PED1210 Educational Theory 1 Course description

Emnet handler om faglig og personlig læring og utvikling, om oppdragelse, undervisning og sosialisering. Temaene som helhet skal bidra til utvikling av lærerens profesjonelle skjønn og handlekraft. Emnet skal danne grunnlaget for praktisk-pedagogisk virksomhet. Emneområdet består av tre målområder:

• læreren, eleven og opplæringen I
• læreren og eleven i organisasjonen I
• læreren, eleven og skolen i samfunnet I

Emnet skal gjøre studentene fortrolige med de formelle rammer som læreren må forholde seg til. Hovedtema er forholdet lærer, elev/elevgrupper og lærestoff, ulike syn på læring og utvikling og ulike kulturelle forhold og deres betydning for barn og unges selvforståelse, utvikling og læring. Refleksjon og bevisstgjøring rundt yrkesetiske dilemmaer i skolen står sentralt.

This course provides students with knowledge of the professional tradition and knowledge base of social work, as well as an understanding of its organisation, role and mandate in society. Students are introduced to theories, perspectives and research in social work at the individual, group and community levels.

The course focuses on people’s everyday lives, living conditions and the social problems that affect their quality of life. Students gain insight into social work from a life-course perspective, covering different stages and transitions in life. The course highlights how everyday challenges and problems can be prevented, alleviated and managed.

Students learn how social workers can identify and support individuals’ coping strategies, motivate change and provide help and support in demanding life situations.

The language of instruction is Norwegian.

Etter å ha gjennomført dette emnet, har studenten følgende læringsutbytte definert i form av kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten:

• har kunnskap om barns læring, utvikling, motivasjon og forskjellige perspektiver på hva som kan fremme god læring
• har kunnskap om danningens og utdanningens betydning i et samfunn i endring, med særlig vekt på folkehelse og livsmestring
• har kunnskap om lov- og planverk, om den norske skolens prinsipielle ideal, om mangfold, likeverd og elevers forskjellige oppvekstvilkår
• har kunnskap i hvordan de etiske dilemmaer som kan oppstå i skolens hverdag kan forstås å håndteres
• har kunnskap om klasseledelse og lærerens betydning for å skape et godt skolemiljø
• har kunnskap om barn og unge i vanskelige livssituasjoner, samt kjennskap til relevante hjelpeinstanser

Ferdigheter

Studenten:

• kan analysere, drøfte og begrunne egne pedagogiske valg med utgangspunkt i relevante styringsdokumenter, yrkesetikk, pedagogisk teori og praksiserfaring
• kan analysere skolens, lærerens og kunnskapens betydning i samfunnet, historisk, nå og i fremtiden
• kan reflektere over og håndtere etiske dilemmaer som kan oppstå i lærerhverdagen
• kan reflektere over hva som kjennetegner god klasseledelse, og betydningen av å legge til rette for gode pedagogiske relasjoner og et inkluderende skolemiljø
• kan utvikle sin læreridentitet i møte med elever og skole, videreutvikle egen kompetanse og samtidig bidra til både egen, kollegers og skolens utvikling

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has broad knowledge of social work theories and methods aimed at individuals, families, groups and society
• has broad knowledge of the significance of living conditions, health, education, work, social inclusion and active participation at different stages of life for individuals, families and society
• has knowledge of the history, traditions, distinctive characteristics and societal position of the discipline
• is familiar with the discipline’s theoretical knowledge base, knowledge development and the profession’s social responsibilities
• has knowledge of different forms of knowing, such as scientific theory, practical skills and values, and of the relationships between them

Skills

The student

• can use core professional terminology and theoretical approaches in social work, both in written and oral communication
• can recognise and analyse social problems at the individual and societal levels, including substance abuse and mental-health issues, and understand how these may affect people in different life situations
• can distinguish between different scientific and theoretical forms of knowledge, like theory, skills and values, and explain the relationships between them

Generel Competence

The student

• has insight into the relationship between societal change and the development of social work
• understands how knowledge, values and attitudes influence professional practice
• can share reflections on their own learning process and communicate knowledge about the connections between everyday social problems across different phases of life

The student must have passed PSYK1420 and PSYK2210.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student can

• describe the relationship between applied, experimental, and conceptual behaviour analysis
• define the term summary label and explain how category mistakes can occur in the description and explanation of behaviour
• describe how complex phenomena such as memory, verbal behaviour, private behaviour, and cognition can be understood in a behaviour analytic framework

Skills

The student can

• discuss arguments for and against a behaviour analytic approach to understanding human behaviour
• define and provide examples of behaviour analytic principles

General competence

The student can

• discuss how the concepts of description, prediction, and control are part of the science of behaviour
• describe considerations that need to be taken into account when developing unit of analysis in a science of behaviour

The course includes lectures, inter-teaching, student-initiated group activities, individual study, as well as compulsory seminars. In the seminars, students will present topics from the syllabus, engage in discussion, and receive feedback and guidance on further studies. Each seminar will be concluded by student presentations on all topics from the seminar with all students in attendance. The students’ learning outcomes will be documented through presentations and the examination.

To prepare for the examination must the following obtain approved:

• Presence throughout the day at 5 seminars, including participation in own presentation in a group or opponent role in a group

Supervised written examination with invilgation, 3 hours.