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PPPE302 Student, school and society in Agriculture, Fishing and Forestry

Credits (ECTS):30

Course responsible:Anders Grydeland, Nina Storborg

Campus / Online:Taught campus Ås

Teaching language:Norsk

Course frequency:Annual

Nominal workload:Rated workload is 25 hours per credit.The work consists of gatherings and work with compulsory activities outside gatherings.

Teaching and exam period:The course starts in August block. This course has teaching/evaluation in August block, Autumn parallel, January block, Spring parallel, June block.

About this course

Pedagogy is a subject of culture and academic science, which links history, culture, life views and politics together. The core of the subject includes perspectives on how upbringing and teaching can contribute to students' academic, social, and personal learning, in an increasingly knowledge-intensive society. At NMBU, the subject of pedagogy is linked to the teacher education's vision of Education for Sustainable Development. The subject emphasizes student perspectives, which in the teacher's teaching should promote students' formation and development both as an individual, a fellow human being and an active participant in democracy and social development. The subject must also contribute to the student's teacher identity, with teaching that is based on professional and ethical principles. The student must show the ability to critically analyze the role of the teacher and the school's activities, the school organization and the field of nature use and management. The subject of pedagogy is anchored in the Education Act, and the regulations and curriculum of the education. In the study, the student must prepare to deal with challenges and opportunities that lie in the use of multicultural learning arenas to promote cooperation, diversity, citizenship, and life skills. Central to the subject is also to develop students' relational skills in such a way that they can build a constructive and inclusive learning environment and meet students, parents, and colleagues with professional and interpersonal skills. The course pedagogy will contribute to the student experiencing progression, wholeness, and coherence in the study.

Learning outcome

Knowledge

Candidates:

  • can explain strategies for leading diverse learning communities, in the school and in various nature-based arenas
  • can reflect on students’ development, motivation, learning and socialization with support from research-based knowledge
  • can discuss connections between individual, social and cultural factors in a diverse and multicultural learning community, including upbringing cultures, agricultural occupational cultures and life forms
  • can explain strategies for relationship building with and between students, colleagues and parents
  • can account for connections between educational history, including Sami educational history, the school's mandate, the vocational training in nature use and the teacher's role in the school and society
  • can describe the school organization, as well as relevant laws, conventions and curricula that are central to the vocational education in nature use
  • can discuss the role of nature management education in Norwegian society
  • have knowledge of how societal trends affect nature use in business and leisure and the need for competence in school, work and community life
  • have knowledge of difficult life situations and issues that children and young people may encounter and what rights and support bodies it may be relevant to cooperate with
  • know research-based knowledge about education and training in a society based on visions of democracy, diversity, and equality.

Skills

Candidates

  • can create a motivating, constructive and inclusive learning environment that considers student diversity
  • can analyze and discuss content and challenges in legislation and curricula as a starting point for their own professional practice
  • can guide and provide learning-promoting feedback and help students to reflect on their own learning and professional development
  • can guide students in making further educational choices from the lower secondary level to vocational training
  • can build relationships with, communicate, and collaborate with students, colleagues, parents, and other bodies associated with the school
  • can participate in and plan research-based development work in the school, as well as evaluate the work critically
  • can critically assess adapted vocational education in the light of perspectives on life skills, citizenship, democracy and sustainable management of natural resources

General competence

Candidates

  • can meet all students, parents and colleagues through dialogue and respect
  • can further develop their own competence as vocational teachers and contribute to both colleagues' and the school's professional development
  • can orientate themselves in professional literature, raise relevant questions, explore, and discuss these critically and develop their own professional practice
  • can reflect on how emotional and willful aspects in students can affect their learning and collaboration with others
  • can contribute to a good psycho-social learning environment as well as prevent bullying and perform the activity duty.
  • Introductions to professional analyses, discussions and reflection of practice and theory. Working in different groups where the students learn and guide each other, literature studies and writing tasks are key working methods. Lectures. Students' participation is important.
  • Teachers and fellow students will supervise the students during the compulsory activities.
  • The course is for everyone who has teaching competence in Programme for Agrigulture, Forestry and Fishery, and those who have a combination of previous and science subjects (science, biology, physics, geology, chemistry, informatics and / or mathematics). Good Norwegian skills, oral and written, are required.

  • Total examination: The evaluation consists of a semester assignment which is pedagogical reflection paper that counts 40% and an oral examination that counts 60%.

    Grading: A-F.



  • An external examiner approves the examination scheme and evaluates the written as well as the oral examination.

  • I. A vocational pedagogical development project that is group-based.

    Assessment: Approved / Not approved. Supplementary information is provided in Canvas.

    II. Participation in a minimum of 80% of the teaching.

    Prerequisite for taking the exam are that all compulsory activities have been approved.

  • The course consists of gatherings, each gathering 4 - 5 days.
  • Admitted to PPU, with teaching competence in Programme for Agrigulture, Forestry and Fishery, or a combination of Agrigulture, Forestry and Fishery and science, borth part-time and full-time
  • Admitted to PPU, with teaching competence in Programme for Agrigulture, Forestry and Fishery, or a combination of Agrigulture, Forestry and Fishery and science.