Programplaner og emneplaner - Student
PPFO6100 Vocational Teacher Competences in Tertiary Vocational Education Course description
- Course name in Norwegian
- Vocational Teacher Competences in Tertiary Vocational Education
- Study programme
-
Practical Pedagogy for Tertiary Vocational Education 1
- Weight
- 30.0 ECTS
- Year of study
- 2025/2026
- Programme description
- Course history
-
Introduction
Det blir nytta intern sensor og ekstern sensor.
Required preliminary courses
Sjå programplanen.
Learning outcomes
Emne 1 gjev brei kunnskap om literacy (tekstkompetanse) generelt og elevtekstar spesielt, både når det gjeld elevane si forståing av tekst og elevane sin eigen skapande produksjon av munnlege, skriftlege og samansette tekstar. Studentane vil få fordjupa kunnskap om eldre og nyare barne- og ungdomslitteratur, både skjønnlitteratur og sakprosa, på norsk, dansk og svensk og i omsetjing frå samisk, og om valg av litteratur og arbeidsmåtar. I tråd med det nye læreplanverket, vil studiet vektleggje djupnelæring, tekst i kontekst og dei fagovergripande tema som folkehelse og livsmeistring, demokrati og medborgarskap og berekraftig utvikling. I undervisninga vil det bli lagt vekt på å utvikle kunnskap og ferdigheiter som rustar studentane til å bruke kreative og utforskande arbeidsmåtar i norskfaget.
Faglege hovudemne
- Norsk som identitets- og danningsfag
- Litteratur, særleg barne- og ungdomslitteratur
- Barnelitteraturhistorie
- Skjønnlitterære klassikarar for barn, ungdom og vaksne
- Adaptasjon og remediering
- Skriving normering/valfridom og vurdering
- Elevane si skapande tekstproduksjon
- Språk og identitet
- Språkhistorie
- Språkleg variasjon og talemålskunnskap
Content
Studentene skal lage en oppgave der de fordyper seg i et fotojournalistisk emne, som kan bidra til å styrke kunnskapsgrunnlaget for fotojournalister og -studenter. Utviklingen av fordypningsoppgaven innledes med metodeinnføring og utarbeiding av prosjektbeskrivelse.
Oppgavens tema velges fra fotojournalistikkens fagområde.
Teaching and learning methods
Varied forms of learning are used based on the principles of tertiary vocational didactics, e.g. practice-oriented learning, experience-oriented learning and problem-oriented learning. Sharing of experience is given emphasis in the programme. The students’ own tertiary vocational teaching practice will be key in their development and learning work.
Course requirements
Students will document four coursework requirements; these are linked to the learning outcomes. Two individual and two group-based requirements (can be adapted on justification to and special agreement with the lecturer). The coursework requirements concern both the student’s own tertiary vocational teaching practice and the learning community in the programme. The coursework requirements must be approved before the student can take the exam. Required coursework that is not approved can be reworked and submitted for re-assessment twice before the ordinary exam.
Coursework requirement 1: Planning and implementation of learning work (in groups of two or three students).
The purpose is to practise the inductive vocational teaching method relevant to planning and implementing learning work.
- Preparation of a folder comprising a supervision document, with a scope of 1,200 to 1, 320 words. A plan for learning work, with a scope of 1,000 to 1,110 words. Also a professional reflection on the completed work with a scope of 1,000 to 1,110 words.
Coursework requirement 2: Plan for teaching practice (individual)
The purpose is to practise systematic planning and conscious use of vocational pedagogy principles
- Submission of a well-founded plan for vocational teaching practice (20 days) using the ‘practice planner form’. The plan is prepared in consultation with the teaching practice tutor in the student’s own workplace. The plan must be assessed and approved by the person responsible for the course.
Coursework requirement 3: Assessment (in groups of two or three students).
The purpose is for the group to assess the tertiary vocational students learning work.
- Prepare a video presentation comprising the following: Assessment of at least three tertiary vocational students' work, including the information on what form the assessments have taken and a critical reflection on their own assessment work. Learning work is carried out in the student's own workplace. Scope: seven to ten minutes.
Coursework requirement 4: Digital reflection (individual)
The purpose is for the students to reflect on their learning outcomes from the programme.
- Prepare a video presentation comprising a professional reflection on the used pedagogical and didactical principles for learning outcomes as a tertiary vocational teacher. The reflection must be academically grounded on the course syllabus. Scope: seven to ten minutes.
Vocational teaching practice
Practical pedagogy for Tertiary Vocational Education comprises 20 compulsory days of teaching practice. For further information, see the programme description.
Presence in teaching activities
It is expected that students are present in all teaching activities throughout the study-period. In all a minimum attendance of 80 % is required.Students who, due to illness or another documented valid reason, do not meet to the requirement for participation, shall agree on alternative activity(s) in each individual case with the teacher.For further information, see the programme description.
In order to take the exam the four requierd coursework must be approved, 20 days of practikal traning completed and present in mandatory teaching activities.
Assessment
The final examination involves an individual submission of a video presentation in either English or Norwegian. This presentation should encompass a professional reflection on the learning outcomes of the course, as outlined in the course syllabus. The scope of the video presentation is 15-20 minutes. The exam must be academically grounded on the course syllabus and references and literature sources chosen by the students from their tertiary vocational teaching practice.
Resits/rescheduled exams
A reworked version of the video presentation submitted for the ordinary exam is submitted for the first resit. A new video presentation must be submitted for subsequent attempts.
Permitted exam materials and equipment
All aids are permitted, as long as the rules for source referencing are complied with.
Grading scale
Grade scale A-F.
Examiners
One internal and one external examiner are used.
Admission requirements
The target group for the programme is vocational teachers affiliated to Noroff - School of Technology and Digital Media.
General admission requirements
Qualified applicants must document that they have achieved the Higher Education Entrance Qualification or equivalent prior learning and work experience.
The following requirements must be met in order to qualify to apply for admission on the basis of prior learning and work experience:
1. The applicant must be at least 25 years of age in the year of admission and cannot have achieved the Higher Education Entrance Qualification. Applicants must document one of the following:
- craft certificate or equivalent and at least two years’ relevant work experience, or
- at least five years’ relevant work experience. Up to two of these five years can be replaced by relevant unpaid work, education, organisation work experience or similar.
2. Applicants must have adequate proficiency in English to be capable of completing the programme. This must be documented with, as a minimum, the subject English (140 hours per year) from a vocational upper secondary school programme or equivalent, passed with the grade 2 or better. Applicants whose first language is not a Nordic language must document that they meet the requirement for English language proficiency at a level corresponding to the Higher Education Entrance Qualification.
Relevant part-time work of varying scope and length can be converted into full-time in accordance with the applicable rules.
Special admission requirements
The applicant must be affiliated to Noroff - School of Technology and Digital Media through an employment relationship and work on educational development, learning work or counselling work for adults. This should be documented by an employer reference.