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 innpasses som del av masterprogrammet i barnehagekunnskap (120 studiepoeng) ved OsloMet. Se emneplanen for nærmere informasjon.

Part 1 - The Scope of Global Public Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• search for relevant research, analyse these and apply to the findings in their assignment

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health

Part II - Environmental Conditions and Population Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss interprofessional interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how interprofessional practice might contribute to improve mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application.

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to improve health literacy and social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights
• apply research methods in solving public health problems

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders

Part III - Family Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss theoretical models for behavioral change and their application
• reflect on the complexity of health determinants throughout the life cycle
• discuss the role of activities and social participation in health promotion
• describe national and global vaccination programs, and discuss their impact and challenges involved including ethical issues

Skills

The student is able to

• reflect upon communication and collaboration within an interprofessional team
• develop interactive and critical health education information to improve family health
• identify and describe different information channels to promote health education and knowledge sharing

General competences

The student is able to

• reflect upon ethical issues, conflicts in personal values, and interprofessional approaches in family health
• reflect upon the role of public-private partnership as an asset in public health
• describe social entrepreneurship and societal transformation as a tool for implementation of a public health activity

INTER1200 - Communication with children, youth and their families

Students in 1st launch only

Knowledge

The student has

• knowledge about the right of children and youth to participation and the professional necessity of cooperating with children, youth and their families
• knowledge about exploratory approaches to the cooperation with children, youth and their families
• knowledge about communication with children, youth and their families

Skills

The student is able to

• explore the everyday life of children, youth and their families and their method ofmeaning-making
• explore the needs of children, youth and/or their families for (inter)professional support in cooperation with those concerned

General competency

The student has

• an understanding of the importance of interprofessional cooperation with children, youth and their families

The learning and teaching approach consists of group work supported by lectures, workshops, selfstudies and field trips. Groups, consisting of approximately 5 students, focus on assignments facilitated by tutors. Every group member contributes to the creation and presentation of all assignments. Part I includes two assignments, while part II and III include one assignment. See the teaching plan for further details.

All parts of the course have a focus on interactivity in promoting knowledge exchange and on interprofessional collaborative dialogue, enhancing self-awareness in the professional role. The students will gain practice in decision-making and problem-solving, relating to client-centered and evidencebased practice.

In order to fulfill the learning outcomes, interaction between students and tutors as well as interaction among students is deemed necessary.

The following activities are compulsory:

Part I: Students enrolled in 1st. and 2nd. Launch submit the Part I assignments

• Part I a: Interactive lecture
• Part I b: Innovation camp business plan

Part II:

• 1st. launch: Students enrolled in 1st. Launch submit INTER1200 assignement
• 2nd. launch: Students enrolled in 2nd. Launch submit the part II assignement: Project plan

Part III: Students enrolled in 1st and 2nd. Launch submit the Part III assignment: Digital story

All group assignments include a written document and an oral presentation in English. The written assignments must be published on the IPH course website (the CANVAS platform). All members of the group must sign the assignments electronically.

Students enrolled in the 1st launch must upload the Part II assignment in Norwegian on the INTERACT course website (the CANVAS platform).

Compulsory attendance

• A minimum of 80 % attendance is required at group meetings
• 1st. launch: Participation at the INTER1200 common seminar day

The work requirements must be fulfilled before the student can take the exam.

The student may choose between English and Norwegian as examination language.

Examination form: Individual oral exam, 20 minutes.

Examination content: Learning outcomes from part I, II and III.

ECTS grading A - F.

Two examiners evaluate all students. One examiner is external on 10% of the students.

Se emneplanen.

Veilederutdanning for praksislærere i barnehage

Supervision and Mentoring for Cooperating Teachers in Early Childhood Teacher Education

Samlings- og nettbasert samlinger. Oppdragsstudium.

Godkjent av fakultetets studieutvalg 2. mars 2017

Revisjon godkjent av utdanningsutvalget 28. februar 2018

Redaksjonelle endringer 10.11.2020.

Emneplanen gjelder fra høstsemester 2021

Fakultet for lærerutdanning og internasjonale studier

Institutt for barnehagelærerutdanning