Bachelor's Programme in Paramedic Science Programme description

The Bachelor’s Degree Programme in Paramedic Science is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Paramedic Science, which forms the basis for applying for authorisation as a paramedic in accordance with the Act relating to Health Personnel etc. The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on National Guidelines for Paramedic Science Education, adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The tasks of a paramedic are varied and at times demanding. Paramedics usually work in the ambulance service, but can also work in the emergency medical service, emergency departments, the psychiatric health service, substance abuse care, or in discipline development and training. Patient encounters can range from simple, routine situations to acute situations involving serious ill and injured patients. In the ambulance service, paramedics are responsible for examining, assessing and treating patients and for transporting patients to the right place at the right time.

Knowledge of basic medical, ethical and operational disciplines is often combined with more specific disciplines in emergency medicine and traumatology. One example of this may be to examine the patient with the aim of identifying whether the symptoms are due chronic illness or an acute need of medical support. Relational, communicative and guidance competence enables the paramedic to understand and interact with patients, next of kin and colleagues, which is essential for the professional practice. Paramedics also cooperate with colleagues across professions and disciplines in different situations in the primary and specialist health services, and in the rescue services.

The education is rooted in both natural sciences and health sciences. The paramedic discipline combines evidence-based practice with knowledge about health, diseases and injuries, ethics, law, patient safety, decision-making, management, operative ambulance work and emergency preparedness. Elderly patients and people with mental health disorders and/or drug and addiction problems comprise important target groups, besides acutely ill and injured children and adults. A paramedic will also take care of people who have been victims of neglect, violence and abuse.

Relevance to working life

Paramedics work at the individual, group and system level in many fields of the primary and specialist health services. Paramedics work with people of all ages, for example in the road, sea or air ambulance service, emergency medical communication centres, emergency departments, municipal emergency inpatient units, emergency medical centres and the Norwegian Armed Forces’ medical service

Relevance to further education

A bachelor’s degree in Paramedic Science also qualifies candidates for admission to a number of master’s degree programmes in health sciences. Prehospital Critical Care at the University of Stavanger is particularly relevant.

Everyone who wishes to take a bachelor’s degree in paramedic science in order to practise as a paramedic, or as the starting point for further studies.

In accordance with the Regulations concerning Admission to Higher Education, the admission requirements are Higher Education Entrance Qualification or prior learning and work experience. Candidates must also have:

• a Class B driving licence, acquired on 1 March in the year of admission at the latest
• passed the physical admission test, including a self-declaration on swimming ability

Applicants who accept an offer of a place on the programme must also submit a transcript of police records, cf. the Regulations concerning Admission to Higher Education.

Students will acquire a certificate of competence for driving emergency vehicles in the course of the programme. Applicants are therefore responsible for clarifying whether they meet the medical requirements for a class D driving licence.

In accordance with the Section 12-8 of Act relating to Universities and University Colleges, the use of headwear that covers the head or the face is prohibited both in connection with teaching and in exam situations. This also applies to students on clinical placements.

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

Knowledge

The candidate

• has broad knowledge of human anatomy, physiology and pathophysiological processes, and responses to illness and injury
• has broad knowledge about clinical examination, tentative diagnostics and medical and non-medical treatment of women in labour, acutely ill and injured patients, and people with mental health disorders and/or addiction problems
• has broad knowledge of pharmacology relating to the paramedic’s function and areas of responsibility
• has broad knowledge of relevant laws, regulations and ethical perspectives and can reflect on these in their professional practice
• has knowledge of injury mechanisms, structure of joint emergency interoperability, management and risk assessment in connection with work in the ambulance service and in the Norwegian overall protection organisation
• is familiar with the ambulance services’ place in the emergency and health services, the discipline’s history, traditions, distinctive nature and social responsibility
• has knowledge about patient safety, communication with patients and next of kin, and interaction across disciplines, cultures, with minority language speakers and enterprises and levels in the health service
• is familiar with research and development work in the discipline and has a basic understanding of evidence-based practice, including research ethics, research design and methods for collecting and analysing materials
• has knowledge about microbiology, infectious agents, infection risk and measures to prevent infection

Skills

The candidate

• can identify, observe and assess symptoms and signs of illness and injury, mental health disorders and substance abuse and provide medical and non-medical treatment in a responsible manner
• can, based on own examinations and assessments, refer the patient to the best effective level of care
• can drive an emergency vehicle in accordance with the applicable guidelines
• can work at, and take charge of, the response at an accident in cooperation with own personnel and other emergency services
• can recognise, document and report signs of neglect and abuse, with particular focus on children, elderly people and vulnerable individuals
• can carry out independent work in line with principles for health promotion and preventive work and in accordance with general hygiene and infection procedures
• can reflect on their own professional practice in accordance with relevant laws, guidelines and user participation, and search out and receive guidance with regard to their own conduct and professional practice
• can handle birth outside of hospital, including taking care of the mother and the new-born baby
• can use medical emergency equipment and communication tools and assess the usefulness of digital tools
• can document own practice with focus on comprehensive health services, including record-keeping, non-conformity reports, reporting adverse events and statutory notification of other authorities

General competence

The candidate

• is familiar with the health service’s role in emergency preparedness, and can contribute to preventive preparedness work, evaluation and follow-up after incidents and exercises
• is familiar with new thinking and innovation processes that are relevant for the paramedic discipline and can actively contribute in the development of the discipline and the paramedic’s role in society
• can apply and reflect on the connection between public health, social inequality, work inclusion, a good working environment and equitable health services, and see this in connection with ethical and discipline-related issues
• can plan and carry out projects that take place over time, work independently, in teams and across disciplines, to acquire skills and contribute to improved patient safety and the provision of comprehensive health services
• can exchange points of view related to key subject matter, orally and in writing, facilitate learning through simulation and skills training and thereby contribute to good practice

The content and structure of the study programme (see below) are based on the following six competency areas defined in Section 3 of the Regulations on National Guidelines for Paramedic Science Education:

• Paramedic profession, ethics and health law
• Health, illness and injuries
• Operational ambulance work and emergency preparedness
• Communication, cooperation and decision-making
• Evidence-based practice, innovation and technology
• Quality, management and patient safety

The programme is divided into 12 compulsory courses and incorporates both practical and theoretical teaching at the university and clinical training in the health service. Each year of the programme has a scope of 60 credits.

The bachelor’s degree in paramedic science is comprised by basic medical sciences, clinical subjects and ambulance operative subjects. Skills training, simulation and periods of clinical practice placement are integrated parts of the programme and are to ensure that the learning outcomes are achieved. There should be progress in the student’s knowledge and skills over the course of the study programme. The courses build on each other with gradual progress both in terms of theoretical and practical knowledge to achieve the required skills and independence.

The first year of study is divided into five courses. In the first semester, the students are introduced to the paramedic profession, among other things by focusing on the topics culture, law and ethics. The students are then given a general introduction into the basic medical sciences. The second semester comprises the course Assessment and Treatment of Acute Sick and Injured Patients (Part 1), which focuses on introductory knowledge about emergency medicine and traumatology.

The second year of study includes three courses. In the third semester, the students have their first period of clinical practice placement in the ambulance service. In the fourth semester, the focus is on operational work at the accident scene and on mental health, challenging communication, substance abuse and prevention of conflict escalation.

The third year of study comprises four courses. The fifth semester starts with clinical practice placement in the primary and specialist health services. Clinical practice placement is followed by the course Assessment and Treatment of Sick and Injured Patients (Part 2), focusing on issues relating to complex and challenging emergency medical treatment and patient groups with special needs. At the end of the fifth and throughout the sixth semester, the students work on their bachelor thesis and complete the second period of clinical practice placement in the ambulance service.

All courses conclude with a final assessment.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. The number of hours includes both organised teaching as stated in the timetable, students’ self-study, coursework requirements and exams.

INTERACT - Interprofessional Teaching Programme Shared with Other Professional Education Programmes at OsloMet

INTERACT (Interprofessional Interaction with Children and Youth - INTER1100, INTER1200, and INTER1300) is an interprofessional teaching programme at OsloMet, where students from both health and social sciences and teacher/early childhood education programmes meet in interprofessional groups. The aim is to ensure that students gain the competence to meet society’s demands for better coordination of services affecting children and youth. The teaching programme is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning. The teaching programme is conducted at the beginning of January each academic year. For more information, see: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Participation in INTERACT (INTER1100, INTER1200, and INTER1300) is required and must be approved to be awarded a diploma.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year*
• First and second-year students must have passed the second year of the programme before they can start the third year.

* Exception from the progress requirement:

The drug calculations exam in the course PMED1300 Pharmacology and Drug Calculations is exempt from the progression requirement but must be passed before the student can can start the third year.

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and clinical training.

The aim of the paramedic science programme is to educate independent, proactive and dynamic candidates that can handle social change and cultural diversity. For the same reason, emphasis is placed not only on the content, but also on the learning process itself, in which students develop their ability to make independent assessments based on critical reflection and interaction with patients, next of kin and colleagues, which are key skills. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can be used in students’ preparations for teaching activities, as support in collaborative processes or to help practise or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Independent work

A paramedic must be able to make independent assessments and decisions, and stand by them, based on interaction with patients, next of kin and colleagues. Some of the thematic areas will not be addressed in the organised teaching. Students are expected to acquire this knowledge through self-study, alone or in cooperation with fellow students in study groups.

Study groups

In the theoretical part of the programme, the students will be split into group of up to seven. The groups are assigned a lecturer as supervisor. Working with issues and assignments in cooperation with other students is intended to support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary in professional practice. Group supervision is also used to show the connection between the organisation of the programme and future professional practice and is intended to facilitate planning and evaluation of individual students’ and the study group’s learning process. Getting the study groups to work effectively is both a learning tool and a learning goal.

Simulation and skills training

Simulation and skills training is integrated in almost all courses and makes up a key part of the programme. The students will acquire skills through practical training with medical emergency equipment, models, manikins and on each other. Skills are placed in context through scenarios, which should be handled either by simple role play or through complex simulations. Students develop their observer and paramedic role through supervision and teaching that promotes reflection on their own professional practice. The professional field is closely linked to simulation and skills training in that a range of active paramedics contribute as teachers. This creates a close connection between the training and day-to-day clinical work.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. Highlighting main elements, shedding light on connections and pointing out relevant issues within a topic will form the basis for the students’ own learning.

Seminars

The purpose of seminars is to process subject matter and facilitate discussion between students and teaching staff. Oral dissemination is emphasised. The students shall be given an opportunity to practise their academic formulation and presentation skills. They are encouraged to express their own opinions and reflect on their own actions and attitudes.

Written assignments and 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. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically and search for relevant research knowledge, and their ability to work in an evidence-based manner.

Grunnskulelærarutdanninga skal kvalifisere lærarar til å utøve eit krevjande og komplekst yrke i eit samfunn som er prega av mangfald og endring. Når det gjeld mangfaldsomgrepet, er det ei breid tyding av omgrepet som vert lagt til grunn. Det omfattar mangfald av kultur, religion, livssyn, bakgrunn, språk, kjønn, seksuell orientering, funksjonalitet og identitet. Ein må sjå læringsutbyttet i samanheng med innhaldet og arbeidsmåtane i faga. Kandidaten skal etter fullført grunnskulelærarutdanning ha læringsutbytte definert som kunnskap, ferdigheiter og generell kompetanse, som fundament for arbeid i skulen og vidare kompetanse- og profesjonsutvikling (jf. § 2 «Læringsutbytte» i forskrift om rammeplan for grunnskulelærerutdanninga for trinn 5-10):

KUNNSKAP

Kandidaten

• har avansert kunnskap anten i eit valt undervisningsfag og didaktikken i faget eller i profesjonsretta pedagogikk/spesialpedagogikk
• har spesialisert innsikt i eit avgrensa fagområde (masteroppgåva)
• har brei profesjonsretta kunnskap i dei andre faga som inngår i utdanninga
• har inngåande kunnskap om relevant forsking og teori, samt vitskaplege tenkemåtar, forskingsmetodar og etikk
• har inngåande kunnskap om gjeldande lov- og planverk for grunnopplæringa, og om overgangen frå barnetrinn til ungdomssteg og frå ungdomssteg til vidaregåande opplæring
• har inngåande kunnskap om vidareutvikling av grunnleggjande ferdigheiter, vurderings- og prøvesystem, klasseleiing og vurdering av læring og kva som fremmar læring i faga
• har inngåande kunnskap om læringsteori og barn og unges utvikling, danning og læring i ein skole og eit samfunn prega av mangfald
• har kunnskap om barn og unge i vanskelige livssituasjonar, inkludert kunnskap om mobbing, vald og seksuelle overgrep mot barn og unge, gjeldande lovverk og barn og unges rettar i eit nasjonalt og internasjonalt perspektiv
• har brei kunnskap om lærarprofesjonen, eigenarten og historia til faga, og forståing av organisasjonen skulen og utviklinga av denne, mandatet til og verdigrunnlaget i skulen, og den plassen skulen har i samfunnet

FERDIGHETER

Kandidaten

• kan undervise basert på forsking og erfaringskunnskap, aleine og saman med andre
• kan analysere, tilpasse og bruke gjeldande læreplanar
• kan setje i verk tidleg innsats og sikre progresjon hos elevane i arbeid med grunnleggjande ferdigheter og fag
• kan skape inkluderande og helsefremmande læringsmiljø som bidreg til gode faglege, sosiale og estetiske læringsprosessar
• kan analysere, vurdere og dokumentere læring, gi læringsfremmande tilbakemeldingar, tilpasse opplæringa til dei føresetnadene og behova elevane har, bruke varierte undervisningsmetodar og bidra til at elevane kan reflektere over eiga læring og utvikling
• kan vurdere og bruke relevante læremiddel, digitale verktøy og ressursar i opplæringa, og gi elevane opplæring i digitale ferdigheiter
• kan analysere og vere kritisk til nasjonal og internasjonal forsking og bruke denne kunnskapen i profesjonsutøvinga
• kan aleine, og i samarbeid med andre, bruke relevante metodar frå forskings- og utviklingsarbeid, for kontinuerlig utvikling av praksis, både i kollektivet på skulen og på eigenhand, samt gjennomføre avgrensa forskingsprosjekter under rettleiing
• kan identifisere teikn på mobbing, vald og seksuelle overgrep. På bakgrunn av faglege vurderingar skal kandidaten raskt kunne setje i verk nødvendige tiltak, og kunne etablere samarbeid med relevante faginstansar

GENERELL KOMPETANSE

Kandidaten

• kan styrke internasjonale og fleirkulturelle perspektiv i arbeidet på skulen , bidra til forståing av samenes status som urfolk og stimulere til demokratisk deltaking og berekraftig utvikling
• kan initiere og ivareta eit godt skule-heim-samarbeid, og samarbeide med andre aktørar relevante for skuleverksemda
• beherskar norsk munnleg og skriftleg, både bokmål og nynorsk, og kan bruke språket på ein kvalifisert måte i profesjonssamanheng
• kan på eit avansert nivå formidle og kommunisere om faglege problemstillingar knytt til profesjonsutøvinga, og har profesjonsfagleg digital kompetanse
• kan analysere og vurdere relevante faglege og etiske problemstillingar og bidra til utvikling av fagleg fellesskap på den enkelte skulen
• kan bidra i innovasjonsprosessar knytt til skuleverksemda og legge til rette for at lokalt arbeids-, samfunns- og kulturliv blir involvert i opplæringa

Increasing globalisation of the labour market and rapid social changes make it increasingly more important to have international professional experience, language and cultural knowledge. Internationalisation contributes to raising 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 and acquiring new perspectives.

The programme’s focus on multicultural and global issues prepares the students for professional work in a multicultural society. International specialist literature is used extensively in the programme, which gives students access to English specialist terminology and relevant knowledge about current international trends.

Internationalisation takes place through activities on the home campus and through exchange programmes between students and staff at OsloMet and foreign educational institutions.

OsloMet has exchange agreements in place with universities and university colleges in Europe. Exchanges may be relevant:

• in the fourth semester, in connection with the course PMED2110 Mental Health, Substance Abuse and Communication (20 credits).
• in the sixth semester, in connection with the course PMEDPRA30 Clinical Studies C, Placement in the Ambulance Service (10 credits) and PMED3900 Bachelor’s Thesis (15 credits).

Students can only go on an exchange if the partner institution offers courses in subject areas corresponding to those covered at OsloMet in the semester the exchange applies to.

The institution will also receive students from foreign educational institutions in the spring semester. Incoming students may for example take the following course combinations:

• PMED3010 Assessment and Treatment of Sick and Injured Patients, Part 2 (15 credits) and PMED3900 Bachelor Thesis (15 credits)
• PMED1400 Assessment and Treatment of Sick and Injured Patients, Part 1 (20 credits)

It may also be relevant to offer these courses in combination with courses related to other study programmes at the Faculty of Health Sciences.

Nordplus has also established cooperation through the Nordparamedics network, in which student exchanges of up to two weeks are possible in the sixth semester. Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

The courses PMED1400 Assessment and Treatment of Sick and Injured Patients, Part 1 and PMED3010 Assessment and Treatment of Sick and Injured Patients, Part 2 will normally be taught in English. Other courses may also be offered in English for international students as needed. The students can decide whether to write their bachelor’s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange is in a country outside Scandinavia.

Required coursework means all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or complete periods of clinical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge

The programme’s main coursework requirements are in the form of compulsory attendance, written assignments and practical tests.

Compulsory attendance

The study programme emphasises a social learning environment with student-active learning methods. The students are expected to attend scheduled teaching in order to foster knowledge, skills, suitability and clinical competence. Attendance is compulsory in areas that are important to the competence of a paramedic, and where the student cannot acquire knowledge and skills through self-study alone.

The minimum attendance requirement is:

• 90% compulsory attendance in all simulation and skills training
• 90% compulsory attendance in all forms clinical practice placements
• 80% attendance at seminars and study groups

Other activities may also be subject to compulsory attendance requirements.

Students are responsible for ensuring that they meet the attendance requirements. If a student exceeds the limit for absence, the person responsible for the course will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible depends on the extent of the student’s absence and which activities he/she has missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Separate regulations on attendance apply to placement in the ambulance service. For more information, see ‘Assessment of placement in the ambulance service’ below.

Written assignments

Several courses include compulsory written assignments. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment. Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Separate regulation apply to written coursework requirements related to placement in the ambulance service; see the course descriptions for PMEDPRA10 and PMEDPRA30 for more information.

More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Practical tests

Practical skills that are important for professional practice are tested in practical tests. If a student’s practical test is assessed as ‘not approved’, he/she will be given another attempt before the ordinary exam. The student cannot sit the ordinary exam if the practical test is not approved after two attempts.

Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Separate regulations apply to the practical test related to placement in the ambulance service in the course PMEDPRA30; see the course description for more information.

Gjennom heile studiet blir det lagt opp til varierte arbeidsformer med studentaktive arbeidsmetodar, avhengig av tema og studieoppgåver. Det krev at studentane deltar i seminargrupper der ein løyser oppgåver både saman med andre og individuelt. Arbeidsformene vil også variere frå fag til fag. Eksempel på dette er rollespel og kasusarbeid i pedagogikk og elevkunnskap, rekneverkstader i matematikk, øvingar i munnleg formidling i norsk, strukturelle filosofiske samtaler i RLE, «Tren tanken» i samfunnsfag, ekskursjonar i kroppsøving, praktiske forsøk i naturfag, skapande arbeid i musikk og mykje meir. Digitale læringsressursar er integrert i alle fag.

Praksis er nærare beskrive i fagplan for praksis for grunnskulelærarutdanning for trinn 5-10.

Praksisopplæringa består av 110 dagar rettleidd, variert og vurdert praksis. Alle dagane er lagt til 5.-10. trinn i grunnskulen, men fem av dagane kan leggast til den vidaregåande skulen etter nærare retningslinjer. Tidleg i studiet kjem fem dagar observasjon av lærararbeid i og utanfor klasserommet.

Det skal vere eit integrert forhold mellom studiefaga og praksisstudiet. Studentane skal få erfaringar med studiefaga i praksis og under og etter praksis reflektere over samanhengar mellom praksiserfaringar og teoristudium i studiefaga. Dette krev eit nært og tett samarbeid mellom studentar, faglærarane, praksislæraren og leiinga på praksisskulen. For å få til eit slikt samarbeid vil det bli gjennomført felles møter i samband med førebuingar og oppsummering av praksis.

Praksisopplæringa er fordelt med 80 dagar på syklus 1 og 30 dagar på syklus 2. I syklus 1 er det lagt vekt på utvikling av ferdigheiter, sosialisering til lærarprofesjonen, samt undervisningskunnskap i studiefaga. I syklus 2 er det lagt vekt på å gi studentane meir inngåande kunnskap om læringsprosesser, barn- og unges utvikling og forskings- og utviklingsarbeid i skulen, samt at det blir lagt til rette for utvikling av endringskompetansen til studentane.

Praksis er ein arena der det blir lagt til rette for læring gjennom øvingssituasjonar og rettleiing. Første året skal studenten i samarbeid med medstudentar planlegge, gjennomføre og vurdere undervisning med rettleiing frå praksislæraren og faglærarane. Vidare i studiet vil studenten få eit meir sjølvstendig ansvar for å planlegge, gjennomføre og vurdere undervisning. Innhaldet i praksis er beskrive i ein eigen fagplan for praksis i tillegg til at det er utarbeidd vurderingsrapport for kvart studieår. Vurdering av studentar i praksisstudiet er eit felles ansvarsområde for faglærarane i lærarutdanninga, praksislærar og rektor. Det er praksislærar som set karakteren bestått/ikkje bestått. Praksisutvalet annullerer eller stadfestar karakteren ikkje bestått. Praksis er også omtalt i fagplanane til kvart enkelt fag.

Profesjonstemaa konkretiserer progresjonen i opplæringa og knyter opp mot dei studiefaga studenten tar dei ulike åra. Tabell 4 viser omfang og innhald i praksisopplæringa i dei ulike studieåra.

Tabell 4: Omfang og innhald i praksisopplæringa

Syklus 1

Profesjonstema:

Lærarrolla, lærararbeidet, elevmangfaldet, skulen som organisasjon og lærarens tilrettelegging for læring av fag.

Dette omhandlar:

• Utvikling av eigen læraridentitet og relasjonskompetanse
• Lærararbeidet i møte med det fleirkulturelle klasserommet
• Klasseleiing
• Planlegging, gjennomføring og vurdering av undervisning
• Tilpassa opplæring og læringsfremmande vurdering
• Skule-heim-samarbeidet
• Skulen som organisasjon og samarbeid med andre instansar

Omfang:

1. år

• Haust: 5 dagar observasjonspraksis
• Vår: 20 dagar praksis
• Ungdomssteget

2. år

• Haust: 15 dagar praksis
• Vår: 15 dagar praksis
• Mellomsteget

3. år

• Haust: 15 dagar praksis
• Vår: 15 dagar praksis
• 5.-10. trinn

Syklus 2

Profesjonstema:

Vidareutvikle lærarkompetansen sin. Gi ein meir inngåande kunnskap om læreprosessar, lærarens tilrettelegging for læring av fag og forskings- og utviklingsarbeid.

Dette omhandlar:

• Læringsleiing og djupare forståing av elevmangfald
• Forskings- og utviklingsarbeid relatert til skulen
• Utvikling av endringskompetanse

Omfang:

4. år

• Haust: 10 dagar praksis - trinn-/klasseovertaking
• Vår: 20 dagar praksis
• 5.-10. trinn