the national guidelines for primary teacher training and the regulations governing studies and examinations at the University of Nordland. The University of Nordland is responsible for assessing whether student teachers are fit for the teaching profession. Evaluation takes place continuously throughout the year, and advising and guidance on areas needing improvement, or perhaps the advice to leave the study, should be given as early as possible. There are separate regulations for suitability assessment in teacher education, and a committee is established to ensure that these are met. "Regulations for Suitability Assessment in Higher Education" Page 9 of 84

10 EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".refer to applicable legislation, rules and regulations QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to applicable legislation, regulations and related guidelines in addition to the National Curriculum Framework for Primary and Elementary School Education grades 1-7, and grades 5-7 where relevant. COSTS Some costs are linked to individual subjects. Please see the individual course descriptions for the various disciplines. GRADUATION REQUIREMENTS The final exam for the study programme is the Master thesis STUDY ABROAD The sixth semester of the degree is an international semester, in which students are encouraged to take a semester at one of our partner institutions overseas. More information will be provided during the study. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING It is not possible to apply for admission to this programme on the basis of prior knowledge. PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system. Page 10 of 84

11 Subject descriptions (31) Pedagogy and pupil knowledge 1 PED128L The main focus in this subject is introduction to the teacher's role and the development of competence in being able to plan, carry out, and evaluate the work of teaching. This must build up from knowledge of the pupils' learning processes, individually and as a group, and on the meaning of social and cultural expectations. The teacher's actions in leading, stimulating, motivating the pupils so that they engage in the learning processes which create meaning, are central. It is equally important to develop the ability to reflect over choices and their reasons, and to be open to critical reflection in connection with the choices which are being made and have been made. Content, points of view in discussions, written work, practice and seminar are directed specially towards the stages 1-7. No costs except semester registration fee, syllabus literature and costs related to planned excursions and field work. PEDAGOGY AND PUPIL KNOWLEDGE 1 PED128L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies BENTE FORSBAKK Course coordinator Universitetslektor Phone: bente.forsbakk@nord.no Page 11 of 84

12 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic knowledge of the teacher's role have knowledge of the teacher's work, and its mandate from society have knowledge of the school's administrative statement and the challenges which are implied in realising the intentions have a basic knowledge of learning and learning processes, communication and group processes as a basis for the planning of teaching, and of basic abilities' meaning for all learning have insight into professional principles, and the dilemmas a teacher must tackle have a basic knowledge on class leadership, various forms of work and evaluation, and how teachers can build up a good and inclusive learning atmosphere, based on observation and knowledge of the pupils Skills: be able to plan, give reasons for, lead and evaluate teaching exercises at basic level, and adjust for differentiation and progress in training in connection with children's different expectations (adapted teaching) be able to explain and understand the connection between the didactic categories' content, aim, method of work, evaluation, pupils' expectations and limiting factors be able to give simple learning-corrected reports, according to differing forms of evaluation be able to take part in simple teaching-plan analysis be able to assess the value of teaching materials for basic abilities and the competence goals of LO6, both generally and in regard to the subject curriculum. General competence: have insight into how one forms relations with pupils, guides them and assesses for further study have an insight into how one can stimulate the pupils' zest for learning, perseverance in study, and the feeling of responsibility for their own work in this field be able to reflect critically over his/her own, and others' teaching, and use relevant research for a basis on which to develop or change pedagogical practice PREREQUISITIES Lectures are open, but initiation in and use of other ways of working such as role-play, different kinds of tasks and project-work, attendance at groups and seminars, tutorials, and teaching practice, are reserved to students who are engaged in junior school education. RECOMMENDED PRIOR KNOWLEDGE None RECOMMENDED OR REQUIRED READING Bergkastet, I og Andersen, S. (2013). Klasseledelse. Varme og tydelighet. Oslo: PEDLEX Norsk Skoleinformasjon, Hele boka 69s Bjørndal, C.,R.,P. (2012). Det vurderende øyet. 2.utg. Oslo: Gyldendal Akademisk Hele boka 144s Imsen, G.(2012). Lærerens verden. Innføring i generell didaktikk. 4.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,7,8, 11,13,15 279s Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 1,2,3,4,5,6,7 198s Lyngsnes, K. og Rismark, M. (2014). Didaktisk arbeid. 3.utg. Oslo: Gyldendal Akademisk eller evnt. den forrige utgaven (om dere har den): Lyngsnes, K. og Rismark, M. (2007). Didaktisk arbeid. 2.utg. Oslo: Gyldendal Akademisk Hele boka 198s Nordahl, T. (2013). Hva kjennetenger god klasseledelse? Lokalisert på Video 37 ½ min Postholm,M.B.,Haug,P.,Munthe,E. ogkrumsvik, R.J. (2011). Lærerarbeid for elevenes læring, 1-7. Kristiansand: Høyskoleforlaget (brukes av 1-7 stud.) Hele boka 247s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Lærerarbeid for elevenes læring, Kristiansand: Høyskoleforlaget (brukes av 5-10 stud.) 251s Slemmen, T. (2014). Vurdering for læring i klasserommet. 2.utg. Oslo: Gyldendal Norsk Forlag Hele boka 179s Utdanningsdirektoratet (2012). Klasseledelse. Lokalisert på: Opplæringsloven, forskifter og LK06 (Kunnskapsløftet) Page 12 of 84

13 MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. ASSESSMENT AND EXAMINATIONS Home Examination, 5 Days (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portofolio Assessment, worth 0/100 of the grade (first instance 2015 autumn). PRACTICE Teaching practice is carried out in groups at practice schools with which the University in Nordland has an agreement, preferably in Nordland County See course descriptions for Teaching practice grades 1-7. OVERLAPPING COURSES PED120L Teaching and Learning Knowledge 1-15 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Internal evaluation is carried out through student conversations, semester evaluation and regular meetings in which class student representatives and staff meet. Page 13 of 84

14 Norwegian Language NO130L In general Teacher Education the main subject is acquisition of Norwegian language, of Norwegian text culture and didactic theories related to Norwegian education. The Norwegian course in teacher education is especially oriented to research and profession. As a Norwegian teacher the student must possess knowledge of a variety of texts that can further presented. In the Norwegian subject, a special responsibility also exists to safeguard basic skills, the ability to express oneself verbally, to express oneself in writing and reading. An important basis for further education concerns motivation and mastery of reading and writing. The subject of Norwegian has a central role in language education of minority students, but also contributes to the development of cultural understanding maintaining the multi-cultural reality. For Sami pupils Norwegian in combination with the subject Sami language helps to form the basis for the development of the bilingual skills of pupils. No tuition costs. Semester registration fee. Expenses for purchase of non-fiction literature, fiction literature and compendia, as well as copying and printing of the picture book or other products related to the interdisciplinary project can be expected. In addition, students must pay for theatre, cinema and museum visits and excursions. NORWEGIAN LANGUAGE NO130L ECTS Credits 15 Level Course type Undergraduate degrees Compulsory Year of study Course location Faculty 1st study year Bodø Faculty of Professional Studies ANDREAS HALVORSEN LØDEMEL Course coordinator Stipendiat Start semester Autumn 2016/spring 2017 Teaching language Application deadline andreas.h.lodemel@nord.no Page 14 of 84

15 LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: Knowledge: how children develop language and concepts orally and in writing multilingualism, multilingual practices and learning Norwegian as a second language the characteristics of oral, written and composite texts, fiction and non-fiction texts in various genres, and texts from old and new media central and relevant literary theory and literary didactic concepts and perspectives children's literature in various genres and a good understanding of how this literature has evolved over time literature from recent years targeting youth and adult readers the current curriculum of the Norwegian subject Skills: plan, implement and evaluate Norwegian education at various levels from 1st to 7th grade and give reasons for professional decisions evaluate and use different teaching methods in reading and writing and writing forming at the 5th -7th grade, for pupils with Norwegian as their first language and second language, for pupils writing Norwegian and pupils writing "new Norwegian" (Nynorsk). use different assessment methods in the study of Norwegian survey reading and writing skills, implement appropriate measures to adapt education and explore reading and writing difficulties facilitate and encourage students to diverse verbal use of the language use rhetorical skills working with verbal and written texts to ensure that students read different kinds of texts in both traditional and modern media, to develop reading and good reading strategies and be stimulated to further reading reflect on the text quality and the application and arrange for and conduct conversations about literature use the curriculum in the subject to formulate targets for Norwegian education and relevant assessment criteria consider different types of Norwegian academic learning tools based on criteria and in terms of learning outcomes for students use various digital tools in Norwegian education and create and evaluate digital complex texts stimulate the aesthetic sense of the students General competence: use good verbal language, and master writing in the Norwegian and New Norwegian language forms work with text and language in a multi-cultural classroom and develop language and cultural understanding use scientific knowledge for the purposes of critical and constructive reflection work independently and with others, with students, learning and development in the discipline and across disciplines PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education. RECOMMENDED PRIOR KNOWLEDGE Not applicable RECOMMENDED OR REQUIRED READING Litterature will be approximate 1000 pages theory, in addition there will be texts of both fiction, non-fiction, student texts etc. Both bokmål and nynorsk shall be represented. Topics Langauge development Reading and writing Non-fiction Litterature for childeren and youth Norwegian didactics Langauge development, including multilingustics: (approx 300 p) Tetzchner, Stephen Von m.fl. (1993) Barns språk. Ad Notam Gyldendal. (kapittel 1og 5 (56 p) Iversen, Harald M.I., Harald Otnes, Marit S. Solem (2011): Grammatikken i bruk. Cappelen Damm Akademisk. (ca 150s) Høigård, Anne (2006): Barns språkutvikling. Universitetsforlaget (ca 50 p). Kibsgaard, Sonja og Olaf Husby: Norsk som andrespråk (2009). Universitetsforlaget (ca 200p) Reading, writing and didactics (ca 250 s.) Page 15 of 84

16 Roe, Astrid (2008): Lesedidaktikk - etter den første leseopplæringen. Universitetsforlaget (200s). Kompendium om skriving og skrivedidaktikk (ca 50 s). Non-fiction (ca 100 s) Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 100 s) (resten av boka legges opp som tekstbase) Childeren and youth litterature (ca 250s) Mjør, Ingeborg, Tone Birkeland og Gunvor Risa (2006): Barnelitteratur. LNU (range ca 200 p). Et utvalg teoriartikler (ca 50 s) Informasjon i Undervisningsplan Norskdidaktikk: (ca 100 s) Karsrud, Fridunn (2010): Muntlige tekster i skolen. Cappelen akademisk. (ca 100 av 170 s). Text data base De understrekede titlene betegner vanlige bøker som hele klassen leser. I tillegg velger studentene titler individuelt blant de andre bøkene som er satt opp (de som ikke er understreket) Barne- og ungdomslitteratur (til sammen 14 bøker/verk, 1 film pluss tegneserier). Begge målformer skal være representert. Den siste vinneren av Brageprisen innenfor barne- og ungdomslitteratur og billedbok (1 stk.) Komplekse tekster: bildebøker, tegneserier, film og så videre Bildebøker: (6, begge de norske språkformer må være representert): Sammensatte tekster: billedbøker, tegneserier, film og lignende. Billedbøker: (6 stk, begge målformer skal være representerte): Bjugn, Sissel, og Fam Ekman (1992): Jente i bitar. Det Norske Samlaget. Fosse, Jon og Øyvind Torseter (2009): Spelejenta. Det Norske Samlaget. Hole, Stian (2008): Garmanns gate. Cappelen. Hovland, Henrik og Torill Kove: Johannes Jensen føler seg annerledes eller Johannes Jensen og kjærligheten. Cappelen Damm. Kleiva, Rønnaug Ikkje gløym å klappe katta. Det Norske Samlaget. Pedersen, Alice (2007): Idjastállu. (flerspråklig, nordsamisk-bokmål). Skániid Girjie. Solberg, Lisa Aisato N'jie (2008): Mine to oldemødre. Gyldendal. Vesaas, Tarjei og Kverneland, Steffen (ill.) (1998): Ein motig maur. Det Norske Samlaget En av årets billedbøker Film (minst 1 norskprodusert film, velg blant disse: Nils Gaup: Veiviseren (1987) eller Kautokeinoopprøret (2008) Grete Salomonsen: Yohan - Barnevandreren (2010) Dag Alveberg: Svein og rotta (2006) Arild Fröhlich: Pitbullterje (2005) Tegneserie eller tegneserieroman(1-3), for eksempel to av disse: Hindenori, Kumai og Kozumi Shinozawa (ill) (2008): Manga Messias. Hermon. Jansson, Tove (2010 (eller tidligere)): Mummi. Cappelen Damm Madsen, Peter: Valhall. Egmont Serieforlag. Salmson, Jo og Åsa Ekström (2010): Drageriddere. Tam tiggergutten. Cappelen Damm. Svingen, Arne og Noguchi, Mikael (2007): Dager jeg har glemt N. W. Damm og Søn. Tegneserier fra Nynorsksenteret ( Nyere tekstbøker (4, begge målformer må være representert) Ambjørnsen, Ingvar (1998): Arven etter onkel Rin-Tin-Tei eller en annen av bøkene i Fjordgløttmysteriene. Cappelen. Belsvik, Rune (2008) Tjuven. Cappelen Damm. Djupvik, Laura: Hundre appelsinar og ein fiolin (2007). Det Norske Samlaget Eeg, Harald Rosenløw (2008): Alt annet enn pensum. Aschehoug. Eriksen, Endre Lund: Pitbull-Terje blir ond. Aschehoug. Nilsson, Per (2008): The return of hjertets fryd. Cappelen. Ewo, Jon (2009): 17 bud for et grenseløst lykkelig liv. Omnipax. Gaarder, Jostein [2005]. Kabalmysteriet eller Julemysteriet. Aschehoug. Hansen, Atle (2009): Den svarte oksen. Det Norske Samlaget. Hagerup, Klaus: Markus og Diana eller ei anna bok av forfatteren. Aschehoug. Henmo, Sverre (2008): Natt på Frognerbadet. Gyldendal Jansson, Tove. Det usynlige barnet og andre fortellinger eller Trollvinter Aschehoug. Kjeldset, Tania (2010): Juli. Cappelen Damm. Linde, Heidi (2009): Sug. Gyldendal Loe, Erlend (2008): Kurtby. Cappelen Damm. Lunde, Stein Erik (2007): Et dårlig år. Gyldendal Münch, Anette (2009): Jenteloven. Cappelen Damm. Mæhle, Lars: (2009) Landet under isen Det Norske Samlaget. Parr, Maria: (2009)Tonje Glimmerdal Det Norske Samlaget Røssland, Ingelin (2007): Handgranateple. Det Norske Samlaget. Sortland, Bjørn (2008): Alle har eit sultent hjerte. Aschehoug. Sund, Torvald (2010): Dans stille før stormen. Det Norske Samlaget. Page 16 of 84

17 Sunne, Linn T. (2007). Happy eller Blå blondie, Det norske Samlaget. Trohaug, Ragnfrid. (2004). Landet alltid raudt, Det Norske Samlaget. Torkildsen, Terje (2009): Dystopia. Det Norske Samlaget. Vindenes, Eivor (2009): Alt kan reparerast. Ei slags julehistorie. Det Norske Samlaget. Serielitteratur (1 av disse) Eliassen, Ruben Circus (Serie: Mare), Gyldendal. Kaaberbøl, Lene Skammarens dotter. (Serie: Skammarserien). Det Norske Samlaget. Meyer, Stephanie Evighetens kyss. Gyldendal. Strøm, Johan Arnt: Ei av bøkene i Knut-serien. Blaasværs forlag Eldre litteratur for barn og unge (2 av disse) Aanrud, Hans Sidsel Sidserk (eller en nyere utgave, f.eks. Bokklubbens Barn) Austrem, Liv Marie Det er ikkje di skyld, Hanne. Samlaget Bjugn, Sissel Bill og Ei Til. Samlaget Hagbrink, Bodil Heime på vidda. Bokklubbens barn Per Sivle: (1887/1993) Soger. (Klassikarserien for barn). Samlaget. Hopp, Zinken. (1948) Trollkrittet. Vigmostad & Bjørke. Jørgen Moe: I Brønden og i Tjernet (1877)(nettbok, se: Løland, Rasmus [6. utgave]: Kvitebjørnen. Samlaget. Rune Belsvik (1979): Ingen drittunge lenger. Aschehoug. Sande, Hans. (1984): Plommetreet, Gyldendal Norsk forlag. Vestly, Anne Cath. Ei av bøkene hennes. Gyldendal. Faktabøker (1av disse): Bringsværd, Tor Åge, Roger Phil og Eilert Sundt (2008): Jentekraft. Galrof forlag Bringsværd, Tor Åge: Griseprat (2007) Dinamo forlag Vold og Kaldestad (2008): Drivkrafta bak teksten. Samlaget Stokke, Regine (2010): Regines bok Gyldendal. Thor Heyerdal (2007): Kon-Tiki ekspedisjonen. Gyldendal Hessen, Dag (2009): Livet - en kort reise gjennom 4 milliarder år. Cappelen Dam. Sakprosa Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 100 sider) (denne boka legges også opp under teoridelen.) Anbefalt: Magerø, Eva og Elise Tønnesen (red) (2006) Å lese i alle fag. Universitetsforlaget. Anmarkrud, Øistein og Vigdis Refsahl (2010) Gode lesestrategier på mellomtrinnet. Cappelen akademisk. Salen, Gerd B. (2003) Lese- og skriveopplæring i grunnskolen (Universitetsforlaget) Lorentzen, Rutt Trøite og Jon Smidt (2007) (red): Å skrive i alle fag. Universitetsforlaget Bjorvand, Agnes-Margrethe og Slettan, Svein (red.) (2004): Barneboklesninger. Norsk samtidslitteratur for barn og unge. LNU / Fagbokforlaget Birkeland, Tone og Frøydis Storaas: Den norske biletboka. LNU/Cappelen 1998 (or another edition) Satrapi, Marjane: Persepolis, the story of a childhood (2004) Pantheon MODE OF DELIVERY Face -to-face and distance learning (on-line education). TEACHING ACTIVITIES AND METHODS Lectures, practice sessions, seminars, tutored assignment work for some tasks, practice, visits to for example the theatre, the cinema and museums, as well as excursions. ASSESSMENT AND EXAMINATIONS Written school exam, 6 Hours (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Page 17 of 84

18 PRACTICE See program description. OVERLAPPING COURSES NO120L-001 Norwegian Language, portfolio - 15 study points. NO120L-002 Norwegian Language, supervised written exam - 12 study points. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 18 of 84

19 Mathematics grade 1-7: Numbers, algebra and geometry MA138L The concept of number Arithmetics Algebra Mathematics education topics: both general theories in mathematics education and theories about arithmetics and algebra In addition to semester fee and compulsory reading literature, costs for relevant equipment for online learning: internet access, headset and web camera. MATHEMATICS GRADE 1-7: NUMBERS, ALGEBRA AND GEOMETRY MA138L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2016/spring 2017 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Professional Studies DAG OSKAR MADSEN Course coordinator Førsteamanuensis Phone: LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have thorough competencies about teaching the mathematics that pupils in grade 1-7 are learning, especially number sense, arithmetics and the transition from arithmetics to algebra have knowledge about algebra and can connect this knowledge to the learning in grade 1-7 have knowledge about the role of language in learning mathematics have knowledge about common interaction patterns and communication in mathematics teacing have knowledge about oral expression, reading, writing and using digital tools in mathematics have knowledge about the importance of semiotic representations in mathematics, and the challenges of switching between representation forms have knowledge about the historical development of mathematics, especially the development of the number concept and number systems Skills: hav good practical skills in oral and written communication in mathematics, and competencies in promoting such skills in pupils be able to work to promote pupils' wondering, creativity and skills to work systematically with inquiry activities, arguments and proofs be able to use assessment tests and different observation and evaluations to adapt the teacing to the different needs of pupils be able to analyse and evalutate pupils' thinking, arguments and solutions from different perspectives on knowledge and learning General competence: understand the role of mathematics as a general education subject and its interplay with culture, philosophy and societal development understand the role of mathematics in other subjects and in society understand the role of mathematics for participation in a democratic society PREREQUISITIES Acceptance into the teacher training program, or, for in-service teachers, completed teacher education required. Page 19 of 84

20 RECOMMENDED PRIOR KNOWLEDGE None RECOMMENDED OR REQUIRED READING Could be amended. Books Fosnot, C. T., Dolk, M. (2002). Constructing fractions, decimals and percents. Portsmouth, Heinemann Grevholm, B. (red) (2013). Matematikkundervisning 1-7. Cappelen Damm Akademiske kap. 1,2,4,5 og 10 (ca 113 s). Resten av boka blir brukt i andre del av kurset. McIntosh, A. (2007). Alle Teller - Kartlegging i tallforståelse. Ostad, S. A. (2008). Strategier, strategiobservasjon og strategiopplæring : med fokus på elever med matematikkvansker. Trondheim: Læreboka forl. From the internet: Fauskanger et al. Hva må læreren kunne? Simon Spurkland: Spillrevolusjonen er her - ta den i bruk. Tangenten 1/2010, hele bladet lastes ned i pdf. Tema i heftet er Konkretisering: Pensum er disse tre artiklene: Geir Martinussen, Bjørn Smestad: Multiplikasjon og divisjon av brøk Odd Tore Kaufmann: Bruk av konkreter Frode Olav Haara: Praktiske aktiviteter i matematikkundervisning - ikke noen lek Becker og Rivera, artikkel om numerisk og figurativ forståelse av figurtall. GeoGebra - gratis dynamisk matematikkprogram til skolebruk. Oppdateringer av programmet foregår fortløpende, så manualer og opplæringshefter vil være tilgjengelige på MODE OF DELIVERY Session-based teaching and online. TEACHING ACTIVITIES AND METHODS Learning activities: group work where the students work without teacher, and seminars with teacher. ASSESSMENT AND EXAMINATIONS Written examinatioon, 5 Hours (first instance 2016 autumn). Portfolio, worth 0/100 of the grade (first instance 2016 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn). PRACTICE See program description. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 20 of 84

21 Pedagogy and pupil knowledge 2 PED121L The learning pupil is at the centre. The course mainly focuses on enabling learning processes in such a way that the school community takes care of pupil diversity and each individual pupil, with his/her unique and individual preconditions for learning. Approaches in discussions, written work, practice and seminar angled specifically towards grade 1-7. No costs except semester registration fee, syllabus literature and costs related to planned excursions and field work. PEDAGOGY AND PUPIL KNOWLEDGE 2 PED121L ECTS Credits 15 Level Course type Start semester Undergraduate degrees Compulsory Autumn 2017/spring 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Professional Studies BENTE FORSBAKK Course coordinator Universitetslektor Phone: bente.forsbakk@nord.no Page 21 of 84

22 LEARNING OUTCOMES On successful completion of the course the student should: Knowledge: have a basic insight into how motivation can encourage learning have knowledge of the many sides in a child's adolescence; development and learning in different social, cultural/multicultural and religious contexts have knowledge of the child in situations of exposed adolescence - mishandling, oppression, lack of care, bullying and learning in different crisis situations - what the responsibility of the individual teacher, and school, is in such situations have knowledge of what may be indications of neglect, oppression or bullying, and know how one can tackle such problems from the school's side have knowledge of the child as a beginner in school, and of a child's speech and development of understanding, as a basis for extending the basic abilities have knowledge of the basis abilities as groundwork for the pupil's development of learning strategies and metacognitive understanding know about the challenges and the possibilities that attend the planning for children with special needs in difficult situations have insight into how the similarities and differences in boys' and girls' conditions of development, and the consequences for the work of teaching at junior level have knowledge of the influence of the media, and of children's active use of various media have knowledge of the main national and international laws and rights which bear on the bringing up of children Skills: be able to arrange for special teaching in an inclusive learning group, starting from the knowledge of the child s development and learning be able to organize learning by building a good learning enviroment with learning-friendly group processes, based on knowledge of the pupils' relationships, communication and exchanges be able to set up and carry through progress charting, learner-related reporting back, and making assessments of learning face to face with pupils and their parents be able to assess and analyse the benefits of learning, on the grounds of knowledge of pupils' differences, learning strategies, social and cultural background and identity be able to take part in the analysis of popular culture's media expression in connection with the child's development of identity General competence: have a conscious awareness of his/her own abilities for relationship building and capacity for dialogue in meetings with pupils have an awareness of his/her personal and professional worth, as a basis for the development of a pedagogical ground in his/her role as teacher have a broad subject-competence about the pupils' learning and development, so that the/she on a thoughtful and positive basis can have conversations with pupils and parents concerning the pupils' subject knowledge, personal and social education and progress have insight into and understanding of the school's structures in relation to the pupils' educational benefit PREREQUISITIES Lectures are open for everyone to attend, whereas various working methods such as role play, various forms of task and project work, group and seminar activity and supervision, as well as participation in workshop and practice training are all reserved for students admitted to the elementary school study programmes grade 1-7. Practice teachers employed in various special study situations can follow the teaching in chosen topics. RECOMMENDED PRIOR KNOWLEDGE Not applicable RECOMMENDED OR REQUIRED READING In norwegian Damsgaard, H.L. og Eftedal, C.I. (2014)...- men hvordan gjør vi det? Tilpasset opplæring i grunnskolen. Oslo: Cappelen Damm. Hele boka 229 s Imsen, G.(2015). Lærerens verden. Innføring i generell didaktikk. 5.utg. Oslo: Universitetsforlaget. Utvalgte kapittel. Kunngjøres i ved studieoppstart når boka er kommet ut. Imsen, G. (2014). Elevens verden. Innføring i pedagogisk psykologi. 5.utg. Oslo: Universitetsforlaget Kap 5,7,9,10,11, 12,13,14,15 310s Rygvold, A.L. og Ogden, T. (2008). Innføring i spesialpedagogikk. 4.utg. Oslo: Gyldendal Akademisk Kap 2, 3, 4, 6 145s Pettersen, R. C. (2009). Læringens hvordan. Strategier, motivasjon og tilnærminger til læring. I H. P. Wille og R. Svanberg (Red.), La stå!: læring - på veien mot den profesjonelle lærer (s ). Oslo: Gyldendal Akademisk. Kap 4 42s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Elevmangfold i skolen, 1-7. Kristiansand: Høyskoleforlaget (brukes av 1-7 stud.) Hele boka 241s Postholm,M.B.,Haug,P.,Munthe,E. og Krumsvik, R.J. (2011). Elevmangfold i skolen, Kristiansand: Høyskoleforlaget (brukes av 5-10 stud.) 254s Up to three articles/chapters made available on Fronter. Page 22 of 84

23 MODE OF DELIVERY Teacher-training is a professional workplace in which active participation and collaborative learning are central. All the semester-plans and scheduled activities in the PELprogramme are compulsory. In addition, the student has the responsibility of being ready for the set-time sessions of instruction. For students with special needs, absence due to illness or other welfare reasons have not been able to fulfil the compulsory participation; special arrangements can be made, after application and individual approval. Alternative schemes of work must combine to ensure that the learning outcomes in the course is completed. This possible alternative task, or studies, must done and approved before the final examination or exercise in the course. TEACHING ACTIVITIES AND METHODS Study is organised on a flexible model, where teaching and learning occur in many arenas. Participation is compulsory. 6-8 times a year there is session-based teaching on campus. Between these sessions, use is made of such learning management systems and on-line meetings, colloquium groups, seminars, practice or discussion forums. Guidance comes as a central part of the teaching and learning process. The content of instruction is connected in a great degree to practice. By making use of various ways of work in practice, on campus and online, where the students themselves must be active, setting and solving problems. The students will develop creativity and entrepreneurial abilities, competences and strengths, which are important for the ability to engage in the various aspects of the up-to-date role of the teacher, and to take part in the school's changing and developing work. Teaching/learning is a social process. The development of a professional- subject discernment presupposes participation in varied forms of work connected with professional matters. Emphasis will on the students' participation in discussions, and ability to recognise and interpret what they learn. Collaborative learning is a goal in itself, and taking part is a necessary preliminary to the development of one's own competence. Reflection over theory and practice is vital for the development of professional competence in the work. The exchange of teaching requires that the students take an active part in the teaching/learning process, and set to and work with educational material for themselves. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Portfolio, worth 0/100 of the grade (first instance 2015 autumn). Assignment, worth 40/100 of the grade (first instance 2015 autumn). Oral examination, 30 Minutes. Worth 60/100 of the grade (first instance 2015 autumn). PRACTICE Teaching practice is carried out in groups at practice schools with which the University in Nordland has an agreement, preferably in Nordland County See course descriptions for Teaching practice grades 1-7. COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university's quality assurance system. Page 23 of 84