PPRA300 Teaching Practice
Showing course contents for the educational year 2021 - 2022 .
Course responsible: Hans Erik Lefdal
Teachers: Gerd Eli Johansen, Edvin Østergaard, Sigrid Marie Gjøtterud, Erling Krogh, Solveig Strangstadstuen, Astrid Tonette Sinnes, Birgitte Bjønness, Gudrun Jonsdottir, Margrethe Naalsund, Nina Elisabeth Arnesen, Knut Omholt, Erling Krogh
ECTS credits: 0
Faculty: Faculty of Science and Technology
Teaching language: NO
Limits of class size:
Teaching exam periods:
This course starts in August block. This course has teaching/evaluation in August block, Autumn parallel, January block, Spring parallel, June block.
Course frequency: Annually
First time: Study year 2004-2005
The course consists of 60 days with supervised teaching practice. During these weeks, the students shall plan, execute and evaluate their teaching practice in cooperation with the supervisors. The practicum is divided into 2-3 periods throghout the study. During one periode the student should plan, execute and evaluate his/her own practice i collaboration with a supervisor.
There will be up to two meetings between the student and a teacher from NMBU. During the meeting the students' development as teacher should be discussed in light of information given from the school/practice place and education institution.
The course is linked to the learning outcome descriptions in the course’s pedagogy and subject / vocational didactics. Students must have developed competencies for education for sustainable development.
has knowledge of the vocational / program subject and its role in its own program area
has experience-based knowledge of students' learning processes and assessment as, for and of learning
has experience-based knowledge of the interaction between students and between students and teachers from 8th to 13th grade
has experience-based knowledge of school management, class management, teamwork, and knowledge of school-home collaboration
has experience-based knowledge of research and development work in schools
has experience-based knowledge of how education for sustainable development can be arranged
has knowledge of the teacher's role, rights, and duties. has experience-based knowledge of learning strategies, learning arenas, and working methods related to the nature of the profession / subject
can lead and facilitate teaching processes that lead to good academic and psycho-social learning processes, which promote life skills
can plan, implement, adapt, and evaluate training for a diverse group of students in accordance with legislation and planning
can lead interdisciplinary learning processes in complex issues, especially with emphasis on sustainable development
can apply, justify, and vary between a wide range of teaching and assessment methods including the use of digital tools
can adjust learning activities as needed and facilitate student participation
can enter collaboration with colleagues / management to facilitate teaching for students with special needs, and report in case of suspicion of intoxication and violence
can master relevant professional tools, techniques, and forms of expression, and reflect on their own professional practice and adjust this under supervision
can contribute to the subjects being practiced and vocationally oriented through the students' interests and in collaboration with colleagues and relevant actors in working life
can reflect on and critically assess, the content of education and students' learning considering current curricula, and clearly convey identity and pride in the subject / profession
can take responsibility for reflecting on their own development as a teacher and participate professionally in collaboration and development work in the training
can build good relationships and communicate well with students
can collaborate and communicate well with colleagues, parents, and other professions in the school
can critically reflect on professional, ethical, and political issues, including education for sustainable development
can contribute to change processes and collaboration on academic and pedagogical innovation in schools and involve local community, work, and cultural life in education
The teacher students shall prepare plans and sign reports for each period in teacher practice and they write plans for each lesson as a basis for supervision. The student must write practice visitreports.The teacher students also write logs during the course.
The course is based on the following working methods: 1. teaching practice. 2. experience. 3. participation. 4. collaboration. 5. continuous development. 6. exemplary.
The learning of the teacher student is supported by the supervisor at school and by the communication with and supervision from the teacher training department.
All literature is available in Canvas.
The course requires competence in teaching in science and/or applied subjects in the Study Programmes of Agriculture, Fishery and Forestry.
Teaching practicum consisting of 60 days.Plan: To be delivered within the first week in each practice period.Develop syllabi for each lesson, in consultation with the practice teacher.Evaluation: A signed copy is to be delivered after the practice period is finished.Visiting rapport: To be delivered after visit from NMBU has been done.Interview with a leader about the school as an organization: Done during the practice period.
The student are encouraged to write personal logs throughout the practice period.
60 days, equivalent with a teacher's work plan, this amounts to 500 working hours.
Reduction of credits:
Type of course:
The course consists of 60 days guided practical training.
External examiners are the supervisors and the management at school where the students have the practice period. The supervisors grade each period passed/failed. The course responsible decides the final grade of the course based on these assessments. Through practical training, a continuous assessment of suitability is performed.
Examination details: Praksis: Passed / Not Passed