Teaching Norwegian as a Second Language Programme description

Studiet i andrespråkspedagogikk skal gi lærere som jobber i skolen oppdatert og forskningsbasert kompetanse i temaer som dreier seg om elever med norsk som andrespråk, enten de går i egne tilbud eller er integrert i ordinære klasser.

Studiet er forankret i nasjonale retningslinjer for grunnskolelærerutdanning og i læreplanverket for grunnopplæringen. Andrespråkspedagogikk for trinn 1–10 tar sikte på å kvalifisere til arbeid med elever med norsk som andrespråk fra 1. til 10. trinn. Studietilbudet er en del av nasjonal strategi for videreutdanning av lærere, Kompetanse for kvalitet, og gjennomføres på oppdrag for Utdanningsdirektoratet.

Målgruppen for videreutdanning i andrespråkspedagogikk (30 studiepoeng) er lærere som underviser på 1.–10. trinn i grunnskolen.

Opptakskrav er godkjent lærerutdanning innrettet for undervisning i grunnskolen med minst 30 studiepoeng i norsk. Søkere med bestått førskole- eller barnehagelærerutdanning må i tillegg også dokumentere PAPS 1+2 eller GLSM 30 og 30 studiepoeng i matematikk eller norsk rettet mot barnetrinnet eller GLSM 60 studiepoeng. Studenter som får studieplass, må være i arbeid som lærer eller ha kontakt med en skole der det er mulig å ta aktivt del i undervisning i norsk som andrespråk. Kravet om bestått lærerutdanning kan fravikes dersom søkeren kun mangler faget hun/han søker opptak til, for å fullføre lærerutdanningen sin.

Se emneplanene.

Studiet tilbys som to emner à 15 studiepoeng. Emne 2 bygger på emne 1. Studiet er organisert med tre undervisningssamlinger i hvert semester. Mellom samlingene arbeider deltakerne med selvstudium av pensumtekster, utprøving av ulike aktiviteter i egen (eller lånt) klasse, erfaringsdeling med kolleger og innlevering av oppgaver på OsloMets digitale læringsplattform (se under avsnittet om arbeidskrav).

Overordnete mål for begge emnene er å gi ny forskningsbasert kunnskap om andrespråkslæring og erfaring med andrespråkspedagogikk. Dette gjelder både for elever som får særskilt språkopplæring i egne grupper og for elever med norsk som andrespråk som er integrert i ordinær undervisning.

I tråd med innholdet i LK20 vil estetiske arbeidsformer, praktiske aktiviteter og bruk av digitale verktøy vektlegges. Digital kompetanse er derfor integrert i studiet, både som et eget tema, som redskap i studentenes egen læringsprosess, og i erfaringsdeling og diskusjon knyttet til faglige emner og utforming av læringsaktiviteter for elevene.

Kartlegging av språkkompetanse er et sentralt tema i opplæring av elever med norsk som andrespråk, og studentene vil bli kjent med ulike kartleggingsverktøy, utprøving av disse og dessuten reflektere og diskutere bruken av tester og kartlegging av språk.

De ulike temaene knyttes til LK20, både til læreplanen i grunnleggende norsk for språklige minoriteter og læreplanen i norsk. Studentene skal få erfaring med analyse og sammenlikning av disse to planene, og diskutere hvordan planene kan implementeres i undervisningen. Studentene skal også se andrespråkspedagogikken i lys av læreplan i morsmål for språklige minoriteter.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience. Mathematics R1 + R2 and Physics FYS1 are also requirements.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses in accordance with Section 7-9 of the Act relating to Universities and University Colleges. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

Applicants should be aware that the students will have to conduct physical examinations of each other, and that they will not be divided by gender in examinations and skills training sessions.

After completing the Bachelor’s Degree Programme in Prosthetics and Orthotics, the candidate should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of scientific, technological and social science subjects that are essential in a prosthetist's professional practice
• has broad knowledge of the prosthetist's role and function in preventive, therapeutic and (re)habilitative activities
• is familiar with prosthetics and orthotics’ history, traditions, characteristics, place in society and the discipline in an international context
• is familiar with global challenges relating to assistive technology, public health and the environment in a changing society
• has knowledge of social circumstances and cultural diversity with a bearing on professional practice at the national and international level
• is familiar with research and development work of relevance to prosthetics and orthotics

Skills

The candidate

• can develop and implement a user-centred follow-up plan in an independent manner
• can apply knowledge of prosthetics and orthotics and relevant results from research and development work to practical and theoretical problems and make well-founded choices
• can carry out clinical and orthopaedic technology procedures and processes involved in prevention, treatment and (re)habilitation for persons in need of prostheses and/or orthoses
• can apply relevant materials, equipment, components and techniques
• can explore new and sustainable technology and consider potential areas of application in the field of prosthetics and orthotics
• can find, assess and refer to knowledge-based information and literature and present it in a way that elucidates a problem

General competence

The candidate

• can communicate with users and other partners in a professional manner and practise the profession in an ethically sound manner
• can take a professional approach in a diverse society
• can cooperate in a user-centred and interprofessional manner
• can take an active role in quality assurance, improvement and development, innovation and promotion of services, and professional practice
• can independently apply knowledge and skills by demonstrating cooperation skills and responsibility, and has the ability to reflect on and take a critical approach in his/her professional practice
• can identify own learning and competence needs to be able to keep up to date
• can adhere to national legislation and national and international guidelines
• can, alone or as part of a group, plan and implement relevant projects and complex tasks that take place over time, which can contribute to developing good practices
• can demonstrate insight into creative processes and apply methods used in innovation, service development and entrepreneurship
• can update his/her knowledge in fields relevant to prosthetics and orthotics activities

The content and structure of the study programme are based on the following six competence areas defined in Section 3 of the Regulations relating to national guidelines for prosthetics and orthotics education:

• Technology in Prosthetics and Orthotics – practice and theory
• The functions of the body and biomechanics
• Materials technology and design
• Profession, psychology and communication
• Society, public health and ethics
• Habilitation, rehabilitation and cooperation
• Innovation, production and quality assurance
• Theory of science and research methods

The programme is divided into 17 compulsory courses and incorporates both practical and theoretical teaching at the university and in external practical training. Each year of the programme has a scope of 60 credits.

The first year of study is divided into six courses. Students are introduced to knowledge about the healthcare system, legislation, and public health. Additionally, they acquire fundamental knowledge about the human being, professional practice in clinical and orthopaedic technology, and lower and upper leg prostheses.

The second year of study is divided into six courses. Students learn about evidence-based practice, the theory of science, and research methodology. Furthermore, the focus is on disease processes and diseases relevant to the field of prosthetics and orthotics, and on different types of foot aids and lower limb and spinal orthoses.

The third year of study is divided into five courses. Students are introduced to digital competence and innovation processes in health. They undertake practical training in the subject area lower limb orthoses and acquire knowledge of some of the rarer and more complex orthopaedic appliances. The student will also delve into materials, design, service development, innovation processes and entrepreneurship. The work on the bachelor’s thesis is related to research and development projects available at OsloMet or with other partners.

The study programme’s courses build on one another with gradual progression both in terms of theoretical knowledge and practical skills. All courses have a final exam and/or assessment. Reference is made to the course descriptions for more detailed information about the content of the individual courses.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, the students’ own activity, required coursework and exams.

INTERACT – Interdisciplinary teaching activity at OsloMet

INTERACT (Interprofessional Interaction with Children and Youths – INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes come together in interdisciplinary groups. The purpose is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first week of teaching each spring semester for students in the first, second and third year of the programme, respectively. For more details, see: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Participation in INTERACT (INTER1100, INTER1200, and INTER1300) is required and must be approved to be awarded a diploma.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year*
• Students must have passed the second year of the programme before they can start the third year**

*Exceptions from the progress requirement:

• The course ORI1050 Public Health and Health Administration is exempt from the progress requirement
• The course ORI1060 Evidence-Based Practice (EBP) in Health Care can be started even if not all courses from the first year of study have been passed

** Exceptions from the progress requirement:

• The course ORI1060 Evidence-Based Practice (EBP) in Health Care is exempt from the progress requirement
• The course ORI3200 Digital Competence and Innovation in Health can be started even if not all courses from the second year of study have been passed

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities are intended to stimulate active learning and engagement. A considerable amount of self-study is required, as good learning outcomes first and foremost depend on the student's own efforts. This applies both to preparing for and benefiting from teaching activities and academic supervision, but also to attend prepared to skills training that includes clinical and technical processes. Self-study includes both cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can be used in students’ preparations for teaching activities, as support in collaborative processes or to help practise or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other. It is also an express expectation that all students contribute to creating a good learning environment for their fellow students through active participation in the different work and teaching methods. More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Self-study

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students, and an awareness of how you best learn. It is recommended that students take the initiative to form study groups.

Group work

Group work is a learning method used in most courses. Students cooperate on specific issues and practical assignments under supervision. Group work is intended to support the learning of subject matter and simultaneously provide training in cooperation, interaction and communication skills, which are necessary in professional practice. When cooperating with others, students are expected to show an interest, behave in a respectful manner and ensure that everyone in the group has been heard in relation to decision-making.

Skills training

Skills training under supervision is a key method used throughout the programme. The students practise tasks that facilitate the development of clinical, practical and technical skills. Skills training is carried out as courses or at the programme’s laboratories at the university. The skills training comprises assignments related to the production of different orthopaedic appliances, work on plaster models and clinical exercises.The assignments can comprise receiving patients, taking a patient’s history and functional examinations. Training clinics are also carried out during the programme, in which the students receive training and supervision when working with live patient models.

The purpose of skills training is to develop action competence, but also to support the understanding of theory by applying it in skills training. Through skills training, the students also experience being assessed by others, thereby experiencing what it is like to be a patient.

Seminars

Seminars are a complex teaching and work method whose main purpose is the processing of subject matter and to provide an arena for discussion between students and the teaching staff. This method requires students to prepare in advance and participate actively in the seminars. Seminars can comprise different activities: short lectures or presentations by the lecturer, presentations by students, discussions, group work, assignments and practical exercises.

Lectures

The field is constantly developing, and resource lectures are primarily used to introduce new subject matter. Lectures are intended to highlight connections and main elements in important topics and to communicate relevant issues. Lectures can be held in auditoriums or made available in a digital format.

Project work

Through project work, the students will learn to identify connections and gain a deeper understanding of the field. They will prepare research questions and work systematically on the problem-solving process, both individually and in cooperation with others. Project work and other forms of group work usually conclude in a seminar with presentations and discussion, but can also conclude in a written report and poster.

Written assignments and bachelor’s thesis

Through written assignments and the bachelor’s thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically and search for relevant research knowledge, and their ability to work in an evidence-based manner.