Supervision and Mentoring for Cooperating Teachers in Early Childhood Teacher Education Programme description

Studiet «Veilederutdanning for praksislærere i barnehage» gir formell og praktisk kompetanse i ulike veiledningsfunksjoner.  Studiet har fokus på læringsprosesser, ulike tilnærminger til veiledning, på kritisk analyse og etiske utfordringer i veiledningsprosesser. Egenutvikling og refleksjon over veiledning og vurdering knyttet til praksislærerfunksjonen står sentralt. I studiet vektlegges dessuten barnehagen som læringsarena.

Videre utdanningsmuligheter

Veilederutdanning for praksislærere i barnehage kan inngå som et emne i følgende masterstudier som tilbys Fakultet for lærerutdanning og internasjonale studier:

• masterstudium i barnehagekunnskap.

Interesserte som ønsker at emnet skal kunne inngå som del av et av disse eller andre masterstudier må søke om opptak til det aktuelle masterstudiet på ordinær måte, basert på de opptakskrav som gjelder (inkludert karakterkrav). Det vil deretter kunne søkes om fritak for deler av det aktuelle masterstudiet på grunnlag av det gjennomførte og beståtte emnet. Det er opp til den institusjonen som tilbyr masterstudiet å vurdere og fatte vedtak om eventuelt fritak. Søknad om fritak vurderes på individuell basis.

This course gives students a more in-depth understanding of social work based on practical training, and focuses on knowledge, understanding and skills as regards the link between the students’ own professional practice and political, social and organisational levels. 

Language of instruction is Norwegian.

Opptakskrav er bachelor barnehagelærerutdanning eller annen utdanning som er godkjent for stillingen som pedagogisk leder i barnehage. I tillegg kreves minst to års yrkeserfaring fra barnehage etter fullført utdanning.

Barnehagelærere i barnehager som har samarbeidsavtale om praksisopplæring med Fakultet for lærerutdanning og internasjonale studier ved OsloMet blir prioritert ved opptak.

Se emneplanen.

Students must have completed and passed the second year of the Bachelor’s Programme in Social Work. 

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has broad knowledge of relevant theories and models for interaction and communication
• has broad knowledge of marginalisation and exclusion mechanisms that impact the client groups at the practical training establishment
• has broad knowledge of interprofessional cooperation at different levels
• has knowledge of how political and organisational matters (management, organisational culture, resources) affect professional practice 
• has broad knowledge of how social problems arise and develop in a changing society 

• has broad knowledge of how to critically reflect on their own practice 

 Skills

The student

• can apply different communication skills in interaction with individuals and groups 

• can critically apply different theoretical perspectives and methods in relation to the practical training establishment
• can apply theoretical perspectives to interdisciplinary cooperation
• can discuss the importance of organisation and management to the practice of social work 
• can discuss the links between social development, knowledge development and research
• can reflect on how a professional identity is formed in various organisational contexts 

• can reflect on their own scope of action in various organisations
• can reflect on risk and how to handle conflicts and reduce the risk of undesirable incidents and is familiar with methods for following this up systematically

General competence 

The student

• has insight into relevant academic and professional ethical issues 

• has insight into and can reflect critically on their own professional role in encounters with institutional and political requirements in their service provision
• has insight into how judgement can be exercised in situations with inadequate and/or contrasting information, and how to identify possibilities in various professional and institutional contexts
• has insight into how their own professional practice promotes or inhibits equality, inclusion and mastery for different individuals and groups in society
• has insight into and a critical understanding of digital communication in professional practice and interaction

Various teaching methods are used in this course, including practice in the professional field, supervision and flipped classroom. The flipped classroom method is a process-based approach that comprises three phases that build on each other; the students’ own preparations, seminars at the university and follow-up work in groups or individually. The practical training takes place over around 12 weeks. The period of practical training also includes study days.

The following required coursework/compulsory activities must have been approved in order for the student to take the exam:

• Coursework 1. Work placement

The Practice supervisor recommends the internship approved or not approved. Final approval is given by the education department. There is a requirement for 80% attendance at the practice location. Approval of practice is regulated by the practice regulations.

• Coursework 2. Compulsory participation in pre-placement seminar and mid-term seminar

Possible absence of up to 1 day. Absence of more than 1 day triggers compensatory work requirements. The extent of the work requirement will increase with the extent of the absence. Failure to submit work requirements results in loss of the right to take the exam.

• Coursework 3. Learning contract

Submission of the learning contract, which is created in collaboration with the internship supervisor. The scope of the learning contract will vary from student to student. The purpose of the work requirement is that the learning contract should support and promote the student's learning outcomes during the internship period. If the learning contract is not approved, you are given the opportunity to deliver a revised version once within the specified deadline.

• Coursework 4. Reflection note, 3-4 pages

If the reflection note is not approved, the opportunity is given to be able to deliver the revised version once, within the specified deadline.

Compulsory activities and work requirements must be completed and approved within the set deadline for the student to be able to present himself for the exam.

If the work placement is not approved, the student must also obtain approval for participation in pre-placement seminar and mid-term seminar, and has the reflection note and learning contract approved again, as the requirements are linked to the specific placement/ work placement period.

The exam in the course is an individual written practical training assignment with a scope of 11-13 pages. Font and font size: Calibri 12-point. Line spacing 1.5. The approved citation style APA for assignments must be complied with. 

Students who fail the practical training assignment can submit a reworked version as a resit exam once. Students who fail twice must submit a new research question.