G5PRAK4 Praksis grunnskole 5-10 trinn 4. år Emneplan

A variety of working methods are used in the programme. In this way, students will become more aware of their own strengths and weaknesses and improve their relational and professional skills. Lectures, inter-teaching, seminars, group work, written assignments, practice in the lab/practical exercises and practical training are the work methods used in the programme. In some areas, lectures will not be given and students are expected to acquire knowledge through self-study.

Student-active teaching methods are particularly emphasised and it is important that the students receive direct and individual feedback on these activities. Digital aids (e.g. Kahoot) are used in the different topics.

Lectures

Lectures are primarily used to introduce new subject matter, and to give an overview of and highlight main elements and links between different topics. The lectures focus on the topics the students themselves wish to cover in more depth. Lectures will also be used to deal with particularly challenging parts of the syllabus.

Inter-teaching

Inter-teaching will be used as a general work method in the theoretical studies. Inter-teaching means that the students read about the topic in advance and discuss the literature in pairs. The teaching session concludes with questions being raised and answered by the lecturer. This encourages students to prepare for and participate in the teaching (cf. the flipped classroom).

Seminars

The university organises compulsory seminars relating to given assignments or issues. The seminars provide the students with an opportunity to develop their cooperation skills and receive feedback on their performance, in addition to the academic benefits. Oral presentations by students and discussions are emphasised, and students are given an opportunity to practise their academic formulation skills. Course instructors attend these seminars to provide feedback and supervision.

Group work

Work on issues and assignments together with other students is intended to promote cooperation between students and support learning of subject matter.

In the first year of the programme, teaching assistants recruited from the department’s master’s programme are used as group leaders for organised group work. The teaching assistants are familiar with the programme and work methods, and can help the new students to settle into student life.

Exercises in the laboratory/practical exercises and practical training

Several courses include laboratory and practical exercises as important learning methods.

The department’s research and lab groups (animal studies, stimulus equivalence, early intervention, cultural selection, social and emotional learning in school) and laboratories are used to gain experience of and skills in applied and experimental research. Digital simulation programs are also used so the students can practise different learning principles.

Practical training will develop the students’ practical skills and is undertaken at different establishments. Aside from practical training, the most important skills will be practised at the university through various practical exercises. This is to ensure that the students have the necessary theoretical background and a satisfactory skills level before using their skills in real situations. Particularly relevant practical placements for the programme are places where learning or other behavioural changes are in focus, such as schools, kindergartens or similar. See also the section on Assessment of practical training.

Written assignments and the bachelor’s thesis

Through written assignments and the bachelor’s thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. Students will learn theory and develop skills in using and referencing sources, analysis, discussion and written communication. The primary purpose of this is to develop their ability to critically reflect, see elements of psychology in context and develop a deeper understanding of a topic. All submissions are electronic and the students will receive individual written feedback on the submissions.

Self-study

The students are personally responsible for learning much of the subject matter. Not all topics are covered by organised teaching activities, and students are expected to acquire knowledge of the remaining topics through self-study. When choosing the syllabus, emphasis is placed on finding good textbooks with digital resources so that the students can test their knowledge themselves. The number of hours spent on lectures is relatively low so that students have time for independent study and self-organised group work. Study groups have no teacher participation, and serve as a forum where students can support each other’s learning.

Students are encouraged to take part of their education at one of our partner institutions abroad. In addition to the subject-related learning outcomes, periods of study abroad provide additional skills for professional practice in a multicultural society. The increasing globalisation of the labour market also makes international experience and knowledge of languages and cultures more and more important.

Parts of the programme may be taught in English. See the individual course descriptions.

The structure of the programme and courses facilitates student exchange both in Norway and internationally. This applies throughout the programme, but particularly in the fifth and sixth semesters. The fifth semester only includes courses from the main area Topics in psychology. Many educational institutions abroad have bachelor's degree programmes in psychology so it is easy to find equivalent courses elsewhere. The sixth semester when the students choose their practical training and write their bachelor’s thesis is also well-suited to studying abroad.

For foreign exchange students, the sixth semester can be adapted so that courses worth a total of 30 ECTs can be taken. This concerns PSYK3910, which can easily be offered in English as the working language for the various research/lab groups is English.

An up-to-date overview of the universities and university colleges OsloMet has agreements with can be found on the university’s website.

Etter fullført praksisopplæring i tredje og fjerde studieår har studenten oppnådd følgende læringsutbytte:

Kunnskap

Studenten

• har kunnskap om kvalitetssystem som verktøy for læring og skoleutvikling
• har kunnskap om lærerens rettigheter og plikter og om lærerarbeidet på organisasjonsnivå
• har kunnskap om forsknings- og utviklingsarbeid i skolen
• har kunnskap om skolen som organisasjon og samfunnsinstitusjon

Ferdighet

Studenten

• kan selvstendig og sammen med andre planlegge, gjennomføre og vurdere undervisning for elevgrupper av ulik størrelse
• kan planlegge, gjennomføre og vurdere opplæring i fagene
• kan planlegge undervisning med utgangspunkt i planer for ulike perioder
• kan planlegge og vurdere foreldremøter og utviklingssamtaler med elever
• kan delta i lokalt læreplanarbeid
• kan samhandle med kolleger, skoleledelse, foresatte og andre aktører i skolen
• kan med basis i teori og forskning identifisere mobbing og trakassering og drøfte måter dette kan håndteres på
• kan med basis i teori vurdere og bidra til utvikling av skolens læringsmiljø

Generell kompetanse

Studenten

• kan vurdere skolen i forhold til samfunnsmandatet
• har utviklet kommunikasjons- og relasjonskompetanse
• har utviklet læreridentitet basert på profesjonelle og yrkesetiske perspektiver
• har kritisk distanse til egen yrkesutøvelse
• har kunnskap, engasjement og metoder for å videreutvikle seg selv, sitt yrke og framtidig arbeidsplass gjennom kollegialt samarbeid og samhandling med eksterne aktører

Pedagogikk og elevkunnskap har et særskilt ansvar for å integrere teori og praksis, slik at utdanningen fremstår som en helhet for studentene. I tredje studieår er det spesielt lagt vekt på skolen som organisasjon, det profesjonelle fellesskapet og samarbeid med foresatte og andre samarbeidende instanser. Praksisopplæringen har et omfang på 30 dager og skal være på 8. - 10 trinn. I fjerde studieår legges det vekt på skolen som lærende organisasjon og hvordan man kan legge til rette for kontinuerlig fornying av lærerkompetansen. Praksisopplæringen har her et omfang på 10 dager og er på 5.-10. trinn.

Profesjonstemaer

Veiledet praksisopplæring i tredje og fjerde studieår forbereder studenten ytterligere på å bli grunnskolelærer på 5. til 10. trinn. I første og andre år har studenten hatt 60 studiepoeng i fag 1, som er enten engelsk, matematikk eller norsk. I tredje studieår fortsetter studenten med sitt valgte fag II, som er ett av fagene kroppsøving, musikk, naturfag, RLE eller samfunnsfag. Praksisopplæringen vil ha spesielt fokus på å bli lærer i de to fagene studenten har valgt. Praksislærer og studenter diskuterer hvordan det arbeides med disse skolefagene i norsk skole og i praksisskolen spesielt. I de ulike fagplanene omtales praksis med utgangspunkt i profesjonstemaene for studieåret og det enkelte skolefags egenart.

For at studentene skal kunne oppnå det forventede læringsutbyttet, inneholder praksisopplæringen i tredje og fjerde studieår følgende profesjonstemaer (for mer detaljert informasjon se vurderingsrapport):

Tredje og fjerde studieår:

1. Lærerens samfunnsmandat: lover, forskrifter og læreplaner.
2. Klasseledelse - elevenes deltakelse.
3. Lokalt utviklingsarbeid.
4. Samarbeid med aktører i og utenfor skolen.
5. Overganger elevene møter i utdanningsforløpet.
6. Handle og begrunne ut fra profesjonsetiske krav og utfordringer.
7. Skolens rolle i et demokratisk og flerkulturelt samfunn.

Vurderingsrapporten er organisert etter profesjonstemaene med underpunkter. Arbeidskrav i fagene som er knyttet til praksisopplæringen vil også være omtalt i vurderingsrapporten.

The examination provisions are specified in the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet, and the guidelines for taking examinations.

Emphasis is placed on assessing the students’ knowledge often throughout the programme. Students will often receive feedback on whether their performance is in line with their own ambitions so they can, if needed, adjust their efforts to ensure that their results are more in line with their own goals. This is also important to enable the programme to provide specific supervision to each student, conduct evaluations and improve teaching. A final exam is held after each course and all exams are digital.

Different forms of exams are used and the grade scale A-F is used to assess the different courses, with the exception of the practical training courses PSYKPRA1 and PSYKPRA2, where a pass or fail is awarded.

A portfolio exam is used in five courses. These include tests that are taken during the course. The tests are taken under ordinary exam conditions and are deemed part exams. The results of the tests are made known to the students as soon as they are available.

The assessment forms and criteria are described in each course description. The table below also contains an overview of the different exams/forms of assessment and grading. Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

All exams taken and the title of the bachelor’s thesis will be stated on the diploma.

An external programme supervisor scheme exists for the programme as required by the Guidelines for Appointment and Use of Examiners at OsloMet.

Assessment of practical training

An attendance requirement applies to practical training. Practical training is graded Pass or Fail for.

If there is any doubt about whether the practical training period should be graded Pass, the student must be given written notice of this at the midway point, and no later than three weeks before the end of the period, stating what the student does not master and what requirements must be met for a Pass grade. If, at the end of the practical training period, the student behaves in a manner that clearly does not give grounds for passing the practical training, the training period can nonetheless be graded Fail, even if the student had no midway notification.

Final assessment

At the end of each period of practical training, a final assessment is made in relation to the learning outcomes for the period. The assessment should be based on assessments made throughout the period. The assessment result and description of what has been assessed must be signed by the student and the practical training supervisor.

In order to pass the periods of practical training, 90% attendance for planned activities is required. Absence of between 10 and 20% can be made up for by agreement with the university and practical training establishment. If absence exceeds 20%, the period must be retaken in its entirety. This will result in delayed progress in the programme.

If illness prevents the student from attending the practical training so that their absence exceeds the permitted amount, the student is required to present a medical certificate for all days of absence for the absence to be deemed valid. Absence due to documented illness does not count as an attempt at passing the course.

If the student’s absence exceeds 20% without valid grounds, a fail grade will be awarded for the course and the student will use one of their attempts. If a practical training course is graded Fail twice, the student will normally have to leave the programme, cf. the Regulations relating to Studies and Examinations at OsloMet.

Students are themselves responsible for ensuring that they meet the attendance requirements.

Godkjenning

Programplanen ble godkjent første gang av styret for Høgskolen i Akershus 12. desember 2007

Siste endringer godkjent av utdanningsutvalget ved fakultet for helsevitenskap, OsloMet 25.11.2020

Se fagplanen.

Se fagplanen.

Se fagplanen.

Se fagplanen.