VERB1100 Professional Identity and Professional Role Course description

Følgende arbeidskrav må være godkjent før eksamen kan avlegges:

Arbeidskrav 1: Muntlig presentasjon av en didaktisk plan

Studentene skal utarbeide et flerfaglig undervisningsopplegg knyttet til grunnleggende ferdigheter som skal gjennomføres i praksis. En didaktisk plan for undervisningsopplegget skal presenteres for lærer og medstudenter. Det skal gis begrunnelser for valgene studenten har gjort. Lærerne og medstudenter skal gi innspill på presentasjonen. Omfang: ca. 15 minutter.

Arbeidskrav 2: Fagtekst med drøfting

Skriftlig oppgave: Drøfting knyttet til en problemstilling som er relevant for semesteroppgaven Omfang: 1200 ord +/- 10 %.

Arbeidskrav 3: Utkast til semesteroppgaven

Skriftlig oppgave: Studentene skal levere et utkast på oppgaven de senere skal levere til eksamen. Det gis obligatorisk veiledning på utkastet, og studentene skal med bakgrunn i veiledningen arbeide videre med semesteroppgaven frem mot eksamen. Omfang: 2000-3000 ord.

Faglig aktivitet med krav om deltakelse

Emnet har krav om 80 % deltakelse i undervisningen. Fravær som overstiger 20 % medfører at studenten ikke får avlegge eksamen. For utfyllende informasjon om faglig aktivitet med krav om deltakelse, se programplandelen.

En individuell skriftlig semesteroppgave som bygger på erfaringer fra praksis. Omfang: 4500 ord +/- 10 %. Nærmere beskrivelse av rammene for oppgaven vil foreligge ved semesterstart.

Ny/utsatt eksamen

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

Knowledge

The student

• can describe the development of social education as a separate profession
• can explain the role and function of social educators in cooperation with other professions
• can explain the rights of persons with disabilities and legislation of importance to the professional practice of social educators
• can explain the UN Convention on the Rights of Persons with Disabilities
• can describe important ethical theories and core values in habilitation and rehabilitation
• can explain inclusion, equality and non-discrimination to ensure equal services for all
• can describe important skills in communication, interaction and cooperation, and how they are influenced by language and culture
• can explain guidelines for preventing risk and threatening incidents, including sexual abuse
• can describe the social educator work model
• can describe the most common diagnoses and syndromes encountered by the profession
• can give an account of the most common consequences of intellectual disability and diagnoses in daily life
• can describe relational skills that are important to the professional practice of social educators

Skills

The student

• can demonstrate relational skills in a group to promote cooperation

General competence

The student

• can identify and reflect on relevant academic and ethical challenges in the professional practice of social educators

The teaching and learning methods include lectures, seminars, self-study, field trips, peer assessments, group work and various presentations. Digital learning resources will be made available to students in advance, and some of the time they spend at the university will be used to work on assignments and group work.

The following required coursework must be approved before the student can take the exam:

• Participation in an excursion
• Supervised group work on ethical reflection model, five hours
  • Presentation of group work in seminar groups. Feedback on the presentation from fellow student(s) and the lecturer

Individual written examination with invilgation, 4 hours

None

Grade scale A-F

All answers are assessed by one examiner.

An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.

The research question for the bachelor's thesis is prepared on the basis of an evidence-based project work, training and/or care measure implemented in cooperation with the service recipients and others in the supervised practical training course VERPRA35. The research question and the thesis outline are approved in the course of VERPRA35. The bachelor's thesis is a specialisation in a topic and research question chosen by the student him/herself. The bachelor's thesis will document that the student has acquired important and fundamental knowledge and skills in project, care and/or change processes, or quality-enhancing measures.

The bachelor’s thesis is written over a period of eight weeks of full-time work.