Course code PPVE210

PPVE210 Counselling 2

Norsk emneinformasjon

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Showing course contents for the educational year 2021 - 2022 .

Course responsible: Solveig Strangstadstuen
Teachers: Knut Omholt, Sigrid Marie Gjøtterud, Hans Erik Lefdal
ECTS credits: 15
Faculty: Faculty of Science and Technology
Teaching language: NO
(NO=norsk, EN=Engelsk)
Limits of class size:
Minimum 10 and maximum 24 participants.
Teaching exam periods:
The course has teaching and assessment in the spring semester.
Course frequency: Once a year.
First time: Study year 2020-2021
Preferential right:
Teachers in the school who have supervision assignments for teacher students and newly qualified teachers.
Course contents:

Supervision pedagogy

Target group: Teachers who are supervisors for the newly appointed teachers.

As part of the strategy 'Teacher education 2025', the Parliament in Norway made the following decision in 2017: «The Parliamient asks the government in collaboration with the parties to formulate a national framework for a guidance scheme for newly appointed teachers which ensures that all new employees are covered by the scheme.»

The Ministry has prepared: "Principles and obligations for the supervision of newly qualified and appointed teachers in kindergarten and school." See: https://www.nyutdannede.no/media/1212/veiledning-av-nyutdannede-nytilsatte-larere-i-barnehage-og-skole.pdf (read 21.02.2021).

The course will contribute to competence development for supervisors for newly appointed teachers. The newly graduated must be included in and be able to be a resource in the professional community. The responsibility for taking care of newly appointed teachers in a good way lies locally with the employer (cf. the Working Environment Act § 4-2, the Education Act § 10-8 and the Free Schools Act § 5-2 second paragraph letter i).

Learning outcome:

Knowledge. The candidate

  • has knowledge of how the professional teacher identity is developed through social interaction, experience and structural changes
  • have insight into the newly appointed teachers' qualifications and how they can be included as a resource and contributor in the professional community
  • has knowledge of guidance, its strategies and skills, and how these can contribute to the development and learning of the newly appointed teachers
  • has insight into how to integrate and express both the professional, relational and emotional in the guidance conversation.

Skills. The candidate:

  • can, based on the the newly appointed's needs and goals, initiate and include them in the school's mandate and organization, and in the teacher's tasks and responsibilities in the professional community
  • can in a systematic way plan, implement, observe and critically reflect on the course of supervision together with the newly appointed teachers individually and in a group
  • can recognize and show respect for the newly appointed teachers, and can express the power one has as a colleague and supervisor in the dialogue with them (s)
  • can contribute to the newly appointed teachers' participating in collaboration with colleagues and students and facilitate reflection on change measures in teaching and school development
  • can take the initiative to collaborate on ethical reflection and judgment in dialogue with the newly appointed teachers and the college.

General competencies. The candidate:

  • can reflect on and act on the basis of ethical professional guidance.
  • can respect the competence of others and recognize the limits of their own competence as a supervisor and teacher
  • can further develop in the college and indivdually further develop her/his professional guidance, by reflecting critically on her/his own guidance together with the graduate (s) and with support in the literature of the profession.
Learning activities:

In gatherings on campus: Lectures. Exercises with reflection.

In school: Guide the newly appointed teacher (s), document experiences and make reflections with support in professional literature and guidelines for the mentoring scheme for recent graduates.

Teaching support:
The student is supervised in supervision exercises in the sessions and in the compulsory activities.
Syllabus:
Compulsory literature in the subject is presented in the first gathering. Furthermore, the individual student designs self-selected literature based on her/his own needs and the purpose of the study. Self-selected literature is approved by the course coordinator.
Prerequisites:
Completed teacher education and experience as a teacher. It is a prerequisite that the student during the study has / has had a newly qualified teacher, or a teacher student, to supervise.
Recommended prerequisites:
Teacher education. Is employed at the school as a teacher.
Mandatory activity:
Three written, individual logs on guiding. Assessment: Approved / Not approved.
Assessment:

Individual, written reflection assignment. 

Grade: Passed/Not passed. 

Nominal workload:
25 hours per credits.
Entrance requirements:
Teacher education and experience as a teacher.
Reduction of credits:
.
Type of course:
Lectures and work in groups in the three sessions of 2 days on campus. Supervision practice in school. Reading and writing between gatherings. Participation in writing and response groups.
Examiner:
An external examiner approves the examination scheme and censors the reflection note.
Examination details: Assignment: Passed / Not Passed