NO EN Nordic and International Perspectives on Teaching and Learning, 30 credits NORDIC AND INTERNATIONAL PERSPECTIVES ON TEACHING AND LEARNING, 30 CREDITS Studiepoeng 30,0 Type studium Kortere studier/kurs Startsemester Høst 2016 Språk Engelsk Fakultet Studiested Søknadsfrist Avdeling for lærerutdanning YRKESMULIGHETER VIDERE UTDANNING OPPTAKSKRAV Side 1 av 6
Programoversikt 1. STUDIEÅR OVERSIKT Høst 2016 Nordic and International Perspectives on Teaching and Learning NIP600 30 SP Side 2 av 6
Studieplan EKSAMENSBESTEMMELSER, VURDERING OG KARAKTERFASTSETTING Vurdering og karakterfastsetting skjer ut fra bokstavkarakterer A-F, der A er best og F er ikke bestått. Vurdering kan også gis som bestått/ikke bestått eller godkjent/ikke godkjent.vi viser til gjeldende lover, forskrifter og retningslinjer AKTUELLE FORSKRIFTER OG SENTRALE BESTEMMELSER Vi viser til gjeldende forskrift og tilhørende retningslinjer Side 3 av 6
Emnebeskrivelser (1) Nordic and International Perspectives on Teaching and Learning NIP600 The course is designed for international and local teacher students, pre-school teacher students and students of related study programmes. For the students of Nord University the study is part of the concurrent and integrated teacher education programmes (7th term) and pre-school teacher education programme (5th term). This is a course intended to develop knowledge about and understanding of Nordic and international perspectives on teaching and learning in nursery schools/kindergarten, primary and lower secondary education. It has a particular emphasis on the region's geographical position and natural surroundings in terms of wildlife, environmental issues, coastal tradition and indigenous culture and how these conditions influence aspects of childhood and education. The course offers an important contrastive dimension in terms of developing awareness of own culture and other cultures' perspectives and attitudes to childhood, teaching and learning. Semesteravgift. Kostnader til ekskursjoner, turer og busstransport må dekkes av studenten selv. NORDIC AND INTERNATIONAL PERSPECTIVES ON TEACHING AND LEARNING NIP600 Studiepoeng 30,0 Nivå Type emne Undervisningsseme ster Lavere grad Obligatorisk teoriemne. Høst 2016 Hvilket år i studieprogrammet Studiested Ansvarlig fakultet Undervisningsspråk Søknadsfrist 1. studieår Levanger Avdeling for lærerutdanning Engelsk Side 4 av 6
LÆRINGSUTBYTTE Areas of knowledge The students will have: knowledge about contrastive elements in attitudes to education, teaching and learning knowledge about Norway and Scandinavia (geography, history, religion and society) knowledge about different outdoor learning arenas knowledge about cultural artefacts, folklore and traditions in a comparative and educational perspective knowledge about the region's Sámi population today and in the past knowledge about the region's wildlife and issues related to sustainability and the environment knowledge about basic structures of the Norwegian language and some basic methodology of foreign language teaching Skills The student should be able to: identify, compare and contrast attitudes to childhood, teaching and learning in own culture and other cultures describe and explain the position of the Sámi population in Central Scandinavia describe and explain issues related to sustainability master some skills related to outdoor activities organize outdoor related activities for pre-school children or pupils plan, carry out and evaluate practice teaching in chosen subjects in accordance with practice supervisor understand simple Norwegian texts and communicate orally in basic Norwegian General competence The students will: acknowledge the importance of sustainable education acknowledge the value of ethical and responsible attitudes towards nature acknowledge the value of intercultural understanding acknowledge the value of outdoor education be able to reflect upon one's own culture and other cultures' perspectives on teaching and learning FORKUNNSKAPSKRAV Intermediate level in English. PENSUM OG ANBEFALT LITTERATUR Yrkesetisk dannelse Eidhamar, Levi Geir (2008): Nesten som deg selv : barn og etikk. 3. utg. Kristiansand : Høyskoleforlaget. Kap. 2, 3 og 5 ISBN 978-82-7634-584-1 Tholin, Kristin Rydjord (2008): Yrkesetikk for førskolelærere. Bergen : Fagbokforlaget. Kap. 1, 3, 4 og 6 ISBN 978-82-450-0616-2 LÆRINGSAKTIVITETER OG UNDERVISNINGSMETODER Teaching will be organized in different ways. These will include lectures, discussions, group work, student presentations in seminars and field excursions. The main idea is that the learning process will be based on student activity, using methods like "inquiry based learning" and "cooperative learning". The students will be strongly involved in the learning process and their knowledge and experience will be acknowledged and integrated in the study. The language of the course is English. The main channel of communication and contact between students and between students and the academic staff is the e-learning platform Fronter. For the Norwegian students of 3BLU: Compulsory participation in Barn i sorg og krise (cf. study plan of Yrkesetisk dannelse, Professional Ethics Education). For the other Norwegian students: Presentation of given topic related to intercultural understanding in classes for the other students of NIP600 in accordance with the teachers. Side 5 av 6
VURDERINGSORDNING Samlet vurdering (første gang 2013 høst, siste gang 2016 høst). Written examination, 4 Timer. Teller 50/100 av karakteren (første gang 2016 høst, siste gang 2016 høst). Teaching practice report, teller 50/100 av karakteren (første gang 2016 høst). Teaching practice, teller 0/100 av karakteren (første gang 2013 høst). Compulsory assignments, teller 0/100 av karakteren (første gang 2016 høst). PRAKSIS Teaching practice: A four-week practice in nursery schools/kindergarten, primary or lower secondary education in Norway (international students) or internationally (Norwegian students) EMNEEVALUERING Det vil bli foretatt ulike studieevalueringer i alle kunnskapsområdene i løpet av studiet. Vi legger opp til både diskusjoner og til skriftlige tilbakemeldinger. Evalueringene vil danne grunnlag for justering av faginnhold, arbeidsformer og fag- og semesterplaner. Side 6 av 6