SKUT4441 Fagfordypning i utdanningsledelse 1 Emneplan

Emnet gir en videreføring i motefaglige kunnskaper og ferdigheter i design, mønsterkonstruksjon og materialforståelse. Det gis også en innføring i relevante teorier som skal sette studenten i stand til å reflektere over, argumentere for og formidle skapende prosesser. Semesteret har i tillegg undervisning i tekstilkunnskap, material- og miljølære, Illustrator eller tilsvarende, motehistorie og foto. Emnet er organisert i form av fire prosjekter, der det fjerde prosjektet er et avsluttende eksamensprosjekt.

Prosjekter i emnet

Tema: Jersey/elastiske materialer, Jeans, design og motehistorie, Grunnform overdel og manipulering av innsnitt og avsluttende eksamen.

Prosjektene har til felles at det jobbes med design og bærekraft på ulikt vis der det blir gitt opplæring i generell bruk av materialer og metoder som anvendes i motefaglige prosesser. I tillegg videreutvikles kunnskapen i mønsterkonstruksjon og tilpassing av plagg, fremstilling av tekniske detaljer og sømteknikker. Se undervisningsplanene for nærmere informasjon om krav til innlevering.

Prosjekt: Jersey (individuelt arbeid) Prosjektet tar for seg grunnleggende mønsterkonstruksjon og sømteknikker i jersey/elastiske materialer. Det vil bli gjennomgått konstruksjon av overdel med og uten tilleggsvidde og bukser med og uten tilleggsvidde.

Prosjekt: Jeans, design og motehistorie (individuelt arbeid) En praktisk og skriftlig oppgave, der moteteori brukes som inspirasjon til eget praktisk skapende arbeid. Prosjektet setter søkelys på innføring i og bruk av teori i skapende prosesser. Refleksjon rundt motefaglige problemstillinger, samt formidling av motehistorie. Videre har prosjektet en praktisk del der studentene skal utforme en liten kolleksjon jeans, inspirert av de teoretiske refleksjonene de har gjort seg under perioden. I prosjektet tilegner og videreutvikler studenten sine praktiske kunnskaper i bruk av teori og design, mønsterkonstruksjon og søm i tillegg til tilpassing av grunnform bukse. Studenten skal presentere sitt ferdige arbeid for klassen og vil få muntlig tilbakemelding fra medstudenter.

Prosjekt: Overdel grunnform og manipulering av innsnitt (individuelt arbeid) Tilpassing av overdel og erme med tilleggsvidde. Videreutvikling av mønsterkonstruksjon gjennom manipulering av innsnitt og utspiling.

Prosjekt: Avsluttende eksamen Eksamensprosjekt (om lag seks uker, individuelt arbeid) Se under vurdering for nærmere beskrivelse av eksamen.

Det vises ellers til undervisningsplanene som ytterligere spesifiserer innholdet i hvert enkelt prosjekt.

After completing the programme, candidates are expected to have achieved learning outcomes in accordance with the learning outcome descriptions in the National Curriculum Regulations for Kindergarten Teacher Education. The learning outcomes are the foundation for educational work in ECEC centres. See also the course descriptions for the individual areas of knowledge.

Knowledge

The candidate

• has knowledge of ECEC centres in Norway, including their distinctive nature, history, social mandate, legal basis and governing documents.
• has broad knowledge of educational theory and subject areas relevant to early childhood education and care, about leading and facilitating educational work and about children’s play and learning processes.
• has broad knowledge of children’s formative development, modern childhood, children’s culture, different conditions under which children grow up, backgrounds and social development in a society characterised by linguistic, social, religious/life stance and cultural diversity.
• has broad knowledge of children’s linguistic development, about multilingualism and children’s social, physical and creative development.
• has broad knowledge of children’s early digital, reading, writing and maths skills.
• is familiar with national and international research and development work of relevance to the ECEC teaching profession, and is capable of updating their knowledge in the field.
• has broad knowledge of children’s rights and what characterises an ECEC environment that prioritises inclusion, equality, health promotion and learning.
• shall have knowledge of children in difficult life situations, including knowledge of violence and sexual abuse of children and how to implement necessary measures in accordance with applicable legislation

Skills

The candidate

• can use their professional skills and relevant R&D results to lead and promote children’s play, sense of wonder, learning and development, and to justify their choices.
• can assess, stimulate and support different children’s all-round development in cooperation with the home and other relevant parties.
• can use their professional skills to promote improvisation in play, learning and communication
• can assess, stimulate and support different children’s skills and take into account differences in their backgrounds and abilities.
• can promote creative processes and cultural and nature-based experiences, focusing on children’s creative activities, overall learning and sense of mastery.
• can use relevant professional tools, strategies and forms of expression in their own learning processes, in educational work, in cooperation with the home and with relevant external parties.
• can identify special needs in individual children and quickly implement measures based on a professional assessment.
• can lead and supervise co-workers, reflect critically on their own practice and adjust it under supervision.
• can find, assess and refer to information and specialist literature and present it in such a way that it elucidates an issue.
• can identify special needs in individual children, including identifying signs of violence or sexual abuse. Based on professional assessments, the candidate shall be capable of establishing cooperation with relevant interdisciplinary partners in the best interests of the child.

General competence

The candidate:

• has insight into ethical dilemmas in the profession, especially in relation to responsibility, respect and power perspectives.
• can plan, lead, carry out, document and reflect on educational work relating to the ECEC centre’s content and duties, in line with ethical requirements and guidelines and based on knowledge gained through research and experience.
• masters the Norwegian language, both bokmål and nynorsk, at a qualified level and in a professional context.
• can draw on global, national, regional, local and multicultural perspectives, characterised by respect and tolerance, in work in ECEC centres.
• has change and developmental competence, is capable of leading educational development work and contributing to fresh thinking and innovation processes in the ECEC centres of the future.
• can present important subject matter orally and in writing, participate in professional discussions in different areas of the programme and share their knowledge and experience with others.

Masteroppgave utført av en eller to studenter, ved større, tverrfaglige innovasjonsprosjekter kan inntil 4 studenter etter søknad skrive oppgave sammen.

Masteroppgavens innhold og størrelse ved de ulike formene:

• Monografi: En monografisk oppgave skal være på inntil 15.000 ord
• Vitenskapelig artikkel: oppgaven skal omfatte et manuskript i form av minimum én artikkel som er i tråd med forfatterveiledning for et relevant vitenskapelig tidsskrift. Oppsett, struktur og omfang på artikkelen skal følge retningslinjer i det aktuelle tidsskriftet.

Oppgaven kan skrives på engelsk eller skandinavisk (norsk, svensk eller dansk).

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Det benyttes en gradert karakterskala fra A til E for bestått og F for ikke bestått eksamen.

Intern og ekstern sensor.

The university and the ECEC centres in which the students undergo training are equally important and integrated learning arenas, and the students’ learning during training periods is as important as their learning at the university.

During training periods, the students will acquire experience-based knowledge, which is developed through social processes. The theoretical and practical knowledge students acquire at the university is intended to shed light on different ways of acting in ECEC centres and give meaning and context to the theory.

The training periods include exploration and observation, planning, implementation, assessment and documentation of educational work with children. During the training, the students will, among other things, practise interaction with children, lead learning processes with children and carry out change and development work together with the ECEC centre staff.

The training is intended to give the students opportunities to practise their oral and written skills and to discuss different issues together with parents and ECEC centre staff. During the training, the students are required to use work methods that support the learning outcome descriptions in and across knowledge areas.

The training will help to make the students independent, give them self-confidence and the ability to take responsibility in educational and professional work in the ECEC centre, with particular emphasis on ethical issues relating to the profession.

The training is linked to the content of the knowledge areas and it is related to the students’ experience, background and competence. The training shall take place in close and binding cooperation between the ECEC centres where the training takes place, the practical training supervisors in the centres, students and lecturers at the university. Binding arenas will be established between the different parties for the purpose of planning and sharing experience.

The scheduling of training periods throughout the study programme is intended to ensure progress and continuity. The placement, organisation and duration of the training periods will be based on the learning outcome descriptions for the different knowledge areas.

Assessment

The supervisors from the teacher training institutions, the practical training supervisor and the manager have joint responsibility for assessing students in practical training. The practical training supervisor sets the grade pass/fail in cooperation with OsloMet.

For more information about practical training, see ‘Guidelines for practical training’ and the booklet ‘Information about the practical training assignment’, which will be published on OsloMet’s digital learning platform before the period of practical training begins.

Attendance and absence from supervised training periods

Practical training is a compulsory part of the programme, and 100% attendance is required. The number of training days is set out in the National Curriculum Regulations for Kindergarten Teacher Education and specified in the programme description. The attendance requirement cannot be deviated from due to illness or for other reasons, nor can exceptions be made from this requirement. Only absence for valid reasons, meaning the student’s own or their child’s illness or approved leaves of absence, entitles students to an extension of the training period. The student must make up for their absence as soon as possible after the ordinary period of training, and by the end of the semester at the latest. Absence in excess of 30% means that the whole practical training period must be retaken, regardless of the reason for the absence. In such cases, the student will be delayed by one year. (Guidelines for practical training in the Early Childhood Education and Care programme)

Attendance is compulsory at activities in preparation for and follow-up of training periods. In the event of absence, students will be required to submit a compensatory assignment.

New period of practical training

Students who fail a supervised training period may complete the academic year they have started, but must then take a year out from their studies before they can continue the programme. The new period of practical training must be taken the next time an ordinary training period is held, normally the next academic year. If the student passes the training period at the second attempt, they may resume their studies. Students who fail the same training period twice will have to leave the programme.

Postponed training period

In the event of childbirth, military service or long-term illness, the student’s studies will be delayed by one year. The student may complete the year, but cannot proceed with the programme before they have taken and passed the training period. The student must take the postponed training period when it is organised for the next year-group.

Progress requirements

Students must complete their first-year training period before they can take the second year of the programme. Corresponding requirements apply to all years of the programme.

Students who fail the same training period twice will normally have to leave the programme. (Regulations relating to Studies and Examinations at OsloMet)

Guidelines for practical training

Guidelines for Practical Training is a document that contains information about:

• the submission of transcripts of police records and documentation relating to MRSA/TUB
• travel grants for training periods
• attendance at the practical training institution
• detailed information about absence during training periods
• detailed information about new and postponed training periods

For more information about the guidelines, see www.oslomet.no

Hovedtemaene i emnet bygger på faget Pedagogikk og elevkunnskap i grunnskolelærerutdanningen. Emnet er bygget opp av følgende tre temaer:

Tema 1:; Lærerarbeid i et mangfoldig klasserom for alle 2

b) Klasseromsforskning

b); Profesjonelt skjønn

b) Profesjonskunnskap; og profesjonsetiikk

Tema 2: Sosialpedagogisk arbeid 2

a) Profesjonell utvikling

b) Veiledning;

b) Flerfaglig samarbeid ;

Tema 3: Ledelse av forsknings- og utviklingsarbeid i skolen 2

a) Utdanningspolitiske rammer for skolens FoU- arbeid;

a); Lederroller i profesjonsfelleskapet

b) ;Analyse i utviklingsarbeid

En intern og en ekstern sensor.