PhD Programme in Educational Sciences for Teacher Education Programme description

Studiet skal gi innsikt og erfaring i hvordan digitale verktøy og teknologi kan anvendes i fag- og yrkesopplæringen for å realisere målet om likeverdig opplæring for alle elever. Den raske teknologiske utviklingen i samfunnet medfører endringer i arbeidslivet, som bør gjenspeiles i skole og yrkesfaglig opplæring. Ny teknologi fordrer endrede pedagogiske og didaktiske rammer, og påvirker undervisning og læringsprosesser. Elevaktive undervisnings- og læringsformer er sentralt i den nye læreplanen Kunnskapsløftet 2020 (LK20). Digital teknologi er et sentralt verktøy for nye tilnærminger, og lærere skal bruke digitale verktøy, læremidler og ressurser i arbeidet med å videreutvikle og forbedre elevenes læring. Lærere ved de ulike yrkesfaglige utdanningsprogram møter en variert elevgruppe med behov for tilrettelegginger både innenfor det ordinære tilbudet og som del av den spesialpedagogiske tilretteleggingen. God digital kompetanse hos elever på utdanningsprogrammene kan styrke andre grunnleggende ferdigheter og øke måloppnåelse i fag, som ledd i frafallsforebyggende arbeid og øke sannsynligheten for læreplass.

Økende digital praksis i opplæringen forutsetter digitale ferdigheter hos den enkelte lærer, og i skolen som organisasjon. Læreres digitale kompetanse og evne til digitalt læringsdesign kan gjøre yrkesfagene mer praktiske og stimulere elevenes engasjement og utforskertrang, slik det kommer frem i LK20. God pedagogisk bruk av digitale verktøy og teknologi krever profesjonsfaglig digital kompetanse hos både lærere og elever. Lærere som lykkes med sin pedagogiske IKT-bruk kjennetegnes ved at de har en høy digital kompetanse, har gode klasseledelsesevner, de mestrer digital underveisvurdering og evner å tilpasse undervisningen til et stadig mer digitalisert samfunn og skole.

Studentenes digitale praksis og utprøving av digital teknologi med elever på egen eller annen egnet arbeidsplass, står sentralt i hele studiet. Det er stor variasjon i yrkesfagene og det vil være nødvendig å tilpasse de digitale virkemidlene til fagenes egenart.

After completing the programme, the candidate is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• is familiar with the global phonetic system and intonation of French, the language’s grammatical structure and insight into cultural conventions on the use of French
• has knowledge of daily life, traditions, customs, values and cultural expressions in French speaking countries and is able to compare with Norway
• has knowledge of language learning theories and children and young people’s language acquisition in a multicultural perspective
• has knowledge of language didactics adapted to the pupil group
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18 and the European Language Portfolio for language teacher students
• is familiar with research and development work that is relevant to the subject of Foreign Languages for years 5-10

Skills

The candidate

• is capable of communicating with good pronunciation and intonation, and of freely using key-structures of French in oral and written communication
• is capable of understanding long oral and written authentic texts in different genres and media
• is capable of planning, carrying out and assessing French language tuition adapted to different pupil groups
• is capable of assessing the use of authentic texts and other learning resources in teaching
• is capable of facilitating different work methods that promote exploration, curiosity and creativity in French language learning and in an interdisciplinary perspective
• is capable of using midway and final assessments to guide pupils in their French language skills development
• is capable of carrying out teaching that promotes the pupils’ digital competence

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with others in professional practice
• is capable of facilitating varied and adapted educational activities that motivate the pupils for further language learning and creating good conditions for in-depth learning
• is capable of integrating the basic skills in the subject

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

Knowledge

The candidate has

• knowledge of different perspectives on the body, movement, functioning, health and illness and is able to reflect on these perspectives’ role in the professional practise of physiotherapists
• broad knowledge of human movement development and what promotes development and learning across the lifespan
• broad knowledge of the structures and functions of the body and normal functioning, and knowledge of the causes, mechanisms and development of disease, as well as structural and functional changes to organs, tissues and cells in connection with disease
• insight into how people’s health and functioning are affected by the interaction between individual, social, environmental and cultural factors across the lifespan
• broad knowledge of the theoretical and empirical basis for assessing and implementing measures at the individual, group and society level
• knowledge of the physiotherapy field’s history and development and the profession’s social mission, as well as applicable legislation and policy guidelines for the health service and the professional practice of physiotherapists

Skills

The candidate can

• map and assess the individual’s functioning, pain condition and other health challenges, identify health resources and impeding factors, and identify symptoms of potentially serious underlying pathology
• plan, implement and evaluate health-promoting, preventive, therapeutic, rehabilitative and habilitative measures in cooperation with users at the individual, group and/or system level
• reflect critically on the knowledge basis of their own practice and acquire necessary knowledge
• critically evaluate and integrate information from different sources, and make clinical decisions based on evidence-based assessments and priorities
• obtain information about public health and prevalence of illness in the population, as well as map environmental factors that are important to people’s health and quality of life from the perspective of the individual and public health
• apply educational competence when providing guidance to patients and next of kin, as well as other service providers undergoing learning, coping or change processes
• document and communicate the results of assessments and measures in the form of patient records

General competence

The candidate can

• apply communication, relational and cultural competence and show respect, care and empathy in their dealings with patients/users and next of kin, and facilitate user participation at the individual and service level
• work independently, participate in interprofessional cooperation and manage collaborations to create holistic and comprehensive measures and services
• identify, reflect on and handle ethical issues in their practice, work in a professionally sound manner, assess the risk of undesirable incidents and is familiar with methods for following up such incidents in a systematic manner
• contribute to service innovation, continuous quality improvement and the development and application of user-oriented technology at the individual and service level
• plan, carry out and document professional development projects
• disseminate subject matter in writing, orally and in digital formats, in a style appropriate to academia and popular science

•Teorier, modeller og metoder i veiledningen•Kommunikasjon og relasjoner i veiledning•Profesjonsutvikling og refleksjon i barnehagen•Praksislærer som barnehagelærerutdanner og barnehagen som læringsarena•Etikk, makt og kontroll•Veiledning og vurdering•Didaktisk analyse som grunnlag for veiledning

Gjennom studiet skal studentene gjennomføre praktiske veiledningsoppgaver som skal dokumenteres. I vurderingen blir det lagt vekt på studentens evne til å drøfte sammenhengen mellom teori og praksis, samt evne til refleksjon over egen rolle. Arbeidskravene skal være gjenstand for vurdering både fra lærer og medstudenter etter kriterier utviklet gjennom studiet. Notatene skal leveres på universitetets digitale læringsplattform.

ArbeidskravArbeidskrav skal være levert/utført innen fastsatt(e) frist(er).Det forventes at studentene gjør seg kjent med til enhver tid gjeldende regler og retningslinjer forarbeidskrav og eksamen ved OsloMet. For nærmere informasjon om arbeidskrav, se emneplan for PVUB6000.

Krav om tilstedeværelseDet er krav om minimum 80 % tilstedeværelse i all undervisning. Gjennom studiet skal studentene utvikle praktiske ferdigheter og relasjonskompetanse knyttet til veiledningsmetoder ogkommunikasjonsprosesser. Slike ferdigheter og kompetanse kan ikke tilegnes ved selvstudium, men må opparbeides gjennom reell dialog med blant annet medstudenter og lærere og ved tilstedeværelse iundervisningen. Manglende deltakelse medfører at studenten ikke får avlegge eksamen. Sykdom fritar ikke for kravet om deltakelse. Fravær ut over 20 prosent kan i enkelte tilfeller kompenseres etter avtale med faglærer.

Internationalisation improves the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to become global citizens. The increasing globalisation of the labour market also makes international professional experience, language skills and cultural knowledge more and more important.

The use of international course literature and a focus on multicultural and global issues in the programme contribute to knowledge about and understanding of the opportunities and challenges inherent in diverse societies, both nationally and internationally. Syllabus written in the English language provides students with experience of reading academic literature and international research. An understanding of English academic literature is important to be able to actively participate in the international physiotherapy community.

The programme staff cooperates on research and education with a number of institutions in other countries. Students are given the possibility of gaining international experience and achieving related learning outcomes through learning activities at the university, locally in Oslo, through meetings with physiotherapy students on exchanges in Norway, and through the use of English as the language of instruction in selected courses. Students can choose to write their bachelor’s thesis in English, Norwegian or another of the Scandinavian languages. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

International semester (incoming exchanges)

In the spring semester, the programme can receive students who have been admitted to programmes at foreign institutions of higher education. Students who are admitted can take courses taught in English in all of the spring semesters (second, fourth and sixth semester).

Courses that can be taught in English or in Norwegian will only be taught in English if international students have been accepted as incoming exchange students.

• FYB1050 Public Health and Health Management (5 credits)
• FYB1060 Evidence-Based Practice (EBP) in Health Care (5 credits)
• FYB1070 Technology and Society (5/10 credits)
• FYB2210 Physiotherapy for Health Conditions INT (15 credits)

Exchanges

Students are encouraged to take part of their education at an institution abroad. The programme has many partners abroad that might be relevant for students wanting to go on an exchange. Students in the physiotherapy programme can take three to six months of the programme abroad, primarily in the fourth semester. Students can only go on an exchange if the partner institution offers courses in subject areas corresponding to those covered by the programme in the semester in which the student wants to go on an exchange.

The assessment arrangements are intended to assess the students regularly throughout the programme in order to promote learning, while also providing information about study progress and the results achieved to the programme and the student. The assessment of exams and clinical practice is in accordance with the applicable provisions set out in the Act relating to Universities and University Colleges and the Regulations Relating to Studies and Examinations at OsloMet.

Detailed information about the exam will be provided in the guidelines for the individual exams well before the exam date.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

The grade awarded for a written exam can be appealed, cf. the Act relating to Universities and University Colleges.

Assessment of clinical training

The practical course STRÅLPRA consists of two periods of clinical training: STRÅLPRA-101 and STRÅLPRA-102. The grade pass or fail will be awarded for each training period. Credits are awarded on completion of both training periods.

The coursework requirements must be met in order to receive a final assessment in the course. To pass the clinical training, the student must have met the compulsory attendance requirements and achieved the learning outcomes for the course.

The student must attend at least 90 per cent of the scheduled activities in clinical practice. The student will be allowed to make up for absence of between 10 and 20 per cent by agreement with the clinical training supervisor. Absence in excess of 20 per cent means that the whole period must be retaken. This leads to delayed progress and must be seen in conjunction with the student’s individual education plan.

Suitability

A diploma for completed studies requires that the student is suitable for the profession. A student who poses a potential danger to the physical and mental health, rights, and safety of patients and colleagues is not suitable for the profession.

Ongoing suitability assessment takes place throughout the entire study programme and is part of an overall assessment of the student’s professional and personal qualifications to function as a healthcare professional. Students who show little ability to master the profession of a radiotherapist shall be informed of this as early as possible in their studies. They shall receive guidance and advice so that they can improve, or be advised to discontinue their education.

Special suitability assessment is used in specific cases, cf. Regulations to the Act relating to Universities and University Colleges, Chapter 7. For more information on suitability assessment, see https://student.oslomet.no/skikkethetsvurdering

Godkjent av utdanningsutvalget 14. februar. 2019 Revisjon godkjent av utdanningsutvalget 17. desember 2019

Required coursework is all types of work, tests and compulsory attendance that are requirements for being permitted to take the exam. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The primary purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the students to master the subject matter. The programme has coursework requirements in the form of compulsory attendance and laboratory assignments. Other coursework requirements may apply; see the course descriptions for more information.

Compulsory attendance

Attendance is compulsory for teaching activities that cover subject matter that the student cannot acquire on his or her own, or in teaching activities where cooperation with fellow students is a precondition for carrying out the activities.

A minimum attendance of 80% is required at seminars and compulsory scheduled and supervised group work. A minimum of either 80% or 90% attendance is required for skills training (laboratory courses and practical handling of prescriptions). Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are set out in the course descriptions and teaching plans.

The attendance requirements must be met before the student can take the exam in the course. Students will be contacted if they are at risk of exceeding the maximum limit for absence. If it emerges that a student has exceeded the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. Whether or not it is possible to compensate for absence depends on the extent of the student's absence and which activities they have missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Laboratory reports

In certain laboratory courses, the student must document his/her laboratory work through written reports (lab reports).

Reports that are not approved after the first submission must be improved and re-submitted.