Master Programme in Educational Sciences for Basic Education, Pedagogy or Educational Leadership Programme description

Masterstudium i skolerettet utdanningsvitenskap bygger på grunnskolelærerutdanning og er rettet mot arbeid i utdanningssektoren. Studiet bygger på minst tre års grunnutdanning hvorav til sammen ett år må være en fordypning på 60 studiepoeng i et obligatorisk grunnskolefag eller i pedagogikk, eventuelt en kombinasjon av pedagogikk og utdanningsledelse. Studiet kan tas som et heltidsstudium over to studieår eller som et deltidsstudium over fire studieår, med unntak for enkelte fagfordypninger.

Ved opptak velges en fagfordypning på 30 studiepoeng (to emner à 15 studiepoeng) blant skolefagene engelsk, kroppsøving, matematikk, musikk, naturfag, norsk, norsk tegnspråk, RLE, samfunnsfag eller begynneropplæring, eller blant fagfordypningene profesjonspedagogikk, spesialpedagogikk eller utdanningsledelse.

Studiet skal styrke faglig, fagdidaktisk og pedagogisk kompetanse for arbeid i skole- og utdanningssektoren. Slik kompetanse er relevant for undervisning og veiledning, forskning, forsøks- og utviklingsarbeid, faglig og administrativ ledelse i grunnopplæringen, og for faglig og pedagogisk veiledning.

Masteroppgaven utgjør en vesentlig del av studiet. Studium og oppgave skal samlet gi kompetanse både til å arbeide med FoU innen utdanningsfeltet og i andre stillinger der det stilles krav om forskningsmessig kompetanse. Det kan også være grunnlag for opptak til relevante doktorgradsprogrammer.

Studiet fører fram til graden Master i skolerettet utdanningsvitenskap med fordypning i skolefag, pedagogikk eller utdanningsledelse, på engelsk Master of Educational Sciences for Basic Education. Det vil framkomme på vitnemålet hvilken fordypning studenten tar i studiet.

Fordypningskravet (60 studiepoeng) som kreves for opptak danner grunnlaget for videre fordypning i masterstudiet. Alle må søke seg inn på ønsket fagfordypning. I spesielle tilfeller kan en student etter søknad endre valg av fordypning etter påbegynt studium dersom øvrige krav er innfridd. Fakultetet kan begrense tilbudene som lyses ut (hvilke fagfordypninger) for hvert opptak. Igangsetting av fagfordypningene forutsetter tilstrekkelig antall søkere.

Søkere med fullført Lærerspesialistutdanning i begynneropplæring, matematikk, norsk, engelsk eller spesialpedagogikk (hver på 60 studiepoeng) kan få dette innpasset i masterstudiet. Det må søkes om opptak til studiet på vanlig måte, og etter opptak kan det søkes om å få innpasset lærerspesialistutdanningen i de fem nevnte fagene som del av studiet. Disse studentene følger et tilrettelagt løp av masterstudiet på deltid.

Søkere med fullført Nasjonal rektorutdanning eller tilsvarende kan få dette innpasset etter opptak. Eventuelt ytterligere innpassing må det søkes om på vanlig måte. For søkere som har nasjonale videreutdanningsmoduler (hver på 15 studiepoeng) i skoleledelse på masternivå, kan det i tillegg søkes om å få innpasset inntil 30 studiepoeng av disse. Også disse studentene vil følge et tilrettelagt løp av masterstudiet på deltid.

The Bachelor's Programme in Dental Technology is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Dental Technology, which forms the basis for authorisation as a dental technician in accordance with the Act relating to Health Personnel etc. The study programme is the only programme of professional study in dental technology in Norway.

The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on national guidelines for dental technology education adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The purpose of the programme is to educate candidates with the necessary knowledge and skills required to work independently as dental technicians, in addition to a general academic understanding of healthcare professions. Dental technicians shall be able to plan and organise comprehensive measures in cooperation with dentists, patients and other service providers. The programme will be characterised by a fundamental view that is critical, evidence-based and professional. At the same time, the focus will be on the patient’s oral function and aesthetic needs.

Change competence and an understanding of the meaning of research and innovation are important in order to adapt to an industry that is developing quickly in relation to process and material technology. The content and organisation of the programme takes into account prognoses and projections in relation to the population’s dental health, goals and priorities outlined in the national dental health plan.

Dental technology is a programme of professional study in the field of health technology in which natural science, production technology and design are important core areas. Design consists of understanding the tooth’s three-dimensional form and recreate it in a given case. To address the need for academic breadth and in-depth competence in line with the labour market’s needs and development, we emphasise knowledge about digital production technology and skills in using Computer-Aided Design and Computer-Aided Manufacturing (CAD/CAM).

Dental technicians work on assignment from a dentist and creates individually adapted medical equipment in the form of different dental structures intended for occlusal rehabilitation of individual patients. The patient’s needs for individual solutions can be influenced by socio-economic factors and variations in the population’s health competence and dental status. The programme must impart knowledge, skills and attitudes that form a basis for equitable provision of services for all groups in society in light of social development, increased diversity, internationalisation and a globalised labour market. The programme will also provide an understanding of different cultures, including the status of the Sami as an indigenous people and their rights to linguistically and culturally adapted services.

Relevance to working life

The degree forms the basis for authorisation as a dental technician and qualifies for work in dental technology companies or dental health clinics. After completing the programme, dental technicians can apply for work in the global labour market.

Relevance to further education

A bachelor's degree in dental technology qualifies students for admission to several master’s degree programmes, both at OsloMet – Oslo Metropolitan University and at other institutions in Norway and abroad.

The target group is anyone who wishes to work as a dental technician and who is interested in a health technology profession characterised by the production of dental prostheses and tooth replacements individually adapted to the patient. The production takes place in cooperation with the dentist and other dental health personnel.

Etter fullført studium har kandidaten følgende faglige, fagdidaktiske, didaktiske og forskningsmessige læringsutbytte innen skolerettet utdanningsvitenskap med relevans for grunnopplæring definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Kandidaten

• har fordypet kunnskap på sitt fagfelt med klar relevans for grunnopplæringen
• behersker relevant vitenskapsteori og metodologi innen skolerettet utdanningsvitenskap
• har teoretisk og empirisk innsikt i generelle utdanningsvitenskapelige problemstillinger
• har kunnskap om og kan vurdere kritisk og forskningsmessig sitt fagfelts kunnskapsgrunnlag

Ferdigheter

Kandidaten

• kan bidra til utvikling av ny forskningsbasert kunnskap innen sitt fagfelt
• kan gjøre forskningsmessige studier av faglig relevante sammenhenger innen feltet
• kan håndtere fagspørsmål på en faglig og forskningsmessig forsvarlig måte
• kan gi faglig kompetente skriftlige og muntlige redegjørelser på sitt fagfelt

Generell kompetanse

Kandidaten

• kan bidra kunnskapsmessig til fagutvikling på sitt fagfelt innen grunnopplæring
• kan diagnostisere behov for ny kunnskap som er relevant for skolerettet utdanningsvitenskap
• kan formidle egen og andres forskning skriftlig og muntlig på en faglig forsvarlig måte
• kan bruke sin kunnskap med faglig integritet og etisk bevissthet

Organisering av studiet

Alle emnene er obligatoriske (begge emnene i fellesdelen, en av fagfordypningene og masteroppgaven).

Fagfordypningen (2x15 studiepoeng) av studiet skal være en videre påbygging av det faget (60 studiepoeng) som studenten søkte opptak på grunnlag av. Se emneplanene for nærmere beskrivelse av de ulike fagfordypningene.

Studiet er organisert som et heltidsstudium over to studieår eller som et deltidsstudium på inntil fire studieår. Det legges vekt på studie- og progresjonsfellesskap for å fremme en inkluderende forsknings- og studiekultur.

Studenter som får innpasset Lærerspesialistutdanning i begynneropplæring, engelsk, matematikk, norsk eller spesialpedagogikk (60 studiepoeng), skal ta emnet Vitenskapsteori og metode (15 studiepoeng) og en tilrettelagt versjon av emnet Masteroppgave (45 studiepoeng). Studiet er på deltid.

Studenter som får innpasset Nasjonal rektorutdanning eller tilsvarende (30 studiepoeng), skal ta emnet Vitenskapsteori og metode (15 studiepoeng), to emner i fagfordypning i utdanningsledelse (2x15 studiepoeng) og en tilrettelagt versjon av emnet Masteroppgave (45 studiepoeng). Studiet er på deltid.

Studieprogrammet på heltid

1. studieår:

MGVM4100 Vitenskapsteori og metode (15 studiepoeng).

SKUTXX Fagfordypning, emne 1 (15 studiepoeng).

SKUT4100 Fag, fagdidaktikk og didaktikk (15 studiepoeng).

SKUTXX Fagfordypning, emne 2 (15 studiepoeng).

2. studieår:

SKUT5910 Masteroppgave (60 studiepoeng).

Studieprogrammet på deltid

1. studieår:

SKUTXX Fagfordypning, emne 1 (15 studiepoeng).

SKUT4100 Fag, fagdidaktikk og didaktikk (15 studiepoeng).

2. studieår:

MGVM4100 Vitenskapsteori og metode (15 studiepoeng).

SKUTXX Fagfordypning, emne 2 (15 studiepoeng).

3. og 4. studieår:

SKUT5910 Masteroppgave (60 studiepoeng).

Studieprogrammet på deltid for studenter som får innpasset Lærerspesialistutdanning

1. studieår:

MGVM4100 Vitenskapsteori og metode (15 studiepoeng).

SKUT5911 Masteroppgave (45 studiepoeng)*.

2. og 3. studieår:

SKUT5911 Masteroppgave (45 studiepoeng)*.

*Arbeidet med masteroppgaven starter i vårsemesteret og fortsetter påfølgende høst- og vårsemester. Se emneplanen for mer informasjon.

Studieprogrammet på deltid for studenter som får innpasset Nasjonal rektorutdanning

1. studieår:

SKUT4441 Fagfordypning i utdanningsledelse 1 (15 studiepoeng)**.

SKUT4442 Fagfordypning i utdanningsledelse 2 (15 studiepoeng)**.

2. studieår:

MGVM4100 Vitenskapsteori og metode (15 studiepoeng).

SKUT5911 Masteroppgave (45 studiepoeng)*.

3. og 4. studieår:

SKUT5911 Masteroppgave (45 studiepoeng)*.

*Arbeidet med masteroppgaven starter i vårsemesteret og fortsetter påfølgende høst- og vårsemester. Se emneplanen for mer informasjon.

**For søkere som har nasjonale videreutdanningsmoduler (hver på 15 studiepoeng) i skoleledelse på masternivå, kan det i tillegg søkes om å få innpasset inntil 30 studiepoeng av disse - som Fagfordypning i utdanningsledelse 1 og 2.

Undervisningsspråket er i hovedsak norsk. Studiet kan i perioder ha knyttet til seg forelesere fra andre land enn Norge. Deler av undervisningen kan derfor bli gitt på engelsk. Studenter kan velge om de vil besvare skriftlige oppgaver på et skandinavisk språk eller engelsk.

After completing the Bachelor's Programme in Dental Technology, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• can explain the teeth's macroscopic anatomy, anatomical variations, terminology and dental notation systems
• can explain the anatomy and function of the oral cavity, and recognise and describe normal and relevant pathological conditions in the oral cavity
• can explain the properties of dental materials in relation to the satisfactory choice, treatment and processing of materials
• can assess fundamental treatment procedures and presentations of dental structures based on clinical and theoretical knowledge
• has knowledge of applicable laws, regulations and guides in their practice, at a national and international level
• is familiar with the discipline's history, traditions and distinctive nature and place in society
• is familiar with international research and development work and can relate this to the professional practice dental technology and the choice of material in the production of dental structures
• is familiar with principles for inclusion, equality and non-discrimination so that the candidate can contribute to the provision of equitable services for all groups in society

Skills

The candidate

• can apply precise specialist terminology orally and in writing
• can apply knowledge about the anatomy and biology of the oral cavity to produce clinically acceptable dental structures
• can apply evidence-based practice, research results and knowledge of dental materials
• when producing dental structures in different clinical cases
• can assess the risk of undesirable incidents related to dental materials, production equipment and processes
• can apply, assess and refer to scientific knowledge to shed light on practical and theoretical issues and to make comprehensive professional decisions
• can produce ordinary prosthetics at a clinically acceptable level with satisfactory functionality and aesthetic results.

General competence

The candidate

• can present important subject matter and document their academic knowledge, both orally and in writing
• can communicate and exchange professional opinions and experience and in this way contribute to the development of good practice and interprofessional cooperation (IC)
• has insight into consequences in the event of incorrect treatment of dental materials and how this might affect the patient
• can plan and implement dental technology tasks and projects that take place over time, alone or as part of a group, and in accordance with ethical requirements and guidelines.
• can explain the connection between health, education and living conditions, and the psychosocial significance of teeth, both for the individual and for groups in society in relation to good public health and work inclusion
• has insight into digital technology and the expertise to make use of suitable technology both at the individual and system level
• can identify, reflect on and handle ethical dilemmas and conflicts of values relating to dental health practice (professional responsibility)
• is respectful of people's integrity and rights and communicates with people across differences in age, ethnicity and cultural backgrounds
• is familiar with the importance of having a sustainable environment when innovating dental technology production concepts and of systematic and quality improving work processes in dental technology production

Learning outcomes have been defined for the Dental Technology Programme in the following areas:

• Oral health
• Professionalism
• Dental material science
• Prosthodontics

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods used and the areas covered in the programme are organised in such a way as to promote both theoretical understanding and practical action competence. The expected academic progress is expressed through a rising taxonomy in the learning outcomes and an increasingly independent performance of complex work processes.

First year of the programme

The first year of the programme comprises basic prosthetics and natural science courses relevant to the practice of dental technicians. The common course Public Health and Health Management is taken in the first semester and teaches the fundamentals of legislation, frameworks and risk factors related to general health and dental health. Causal connections and variations in the population’s oral health and chosen dental treatment are also elucidated.

Second year of the programme

Over the course of the second year, the students will continue learning about dental technology processes, systematic quality assurance of dental materials and dental technology production and start to develop a scientific understanding. Both the common course Evidence-Based Practice in Health Care (EBP) and Technology and Society are taught in the second year of the programme. During the fourth semester, the student chooses to specialise in either fixed or removable prosthetics.

Third year of the programme

Over the course of the third year of the programme, the students will undertake a long period of practical training in the fifth semester (20 weeks) which includes interprofessional cooperative learning. In the last semester, the focus will be on clinical prosthetics with product production in the chosen specialisation. The academic year concludes with a bachelor's thesis.

Common courses and teaching activities

The Bachelor’s Programme in Dental Technology has the following common courses and common teaching activities:

• TAB1050 Public Health and Health Management, 5 credits
• TAB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• TAB1070 Technology and Society I, 5 credits

In the courses TAB1050 Public Health and Health Management (5 credits) and TAB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In TAB1050, focus is on the health services’ organisation, health legislation and health administration, as well as preventive and health promoting work. In TAB1060, students will learn about the rationale for evidence-based practice, with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

TAB1070 Technology and Society (5 credits) forms part of most bachelor’s programmes at OsloMet. The course provides a basic understanding of the digital world and how technology influences people’s lives and the way we work, and will help students to enter the labour market with a basic understanding of technology. The Department of Computer Science at OsloMet is responsible for the practical implementation of the course. See the course description for more detailed information.

The structure of the programme

The programme is divided into 18 courses and incorporates both practical and theoretical teaching at the university and external practical training. Halfway into the study programme, the student chooses to specialise in either fixed or removable prosthetics. Each year of the programme has a scope of 60 credits.

The courses build on each other with gradual progress both in terms of theoretical and practical skills. All courses have a final exam and/or assessment. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme and the credit distribution between theory, skills training and practical training. The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, students’ own activity and exams.

Study progress

The following progress requirements apply to the programme:

• The first academic year must be passed in order to begin the third year, as well as TAB2000, TAB2100 and TAB2300/TAB2400 from the second year. TAB1050, TAB1060 and TAB1070 are exempt from the progression requirement.

In special situations, an exemption from the progression requirements can be applied for.

The work and teaching methods used in the programme are intended to facilitate the integration of knowledge, skills and general competence and have considerable transfer value to professional practice. Health and natural science theory is placed in a dental technology context and related to the profession right from the start of the programme.

Teaching activities are intended to stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

Different types of digital learning resources are used in the programme to stimulate student activity and cooperation. These resources can among other things be used in students’ preparations for teaching activities, as support in cooperation processes and for podcast production and digital storytelling. It is also an express expectation that all students should 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.

Skills training

Supervised skills training is a key part of the study programme and usually takes place in the university production laboratories. Through practical exercises and reflection, students shall acquire manual skills and learn dental technology procedures. Skills training includes drawing and exercises that are used to develop an understanding of form and colour. Through problem-based tasks, the students will practise cooperation through oral or written communication about case descriptions, proposals for choice of materials and reasons for production method and design choices.

Self-study and group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students in groups. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Active participation in group work gives students an opportunity to develop their cooperation skills as well as their academic understanding and analytical skills.

Lectures

Lectures are used to shed light on main elements, concepts, principles and important issues. Lectures can be held in auditoriums or made available in a digital format. Special demonstration lectures take place in the laboratory and are held in connection with the introduction of new techniques and work processes.

Seminars

In seminars, students are able to engage in relevant topics to deepen their knowledge and practise their skills in academic formulation and reflection. This is done through academic contributions, solving assignments and discussion.

Flipped classroom

Flipped classroom is used as one of the teaching activities in several of the courses in the programme. This means, for example, that a lecture is substituted with digital learning resources such as video clips or digital lectures. These resources are made available to students in advance and the students prepare by watching the videos before attending a teaching session. The students can use demonstration videos to familiarise themselves with methods and approaches in preparation for skills training.

Written assignments

Assignments are written both individually and in groups. Students work on different forms of written assignments throughout the programme. Through this work, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their specialist terminology. Students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other.

Portfolios

During a course, the students collect their practical and/or written theoretical assignments in individual portfolios. The portfolio will demonstrate the student's progress. In courses with portfolio examination, parts of the portfolio will constitute the student's 'exam portfolio'.

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 over time, both individually and in cooperation with others. Projects and other forms of group work are normally concluded with the submission of a written report and an oral presentation.

Veilednings- og vurderingsordningen skal tjene de verdier, det læringsutbytte, de emner og arbeidsformer som er sentrale innenfor fagfordypningene. Veiledning og vurdering skal skje fortløpende gjennom begge studieår. Etter hvert emne og hvert semester skal studenter og faglærere vurdere og oppsummere undervisning og andre læringsaktiviteter. Skriftlige arbeider skal følges opp av fagansvarlig med både skriftlig og utdypende muntlig veiledning og vurdering. Hovedformålet med vurdering og veiledning er å stimulere den faglige utviklingen hos den enkelte student og bidra til et læringsmiljø som er trygt, men samtidig utfordrende.

Se hver enkelt emneplan for mer informasjon om vurdering/eksamen.

Karakterskala og sensorordninger

Alle emner benytter gradert karakterskala med A-E som bestått karakter og F som ikke bestått. I emner der det benyttes to interne sensorer ved avsluttende vurdering/eksamen, brukes tilsynssensor i samsvar med retningslinjer for oppnevning og bruk av sensorer ved OsloMet.

Alle de fire delene av studiet må være bestått for å oppnå graden Master i skolerettet utdanningsvitenskap med fordypning i skolefag eller pedagogikk. Karakterene fra alle studiets emner blir påført vitnemålet.

Rettigheter og plikter ved eksamen

Studentens rettigheter og plikter framgår av forskrift om studier og eksamen ved OsloMet. Forskriften beskriver blant annet vilkår for ny/utsatt eksamen, klageadgang og hva som regnes som fusk ved eksamen. Studenten er selv ansvarlig for å melde seg opp til eventuell ny/utsatt eksamen.

Vurderingskriterier

A: Fremragende

Fremragende prestasjon som klart utmerker seg. Svært høyt kunnskapsnivå. Svært god analytisk evne og stor grad av selvstendighet. Kandidaten viser solid analytisk forståelse. Kandidaten viser særdeles god kunnskap og særdeles god oversikt over eksamensemnets faglige innhold. Kandidaten viser svært gode ferdigheter i anvendelsen av denne kunnskapen.

B: Meget god

Meget god prestasjon. Meget god oversikt over kunnskapsfeltet. Kan bruke kunnskapen selvstendig. Kandidaten viser meget god analytisk forståelse. Kandidaten viser meget god kunnskap og oversikt over eksamensemnets faglige innhold. Kandidaten viser meget gode ferdigheter i anvendelsen av denne kunnskapen.

C: God

Jevnt god prestasjon som er tilfredsstillende på de fleste områder. Kan gjøre greie for de viktigste elementene i fagfeltet. Viser god selvstendighet på de viktigste områdene. Kandidaten viser analytisk evne og forståelse. Kandidater viser god innsikt i de viktigste kunnskapselementene og sammenhengene i eksamensemnets faglige innhold. Kandidaten behersker bruken av disse kunnskapselementene.

D: Nokså god

En akseptabel prestasjon med noen vesentlige mangler. Kan til en viss grad bruke kunnskapen selvstendig. Kandidaten viser i en viss grad analytisk evne og forståelse. Kandidaten viser en del innsikt i de viktigste kunnskapselementene og sammenhengene i eksamensemnets faglige innhold, men oversikt over de viktigste kunnskapselementene mangler. Kandidaten behersker i en viss grad bruken av disse kunnskapselementene.

E: Tilstrekkelig

En prestasjon som tilfredsstiller minimumskravene gitt som læringsutbyttebeskrivelser. Kandidaten viser begrenset, men tilstrekkelig, analytisk evne, forståelse og selvstendighet. Kandidaten har tilstrekkelig oversikt over viktige kunnskapselement i eksamensemnets faglige innhold, men kandidatens kunnskap er ufullstendig og preget av begrenset innsikt i sammenhengene i emnet. Kandidaten behersker i begrenset grad bruken av disse kunnskapselementene.

F: Ikke bestått

Prestasjon som ikke tilfredsstiller de faglige minimumskravene. Mangler både detaljkunnskap og oversikt. Kandidaten viser svært liten analytisk evne og forståelse. Kandidaten viser store og åpenbare kunnskapsmangler i eksamensemnets faglige innhold. Kandidaten viser liten innsikt i sammenhengene.