Pedagogical guidance in schools, subject 2 Programme description

Emne 2 Pedagogisk veiledning i skolen skal gi studenten inngående kunnskap om veiledning i skolens profesjonelle fellesskap. Sentrale temaer er profesjonsutvikling, systematisk lærings- og utviklingsarbeid i skolen som organisasjon og konflikthåndtering. I emnet vil studenten får inngående kunnskap om tilrettelegging og ledelse av felles læringsprosesser i skolens utviklingsarbeid. Studenten vil også få erfaring med å observere og gjøre egne erfaringer knyttet til både individuell- og gruppeveiledning i profesjonsfellesskapet. Det kreves at kandidatene utfordrer seg selv til å videreutvikle egen kompetanse gjennom aktivt utviklingsarbeid i skolen.

Emne er på masternivå og kan etter søknad innpasses i masterstudium i skolerettetutdanningsvitenskap.

Målgruppe for studiet er lærere i grunnskole og videregående opplæring.

For å søke på dette programmet må man ha godkjent lærerutdanning som kvalifiserer for undervisning i skolen. Søkere må kunne dokumentere til sammen 60 studiepoeng i pedagogikk/pedagogikk og elevkunnskap (PEL). For å bli tatt opp på emne 2 må man ha gjennomført (men ikke nødvendigvis bestått) emne 1.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har:

• bred kunnskap om læreres profesjonelle utvikling 
• inngående kunnskap om teori og forskning om skolen som lærende organisasjon
• inngående kunnskap om veiledning som strategi for individuelle og kollektive læringsprosesser i profesjonsfelleskapet
• bred kunnskap om medvirkning, om det å håndtere konflikter og mellommenneskelige spenninger i utviklingsarbeid 

Ferdigheter

Studenten kan:

• anvende veiledning som strategi i skolens profesjonsfellesskap
• planlegge, begrunne, gjennomføre og kritisk analysere kommunikasjons- og læringsprosesser i veiledning
• analysere og kritisk reflektere over teori og forskning knyttet til profesjonsveiledning og veiledning av utviklingsprosesser i skolen
• på en selvstendig måte legge til rette for at deltagere i utviklingsprosesser veileder hverandre 
• kritisk analysere og reflektere over skolens profesjonsfellesskap som læringsarena 
• kan vurdere sin egen veiledningspraksis i samsvar med profesjonsetiske normer
• på en selvstendig måte drive konflikthåndtering i et læringsfelleskap

Generell kompetanse

Studenten kan: 

• planlegge, gjennomføre og evaluere veiledning av studenter, nyutdannede og erfarne kollegaer
• reflektere kritisk over hvordan veiledning kan bidra til profesjonell kollektiv utvikling i en organisasjon 
• bidra til kritisk refleksjon over veilederen som en aktør i organisasjonen og praksisfeltet 
• reflektere kritisk over veiledning som strategi for utviklingsprosesser i organisasjonen
• reflektere kritisk over det å håndtere enighet og uenighet i læringsfelleskapet
• formidle resultater fra eget og andres forsknings- og utviklingsarbeid til studenter og kolleger
• ta initiativ til nytenking og utvikling når det gjelder veiledning  

The main goal of occupational therapy is to promote health and quality of life through meaningful activity and participation. People who have, or are in danger of having, difficulties performing daily tasks are an important target group. This includes play, work and leisure activities. Occupational therapy also focuses on health-promoting work focusing on the general population.

Occupational therapists work both at the individual and system level in many fields of the municipal and specialist health services, with a focus on health promoting, preventative, rehabilitative and habilitative work and treatment. Occupational therapists also work with different user groups of all ages in various public and private services, for instance nurseries, schools/education, NAV (The Norwegian Labour and Welfare Administration), rehabilitation institutions, occupational health services and user organisations.

Occupational therapy draws on occupational science, which demonstrates the link between activity, participation and health. The focus is on daily tasks and other activity that is important and meaningful for our health, well-being and development in all phases and stages of life. Activity is seen as an interaction between people, activities and surroundings. All people choose activities based on opportunities, interests, will, habits, roles, values, culture, belief in our own mastery and ability to carry out activities of daily living. Activity is deeply ingrained in the fabric of society and must be seen in relation to individual, local and global factors.

Occupational therapists conduct activity analysis and functional assessments to define opportunities for and limitations to activity. Goals and measures, which are undertaken and evaluated in close cooperation with the users, are then planned. An important part of the work is to facilitate learning. Occupational therapists are therefore required to possess educational competence in counselling and guidance. Relational and cooperation skills, and communication and writing skills are basic conditions for the profession.

The educational aspect of occupational therapy is based on the socio-cultural learning perspective that views knowledge as socially and culturally constructed. Relationships and interactions between people are the basis for learning. This means that knowledge changes and is maintained in a historical, cultural and social context in interactions between individuals. A good programme quality means organising the course of study in such a way that it gives room for interaction, dialogue and common knowledge and skill development in all phases of the programme. The students are therefore presented with different educational approaches. These approaches encourage the development of knowledge, skills and competence through good communication, active participation and interaction with lecturers and fellow students, combined with individual studies.

Central to the practical training periods is the interaction with users and other professionals. In order for the bachelor students of the health and social care subjects to have a common frame of reference for the development of knowledge and attitudes, all Norwegian programmes in the humanities and social sciences field have some common content. The aim is to educate reflected professionals who are capable of planning and organising comprehensive measures in cooperation with users and other service providers through interprofessional cooperation pursuant to the Norwegian Health Personnel Act.

The programme description was established under the Act relating to Universities and University Colleges, the national curriculum for occupational therapy and the Regulations relating to Studies and Examinations at OsloMet - Oslo Metropolitan University. It complies with the recommended guidelines for study programmes issued by the World Federation of Occupational Therapists (WFOT) and European Network of Occupational Therapy in Higher Education (ENOTHE).

The study programme has a total scope of 180 credits. Students who complete the bachelor's programme are awarded the degree of Bachelor in Occupational Therapy, which forms the basis for authorisation as an occupational therapist in accordance with the Act relating to Health Personnel.

The target group is everyone who wishes to become an occupational therapist.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience.

In connection with admission to the Bachelor Programme in Occupational Therapy, the applicant must submit a transcript of police records, cf. the Regulations for admission to Higher Education, Chapter 6.

The use of clothing that covers the face is not compatible with taking the programme.

The purpose of the occupational therapy programme is to educate user-oriented, independent and thinking occupational therapists who can engage in professional and interprofessional cooperation in a society characterised by diversity and change. The candidate is expected to have acquired core competence that ensures that he/she will practise his/her profession in accordance with society's requirements and need for occupational therapy services.

After completing the programme, the candidate should be capable of

• contributing to promoting health, enabling activity, inclusion and participation through facilitating coping with daily tasks
• working in health promoting, preventive, therapeutic, rehabilitative and habilitative activities
• professional reasoning, interacting with users, next of kin and interdisciplinary and interprofessional cooperation
• documenting knowledge of global health and environmental challenges in a changing society
• using activity analysis, occupational analysis and functional assessments with a focus on carrying out activities and the interaction between activity, person and surroundings
• using interventions such as exercise, facilitation, counselling and coordination and demonstrating knowledge of administration and social planning
• conveying, managing, developing and promoting occupational therapy
• working in an evidence-based and innovative manner and developing competence through lifelong learning

 The competence can be defined in terms of knowledge, skills and competence.

 Knowledge

The candidate

• has broad knowledge about the role and function of occupational therapy in health promotion, prevention, habilitation, rehabilitation, treatment and advisory activities
• has knowledge about the fields of biology, medicine, psychology, pedagogy, the humanities, social sciences and technology as they relate to the professional practice of occupational therapy
• has broad knowledge about occupational science, with emphasis on fundamental concepts and theories about human activity and participation at individual, group and system level, and is capable of using activity both for health promotion and for therapeutic purposes
• has broad knowledge about the interaction between people, activity and surroundings throughout life
• is familiar with research and development work in occupational therapy and other related fields
• has knowledge about the history and development of occupational therapy and its place in society
• has knowledge about the welfare state, its professions and the importance of interprofessional cooperation
• has knowledge about local and global health and environmental challenges, the multicultural society and the special possibilities and challenges that big cities represent
• has knowledge about the administrative levels in the health and social care sector, legislation, health, social and professional policy guidelines and priorities, and is familiar with arenas where health and professional policies are debated.

Skills

The candidate is capable of

• giving grounds for and documenting individuals and groups' right to activity and to participate in society
• contributing to planning for the purpose of creating accessibility, adapting surroundings and promoting universal design at system level
• applying activity and occupational analysis, functional assessments and risk analysis to make activity possible and promote health at individual, group and society level
• using mapping tools, analysing results and making methodical use of activity to promote user activity and participation
• using treatment and intervention methods such as Activities of Daily Living (ADL), functional ability, independent living skills and work training, play, creative forms of expression, adaptation of activities and environment, designing and providing technical aids
• cooperating in a therapeutic relationship and working in accordance with the principles of client-centred practice
• planning, leading and carrying out interventions in groups
• initiating and taking responsibility for coordination of different services to ensure that the user receives a complete range of services and contributing in cooperation and interaction with other professionals in an interprofessional cooperation
• establishing partnerships with institutions, enterprises and user groups to improve the conditions for activity
• engaging in and contributing to discussions and debates relating to the importance of human activity and participation
• taking responsibility for the occupational therapy service, including management of resources and materials, documentation of own work, quality assurance and improvement of the services provided

 Competence

The candidate is capable of

• meeting people with empathy and respect, practising in an ethically satisfactory manner, and complying with national and international legislation and guidelines for professional practice in the health and social services at both system and individual level
• working in an evidence-based manner, reflecting critically on his/her own practice and identifying learning and competence needs to ensure lifelong learning
• relating to a diverse society and respecting individual and cultural differences
• planning and implementing relevant projects and complex tasks that take place over time and contributing to the development of theory and/or practice, alone or as part of an interprofessional group
• applying resource-oriented, empowering and problem-solving work models
• communicating important subject matter orally and in writing by means of expedient and varied forms of expression in different contexts and to different groups
• demonstrating insight into creative processes and mastering simple tools used in innovation and entrepreneurship
• taking an active role in quality assurance, improvement, development and promotion of services provided and professional practice