Studieprogram

Teacher education 8-13 at NMBU will educate secondary education teachers with natural science and professional strong points. The students will acquire learning outcomes within their subjects of specialization, in pedagogy and subject didactics as well as teaching practice. Subject 1 and subject 2 will give the students the teaching qualification for natural sciences grades 8-13. A solid academic specialization combined with a professional scientific qualification will give the students a good starting point to inspire students to explore different subjects and find the joy of learning. A superior goal for the teaching education programme at NMBU is to educate natural science teachers who can contribute to a sustainable development.

In the National Curriculum Regulations the teacher education programme is described (grades 8-13) in the National learning outcomes. (Determined by the Ministry of Education and Research 18. March 2013 under the provision of act 15, 1. April 2005 on Universities and University Colleges (Act relating to Universities and University Colleges) § 3-2 subsection two. Revised by regulations 14. August no.978, 15. March 2016, no. 280.

Knowledge

The graduate

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Have advanced knowledge of their chosen fields and have spescialized insight into a professional subject area

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Have extensive knowledge on scientific issues, research theories and ¿methods in academic, pedagogical and subject didactic related questions.

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Have knowledge of the development of the school as an organization and subjects such as school-, culture-, research subjects as well as a broad understanding of the school¿s mandate, core values of training and schooling.

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Have in-depth knowledge of relevant research literature and current law and plans, and be able to apply this to new areas relevant to professional practice.

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Have knowledge of youth culture and the youth¿s development and training in different social and multicultural contexts.

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Have knowledge of children and adolecents in difficult life situations, including knowledge of violence and sexual abuse against children and adolecents, their rights from a national and international perspective, and how to initiate neccassary measures according to current legislation.

Skills

the candidate:

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Is able to orient themselves in relevant literature, analyze and relate critically to sources of information and excisitng theories within the different subject areas.

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Is able to apply academic literature and other relevant sources of information to structure and formulate professional reasoning in different areas.

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Is able to complete an independent, defined and professional research project under supervision and in line with current ethical research norms.

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Is able to apply research- and experience-based knowledge to identify and work systematically with basic skills and plan and direct teaching at different platforms, which leads to valuable professional and social learning processes.

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Is able to use varied working methods, relevant methods from research and professional development to differensiate and adapt learning in accordance with the current curriculum, independently and professionally as well as creating a motivating and including learning environment.

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Is able to use digital tools when teaching, planning, communicating while also guiding the young in their digital everyday life.

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Is able to describe the characteristics of competence, evaluate and document student learning, provide encouraging feedback through learning and help students reflect on their own learning and professional development.

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Is able to identify the specific needs of children and adolescents, including identifying signs of violence or sexual abuse. Based on academic assessments, the candidate should be able to establish a cooperation with relevant interdisciplinary partners acting to the child¿s best interest.

General competence

The candidate:

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Is able to contribute to innovative processes, innovation, and carry out professional academic development work while facilitating the involvement of the local society, culture and businesses into the education process

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Is able to convey and communicate professional problems related to professional practice at an advanced academic level

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is able to act professionally and critically reflect over and analyze academic, professional ethics and research ethics as well as education-policy questions and problems

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Is able to independently further develop their own skills and contribute to the academic development of both colleagues and the school

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Is able to build a relationship to students and parents, and cooperate with participants relevant to the schools

Learning outcomes comply with the National qualification framework for lifelong learning, level 7 (cycle 2). The candidate shall upon completed teaching training grades 8-13 have the following overall learning outcome defined as knowledge, skills and general competence.  

NMBUs teaching training in natural sciences have:

- Academic learning outcomes in subjects 1 and 2 which can include physics, chemistry, biology, mathmathics, geomatics, science, informatics and economy (subject 2 economy can only be chosen, when subject 1 is mathematics).

- Subject didactic learning outcome directed at individual natural siences

- Pedagogical learning outcomes directed to learning and development for students grade 8-13 and to the school¿s mandate, organization and role in society.

- Learning outcomes in teaching experience for previous discussed subjects in natural science, associated with subjects in didactic and pedagogics grade 8-13.

See the course description for a detailed description of the learning outcomes in individual subjects.

The programme of study qualifies for teacher positions in upper secondary school or primary -and lower secondary school (grade 8-13) with two or more of the following subjects:

• physics
• chemistry
• biology
• mathematics
• informatics
• geomatics
• natural science

This program is fitting for those who wish to work with different disciplines as well as people. Upon graduation, the students receive a master¿s degree and are qualified to enter other businesses besides the school system, both public and private, such as engineering, entrepreneur and research related companies. Furthermore, the degree qualifies for PhD-studies at Norwegian and foreign educational institutions.

The first part of the programme consists of joint compulsory subjects:

The first part of the course consists of joint compulsory subjects:

• Ex.phil 10 credits
• basic mathmatics 10 credits
• statistics 10 credits
• basic course in profession subjects 10 credits

In addition, two course groups (course 1 and 2) will be included, which will provide teaching competence in the chosen subjects, 60 credits each. The science course group is 90 credits. One of the course groups (course 1) is expanded with a 20 credit specialization at the 200-level, qualifying for master¿s level subjects. Those who choose course groups/ specialization groups in physics or economy also have to choose mathematics as a course group. At NMBU economy and science can only be chosen as course 2.

To ensure academic requirements at least one of the courses in the natural sciences biology, physics and chemistry should be included.

The teaching experience is included in each of the first four years of the programme. a total of 100 workdays are spread over 15 days the first academic year, 10 days the second and third academic year and 65 days the fourth academic year.

During the fourth academic year, the student enrolls in 50 credits of professional courses; 25 credits of pedagogy and 25 credits of subject didactics, in addition to 65 days of teaching experience. During the fifth year the student enrolls in subjects to prepare for the master thesis in course 1 or subject didactics associated with this course. This includes at least 30 credits at the 300-level. The programme is completed with a 30 credit master thesis in course 1 or subject didactics in course 1.

Students accepted at a later point in the academic progression, immediately start the third academic year and will be offered an individual education plan for the three remaining years. The courses in the education plan is dependent on the external education already completed.

Students accepted through Samordna Opptak starts the first academic year and shall follow the scheduled education plan. Students with previous higher education could apply to gett his fitted into the education programme. All mandatory courses in the education plan has to be approved.

The department may provide exemption from the programme¿s requirement to complete Examen philosophicum if the candidate has a bachelor¿s degree or a degree equivalent to a degree of at least three academic years.

A collaboration with teaching institutions in Africa is under development. In areas such as renewable energy (solarenergy, wind, heat pump technology) the teacher education programme is cooperating with the Institute for Energy Technology at Kjeller.

Higher Education Entrance Qualification + general education teacher- and natural science requirements (LÆREAL)

A faster progression is possible for applicants with a three-year relevant education of at least 180 credits. A minimum 80-credit specialization is required in either biology, chemistry, mathematics, physics, informatics or geomatics. For students who meet NMBU¿s requirements in natural science course combinations, one course combination (60 credits) in one of the previous listed subjects is sufficient. Applicants accepted admitted to a higher academic year have to make sure they have received teaching qualification for two subjects prior to starting their master thesis. Primary School and Lower Secondary School teaching-students may apply for admission to LUR and be credited prior subjects.

A police certificate with equivalent content to what is mentioned in the Police Databases Act§39 subsection 1 is required.

The teacher education programme at NMBU is built upon an active student participation. We offer a broad specter of learning activities adapted to the different subjects. The professional classes use varied and exemplary work- and learning methods such as individual and group work assignments, development projects and reflective tasks. Digital tools are used in collective work, in intermediate period projects and in practical training.

The education programme includes 100 days of practical training in the school distributed over the course of four years. The students start the practical training the first year of the programme.