Programplaner og emneplaner - Student
Supervision and Mentoring for Cooperating Teachers in Early Childhood Teacher Education Programme description
- Programme name, Norwegian
- Veilederutdanning for praksislærere i barnehagen
- Valid from
- 2025 FALL
- ECTS credits
- 30 ECTS credits
- Duration
- 2 semesters
- Schedule
- Here you can find an example schedule for first year students.
- Programme history
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Introduction
In this course, the student’s own language skills are emphasised, in particular oral production and interaction, language in context, and language learning strategies. In addition, the student should be able to facilitate the language learning of children and young people.
The German language teacher is a reflective language user and language disseminator. By analysing and assessing learning and communication strategies for his/her own language use and in a teacher perspective, the students shall reach a level where they can actively use German in both oral and written communication. The German teacher shall have an awareness of his/her own language abilities, and children and young people’s language learning, insight into the differences and similarities between German, Norwegian and other languages. The course provides knowledge of linguistic and cultural variation in the German speaking countries. Inspiring and encouraging pupils to take pleasure in being able to use a new language through experiences and exploration is another important aspect. Digital tools shall be included in the education in a critical and reflective manner, and shall be linked to teaching practice.
German 1 (30 ECTS credits) consists of two courses:
Course 1 German Language Structure and Acquisition (15 ECTS credits) and
Course 2 The Teaching of German as a Foreign Language in Norwegian Secondary Education (15 ECTS credits).
Target group
Videreutdanningen Norsk som andrespråk for lærere i voksenopplæringen skal bidra til å gi formell kompetanse til å undervise i norsk som andrespråk, i tråd med formålet i Lov om integrering gjennom opplæring, utdanning og arbeid (Integreringsloven).
Videreutdanningen skal gi lærerne økt innsikt i språkets form-, innholds- og bruksside samt et faglig grunnlag for didaktisk refleksjon og utvikling av kunnskap om andrespråkslæring og undervisning i andrespråk. Hensikten er å dyktiggjøre lærerne til å ta adekvate pedagogiske og metodiske avgjørelser som både vil anerkjenne andrespråksinnlærernes medbrakte kompetanse, bidra til at de oppøver kritisk holdning til egen språklig formidling og lære å bruke det norske språket som redskap for videre læring og utvikling.
Admission requirements
To apply for this programme you need:
- a bachelor’s degree in engineering, including:
- 25 ECTS in mathematics
- 5 ECTS in statistics
- 7.5 ECTS in physics
- 20 credits within the engineering fields thermodynamics, fluid dynamics, heat transport, heating and cooling technology, HVAC, energy technology, automation, construction technology, building physics or indoor climate
- an average grade of at least C (according to the ECTS grading scale) on your bachelor's degree
Applicants are ranked by the average grade of the bachelor's degree
Learning outcomes
Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences
The student’s overall learning outcomes for the Master’s Degree Programme in Health Sciences fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.
A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:
Knowledge
The candidate
- has advanced knowledge of health-related services and health-promoting work within their field of specialisation
- can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
- has knowledge of different perceptions of body, health, illness, function and functional impairment
- has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
- has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
- has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
- has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation
Skills
The candidate
- can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
- can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
- can adapt health services and health-promoting work to different groups in society
- can contribute to the expedient and correct use of technology to improve the quality of the health services
- can use knowledge of quality improvement and implementation to improve the services
- can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
- can use relevant methods for research and scholarly and/or professional development work in an independent manner
- can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics
General competence
The candidate
- can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
- can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
- can work in interprofessional teams in order to more efficiently address complex health challenges
- has an international perspective in their field of specialisation
- can assess their own research design and research method based on a specific research question
- can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
- can contribute to new thinking and innovation processes in the health services and in health-promoting work
Specialisation in Nutrition Competencies for Health Personnel
The following additional learning outcomes apply to candidates taking the Specialisation in Nutrition Competencies for Health Personnel:
- has thorough knowledge of diet and nutrition, including the conversion of and need for energy and nutrients
- can identify key nutritional challenges, such as under-nutrition and malnutrition, in different patient groups, and discuss and implement measures
- can apply knowledge of the composition of different types of special diets in order to develop dietary guidance for users in different groups
Teaching and learning methods
Se emneplan.
Work requirements
he increasing globalisation of the labour market makes international experience and knowledge of languages and cultures increasingly important. Internationalisation contributes to raising the quality of education and strengthens the academic community relating to the master’s programme, at the same time as it strengthens the students as global citizens.
The programme has a focus on multicultural and global problems. This approach contributes to an increased understanding and improves the students' ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature.
The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.
OsloMet has exchange agreements with educational institutions in Europe and worldwide.
Courses adapted to incoming exchange students
The following courses have been adapted for incoming exchange students:
MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits
MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits
MAPHN4100 National and Global Nutrition Challenges, 10 ECTS credits
MAPHN4200 Public Health Nutrition Policies and Interventions, 10 ECTS credits
MAMUS4100 Physical Therapy for Musculoskeletal Conditions – Part 1, 10 ECTS credits
MAFAR4100 Innovation within Healthcare, 10 ECTS credits
MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
MAVIT4900 Quality of Life, 10 ECTS credits
MAVIT5100 Health Communication, 10 ECTS credits
MAVIT5700 Pain – Multidimensional Assessment and Health Professional Interventions, 10 ECTS credits
MAPSY4400 Mental Health of Migrants and Minorities, 10 ECTS credits
The courses listed above will be taught in English if international students have registered for them. Otherwise, courses will generally be taught in Norwegian.
Semesters adapted to outbound exchange students
Students who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students admitted to a specialisation that as a norm has a master’s thesis worth 50 ECTS credits can apply to instead write a master’s thesis worth 30 ECTS credits to realize this. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator can provide guidance in relation to selecting a course.
Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.
Assessment
Etter fullført studium har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:
Kunnskap
Kandidaten
- har grunnleggende kunnskap om det norske språkets struktur i et kontrastivt perspektiv og med vekt på funksjonell språkbruk
- har utvidet kunnskap om andrespråksteorier og teoretiske perspektiver på flerspråklighet
- har bred kunnskap om kjennetegn ved ulike sjangre og teksttyper i samfunn og arbeidsliv
- har bred kunnskap om andrespråksdidaktikk
Ferdigheter
Kandidaten
- kan implementere språklige og metaspråklige dimensjoner i den ordinære fagundervisningen
- kan veilede elever i deres språkutvikling og tekstbruk
- kan veilede elever om hvordan kultur, verdier, makt og stemmer realiseres gjennom ulike tekstlige modaliteter og praktiske arbeids- og livssituasjoner
- kan vise hvordan språket brukes på en kvalifisert måte i arbeid og hverdagsliv
- kan ta i bruk ulike språklige veiledningsstrategier i lesing, skriving og utvikling av muntlig kompetanse
Generell kompetanse
Kandidaten
- kan gjennomføre og begrunne egne didaktiske valg i norskopplæringen av voksne andrespråksinnlærere
- kan bidra til flerspråklige og flerkulturelle perspektiver i opplæringen
- har bred kunnskap om og innsikt i voksnes andrespråkslæring og utvikling
Other information
The main lecturers of the course are from the Pädagogische Hochschule Freiburg.
German 1 contains two periods at the Pädagogische Hochschule Freiburg in Germany.