Programplaner og emneplaner - Student
YLBA3100 The teacher and skilled workers relative the program's overall competence Course description
- Course name in Norwegian
- Læreren og fagarbeideren i forhold til studiets helhetlige kompetansemål
- Study programme
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Bachelor's Programme in Vocational Teacher Education - Building and ConstructionBachelor's Programme in Vocational Teacher Education in Building and Construction
- Weight
- 10.0 ECTS
- Year of study
- 2021/2022
- Programme description
- Course history
-
Introduction
Emnet omfatter alle kompetansemålene innen profesjonsfaget og yrkesfaget og skal gi oversikt over studentens helhetlige kompetanse ved slutten av studiet.
Required preliminary courses
On completion of the course, the candidate will have achieved the following learning outcomes:
Knowledge
The candidate:
- is in the forefront of knowledge concerning core elements of ABR and master the theory behind such elements in research
- has in-dept knowledge of ontological, epistemological and ethical issues related to ABR
- can evaluate the expediency and application of different methodological and analytical approaches within the umbrella term ABR
- has in-dept knowledge of different alternative writing genres, relevant in ABR and can contribute to the development of new forms of documentation in the field
Skills
The candidate:
- can handle complex ABR issues, challenge established ABR practices and critically analyse relationships between theories of knowledge and ABR
- can use relevant techniques to enhance and elicit their own embodiment, empathy and material/formal/relational sensitivity in research and artistic development
- can formulate problems, plan, carry out and critically discuss relevant ABR processes in their own research
- can use writing processes of a high international standard as reflection tools throughout their research phases
General competence
The candidate:
- can identify and discuss relationships and conflicts between other scientific theories and theories in ABR, related to his/her field of research with scholarly integrity
- can give well-structured presentations and participate in debates in international forums assessing the need for practice innovation in ABR
- can communicate research and development work through recognized Norwegian and international channels, relevant for ABR
- can assess the need for, and manage, interdisciplinary assignments and project involving ABRs
Learning outcomes
The first part of the course is a seminar given over four subsequent or two+two days. The working methods include lectures, discussions, practical workshops, as well as student presentations. Candidates are expected to actively participate in all the teaching activities, including presenting their project.
The second part of the course is related to the written text/essay and includes supervision after the seminar.
Preparations for the course
Students are encouraged to enter the learning platform Canvas and attain knowledge of parts of the syllabus prior to the course to be able to participate actively in discussions.
Content
Yrkesfag (YF) og profesjonsfag (PF):
- Dokumentasjon av hjemmeeksamen (YF/PF)
- Muntlig eksamen (YF/PF)
- Didaktiske kategorier og modeller som ligger til grunn for å forstå læreprosesser (PF)
- Yrkespedagogiske prinsipper og undervisningsprinsipper som nyttes til å planlegge og analysere læreprosesser (PF)
- Kunnskapsområde og taksonominivå i forhold til undervisningsplanlegging og læreplananalyse (PF)
- Den menneskelige faktor i opplæring, pedagogisk psykologi (PF)
- Læringsteorier og læringsstrategier (PF)
- Differensiering, tilpasset opplæring og sosialpedagogiske perspektiver (PF)
- Særskilt tilrettelagt opplæring, spesialpedagogikk og individuelle opplæringsplaner (PF)
- Utdanningsorganisasjoner, samt lover, forskrifter, læreplaner og andre styringsdokumenter fra myndigheter, og skolen som organisasjon (PF)
- Læringsmiljø i skole og arbeidsliv og premisser for dette (PF/YF)
- Samarbeid i skole og på arbeidsplass, og med omgivelsene (PF/YF)
- Ledelse i skole og arbeidsplass med perspektiv på opplæring (PF/YF)
- Bruk av IKT i yrkes- og samfunnsperspektiv (digital kompetanse) (PF/YF)
- Opplæringssystemenes historie, nå situasjonen og fremtidsperspektiv (PF/YF)
- Arbeidsmåter som er spesielt egnet for yrkene innen utdanningsprogrammet, yrkesforankring av opplæring, nøkkelkvalifikasjoner og entreprenørskap (PF/YF)
- Systemforståelse og ta utgangspunkt i helhetlige systemer (PF/YF)
- Miljøkonsekvenser av yrkesutøvelse, og bærekraftig utvikling (YF)
- Forskrifter og faglig utførelse av arbeidet (YF)
- Andre særegne trekk og utfordringer i bransjen (YF)
Teaching and learning methods
Coursework requirement are:
1. 80 % attendance on the course. Absence beyond 20 % can be accepted in certain cases, after application and additional work.
2. Accepted oral presentation: During the seminar, the candidate prepares a 10-15 minutes’ oral presentation of their project/topic relevant to ABR. The presentation can be in Norwegian, Swedish, Danish or (preferable:) English. Following the presentation there will be a sequence in which the candidate responds to questions and receive comments from the course leader and others.
Course requirements
The candidate writes an individual essay or alternative text, 2000 - 4000 words plus reference list. Arts-based writing processes are encouraged. The essay/text must be written in Norwegian, Swedish, Danish or English and reveal significant knowledge and use of the course's content and reading list.
In case of failed exam/legal absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged. If the essay/text is graded with "fail", the candidate must submit a revised version within a given time limit.
Assessment
The grades are "pass" or "fail". The requirement for "pass" is that the essay/text builds on the learning outcomes and on parts of the syllabus.
Permitted exam materials and equipment
The essay/text will be assessed by the course coordinator and a member of the academic staff with relevant genre competence.
Grading scale
Target group
The target groups are PhD candidates / students and scientific staff who want to learn about arts-based research processes and thereby expand their research tool kit. The course aims at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programmes. It is also open to staff members at OsloMet and other universities / college. The course is also open for candidates from other universities in Norway and abroad.
Admission requirements
The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.
In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD-programmes, then academic employees at the Faculty of Teacher Education and International Studies.
Applicants that are not enrolled on the PhD-programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project / area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.
Examiners
Det benyttes en intern og en ekstern sensor. Tilsynssensor evaluerer vurderingsformer og vurderingsprosesser i studieprogrammet.