TLBPRA4 Teaching practice, 4th period Course description

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Det er krav om 100 % tilstedeværelse i praksis

Minimum 30 dager observasjonspraksis

Vurdering av praksis gjøres i samarbeid mellom fagansvarlig og praksisveileder på den aktuelle praksisskolen. Endelig karaktersetting gjøres av faglærer.

Hvis en student ikke består en praksisperiode kan denne gjennomføres på nytt. Får studenten vurdert samme praksisperiode til ikke bestått to ganger må studiet normalt avbrytes, jfr § 8-4 i forskrift om studier og eksamen ved OsloMet - storbyuniversitetet

This course comprises supervised professional practice in a workplace where the student will gain experience with work of relevance to child care and welfare. The course also includes one seminar that prepares the student for practical training, one mid-term seminar, and one that summarises and concludes the training period. During the practical training period, the students will gain experience that promotes the integration of theory and practice, academic progress and personal development. Under supervision, the students will practise using critical and ethical reflection as well as practical skills.

Practical training is unpaid.

Language of instruction is Norwegian.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has knowledge of how the different places of practice are organised and the mandate that governs their activities
• has broad knowledge of interdisciplinary, inter-agency and interprofessional cooperation
• has good insight into how child welfare work is carried out in a power context
• has broad knowledge of applicable legislation of relevance to the field of practice
• has broad knowledge of how children’s and parents’ participation can be facilitated and how this is done where the student have their practice
• has knowledge of and can assess the risk of undesirable incidents and is familiar with methods for following this up systematically
• has knowledge of professional ethics, ethical values, dilemmas and issues that has relevance to where the student have their practice
• has knowledge of service development and innovation processes at the place of practice

Skills

The student

• can prepare, implement and evaluate conversations and cooperation with children and their families
• can plan, implement, document, evaluate and communicate measures in cooperation with children and/or parents (depending on the place of practice) based on the child’s best interests
• can cooperate across professions and fields of work
• can apply knowledge-based methods, theories and professional judgement in the best interests of the child and family in social therapy and other child care and welfare work
• can document their own learning process
• can master written genres in use at the place of practice
• can use their experience and knowledge to critically and ethically reflect on their own and the service’s practice

General competence

The student

• has knowledge of and experience in investigating, adapting and implementing child care and welfare work in an ethical and professionally responsible manner, as well as in analyzing and evaluating child care and welfare work
• can document and communicate professional assessments verbally and in writing
• has knowledge of and the ability to safeguard the rights of children and their families
• has knowledge that contributes to ensuring equitable services in a diverse society
• has insight into and the ability to identify ethical dilemmas and can give grounds for professional and ethical decisions
• can critically reflect on their own and the service’s practices, and take part in professional discussions
• has knowledge of and the ability take part in and benefit from guidance
• can reflect on how their own life experience and values can be challenged when encountering other people’s perspectives, positions and cultural backgrounds
• can demonstrate understanding, empathy and recognition when working with children and their families in vulnerable life situations