Bekendtgørelse Om Bachelor Training As A Teacher In Elementary School

Original Language Title: Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=124492

Overview (table of contents) Chapter 1 of training objectives and duration

Chapter 2 of training content

Chapter 3 Education organisation

Chapter 4 access to major subject

Chapter 5 participation and compulsory attendance

Chapter 6 tests and other assessment

Chapter 7 Voluntary teaching

Chapter 8 Credits, exemptions and waiver

Chapter 9 Other rules

Chapter 10 the educational institution's curriculum

Chapter 11 Complaint rules

Chapter 12-entry into force and transitional rules

Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6

Annex 7

Annex 8

Annex 9 the full text notice on training to bachelor as a teacher in elementary school

Pursuant to section 4, paragraph 2, article 5, paragraph 2, article 7, paragraph 3, article 8, paragraphs 1 and 2, § 9, nr. 1 and 3-4, § 12, § 13 (2) and section 14 (2) of law No. 579 of 9. June 2006 about education for bachelor as a teacher in primary school and negotiated with the relevant principal assemblies, and section 22, section 23, paragraph 3, and § 24, § 27, § 30 of the law No. 207 of 31. March 2008 on vocational college education and university education, lays down:

Chapter 1

Training objectives and duration

§ 1. The student shall for the purposes of the profession-oriented work as a school teacher through training





1) obtain theoretical and practical prerequisites for independently to collect, analyse, systematize, select and disseminate knowledge on the basis of subject-related methods and in accordance with the education University aims and purposes, see. teacher training Act § 1,

2) using its theoretical and practical conditions learn to cooperate and to plan, evaluate, develop and carry out training and

3) in close interaction with the educational subjects and the internship course-didactic insights in his obtaining a major subject that qualifies to justify overseeing the teaching and the solution of other tasks in relation to teacher public school purposes, to school the subject's own purposes and for the essential features in the development of society as well as to the individual student's needs, conditions and development opportunities and conditions.





§ 2. The training lasts 4 years equivalent to 240 points in the European Credit Transfer System (ECTS). The length indicates the number of students per year, which must be used as a basis for the organisation of training. A student FTE is calculated as a full time student work in a year and is equivalent to 60 ECTS credits.

(2). Training must be completed within 6 years after the start of study. Therein shall not be included in the training due to delay's absence in connection with pregnancy, childbirth and adoption, see. maternity law. The educational institution may, in each case, or by rules laid down in the curriculum to approve extension of the training in addition to 6 years as a result of the leave of absence for military service, leave of absence due to illness, or where specific conditions are fulfilled.

(3). The training gives the right to the term bachelor as a teacher in elementary school. The term in English is Bachelor of Education.

Chapter 2

Training content

Objectives and core knowledge and skill areas for individual trades and guiding the hour

§ 3. Objectives and core knowledge and skill areas for individual subjects in training, in accordance with article 3. teacher training Act § 2, nr. 1-3 and 5, and section 3, the following annex to the notice:





1) Fællesfag: internship at 36 ECTS-points, Christian studies/life information/citizenship on 17 ECTS credits and pedagogical subjects in the form of General didactics, psychology and pedagogy on a total of 33 ECTS credits.

2) major subject on every 72 ECTS credits, one of which is mandatory as the first major subject: Danish (age-specialized) in the form of Danish – common pathways, Danish – age specialization towards beginner-and intermediate stage or Danish – age specialization towards the middle and end step, nature academically common course as an introduction to the physics/chemistry and nature/engineering, and mathematics (age-specialized) in the form of math – common courses, mathematics – age specialization towards beginner-and intermediate stage or math – age specialization towards the middle and end step.

3) Not compulsory major subject on every 72 ECTS credits: English, history and sport.

4) major subject at every 36 ECTS credits: art, biology, Danish as a second language, French, geography, home economics, religious studies/religion, equipment design, music, social studies, special education, and German.





(2). The educational institution shall lay down in more detail the content of the curriculum of training courses, see. Chapter 10.

§ 4. The educational institution must in curriculum establish hours of teaching, see. paragraphs 2 and 4, and for guidance, see. paragraphs 3 and 4, in the individual subjects. The student's independent study activity in the form of preparation for teaching, writing work, tests and voluntary teaching are not included in the hour after 1. PT.

(2). With the exception of the subject internship term hours for teaching individual subjects the number of curricular units of 45 minutes, which is associated with preparation time for the teacher, and where more students are taught at the same time. The educational institution may in the determination of hours of instruction in individual subjects, starting with the following indicative figures:





1) pedagogical subjects: 220 hours.

2) Christian studies/life information/citizenship: 112 hours.

3) per 36 ECTS credits in the major subject: 240 hours.





(3). With the exception of the subject internship term hours for guidance in the individual subjects the number of teacher work hours by 45 minutes, where the teacher is available per student. The educational institution may in the determination of hours of guidance in the individual subjects, starting with the following indicative figures:





1) pedagogical subjects: 6 hours.

2) Christian studies/life information/citizenship: 2.5 hours.

3) per 36 ECTS credits in the major subject: 6 hours.





(4). For the subject internship should the educational institution in the curriculum in addition to those referred to in paragraph 1, the numbers also determine a total hours for the student's internship hours. The educational institution may in the determination of hours, starting with the following figures:





1) Internship tutorials, understood as the number of units of 45 minutes, which is associated with a teacher or trainee teacher, and where the students are taught: 8 hours.

2) Internship supervision hours, understood as the number of units of 45 minutes, in which the teacher or internship supervisor is available to the students: 19 hours.

3) Internship hours, understood as teaching lessons of 45 minutes, in which the students participate in teaching students at the different internship sites: 297 hours.





Internship

§ 5. The student must have practical training in all the chosen major subject and in all four academic year.

(2). The goal of the internship is to provide a link between theory and practice, in order that the student acquires theoretical-based practical skills to prepare, implement and evaluate training courses. The educational institution shall organise the internship so that through all apprenticeships is an educational progression in relation to the objectives and training purposes, see praktikkens. § § 22-24. The educational progression must be described in the educational institution's curriculum.

§ 6. The educational institution must ensure that the internship is being prepared, implemented and after are treated in collaboration with the educational disciplines and the relevant main subjects, and to the internship can be involved in the bachelor project, see. sections 10-12.

(2). The student's implementation of the internship at the internship site must include tutorials with students and participation in other teacher tasks under the guidance of one or more trainee teachers.

§ 7. The internship are organised over a total of 24 weeks and takes place in elementary school, and if possible also in other school types, see. However, paragraph 2 2. point the majority of the student's internship hours in courses organised throughout the weeks.

(2). The internship is part of a continuous period of 7-9 weeks, school period, is placed in 3. or 4. academic year, and culminating with the students independently conducting the teaching. School period shall take place at a primary school, a free elementary school or after school.

§ 8. With the educational institution's approval in each individual case, internship, with the exception of school period, see. section 7, paragraph 2 2. item, take place at the





1) Danish schools in Southern Schleswig,

2) schools on the Faroe Islands and Greenland and

3) foreign schools in connection with one of the educational institution organized and approved study abroad, see. section 37, paragraph 2.





§ 9. The internship is coordinated by the educational institution with the other parts of the training.

(2). The educational institution shall lay down in curriculum praktikkens details location in each year of study and praktikkens detailed content, scope and organisation of the basic regulation. sections 5-8 and chapter 10.

Bachelor project

§ 10. As part of the training, the students develop a greater self written task in the form of a bachelor project, see. teacher training Act § 2, nr. 4, and clause 4. Bachelor project represent 10 ECTS credits.
(2). Bachelor project to be drawn up





1) individually,

2) in a self chosen and by the educational institution approved topic relating to a teacher professional issue of relevance for training purposes,

3) related to one of the student's current or completed major subject,

4) in the context of education and pedagogical subjects,

5) with the inclusion of skills and knowledge acquired through education and training or other experience from practice and

6) during use of the scientific method.





(3). The total set of skills that the students through the bachelor project must demonstrate to be achieved, as set out in annex 6.

(4). The scale of the finished bachelor project must correspond to at least 25 and a maximum of 35 normal pages á 2600 characters. Any annex in addition may not exceed 10 standard pages.

§ 11. The students draw up under the guidance of tutors in the affected professions bachelor project on education 4. year of study.

(2). Bachelor project is prepared through the entire training. The educational institution must in curriculum establish how the institution among others through teaching and tasks in learning various subjects progressive support the students in the acquisition of competencies to implement the bachelor project, see. Chapter 10.

§ 12. The educational institution must in curriculum set the detailed requirements for the bachelor project as well as the details of this, see. Chapter 10.

General substantive conditions

§ 13. The educational institution must ensure that in all subjects, as appropriate, work with





1) the students ' oral and written language skills and

2) international topics.





(2). The educational institution must ensure that each student in the course of training working with





1) public school compulsory subjects, see. primary school section 7, and

2) the special circumstances prevailing in relation to vulnerable children, including the prevention of and the fight against the abuse of children and neglect in General.





§ 14. The educational institution must ensure that students in education fællesfag working with class management and with issues relating to home-school co-operation.

§ 15. The educational institution must ensure that in all main subjects included reflection on the subject's opportunities to contribute to the development of children's oral and written language skills, including reading learning and reading training.

(2). The teaching of study have to be organised, taking account of the specific requirements laid down for the student's qualifications for admission to the profession, see. Chapter 4.

Information and communication technology

§ 16. The educational institution must ensure that information and communication technologies, where appropriate, integrated into the teaching of all subjects. Information and communication technology in education shall contribute to the development of the individual fags topics, concepts and methods.

(2). Educational institution, organisation of training shall contribute to the students acquire theoretical and practical conditions for applying information and communication technologies in the context of teaching and evaluation in the Folkeskole.

Research results and innovation

§ 17. Education and teaching must as far as possible involve the results of national and international research, experimental and development work relevant to teacher profession and suitable to contribute to developing and applying new professional knowledge.

(2). The educational institution will assist the students in acquiring theoretical and practical prerequisites for being able to engage in contexts where carried out research and development work in the field of teacher professional area.

§ 18. The student must apply for the training methods and forms of cooperation, which can develop school students ' innovative competence, willingness and ability of including in an interdisciplinary interaction to think creatively and demonstrate really bright. The educational institution must ensure that in line subjects included reflections on stimulation of school pupils ' systematic work with idea generation and entrepreneurship in an interdisciplinary interactions among school subjects.

Evaluation and documentation

§ 19. Evaluation, documentation and use of evaluation results in the planning and implementation of teaching must continuously engage in training in connection with





1) student work in training with various evaluation and documentation forms for use in elementary school, see. the individual objectives and core knowledge and fags skill areas, and

2) educational institution evaluation and documentation above for the students with regard to the benefits of the study.





(2). The educational institution shall determine in the curriculum, how the work of evaluation, documentation and use of evaluation results is included in the training of the basic regulation. Chapter 10.

Cross-professional element

§ 20. In the training included a cross-professional element, see. teacher training section 5, paragraph 1.

(2). The educational institution shall organise the cross-professional element in such a way that the students on the basis of his teacher professional identity achieves an insight into other relevant education and an understanding of the touch surfaces between and limits of own and others ' profession in the solution of specific tasks, including, among other things, in the work with children at risk, see. section 13, paragraph 2, no. 2.

§ 21. The cross-professional element of training is similar in scale to 8 ECTS credits and is composed of elements from various training courses.

(2). The cross-professional element must be arranged in conjunction with at least one of the partners that are relevant to the teacher's profession, with a view to ensuring a better task solution in cooperation between the professions.

(3). The educational institution shall define the detailed organisation of the curriculum in the cross-professional element, see. Chapter 10.

Chapter 3

Training organisation

Progression in training

§ 22. The progression in the students ' acquisition of teacher competencies in education is rooted in the subject internship, see. §§ 5-9. Training must therefore be organised with internship profession as the focal point for the student's progression, without prejudice. § 25.

(2). In as well as in education and other subjects should internships come in the students ' work with the goal of, as well as documentation and evaluation of their own learning and teacher professional development, see. section 19 (1) (8). 2.

§ 23. On education 1. year of study the student must observe, describe, analyze and assess demarcated and simple strands. The students must also plan, implement and evaluate teaching in short course.

(2). On education 2.-4. year of study the student must build on lessons learned from the 1. academic year and thereby acquire jurisdiction to work more independently and with assignments of increasing scope and complexity.

§ 24. It must be reflected in the educational institution's curriculum, the manner in which the subjects are placed on each academic year, contributes to the student's progression through training, see. § § 22-23.

Interaction between fællesfag and major subject

§ 25. Internship and training other subjects shall cooperate through all year to provide a framework for the students ' acquisition of knowledge about and skills in planning, observation, analysis and documentation of the company, including the study of teacher education, collaboration and communication in the classroom.

(2). The educational institution must through the curriculum of the basic regulation. Chapter 10, organise training in such a way that there is a binding interaction between the education place subjects.

section 26. Each line subjects Danish (age-specialized), physics/chemistry, mathematics (age-specialized) and natural/TechNet contains within it individual fags 72 ECTS-points in addition to the subject's education an integral element consisting of educational disciplines, see. paragraphs 2 and 3.

(2). The educational element referred to in paragraph 1 shall correspond in scope to 6 ECTS-points in that course, see common fags section 33 (1), (2). point, and 6 ECTS-points in each of the respective specialisation course. fags

(3). The educational institution shall organise the scheme of study referred to in paragraphs 1 and 2 educational element so that overlaps are avoided as far as possible for students who choose two main subjects covered by paragraph 1 or both of one of these line fags specialisation courses. The educational institution shall organise in the curriculum, how the pedagogical element highlighted by the respective joint or specialisation courses, fags including URf.eks. by working with various educational topics and themes.

§ 27. In order to support the students ' acquisition of prerequisites alone and together with others to coordinate lessons learned from various disciplines to the educational institution to organise training in such a way that at times working with topics and themes, where there is a cooperation between the educational courses, internship and study, and where more than one of the student's study included.
section 28. The educational institution must, through its organisation of training in the curriculum to ensure the establishment of a cooperation between the students, see. § 64, and teachers in line trades, in pedagogical disciplines and in the internship.

(2). The educational institution shall lay down in curriculum regulations for the mutual cooperation between teachers in training courses and for cooperation between teachers and students, see. Chapter 10. The shell of the institution's academic regulations, specify the manner in which cooperation between teachers supports the interaction between education subjects and disciplines, see. § § 25-26.

Tenders, admission to and organisation of major subject

section 29. The educational institution shall determine in the curriculum, what are the main subjects, including age specializations in Danish and mathematics offered. In the curriculum establishes the time of supply by the major subject, which form part of the institution's total supply, see linjefags. However, section 35.

section 30. The student's admission to the major subject is done within the framework, the educational institution shall determine in the curriculum, and under compliance with the entry requirements to study line provided for in §§ 39-40 and possibly supplemented in the institution's curriculum, see. § 41.

section 31. The educational institution shall organise for the sake of the ongoing assessment of the students of samples, see. Chapter 6, the students ' implementation of line subjects English, history and sport with a førstedel and a andendel of the basic regulation. Annex 3, which each make up 36 ECTS-points.

section 32. The educational institution shall lay down detailed rules for invitations to tender in the curriculum and the organisation of major subject, see. Chapter 10.

The series of major subject, one of which is mandatory as the first major subject

section 33. The student must be in the context of inclusion of the training or on first year choose its first major subject among the subjects Danish (age-specialized), physics/chemistry, mathematics (age-specialized) and nature/technique. The in 1. fields referred to begin each paragraph with a common course on 36 ECTS credits, see. paragraphs 2 and 3. The educational institution shall organise the training so that the common gradient in the student's first major subject can be implemented in the course of the first two semesters, see. § 44, 1. PT.

(2). Common curriculum for students who choose Danish (age-specialized), takes as its starting point the Danish lessons at the school between steps. Common curriculum for students who choose mathematics (age-specialized), takes as its starting point in mathematics education at the school between steps.

(3). Common curriculum for students who choose physics/chemistry, or natural/technique consists of a wide natural academic course, which forms the basis of the student's final choice of specialization in physics/chemistry, or natural/technique.

§ 34. The educational institution must in curriculum determine the time of choosing age specialization for students who choose Danish (age-specialized) or math (age-specialized). Students who have followed the broad nature of professional common course, choosing specialization in physics/chemistry, or natural/technique on the basis of common progress. The student shall, not later than at the conclusion of a joint course choose a specialisation course.

section 35. The educational institution must be in the immediate extension of a common course offering the associated created specialisation courses which are part of the institution's total supply, see linjefags. Article 29, paragraph 1 1. PT.

§ 36. The major subject at each 72 ECTS credits, one of which is compulsory, and which educational institution create must as far as possible be organised in a way that gives the student the opportunity to implement the individual major subject without interruption.

(2). For a student who chooses either age specializations in Danish or mathematics, so that the total study constitutes 108 ECTS-points, can one specialisation courses organised with interruption in proportion to the progress and the first chosen specialisation courses, see. (1). Similarly, for students who choose both physics/chemistry and nature/technology, and where the two main subjects together comprise 108 ECTS-points.

Internationalization

section 37. The educational institution may, in addition to the on Danish planned training also organise parts of training for each student gathered corresponds to a maximum of 60 ECTS credits, as pathways common to Danish and foreign students and in a language other than Danish, see. However, section 49, paragraph 5.

(2). The educational institution must allow for study abroad, including stay of at least three months duration, within the framework of the training referred to in article 6. § 8, nr. 3, and section 49, paragraph 5.

(3). The educational institution shall lay down rules on the organisation in accordance with paragraphs 1 and 2 in the curriculum of the basic regulation. Chapter 10.

Guide

section 38. The educational institution must offer students advice and guidance on the implementation of the training. In vejledningstilbudet must, among other things, included information about the student's opportunities for choice of main subjects, including opportunities for technical completion for access to study, and the student's opportunities for composition by major subject and its importance in relation to employment and work in the public school.

(2). The educational institution shall organise the detailed scheme of study guidance offerings, see. Chapter 10.

Chapter 4

Access to major subject

§ 39. The students have access to each of the major subject in training, when the person concerned in one or more of the qualifying upper secondary subjects and levels laid down in annex 5 for the major subject, according to the Danish 7-point scale, see. notice on the grading scale and the other judgement, at least have achieved grade 7 on B-level or grade 02 on A-level, see. However, paragraph 2. The character must be achieved either by trial or as final position character or final grade in that subject.

(2). Access to the profession of Danish line (age-specialized) assumes that the students in the Danish upper secondary A-level after the 7-point grading scale at least have achieved grade 7, see. (1), (2). PT Students which start in 2007 or 2008, teacher education, irrespective of their 1. paragraph and paragraph 1 1. point, access to the first major subject, see. § 33, when the students in one or more of the qualifying upper secondary subjects and levels laid down in annex 5 for the major subject, according to the Danish 7-point scale at least have achieved grade 02 on B-level, see. (1), (2). PT.

(3). Students who do not meet the requirements of paragraphs 1 and 2 provided admission requirements to a major subject, the educational institution may be given access to the major subject, if the institution after a real competence assessment estimates that the students have the necessary professional skills to follow the level of teaching. Access to the profession of music requires documentation for line experience in music performance. The educational institution shall determine in the curriculum of the basic regulation. Chapter 10, how real competence assessment takes place.

(4). In exceptional cases and after a concrete, individual assessment can provide a training establishment students access to one or more major subject notwithstanding the provisions of paragraphs 1 to 3.

§ 40. Students who are not under section 39 have access to one or more desired major subject, have, provided that they fulfil the conditions laid down in the Ordinance on high school completion (GS-notice), the opportunity also for inclusion in teacher education through high school completion to acquire sufficient conditions to be included in and implement it or the relevant major subject.

§ 41. The educational institution may in the curriculum establish an access limitation of how many students can be recorded at any given study, including joint-and specialisation courses.

(2). The educational institution has provided access limitation to the study referred to in paragraph 1, the institution of the curriculum establish detailed criteria for inclusion on the relevant major subject, since the recording must be done after the students ' qualifications. The institution may not pursuant to 1. point lay down lower requirements for admission to each of the major subject than what follows from section 39, paragraphs 1 and 2.

Chapter 5

Participation and compulsory attendance

§ 42. The students will participate in the training, which it organised by the educational institution. As part of the obligation to have the student participation compulsory attendance to education 1. year of study and internship.

(2). The educational institution must in curriculum establish detailed rules on the students ' participation obligation and in this context establish compulsory attendance in addition to paragraph 1, 2. section, for specific training courses, such as URf.eks. requires several simultaneous involvement of students, and require ongoing assessments of the student's efforts under way in the Studio. The institution's curriculum must clearly describe how participation obligation concretely fulfilled in the various parts of the training, the consequences don't get to fulfill participative obligation, and how a student who has not fulfilled its obligation, imposed on participation to catch up for lost time, which may include an obligation for the institution's decision to move parts of the training.

(3). To use for the evaluation of the student's fulfillment of the obligation of participation to the educational institution register the individual students ' participation in training. The educational institution must in curriculum determine how the students ' participation in training shall be recorded.
(4). The educational institution shall be required to inform the students about study start participation obligation and on the institution's registration of the individual student's participation in the training.

section 43. Fulfilment of the obligation, within the meaning of participation. § 42, paragraphs 1 and 2, is a prerequisite in order to be able to prepare for the trial in the concerned subjects and to get practical training at each study rated vintages, see. Chapter 6.

(2). Have the students despite written warning repeatedly or for a long time failed to fulfill participative obligation under section 42 (1) and (2) the educational institution may expel the student from the institution concerned.

Chapter 6

Tests and other assessment

§ 44. By the end of the 2. semester after semester, the students participate in an internal test, see. § 45, nr. 1, in the part of the student's first major subject, which constitute a common course on 36 ECTS credits, see. section 33 (1), (2). point the educational institution shall establish the other samples location in training, in accordance with article 3. However, section 48, paragraph 2, in the curriculum of the basic regulation. Chapter 10.

§ 45. The educational institution provides intra oral or written individual subsample the students pass or fail assessment





1) at the conclusion of a common course, see. section 33 (1), (2). point, and

2) at the end of the first part of the line the subjects English, history and sport, see. section 31.





(2). The internal oral or written subsample in sport can be combined with a practical test. The practical test may be carried out by several eksaminanders cooperation in the presence of the evaluators, if compliance with the subject's goals cannot be documented in some way.

§ 46. The pedagogical subjects in the form of General didactics, psychology and pedagogics, each with an individual try. Each sample can be internal or external, see. (2).

(2). The Ministry of education shall determine the extent of external examinations in the teaching profession.

§ 47. The following subjects and courses of training ends each with an individual external sample:





1) Fællesfag: Christian studies/life information/citizenship.

2) major subject on 36 ECTS credits: art, biology, geography, home economics, religious studies/religion, equipment design, music, social studies, and special education.

3) Preferred by major subject, see. section 31: History and sport.

4 courses of Specialization in major subject, see). section 34: Physics/Chemistry and nature/technique.





(2). The final sample can be oral, written, practical, or any combination thereof and may consist of several subsamples.

(3). The practical part of the sample in music or sport can be more eksaminanders cooperation in the presence of the evaluators, if compliance with the subject's do not can be proven otherwise.

section 48. The following major subject and course of training ends each with an oral and a written individual external sample:





1) major subject on 36 ECTS credits: Danish as a second language, French, and German.

2) Preferred by major subject, see. section 31: English.

3) Specialisation courses in the major subject, see. section 34: Danish – age specialization towards beginner-and intermediate stage, Danish – age specialization towards the middle and end step, mathematics – age specialization towards beginner-and intermediate stage and mathematics – age specialization towards the middle and end step.





(2). Tasks for writing samples covered by paragraph 1 shall be made by the Ministry of education, which sets the time for each test.

§ 49. By oral and practical tests can examiner and examiner involving all the concerned fags competences and key knowledge and skill areas, see. However, paragraphs 2 and 3.

(2). Samples subject to section 47, paragraph 1, no. 3 and 4, or section 48 (1). 2 and 3, includes neither the path which the educational institution has previously judged by internal subsample, see. section 45, or in the case of samples subject to section 47, paragraph 1, no. 4, or section 48 (1). 3, the rest of the specialization course in the major subject.

(3). Shorter limited educational elements, if the content and methodology of justifies it, can be justified only by participation in education. Such a system can include a maximum of 15 per cent of a fags content.

(4). A trial may, on the basis of an integrated course of study be common to two subjects. The assessment is made, however, for each subject for themselves. It cannot be determined that the combinations of tests must be passed together.

(5). For each student can educational parts corresponding to a maximum of 60 ECTS-points is assessed by the test held in English, French or German, if those parts of the training has been offered and conducted in that language, see. section 37, paragraph 1. The institution's try holding in foreign languages requires for each training course approval from the Ministry of education. Approval may not be granted when the purpose of the test is to provide evidence for the student's skills in Danish. That may not otherwise be borne test of foreign languages, see. However, try the Executive order on section 17, paragraph 1, of the sample reporting in Swedish or Norwegian.

(6). The educational institution shall establish detailed rules for samples of curriculum and assessment, including the option to try, see. section 43 (1) sample form and sample language in education subjects, see. Chapter 10.

§ 50. Bachelor project, see. sections 10-12, will be assessed by an individual, oral external sample.

(2). Given an overall grade for the assignment and the oral performance at the test.

§ 51. Tests covered by §§ 46-49 and rating of bachelor project, see. § 50, be given grades according to the Danish 7-point scale, see. notice on the grading scale and the other judgement. In addition, apply notice of tests and examinations in vocational education and training (trial notice).

Assessment of the internship

§ 52. The student's performance in the internship must continuously for each academic year, see. § 5, pass or fail grades, see. § § 53-54.

(2). The student shall, not later than by the end of the 4. semester after semester have reached the rating Consisted of the part of the internship, which the educational institution has organized on 1. study year.

§ 53. Each evaluation of the internship is carried out by the educational institution.

(2). To use for the assessment of the student's preparation, execution and aftercare of internship, and whether the student in relation to training progression has achieved sufficient competence to apply internship subject's key knowledge and skill areas, see. Annex 1, the educational institution must receive a written, reasoned option





1) from the internship site whether the internship site determines that the student on the basis of his professional and educational level is suitable to teach students, and

2) from one or more of the educational institution's trainers, who, as appropriate, has participated in the preparation and finishing of the student's internship, about how each teacher finds that the student's performance should be judged.





(3). Settings in accordance with paragraph 2, which is detrimental to the students by sending them to the educational institution shall be sent a copy to the student, who must have the opportunity to make a statement to the President prior to the assessment.

(4). The educational institution shall establish detailed rules on the rating in the curriculum of the internship, including whether content of and procedure in connection with options from internship sites and training own trainers.

§ 54. A student whose internship at a vintage is rated Not-passed, can once go internship period of at the same or, if the student wishes, on a second internship place. Judged a traineeship, as the student has gone on, continue to fail, can the students do not continue in the training referred to in article 6. However, paragraph 2.

(2). The educational institution may, if exceptional reasons justify it, give a student more than an opportunity to go for a training period that is rated Not-passed, though. The educational institution describes in the curriculum, what URf.eks. can be considered as exceptional reasons, and establishes the detailed procedure in the context of the internship, which is judged to be Not-passed.

Chapter 7

Voluntary teaching

§ 55. The educational institution must, in addition to the training offer the students





1) a course within the public school time solve subjects dealing with road safety lessons, including first aid, health and sex education and family literacy, as well as educational, vocational and labour market orientation, see. primary school section 7,

2) a course within the practical-musical area of expertise and

3) a course in writing and rhetoric, if the student does not have chosen the profession of Danish line (age-specialized).





(2). Objectives and core knowledge and skill areas of the courses covered by paragraph 1 is set out in annex 7-9 to this order.

section 56. The educational institution may, in addition to the training offer students courses in the teaching of adults and in other subjects and activities, pointing to the teachers ' workspaces. The educational institution may also offer the students to participate in choral and ensemble playing.
§ 57. Participation in courses under section 55, paragraph 1, and section 56 is optional for the students. It is a prerequisite for the issuance of attestation for participation in voluntary courses that the student has participated actively in that course.

§ 58. The educational institution may offer students swim teacher training under the Ordinance to this effect.

Chapter 8

Merit, exemption and waiver

section 59. Fællesfag, main subjects and bachelor project implemented by an educational institution ækvivalerer the corresponding programme elements by another educational institution.

section 60. The educational institution may, in accordance with a specific and individual assessment approve that conducted education elements from a Danish or foreign higher education, which is passed in accordance with the rules thereof, in lieu of programme elements or parts thereof covered by this Ordinance. The decision shall be taken on the basis of a professional assessment of the equivalence between the concerned educational parts.

(2). The educational institution may exempt the student for parts of the programme, when it documented that the students through training or otherwise have obtained an equivalent qualification.

section 61. The educational institution may organise a special course of study or exempt a student for parts of the training courses, when it can be demonstrated that the medical report by the students for health reasons are unable to carry out the training, including test reporting, on normal mode or in full. Is the training carried out in a reduced scope, it should be apparent by the diploma.

§ 62. The Ministry may request of the educational institution as part of trials allow deviations from one or more of the provisions of the Executive order. By permission of the Ministry of education sets the duration variance for doing so, and to what extent and under what form the educational institution must report to the Ministry on attempt.

section 63. The Ministry of education may exempt from the other provisions of the Executive order on if exceptional circumstances justify it. However, there may not be dispensed from section 67, paragraph 2, and § § 60-61.

Chapter 9

Other rules

section 64. The students ' participation and co-responsibility must be fostered through participation in the work of the Organization and education with teaching content and organisation.

section 65. A student can be expelled from the educational institution for a period of time and in recurring cases and in very serious cases expelled altogether, if the students despite written warning





1) grossly infringed the General rules for the interaction with other students or the educational institution's employees or collaborators,

2) because of persistent disease, medications or alcohol abuse or similar poses such a risk to the health or safety of others that the students should not be sent on placement.





(2). A student can be expelled from the educational institution if the student has been guilty of a relationship that is manifestly incompatible with the fact that the student continues training at the educational institution.

Chapter 10

The educational institution's curriculum

§ 66. The educational institution shall establish the detailed rules concerning training on the individual institution of a studio system, see. section 67.

(2). By drawing up a curriculum to the educational institution





1) obtain the opinion of the Presidency, see examiner. sample notice

2) obtain an opinion from the Student Council,

3) obtain the approval of the curriculum from the institution's Board of Directors and

4) inform the Presidency whether the examiner approved curriculum.





(3). By significant changes in the curriculum to the educational institution obtain the opinion of the Presidency, see examiner. try the order, and from a representative of the students. The educational institution must at the time of any change in the curriculum inform censor the Presidency.

(4). Study scheme enters into force by a studieårs start. Similarly, for significant changes in the curriculum.

(5). The applicable curricula must be publicly available on the educational institution's home page.

section 67. The curriculum must include rules on the organisation of training, teaching and learning methods, including:





1) the scope of the individual educational subjects, General didactics, psychology and pedagogics in terms of ECTS credits.

2) content of education courses at each institution on the basis of subject-related objectives and core knowledge and skill areas, see. § 3 and annex 1-4.

3) Hours of instruction and guidance in the individual subjects, as well as for the student's internship hours, see. § 4.

4) Internship, including the educational progression through internship periods, see. §§ 5-9.

5) bachelor project, see. sections 10-12.

6) Content and the organisation of training in relation to the sections 13-15 said General substantive conditions, information and communication technology, see. § 16, the results of research and innovation, see. §§ 17-18, and evaluation, documentation and use of evaluation results, see. § 19.

7) The cross-professional element, see. sections 20-21.

8) location of training subjects in the study course, including how the location contributes to the student's progression through training, see. § 24 and nr. 9-10.

9) interaction between fællesfag, including internships, and major subject, see. §§ 25-28.

10) provision of major subject, including age specializations, see. section 29 and section 35, the student's admission to the major subject, see. section 30, and the rest of the organization by major subject, see. sections 32-34 and section 36.

11) Internationalisation, see. section 37.

12) guidance on training implementation, see. section 38.

13) conditions for access to the main subjects, see. Chapter 4.

14) the student's obligation to participate in training, inter alia. in the form of compulsory attendance, consequences for students who do not meet the eligibility requirement, including the opportunity to remedy the failure and ultimately dismissal without prejudice. Chapter 5.

15) Test dates, sample forms, examination periods and replacement in connection with tests and other assessment, see. section 44 and sections 49-50.

16) rating of internship, see. § § 53-54.

17) Supply, content and organization of voluntary teaching, see. Chapter 7.

18) Merit, exemption and waiver, see. Chapter 8.

19) cooperation between teachers and students and the promotion of students ' participation, without prejudice. section 64.

20) expulsion from educational institution, without prejudice. section 43 and § 65.





(2). It must be reflected in the curriculum, the educational institution when very specific reasons justify it, may grant derogations from the rules in the curriculum, which alone is provided by the institution.

(3). In addition to the rules laid down in the curriculum in accordance with this notice contains the curriculum rules laid down pursuant to the notice of the trial.

(4). By the issue of a new curriculum and by substantial changes of the current curriculum should provide for transitional rules in the curriculum.

(5). Curriculum and significant amendments thereto shall enter into force upon a undervisningsårs start.

Chapter 11

Complaint rules

section 68. The educational institution shall judgments pursuant to this Ordinance to observe the principles of good administration.

(2). A decision by the educational institution may be referred to the Ministry of education, when the complaint relates to legal questions. The complaint shall be submitted to the educational institution, which shall deliver its opinion that the complainant shall be given the opportunity to comment within a period of 1 week. The institution shall forward the complaint to the Ministry of education together with its opinion and the complainant's comments, if any.

(3). The deadline for filing a complaint in accordance with paragraph 2 is 2 weeks from the date of the decision, to be lodged, has been notified to the complaints.

section 69. Complaints about the tests and exams covered by sample notice rules.

(2). The educational institution's decision to judge a student's internship which fail can be referred to the Ministry of education in accordance with the guidelines in section 68. The institution sends the total material, concluded in assessment for Ministry of education.

Chapter 12

Date of entry into force and transitional rules

section 70. The notice shall enter into force on the 1. July 2009, see. However, paragraph 3.

(2). Executive Order No. 219 of 12. March 2007 about training for a bachelor as a teacher in primary school are hereby repealed.

(3). Students who have started training for the primary school teacher before the 1. August 2007, complete training in accordance with the provisions of Decree No. 382 of 19. June 1998 on the training of teachers for the primary school. However, article 20, paragraph 2, no. 11, point (c), concerning the Group try only apply when any part of the practical test in music or sport, if the fulfilment of the subject's goals cannot be documented in some way. Students have the right to receive tuition until 2011, and. tests held last time by summer 2012 exam.
The Ministry of education, the 11. May 2009 P.M.V. Torben Kornbech Rasmussen head/Kirsten Lippert Annex 1

Fællesfag

1. Internship

1.1. Subject's identity
The subject internship has a fundamental importance to the education profession-oriented nature, and the subject has thus the bonding function of teaching in training courses and the students ' work at the internship school.

The subject internship is characterized by two key competencies. On the one hand, practical/pedagogical competence, aimed at the teacher's work with children and young people, on the other hand, analytical competence, aimed at examining the own and others ' practice with a view to further development.

The profession has therefore focused on the relationship between practical and theoretical experiencing as a prerequisite for the student's own general teacher professional learning and development.

1.2. Objectives

The aim is that the student obtains jurisdiction to




a) to plan, implement and justify teaching, including deciding on appropriate educational, work and organizational forms with the inclusion of it,

b) describe student prerequisites for both individual students as for groups of pupils,

c) manage and develop the class professional and social community in a democratic perspective,

d) plan in long-term and short-term perspectives, including schedule of interaction between single professional courses and pathways in the cross-cutting themes and issues in collaboration with colleagues and students,

e) evaluate student learning with the use of appropriate evaluation methods,

f) cooperation with students, parents, colleagues, and other resource persons,

g) observe, describe and document the teaching and other processes in the school and

h) analysing teaching and learning with a view to developing own teaching and school activities as a whole, with the involvement of professional, development and research grounded knowledge.



The goal for the whole traineeship on every year is that the student obtains jurisdiction to apply the core knowledge and skill areas that are described for each year of study.

1.3. Key knowledge and skill areas

Praktikkens content are areas that relate to the teacher's task and responsibility, planning, implementation, evaluation and development of teaching, students ' social development and cooperation with various parties. The areas are the basis for interaction with learning other subjects, both in connection with the preparation, execution and aftercare of the internship. Areas indicates the substantive basis for a university-based synergy between education theory and practice.

1.4. the First year of study

The teacher's task and responsibility

The content is the work of teacher-student relationship, teacher-class and the teacher's communication and dissemination as well as the task's ethics teacher and class management.

Student prerequisites

Pupils ' different professional, cultural and social conditions.

Management and development of upper-class social life and learning environment

Management of teaching and development of upper-class social life.

Planning, implementation and evaluation of teaching

Work with short learning sequences within a framework set by the praktiklæreren and use of different forms of organisation in education.

Evaluation of student learning

Knowledge of evaluation forms used on work placement school.

Cooperation with students, parents, colleagues, and other resource persons

Knowledge of and work with the school's standards and guidelines for parental cooperation and shorter written communication with parents.

Teacher cooperation in the fields of the class.

Description, analysis, evaluation

Observation, analysis and evaluation of practice situations and pupil behaviour.

1.5. the Second year of study

The teacher's task and responsibility

Teacher's feedback to the students, the teacher's blanket statement of teaching and of pupils ' learning, as well as the teacher's attention on each student's well-being and development.

Student prerequisites

Pupils ' different assumptions as the basis for planning of teaching.

Management and development of upper-class social life and learning environment

Management of teaching and development of upper-class social life. Teacher's different ways to relate on that can strengthen the class social life and learning environment.

Planning, implementation and evaluation of teaching

Work with courses in cooperation with praktiklæreren with variation in educational and professional methods, preparation of learning plans in accordance with the school and school-related rules and regulations.

Evaluation of student learning

The involvement of different evaluation tools, including testing.

Cooperation with students, parents, colleagues, and other resource persons

Participation in the planning of parental cooperation, written information for parents about the curriculum and school organization of cooperation in different forums, including various forms of collaboration between teachers.

Description, analysis, evaluation

Observation, analysis and assessment of the practice course and students ' learning.

1.6. the Third academic year

The teacher's task and responsibility

The teacher as participant in collegiate cooperation and as a participant in the school's overall development. Teacher's collaboration with psychological and special education resource persons.

Student prerequisites

The teacher's efforts in relation to pupils with particular difficulties, including writing and reading difficulties.

Management and development of upper-class social life and learning environment

Teacher's work with the support and development of upper-class social life and learning environment, including conflict resolution.

Planning, implementation and evaluation of teaching

Independent work with long-term, differentiated training course in cooperation with the other teachers, the inclusion of the class the students ' self-determined learning materials and students ' participation in planning of teaching.

Evaluation of student learning

Teacher's work with individual student plans.

Cooperation with students, parents, colleagues, and other resource persons

Participation in the parents meeting and student conversations, collaboration with students, collaboration with other teachers in class, as well as cooperation with various resource persons that work in association with a school.

Description, analysis, evaluation

Observation, analysis and assessment of the practice of reasoned choice of the survey method.

1.7. Fourth year of study

The teacher's task and responsibility

Teacher's work with annual plans in interaction with all class subjects and the teacher as an entrepreneur of educational actions and development work.

Student prerequisites

Intervention and follow-up in relation to pupils with learning difficulties.

Management of teaching and development of upper-class social life and learning environment

The students ' independent work with upper-class social life, including intervention and relationship support.

Planning, implementation and evaluation of teaching

The student's self-responsibility and work plans and annual plans, as well as the gradient with independent responsibility for long term training course.

Evaluation of student learning

Differentiated and targeted use of evaluation at all levels, including the interactions between formative and summative evaluation forms.

Cooperation with students, parents, colleagues, and other resource persons

The student's independent responsibility for parts of the parent-teacher meetings and participation in school-home communication. The student's participation in cooperation with internal and external partners on school development.

Description, analysis, evaluation

Observation, analysis and assessment of own practice with a view to action and development.

1.8. Interaction between internships and teacher education other subjects

The student's work with objectives, documentation and evaluation of their own learning and teacher professional development in the internship is a common area for the internship and teacher education other subjects.

Preconditions for observation, analysis and documentation of the company, including the study of teacher education, collaboration and communication in the school developed in collaboration between the internship and training other subjects through all year.

On the basis of the internship the student is working with pupils ' writing and reading competence in relation to professional texts.

The internship at 4. Vintage can particularly contribute to the student's work with the bachelor project.

2. Christian studies/life information/citizenship

2.1. The subject's identity

Christian studies/life information/citizenship is a general teacher qualifying subjects, addressing formation and value issues based on the correlation between a religious professional, a history of ideas and a citizenship directed viewpoint. Across the subject's core knowledge and skill areas are working with various human and view of society and their impact on the educational practice in the school.

2.2. Objectives

The goal is that the students acquire skills in




(a)) that relate to Christianity and other life anskuelsers impact on value base of a European and a Danish cultural context,

(b)) that relate to the school's educational task in the face of the student as an individual, a citizen of Denmark and in the world,

(c)) to prepare for the school's pupils to take part in a society of equality, freedom and democracy and

(d)) to develop students ' critical faculties and the ability to decide and act in the meeting with new challenges as well as to teach them how to live together with respect for each other's values and norms.



2.3. Core knowledge and skill areas
The three content areas illustrates the mutually

2.3.1. Religion and culture

The contents are:




a) Christianity stories, basic concepts and history, with an emphasis on Danish conditions.

b) Judaism and islam as a European minority religions.

c) Religion and human rights in a meeting of cultures and school perspective.

(d)) the relationship between religion, culture and politics in the current lighting.

e) Evangelical Lutheran Christianity importance for democracy, welfare State and school in Denmark.



2.3.2. The history of ideas and ethics

The contents are:




(a)) The European humanist tradition from antiquity of the Renaissance to the enlightenment and forward to the present, including the idea of human rights.

b) modernisation and sekulariserings processes as the basis for the school's work.

c) basic ethical concepts and their importance to the school's educational ideals, including an assessment of the religious, cultural, ethical and existential issues in the controversy between tradition and modernity, as well as in the meeting with other cultures.

d) religion and culture meeting at school in a Grand theoretical perspective.

e) core values of importance to democratic citizenship, for example tolerance, authority, equality, freedom and fraternity.



2.3.3. Democracy and citizenship

The contents are:




a) Democracy and citizenship in the history of ideas perspective.

(b)) various forms of legal, political, social and cultural citizenship.

c) Identity aspects of citizenship, including the cultural, religious and existential.

(d)) The societal and political historical background for democratic theories of public school.

e) Ethical issues and dilemmas related to education in democratic citizenship.

f) citizenship in school: As a discipline, as dimension in various subjects and as a basis for the school's culture.



2.3.4. It and the virtual world

The contents are:




a) It as a meeting place for cultural exchange and development of citizenship.



3. Pedagogical subjects

The pedagogical subjects dealing with the teaching profession, with teaching, education and learning in the school. The request is both an analytical as an actionable overview on educational activities.

General didaktiks special focus is knowledge, concepts, theories about planning, implementation and evaluation of teaching in the school.

Psychology's special focus is knowledge, concepts, theories about children's and young people's learning, development and social interaction.

Pædagogiks special focus is knowledge, concepts and theories of education, formation, education, upbringing and socialization in a social context.

General didactics, psychology and pedagogy contributes with subject-related special perspectives and areas of competence, in cooperation on the following four themes:

3.1. the School-Home cooperation

The aim is to develop and practise skills for a cooperation that has the pupil's schooling and learning in focus. The contents are theories, research and experiences relating to parent-teacher meetings, communication in ordinary and special school-home conversations, the ongoing collaboration, cooperation, legal basis and challenges in cooperation with parents who have different social, economic and cultural starting points.

3.2. Students with ethnic backgrounds other than Danish

The aim is to develop the students ' skills to teach in the culturally diverse public school. The content is cultural theories, theories and research on identity development and learning in children and young people from different social and cultural background. The student must work with theories of multicultural background, on social integration and cultural encounters, as well as intercultural education.

3.3. Classroom Management

The aim is to develop competence for the management of groups of children. The contents are theories about power, ethics and asymmetrical relationships, like the theories of individual and community, communication and frame composition are included.

3.4. Special education issues

The aim is to develop the competence to create, maintain and manage an inclusive community also for the vulnerable pupils in elementary school. The content is knowledge, concepts and theories of special purpose and meaning for pædagogikkens learning, building and social integration, on educational differentiation and for guidance, and methods for the identification of conditions that maintain inappropriate reactions and actions, as well as observation, description, and analysis of interaction and development opportunities.

4. General didactics

4.1. The subject's identity

The course provides the basis for the teacher's practice in drawing up plans, implement and evaluate teaching.

Teacher's cross-professional skills are central in the subject, particularly in relation to teachers ' work together to plan and implement teaching with a focus on continuity, progression and variation of the individual student and the Group of students.

General didactics are dealing with questions and issues related to teaching in a general perspective and across different school fags fagdidaktikker. The subject thus provide a basis for a unifying and synthesizing forming understanding of teacher's work in the school.

Profession are therefore working to promote the general didactic competences of students in comparison, collaboration, differentiation, development and management of teaching.

4.2. Objectives

The overall goal is that the students acquire theoretical knowledge and practical skills to describe, analyze, and evaluate the teaching practice, as well as independently and in collaboration with students and colleagues to make and justify choice in connection with planning, implementing and evaluating teaching, taking into account the complexity of practice and with the school's overall mission in mind.

The aim is so that the student acquires skills to




(a)) to analyze the school's purpose, objective and content requirements for both own major subject as for other subjects as a basis for drawing up a coherent teaching, which ensures a broad multi-disciplinary progression in relation to a group of students and to engage in teaching, where cross-cutting issues and problems are in the Centre,

(b)) to use didactic research in connection with planning, execution and evaluation of teaching,

(c)) to observe, analyze and evaluate the student's competencies across disciplines and in the light of the pupil's versatile development,

(d)) to describe, analyze, and evaluate the teaching practice and student's learning, with a view to establishing issues for the school's development,

e) to apply it as a didactic tool in the context of the preparation and execution of the instruction,

f) that together reflect the school's general provisions on differentiation, pupil participation, project work and evaluation with the provisions for the individual subjects in order to prepare plans, implement and evaluate teaching for a student group,

g) that could relate critical investigative and inventively didactic categories like goals, content, methods, work patterns and evaluation, and thus relate to different perceptions of how curriculum can be designed,

(h)) to work with colleagues to develop common technical and pedagogical objectives, common content and common forms of teaching of pupils,

in) to cooperate with the pupil and pupil's group of pupils with eye for perspective and opinion-creation in teaching and

j) hitting set and guide the teaching and learning processes on a democratic basis.



4.3. Key knowledge and skill areas

The contents are:




(a) challenges on social level, Didactic) at the organization level, the relationship level and at an individual level in order to describe, analyze, and develop education.

(b)) Observation, description, analysis and evaluation of teaching on the basis of criteria of good teaching and on the basis of research and experiential knowledge in a development-oriented perspective.

(c)) the school's legal framework, fag-and tværfagligheds understandings, teaching and læringssyn.

d) International conventions and legislation, including the confidentiality obligation and disclosure of information.

e) knowledge of teacher's educational leadership and frame composition of teaching practices, including the relationship between teacher and student management.

f) Various teaching and learning methods: classroom training, group work, theme and topic-based teaching, workshop teaching and project work.

g) Different ways to organize the teaching of pupils and teachers ' work, including the use of it as a work and communication tool.

h) Cooperation with pupils on targets, contents and working methods on the basis of knowledge of their conditions and potentials.

in) Didactic theories about the goals, content and curricula, teaching and learning methods, evaluation, use of evaluation results, educational differentiation and participation.

j) planning and evaluation of teaching in a collegial cooperation, including the preparation of student teaching and annual plans.



5. Psychology

5.1. The subject's identity

Psychology in teacher education has a special focus on the knowledge, concepts, and theories about children's and young people's development, learning, socialization and social interaction in relation to school. The subject puts focus on the student's development also.
Key in the subject stands educational psychology, where competences relating to learning processes, communication, professional relationships, observation, collaboration and process management at the Centre.

The psychological perspective brought with the double aim to make it possible for the student to acquire insight into and understanding of children and young people with different conditions in different contexts and develop reasoned action in relation thereto.

5.2. the Objectives

The goal is that the students acquire the competence to carry out education and contribute to children's and young people's professional, personal, social learning and development.

The student must therefore achieve competencies for




(a)) to acquire knowledge and understanding of key parts of Psychology concepts and theory formation and their application in the school context,

(b)), to act on an individual level, on the relationship level, at the organization level,

(c)) to acquire understanding of man's multi-faceted life contexts, reality-perceptions and development terms,

(d)) to be able to use his insights into children's and young people's learning and development and in the communication and guidance for addressing the concerns of teaching, for managing diversity and conflict and to cooperation with actors in the pupil's different living space and

e) to acquire knowledge and understanding of the importance of its own efforts and be able to evaluate the consequences of their own actions.



5.3. Key knowledge and skill areas

The contents are:




(a) the conditions for the assessment of metatheoretical) psychology applications in teacher activities.

(b)) children's and young people's social, cognitive and emotional development.

(c)) Personality development – identity, subject and even.

d) social relations – group processes, conflict management, teacher-student and student-student relationship and class management.

e) Learning, knowledge and competence.

f) Socialization and intercultural psychology.

g) Pedagogical-psychological guidance.

h) communication and cooperation.

I) observing the interaction of teaching and description of students ' learning potentials.



6. Education

6.1. The subject's identity

Pedagogy in teacher training is addressing the analytical and action-oriented teaching, formation, education, upbringing and socialization in order to identify, analyse and assess educational basic questions, dilemmas and conflicts relating to the pupil's development against the authority, within a historical, social, cultural and political-institutional framework and to take academically justified initiatives.

6.2. Target

The aim is that the student will be able to critically and constructively




(a) to analyse and evaluate teaching), formation, education, upbringing and socialization using the concepts, theories, research results and observations

(b)) to discuss and justify the professional attitude toward the educational tasks, as they appear in the school and society,

(c)) that conversation and collaboration with students, parents, management and colleagues about the realization of the school's objectives,

(d)) to solve educational and educational tasks subject to norm and value conflicts

e) to help analyze and assess educational studies and research as well as prepare academically justified solutions on the basis thereof and

(f)) to assess the incorporation of information and communication technology in teaching and other educational practices.



6.3. Core knowledge and skill areas

The subject's content is educational because assumptions, theories and concepts concerning teaching, formation, education, upbringing and socialization.

6.3.1. Teacher task in current and historical lighting




a) Pedagogical ideas in a historical, societal change perspective.

(b)) public school function, organization, as well as law and value basis in current and historical, national, and international lighting.

c) unit and differentiation – the political, social and cultural basis for public school and alternative school forms development.

(d) The importance of students ' teaching) different socialization in society.

e) Understandings of the restructuring process in the elementary school in the modern society.



6.3.2. The exercise of the teaching task




a) Pedagogical dilemmas and value conflicts.

b) Pedagogical authority relationships, classroom management and student participation.

c) public school assignments to children with different social, ethnic and cultural background.

d) teacher's and school's socio-educational tasks.

(e)) the teacher's and the school's special education tasks.

(f) cooperation with public school parents.)

g) teacher's legal and ethical obligations.

h) Teacher who exercises power, dialogue partner and carer.

Annex 2

Study on 72 ECTS credits, one of which is mandatory as the first major subject

1. Danish (age-specialized)

The subject's identity

The core of Danish subject in teacher training is the work of Danish language and texts. The student must work with the basic culture techniques and methods to interpret and produce texts achieve competence to teach and develop the subject at school. In the subject included teaching of pupils with Danish as their mother tongue and pupils with Danish as a second language.

Line subject to as færdighedsfag, dannelsesfag and cultural intermediary professions contribute to the student's professional, neurobiologists, and personal development in a Danish and international perspective.

1.1. Danish – common course

In the process introduces the students to all the subject's basic knowledge and skill areas. Working with the student's own expression skills in a variety of genres and media. Examples of teaching is retrieved mainly from the school's intermediate stage (4-6 p.m.) for illumination of General, vocational and neurobiologists topics.

1.1.1. objective

The goal of the work in the subject's common course is that the student achieves the following basic teacher's professional competencies which qualify for immersion in the specialization course:




a) analyse and interpret language and texts in different genres and in different media on a reflected method basis.

b) Describe, analyze and assess examples of Danish lessons.

c) Plan, implement and evaluate the Danish education on the basis of analysis of requirements for the profession.

(d)) apply knowledge about the subject in a historical perspective and describe it in a future development perspective.

e) Use Danish subject's scientific disciplines and research findings related to teaching in the subject of Danish pupils with Danish as their mother tongue and of pupils with Danish as a second language.

f) communicate securely, efficiently and creatively on correct Danish in different genres and different media.

g) Use it for communication and videnssøgning.

h) Apply neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to cope with the teaching of Danish and other teacher tasks in a specific practice and remain analytical and reflective practice.



1.1.2. Core knowledge and skill areas

The contents are:




a) knowledge and skills with relevance for Danish lessons concerning knowledge and forms of work, children's learning, the importance of the learning environment, including teaching methods, forms of work, materials, textbooks and physical environment.

b) Guidance in various types of lessons in Danish and in relation to child development.

c) evaluation of the teaching and learning processes in Danish lessons.

d) Skill in planning, organisation and evaluation of teaching in Danish.

e) knowledge of and skill in the Danish study to relate the subject's rationale, objectives and content in a historical and contemporary perspective.

f) knowledge of learning theories and methods for the teaching of orality, reading, writing and written expression skills as well as teaching in fiction and non-fiction in various media.

g) Skill in planning, selection, application and assessment of materials and methods for the teaching of orality, reading, writing, literature, and media.

h) Skill in observation, documentation, analysis and evaluation of teaching in Danish with the inclusion of theory.

in) the knowledge of children's language development and the teacher as supervisor of speech-language and written language and in other forms of expression.

j) Evaluation in Danish as development and learning tool.

k) Neighbouring didactics.

l) It which fagrelateret use and learning area.

m) second-language didactics and Danish as dannelsesfag in the culturally diverse school.



1.1.2.1. The spoken language – speak and listen




(a)) rhetoric has passed oral genres (orality in conversation, collaboration and discussion).

(b)) the student's own dissemination and readings.

c) children's speech language development, including bilingualism.

d) the interplay between speech and written language.



1.1.2.2. The written language – reading and writing




(a)) the student's own reading and expression skills.

(b)) Various reading and writing techniques and strategies determined by purpose media and genre.

c) Reading and text analysis.

d) children's written language development and the interplay between writing and reading development.

(e)) The basic manuscript forms on paper and Board as well as word processing on the computer.



1.1.2.3. Language, language description and assessment
a) basic knowledge of the Danish language construction, use, history and variation as mother tongue and a second language.

b) Concepts and methods from communication theory, text Linguistics and pragmatics, semantics, phonetics and orthography, grammar and language sociology.

(c)) the knowledge of neighbouring languages.

d) Skill in analysis of language use, language functions and instruments.



1.1.2.4. Literature and media texts




a) basic knowledge of the theories, concepts and methods for the description, analysis and evaluation of literature and media texts.

b) Skill in analysis and interpretation of texts in different genres and mediums from conscious choice of theory and method.

(c)) the knowledge of the various texts in Danish, Norwegian and Swedish, translated literature as well as older and more recent fiction and non-fiction for children and adults.

d) knowledge of the literature and media theory, textual and genre history.



1.2. Danish – age specialization towards beginner-and intermediate stage

In the specialisation course turned toward begins-and medium level worked with an immersion in the Danish professional knowledge and skill areas, which mainly develops skills associated with teacher assignments in Danish education in 1.-6. class.

1.2.1. Objectives

The goal is that the students acquire competence to




(a)) to analyze and assess language and texts for 1.-6. class in different genres and in different media on a reflected method basis,

(b)) to describe, analyze and assess examples of Danish education, learning and education processes in 1-6. class,

(c)) to transfer analytical skills from one area to another, work interdisciplinary and be able to combine knowledge and ability from Danish subject's and pedagogical subjects areas,

(d)) to plan, implement and evaluate a differentiated teaching in Danish 1.-6. class,

e) to find, assess and prepare educational resources and materials, including computer-based,

f) to describe the criteria for a broad spectrum of evaluation forms for current and final evaluation,

g) to evaluate and reflect on teaching of 1.-6. class, identify development needs and describe them,

h) to analyse the provisions on the subject in relation to their own and others ' fagsyn,

in) to formulate and analyze professional professional issues and options with the involvement of research results that relate to the teaching of 1.-6. class,

j) to disseminate teaching and directing the work of the class in 1.-6. class using an appropriate language,

k) to collaborate with colleagues and others about the Danish education and its frames in oral and written form,

l) to use it for communication and knowledge sharing and

m) to apply the neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to cope with the teaching of Danish and other teacher tasks in a specific practice and remain analytical and reflective practice.



1.2.2. Key knowledge and skill areas

The contents are specialized immersive elements, where, on the basis of knowledge and skills from the line the subject's common course work with the planning, analysis and evaluation of teaching in the Danish 1.-6. class.

In the work included:




a) children's development at different ages.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher-pupil with special order at different ages.

d) evaluation of the teaching and learning processes.

e) Skill in planning, organisation and evaluation of teaching.

f) reading and writing in school start and in between steps.

g) Professional reading.

h) Narrative and drama, recitation and dissemination.

I) Pronunciation and spelling.

j) Hand writing and writing on the computer.

k) expression skills in various media.

l) Language development and linguistic Guide.

m) Linguistic consciousness and language standards.

n) Understanding of Norwegian and Swedish.

o) Danish as a second language.

p) children's literature.

q) Literature lessons and cannon.

r) image analysis.

s) movie genres and computer games.

t) Genre and media literacy.

u) It in Danish education.

v) Danish in interdisciplinary contexts.

w) Educational differentiation and special education and the it as supporting and compensatory tool.

x) Evaluation forms in Danish education.



1.3. Danish – age specialization towards the middle and end step

In the course of facing between specialization and finish the step work with an immersion in the Danish professional knowledge and skill areas, which mainly develops skills associated with teacher assignments in Danish education in 4.-9. class.

1.3.1. Objectives

The aim is that the student teacher achieves the following teacher's professional competencies




a) analyze and evaluate language and texts to 4-9. class in different genres and in different media on a reflected method basis,

b) describe, analyze and assess examples of Danish education, learning and education processes in 4.-9. class,

c) transfer analytical skills from one area to another, work interdisciplinary and be able to combine knowledge and ability from Danish subject's and pedagogical subjects areas,

d) plan, implement and evaluate a Danish lessons at 4. differentiated-9. class,

e) find, assess and prepare educational resources and materials, including computer-based,

f) describe criteria for a broad spectrum of evaluation forms for both ongoing and final evaluation,

g) evaluate and reflect on teaching in 4.-9. class, identify development needs and describe them,

h) analyze the provisions on the subject in relation to their own and others ' fagsyn,

I) formulate and analyze professional professional issues and options with the involvement of research results that relate to teaching in 4.-9. class,

j) disseminate teaching and directing the work of the class in 4.-9. class using an appropriate language,

k) collaboration with colleagues and others about the Danish education and its frames in oral and written form,

l) use it for communication and knowledge sharing and

m) apply neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to cope with the teaching of Danish and other teacher tasks in a specific practice and remain analytical and reflective practice.



1.3.2. Core knowledge and skill areas

The contents are specialized immersive elements, where, on the basis of knowledge and skills from the line the subject's common course work with the planning, analysis and evaluation of the Danish lessons at 4.-9. class.

In the work included knowledge and skills relating to:




a) children's development at different ages.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher-pupil with special order at different ages.

d) evaluation of the teaching and learning processes.

e) Skill in planning, organisation and evaluation of teaching.

f) Oral expression skills in narrative, dramatization, discussion and argumentation.

g) Read pedagogy and text analysis.

h) Readings and read ways appropriate to read the purpose, genre and media.

in) Professional reading.

j) handwriting and writing on the computer.

k) Written expression skills and linguistic Guide.

l) expression skills in various media, planning, editing and layout, on paper and screen.

m) Linguistic consciousness, language history and language standards.

n) Neighbouring languages and the Nordic cultural community.

o) Danish as a second language.

p) Genre and media literacy.

q) Youth literature.

r) Historical reading.

s) Literature lessons and cannon.

t) image-film, television and video game genres.

u) Newspapers and other facts lyrics.

v) Danish in interdisciplinary contexts.

w) Educational differentiation, special education and it as supporting and compensatory tool.

x) public school graduation test in Danish and other evaluation forms.



2.1. Physics/Chemistry/Engineering nature – nature and technical common course

2.1.1. The identity

Common course covers partly science rationale and role in society and the school treats the interlinkages and interactions through the school curriculum, on the one hand the interaction with other school subjects. It includes, among other things. exemplary knowledge and forms of work in the natural sciences, as well as teaching methods designed to promote progression in students ' academic learning and develop their practical skills, creativity and desire to ask questions and do studies.

Common gradient fabric areas are natural, engineering, living conditions and living conditions as well as science, theoretical and historical approaches.

Included general learning psychological and didactic elements in the course as a prerequisite for the planning, organization and implementation of practical teaching in order to uncover various perspectives on children's natural professional learning at different age and stage of development, including second-language perspective.
Common course is the prerequisite for specialisation programmes of line physics/chemistry and nature/technique.

2.1.2. Objectives

The goal is that the students acquire skills for




(a)) to disseminate science role in the total school picture

(b)) to develop the pupils ' natural professional realization, like exploration and responsibility towards the environment, practical skills, creativity and ability to cooperate,

(c)) to specify, organize, implement, evaluate and develop science education based on the individual student's preconditions and on the basis of knowledge about progression, as well as on children's and young people's interest in science,

(d)) to conduct an all-round science education on the basis of a fagsyn, which is anchored in exemplary natural professional recognize forms, ways of working and thinking,

e) that could relate to conflicts of interest in the interaction between man, technology and nature and put into perspective in relation to the different conceptions of nature and ethical issues

(f)) to be able to cooperate with teachers in the natural sciences and other disciplines on the application of neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to deal with tuition and other teacher tasks in a specific practice and remain analytical and reflective practice,

g) combining knowledge from the sciences and technologies on the story with the overall development of society in his teaching,

(h)) to understand the uses of natural knowledge and associated practical/experimental methods and

in) the use of neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to handle natural professional teaching and other teacher tasks in a specific practice and remain analytical and reflective practice.



2.1.3. Core knowledge and skill areas

2.1.3.1. Neurobiologists elements

The contents are:

Knowledge and skills relevant to the teaching of natural sciences relating to knowledge and forms of work, children's learning, the importance of the learning environment, including teaching methods, forms of work, materials, textbooks and physical environment.

As well as knowledge about:




a guide to the different types of teaching) and in relation to child development.

b) evaluation of the teaching and learning processes.

c) children's development at different ages.

(d)) Observation and description of relationships between pupils as well as between teacher-pupils.

e) planning, organization, implementation, and evaluation of teaching, whose goal is the pupil's natural professional general education and the development opportunities that lie in natural subjects throughout the school curriculum.

f) practical/experimental work in teaching, including security provisions on responsibility, laboratory device, fire-fighting and basic first aid.

g) Science justification as a school subject and justifications for nature technical-technological formation.

h) National and international research and development work in the natural sciences, including children's and young people's interest in natural sciences.

in) the establishment of criteria for fabric selection for analysis, assessment and development of educational resources.

j) Identification, assessment and characterization of pupils ' academic outcomes from the teaching of natural subjects in light of their stage of development, the subject's progression and opportunities for educational differentiation.

k) Dialogue as the basis for developing students ' natural professional concepts and context understanding in a precise technical language.

l) children's natural ability to work professionally by creating hypotheses, reason, explore and conclude.

m) Natural knowledge, ways of working and thinking in formal and informal learning environments.

n) students ' conceptual development, everyday language ordinary performances, including in particular issues relating to bilingual children.



2.1.3.2. Professional items

The content is knowledge about:




(a)) ways of working, thinking, fagsyn and core competences within the various natural sciences.

b) key elements of the history and philosophy of science and technology.

c) Different conceptions of nature and conflicts of interest, for example, in the interest of the different aesthetic and ethical attitudes toward nature.

d) Science narratives/paradigms, including models cosmology, the theory of evolution and from continental drift to plate tectonics.

e) conceptions of and models for the structure, properties and transformations of substances.

f) forms of energy and supply.

g) Phenomena in the near and distant world, including weather, climate, magnetism, electricity, light, sound, and astronomy.

h) Resources, technology, production and the environment, and the conflicts of interest that relate to the natural and social development.

in) examples of living organisms living conditions, expressions and interactions of life in nature.

j) development processes and circuits in the wild.

k) It as a tool in science education, including data acquisition and simulation.



2.2. Physics/Chemistry – specialization

2.2.1. The subject's identity

Line the subject physics/chemistry builds on common curriculum for physics/chemistry and nature/technique and focuses on educating physics/chemistry teachers to carry out teaching in primary schools. The core of the line is the didactic profession matters relating to the teaching of physics/chemistry in primary school and worked with physical, chemical and technological concept areas and issues. The students prepared themselves to develop the school subject in accordance with the society's development and the consequent requirements for teaching. Key in the subject is the nature of professional work methods and ways of thinking to the understanding and the description of the world and the interaction between scientific model building and experimentally-based nature description from the microscopic level to the cosmological.

2.2.2. Objectives

The goal is that the students acquire skills to plan, organise, implement, evaluate and develop




(a)) a varied teaching in the subject for all students as well as contribute to the subject's development in primary school, so students learn physics/chemistry and develops, maintains and strengthens their interest in the subject,

(b)) education that includes studies/experiments and connects hypothesis formation, data acquisition, evaluation of data and model building,

c) company visits, field trips, field work and other informal learning environments,

d) teaching based on students ' own performances, their everyday lives and surroundings,

e) use of course-didactic research from neurobiologists, periodicals and other sources in connection with the teaching,

f) uses of neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to deal with tuition and other teacher tasks in a specific practice and remain analytical and reflective to practice and

g) applications of physics/chemistry expertise and associated experimental methods.



The student develops competence to participate in the debate on teaching practice, the subject's role in the school, the subject's interaction with other subjects and the subject's role in society.

2.2.3. Key knowledge and skill areas

The contents are specialized immersive elements, where, on the basis of knowledge and skills from the line treats the common course work with the planning, analysis and evaluation of teaching in physics/chemistry.

2.2.3.1. In the work included knowledge and skills relating to basic concepts and theories, including:




a) children's development at different ages.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher and pupil, with particular regard to different ages.

d) Skill in planning, organisation and evaluation of teaching and learning processes.

e) key provisions for elementary school, teaching guides and local curricula.

f) Objective, the preparation of annual plans, preparation and use of teaching materials, and the use of digital materials.

g) gender differences in learning, tosprogedes special circumstances, children's and young people's interest and engagement in science.

h) class management and cooperation between teachers.

in) Open/closed forms of work, informal learning environments, field trips and use of the Internet.

j) Everyday experience, everyday performances and parallel learning.

k) the subject's relation to and collaboration with other disciplines.



2.2.3.2. In the work included basic academic concepts, models and theories, including:




a) Substance properties, transformations and particle nature.

(b)) Energy, sources of energy, energy revenues and energy flows.

c) Fields and forces.

(d)) of the universe and the solar system formation, structure and development.



2.2.3.3. In the work included physics and chemistry in everyday life and society, including:




a) natural phenomena and their exploration.

b) Ensures understanding.

c) Chemical and physical substance cycles.

d) Resources, energy and chemical production.

e) Technology content of technique and physical/chemical knowledge.

f) interaction between science and technology.

(g) the role of science in society) development, democracy and culture.
2.2.3.4. the work is included in the historical development of science physics and chemistry, including:




a) elements of the philosophy of science and philosophy.

(b) limitations of science), science and ethics.

c) selected periods in science subject-related history.

d) Historical and modern scientific worldviews.

e) Selected features of the technological development.



2.2.3.5. In the work included ways of working and thinking, including the use of:




a) Practical and experimental work.

b) Models, animations and simulations.

c) Digital and analog data acquisition.

d) databases, tables, reference books and Internet.



2.2.3.6. In the work included laboratory safety, including:




a) waste management and environmental concerns.

b) interior design, operation and maintenance of laboratories.

c) hazards and safety measures in connection with teaching.

d) risk assessment in connection with the selection and planning of learning activities.



2.3. Nature/Technology-specialization

2.3.1. The subject's identity

Line the subject nature/technique builds on the common progress of physics/chemistry and nature/technique and educates natural/technique-teachers. Line the subject nature/technology integrates education, learning theory and teaching methods as a prerequisite for a creative and engaging teaching in natural professional themes for students at the school's youngest and middle grade levels. The professional context in line the subject nature/technique is expressed through an exemplary and thematic teaching. The subject deals with the natural, engineering, living conditions, living conditions and human interaction with nature in the near and the distant outside world. At the heart of the subject, it is practical/experimental and investigative work.

School elective nature/technique is a wide natural professional input to the nature of professional work methods and knowledge of natural, engineering, living conditions and living conditions. The subject forms the basis for further work with school pupils the subjects biology, physics/chemistry and geography in school's oldest classes.

2.3.2. objective

The aim is that the student develops skills to




(a)) to perform a varied education in nature/technology for all students as well as contribute to the development of the subject in elementary school, so students maintains and develops their interest and dedication for natural sciences,

(b)) to develop children's natural desire for exploration, technical realization, familiarity with and joy of movement in nature,

(c)) to organise and evaluate a teaching that with regard to professional concepts, content and forms of work ensures an appropriate progression in pupils ' learning and which cater for students at different stages of development,

(d)) to be able to disseminate and apply natural professional working methods and ways of thinking that is adapted to students ' levels of development and technical standpoint,

(e)) to be able to demonstrate a broad and deep professional insight exist here and there in the natural, engineering, living conditions, living conditions and human interaction with nature, with particular relevance to school subject nature/technique

(f)) to be able to join with others to develop subject in school and

g) to apply the neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to deal with tuition and other teacher tasks in a specific practice and remain analytical and reflective practice.



2.3.3. Central knowledge and skill areas

The contents are:




a) children's development at different ages.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher-pupil with special order at different ages.

d) Dissemination and science education in primary school within the framework of natural academic general education.

e) School subject's grounds, content and historical development.

f) examples of academic progression and consistency with other school subjects, particularly the natural sciences.

g) planning, organization, implementation and evaluation of nature/technology education, which includes considerations of progression and takes into account the individual student's cognitive, affective and social basis for nature technical learning.

h) Knowledge about how everyday concepts and everyday language in the appropriate manner can be developed into professional concepts and associated LSP.

in) the establishment of professional goals for students ' learning, including a professional progression based on the subject's provisions.

j) Various evaluation forms directed against both the simple tents pupil as the whole class so that evaluation will be a naturally integrated part of teaching.

k) Knowledge on how to implement a teaching which is based on observations, theoretical reflections, current events, investigative, practical and experimental work in the laboratory and in the surrounding nature.

l) knowledge of how to provide criteria for fabric selection, among other things. for analysis and evaluation of learning resources.

m) knowledge of how information and communication technologies are used as an academic/educational tool in the classroom.

n) Knowledge about how the outside world and informal learning environments can be involved as an important part of the disciplinary teaching.

o) course-didactic theory based on national and international research and development work.

p) natural phenomena, substances, materials, professional living organisms and machines, which children encounter in the outside world.

q) insight into natural and man-made conditions, which have an impact on human and other living organisms living conditions and living conditions in the near and distant outside world.

r) Body and its functions, as well as human health in relation to lifestyle, living conditions and quality of life.

s) substance cycles and energy flows as key contexts.

t) knowledge of theories of the universe, Earth and life's formation and development, and various worldviews.

u) Technology in everyday life and society.

v) knowledge of different conceptions of nature and conflicts of interest in relation to the nature of the use and sustainability.

w) Knowledge about and use of relevant sources, maps, reference material, destination keys and information technology.

x) skills in the use of natural scientific examination methods and experiments with single devices in the lab and the local area as well as to building and designing simple structures.



3. Mathematics (age-specialized)

The subject's identity

Mathematics in teacher education is characterized by the interaction between mathematical skills, mathematics education and mathematics education practice in the school curriculum.

The subject's story, the subject's role as cultural bearer and the subject's applications is an important part of the subject's identity as a subject. Profession contributes with attention to current and future opportunities and constraints in a technologically advanced and globalized world.

3.1. Math – common course

3.1.1. measure

The aim is that the student achieves




a) competence to account for depth and coherence between secondary school subject's fabric areas on the middle tier and the parts of the philosophy of mathematics, who supports teacher undertaking in this area,

b) competence to ask and answer in, with and about mathematics, IE. follow and assess different types of mathematical reasoning; develop and implement mathematical reasoning, including evidence; have experience with inductive and deductive method of working in mathematics; be able to choose strategies and tools for formulation and solution of mathematical problems, as well as be able to delineate, structure, matematisere, interpret and criticise in connection with mathematical modelling,

c) competence to understand and operate out of appropriate representational forms; Associate connection between everyday language and technical language; decode, translate and process the symbolholdige statements with awareness of the special role, efficient symbol processing plays in mathematics, as well as apply and assess it in a technical and pedagogical context,

d) competence to be able to put themselves into, analyze, and evaluate the framework and requirements for Mathematics national and local as well as formulate and justify the learning and learning goals,

e) competence to be able to justify, plan and implement mathematics education in interaction with students; find, assess and develop educational resources for mathematics education and motivate and inspire students to engagement in mathematical activity,

f) competence to be able to identify, assess and characterize the students ' mathematics professional dividends and competencies; be familiar with a wide range of tools for evaluation in mathematics with knowledge of validity and reliabilitet, as well as uncover students ' learning strategies and attitudes toward mathematics profession with a view to the progression and differentiation in education,

g) jurisdiction to be able to communicate and collaborate with colleagues and with people outside the school, URf.eks. parents, administration and authorities of findings related to mathematics education,

h) competence to be able to further develop their own mathematical insight and course-didactic competence, among other things. through reflection on their own teaching and identification of development needs and
in) competence to apply the neurobiologists, knowledge and skills in interaction with the general didactic, psychological and pedagogical theories in order to handle mathematics education and other teacher tasks in a specific practice and remain analytical and reflective practice.



3.1.2. Core knowledge and skill areas

The contents are:




a) children's learning, knowledge, and forms of work, the importance of the learning environment, including teaching methods, forms of work, materials, and physical environment.

b) Guidance in different types of teaching and in relation to child development.

c) planning, organisation and evaluation of teaching and evaluation of learning processes.



3.1.2.1. Education

The contents are:




a) knowledge of and skill in analysis for mathematics to relate the subject's rationale, objectives and content in a historical and contemporary perspective.

b) framework and requirements for mathematics education nationally and locally.

c) design of and reasons for learning and teaching goals.

d) Grounds, planning and implementing mathematics education in interaction with the students.

e) compilation, assessment and development of teaching materials for mathematics.

f) It as a working tool and as an integrated part of line profession and school mathematics.

g) Identification, evaluation and characteristics of students ' mathematics professional dividends and competencies with various evaluation tools.

h) pupils ' learning strategies and attitudes toward mathematics profession with a view to the progression and differentiation in mathematics education, motivation and inspiration of students to mathematical activity.

in the relationship between everyday language and mathematics) LSP.

j) Math in use, including interdisciplinary teaching.

k) Results of relevant research and development work in the profession of teacher training and school subject.

l) Mathematics difficulties.

m) labour and forms of organisation linked to the age group.

n) Mathematics Teaching for bilingual.



3.1.2.2. Disciplines warranted on the grounds of the school's areas of expertise

The content is age-specific professional immersion within the following mathematical subject areas and their substance didactics reasoned in 4.-6. grade levels:




a) Figures, including talmængder, number systems, talbegrebets development and elementary number theory.

b) Algebra, including equations, equations and inequalities, variable, algebraic rewrites and reductions.

c) Features, including preliminary work with various types of growth.

d) Geometry, including Euclidean geometry, analytic geometry, and various comic forms.

e) Probability, statistical and combinatorial, including simulation of stochastic situations.

f) Statistics, including the collection, calculation and representation of data in tables and charts, as well as assessment of statistical data.



Work with specialist areas include:




1) Inductive and deductive methods of working in mathematics, including various types of mathematical reasoning and evidence.

2) strategies and tools for formulation and solution of mathematical problems.

3) Work with and assessment of appropriate representational forms.

4) Decoding, translation and processing of symbolholdige statements with awareness of the special role, efficient symbol processing plays in mathematics.

5) Definition, structuring, matematisering, interpretation and critique by mathematical modelling.



3.2. Math – age specialization towards beginner-and intermediate stage

Is being worked on with the content areas, in particular develops competence linked to beginning and intermediate steps.

3.2.1. Objectives

The aim is that the student achieves




a) competence to account for depth and coherence between secondary school subject's fabric areas on the beginner and intermediate steps and parts of science, mathematics,

b) competence to ask and answer in, with and about math,

c) competence to understand and operate out of appropriate representational forms, including it,

d) competence to be able to put themselves into, analyze, and evaluate the framework and requirements for mathematics,

e) competence to be able to justify, plan and implement mathematics education in interaction with students,

f) competence to be able to identify, assess and characterize the students ' mathematics professional dividends and competences,

g) jurisdiction to be able to communicate and collaborate with colleagues and with people outside the school,

h) competence to be able to further develop their own mathematical and course-didactic insight and

in) competence to apply the neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological theories in order to deal with tuition and other teacher tasks in a specific practice and remain analytical and reflective practice.



3.2.2. Core knowledge and skill areas

3.2.2.1. Education

The contents are specialized immersive elements, where, on the basis of knowledge and skills from the line the subject's fællesdel work with planning, analysis and evaluation of mathematics teaching at beginner and intermediate steps.

In the work included:




a) child development at beginning and intermediate steps.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher-pupil with special order at different ages.

d) Skill in planning, organisation and evaluation of teaching.

e) learning difficulties in mathematics.

(f)) work and organizational forms attached to the age group.

g) Mathematics Teaching for bilingual.



3.2.2.2. Disciplines warranted on the grounds of the school's areas of expertise

The content is age-specific professional immersion within the following mathematical subject areas and their substance in the school's mathematics education at reasoned didactics 1.-6. grade levels:




(a)), including basic numeracy Numbers and various count algorithms.

b) Algebra, introductory work with variables, including inductive methods to solve equations.

c) Features, including table design, graphic reading, functional contexts expressed in everyday language and ICT tools.

d) Geometry, including polygons, symmetry, patterns, and measurement and calculation.

e) Probability, including statistical analysis of probability in probability, games for children, as well as count models and chance trees.

f) Statistics, including descriptive statistics and data processing with it.



Work with specialist areas include:




1) Inductive and deductive methods of working in mathematics, including various types of mathematical reasoning and evidence.

2) strategies and tools for formulation and solution of mathematical problems.

3) Work with and assessment of appropriate representational forms.

4) Decoding, translation and processing of symbolholdige statements with awareness of the special role, efficient symbol processing plays in mathematics.

5) Definition, structuring, matematisering, interpretation and critique by mathematical modelling.



3.3. Math – age specialization towards the middle and end step

Is being worked on with the neurobiologists from shared course content areas, with particular regard to intermediate and final stage.

3.3.1. Objectives

The aim is that the student achieves




a) competence to account for depth and coherence between secondary school subject's subject areas at the middle and end step and parts of science, mathematics,

b) competence to ask and answer in, with and about math,

c) competence to understand and operate out of appropriate representational forms, including it,

d) competence to be able to put themselves into, analyze, and evaluate the framework and requirements for mathematics,

e) competence to be able to justify, plan and implement mathematics education in interaction with students,

f) competence to be able to identify, assess and characterize the students ' mathematics professional dividends and competences,

g) jurisdiction to be able to communicate and collaborate with colleagues and with people outside the school,

h) competence to be able to further develop their own mathematical and course-didactic insight and

in) competence to apply the neurobiologists, knowledge and skills in interaction with the general didactic, pedagogical and psychological in order to handle mathematics education and other teacher tasks in a specific practice and remain analytical and reflective practice.



3.3.2. Key knowledge and skill areas

3.3.2.1. Education

The contents are specialized immersive elements, where, on the basis of knowledge and skills from the line the subject's common course work with the planning, analysis and evaluation of mathematics education at the intermediate and final stage.

In the work included:




a) child development at the school's intermediate and final stage.

b) Educational differentiation and ongoing evaluation, with particular regard to different ages.

(c)) Observation and description of relationships between pupils and between teacher-pupil with special order at different ages.

d) Skill in planning, organisation and evaluation of teaching.

e) learning difficulties in mathematics.
(f)) work and organizational forms attached to the age group.

g) Mathematics Teaching for bilingual.

h) public school graduation tests in mathematics.



3.3.2.2. Disciplines reasoned in the school disciplines

The content is age-specific academic immersion in favour of the following mathematical subject areas and their substance in the school's mathematics education at reasoned didactics 4.-10. grade levels:




a) Figures, including number theory, talteoriens use in digital codes.

b) Algebra, including count rules for powers and roots and for reduction and solution of equations, equations and inequalities, as well as mathematical modeling.

c) Functions, including the analysis of various types of growth.

d) Geometry, including analytical geometry, parameter representations and trigonometry.

(e)) including Combinatorics and probability, different examples on probability distributions.

f) Statistics, including test theory.



Work with specialist areas include:




1) Inductive and deductive methods of working in mathematics, including aksiomatisk building a mathematical theory, as well as various types of mathematical reasoning and evidence.

2) strategies and tools for formulation and solution of mathematical problems.

3) Work with and assessment of appropriate representational forms.

4) Decoding, translation and processing of symbolholdige statements with awareness of the special role, efficient symbol processing plays in mathematics.

5) Definition, structuring, matematisering, interpretation and critique by mathematical modelling.

Annex 3

Non-compulsory major subject at 72 ECTS credits

1. English

1.1. Subject's identity

The core of the subject English consists of language and culture in a foreign perspective, where sprogligt sprogbrugeren and language teaching at the Centre. English study in teacher education consists of working with English subject's education, English language and language use, various English-language lyrics and English subject's cultural dimension. As the largest language study in elementary school, in teacher training and in international contexts have English subject a special obligation to work with linguistic and cultural awareness.

1.2. Objectives

The goal is that the students acquire skills to plan, implement and evaluate teaching in English, as well as to participate in the development of the profession. To that end, the student must acquire knowledge and skills within the subject, including communicative competence as well as the subject's curriculum and methods.

The students acquire competence in the following areas




a) mastery of spoken language and writing expressions for educational purposes, for your own use and for use by the participation in the national and international professional and neurobiologists, debate,

b) linguistic awareness, knowledge of language acquisition, language and language use as well as skill in describing and analyzing the language,

c) knowledge about intercultural communication and cultural understanding and its application in teaching and

d) knowledge of the culture and society in the English-speaking world.



The graduate teacher to be able to carry out analysis and prioritization of the large amount of substance, which is given by the language and the subject's international scope and status.

1.3. Key knowledge and skill areas

1.3.1. Education

The contents are:




a) Description and assessment of teaching content, methods, and materials.

b) Progression, differentiation and evaluation as well as the teacher's function as a language tutor.

c) Theory and research to reflection on and development of (own) practice.

d) activity types and organizational forms that develop language and communication skills, motivation for the subject, and independent learning.

e) Theories about and research in the field of language acquisition and language teaching methods, including knowledge about the relationship between mother tongue and foreign language acquisition, second language--.

f) communication in an educational perspective, including communication strategies and knowledge of vocabulary acquisition.

g) written and oral dissemination of English subject's substance and training areas as well as the plans for and analysis of teaching, learning, goals and evaluation; dialogue with parents, with students and with colleagues at national and international level.

h) knowledge of the subject in both a historical perspective and a development perspective; analysis of and reflections on the provisions on the subject in relation to their own and others ' fagsyn.

in) English subject in cross-cutting themes and issues as well as in international cooperation.

j) opportunities for interaction between the educational subjects and English subject.



1.3.2. Language, language use and communicative competence

The contents are:




a) Semantics, Phonetics, vocabulary, orthography, grammar, text Linguistics, pragmatics and communication analysis.

b) Description and analysis of a varied selection of texts, including sound and image, with particular regard to raising awareness of language, genre, stillag and text structure.

(c)) the English language's structure and use for the purpose of working with authentic texts as well as produced and student for the purpose of description, analysis and assessment of learner language.

(d) Social and regional language variants); the English language's history, distribution and function as an international language.

e) English in speech and writing in various genres, for their own use, for educational purposes as well as for use for participation in the national and international professional debate.

f) AIDS for language teaching, including how it can qualify appropriation processes within the oral/written language production and evaluation.



1.3.3. Literature, culture and society

The contents are:




(a) criteria for selection) and use of a wide range of texts, including movies, images and electronic texts, to students in different age groups and with different needs.

b) Texts in English that deals with issues of universal and global in nature, as well as texts about English-speaking countries, which sheds light on culture and society.

c) Thematic, literary and linguistic text work.

d) Reading in foreign languages, literature, pedagogy and practical understanding of genre-musical forms of work.

e) Selection and processing of material from the media and the related use of different working methods and computer skills.

f) intercultural competence as well as English used as international languages, cultural encounters.

g) Work with culture and language in relation to authentic linguistic experiences, URf.eks. in connection with study visits, study tours, internships abroad, personal and/or virtual contacts.



1.4. The subject's organization

The profession is organised with a first-and a andendel, where the first part ending with an internal test. The internal test is based on the following objectives:




a) mastery of oral and written language for personal use.

b) basic skill in describing and analyzing the language.

c) basic text competence and knowledge of the culture and society in the English-speaking world.

d) basic knowledge about intercultural communication and cultural understanding and its application in teaching.



2. History

2.1. The subject's identity

Teaching should ensure that students acquire knowledge and understanding of how man throughout the ages has guaranteed its existence, influenced the distribution of goods, participated in the formation of communities and societies, as well as perceived and sought to influence the governing forces of existence.

The student must therefore acquire chronological understanding of in a teaching to be able to describe and explain historical contexts, aimed at practicing students in using historical knowledge and understanding into their everyday and social life. It assumes that the student can reflect on the subject's identity and goals in order to plan, implement and evaluate an essential and case teaching to suit students ' assumptions.

2.2. Objectives

The goal is that the students acquire competence to




(a)) on the basis of the practice and the use of didactic theory, to analyze and assess the professional professional issues and means of action,

(b)) to consider and describe the professional goals and professional progression starting from school the subject's provisions and the pupils ' different prerequisites,

(c)) to formulate an opinion on plans for teaching and learning, where the professional content added perspective to the students ' life-world

(d)) to make a fabric selection to suit the students ' level and let the cannon points included in a meaningful interaction with the rest of the fabric,

e) out from the school the subject's content and aim and the students ' level and history of culture to select and use appropriate methods to evaluate the class and each student's professional development,

f) to organise teaching and learning situations where subject functionally included in the cross-cutting themes and issues

(g)) to be in dialogue with students and parents in discussion of objectives and evaluation,

(h)) to use science, technology and the subject's theories and methods,

in) to acquire professional knowledge, historical overview, chronological understanding and insight into the different ways to generate and use history,
j) to understand and reflect on the interaction between the present understandings, abstract interpretation and future expectations, including it, media and konteksters significance of conceptions of historical explanations and contexts,

k) formulating academically justified issues and

l) to structure their own learning in order to gain insight into and to reflect on the profession relevant correlations between scientifi c disciplines, study and school subjects.



2.3. Core knowledge and skill areas

The contents are:




a) knowledge of and insight into the various history didactic theories as well as skill in using these in the professional field.

b) Insight in theories about children's and young people's learning and learning conditions for the development of their understanding and use of history in and outside of school, their understanding of contexts and chronology, and their understanding of history to be created and historiemedskabende.

c) skills in observing and analysing teaching and pupils ' yield with the use of relevant theory.

d) strategies of class management.

e) Organisation and evaluation, selection of content, training tools and approaches in the work of topics/themes and with issues.

f) use of ICT and media in teaching and students ' work with these both as sources of information and as tools for dissemination.

g) teaching methods, which cater for varied forms of knowledge and ways of learning, including classroom conversation, narrative, aesthetic learning processes, problem-solving project work, historical reconstruction, Exchange, excursions, museums as well as history and experience centers.

h) Provisions for school subject history and their implementation in practice and the school the subject's history of interaction with the contemporary expectations of the subject's knowledge and educative tasks.

in) Different views on school subject's content, substance and form.

j) National and international research and development work relating to teaching and learning in the subject, including comparative studies and Exchange.

k) correlations between scientifi c disciplines and students ' learning conditions as constitutive for school subject.

l) School subject's potentials for functionally to enter into cooperation with other subjects.

m) interaction between the use of history in and outside of school.

History of professional knowledge of n) topics/themes exemplary distributed in time and space.

o) knowledge and skills in the use of Central theories, methods and concepts from science profession.

p) insight into the interaction between technical progression, the students ' history of consciousness and prerequisites to be able to see their own history culture in a development perspective.

q) Skill in formulating academically relevant issues.

r) insight into the use of source-material and criticism as well as prerequisites to establish synthesis.

s) knowledge of the line subject's development and science theoretical location, including different perceptions of history.

t) knowledge of the subject's interaction with other disciplines and Sciences.

u) Academic prerequisites for reflected to select exemplary topics/themes.

v) insight into local, national, regional and global topics/themes from all epochs.

w) insight into different time bills and principles of accrual.

x) insight into the interplay between continuity and change, actualization and distance ring.

y) knowledge of and reflection competence in relation to cultural encounters, sex, ethnicity and social stratification.

z) knowledge and understanding of the work of the identity and varying communities role in history.



2.4. The subject's organization

The profession is organised with a first-and a andendel, where the first part ending with an internal test. The internal test is based on the following objectives:




a) analysis and evaluation of professional issues and scope for action.

b) description of professional goals and professional progression.

(c)) use of examples from science, the subject's theories and methods.

d) documentation of professional knowledge, historical overview and chronological understanding.



3. Sport

3.1. The subject's identity

Sports subject's core is teaching in, about and through movement in a close coupling between practice and theory.

Centrally located in the sports profession is the interplay between the bodily, the cultural and the didactic dimension illuminated from the natural and health sciences, and the humanities and social sciences areas.

The course helps to promote general health.

3.2. objective

Physical education subject in teachers ' training must give the student competence to justify, plan, implement and evaluate and develop a comprehensive teaching in elementary school that gives joy and desire to maintain good, lifelong sports habits and promotes general health in a dannelsesmæssigt perspective.

The student must acquire competence in




a) versatile physical and sports skills, including sports such as sports, play, exercise, aesthetic movement activities and activities in nature,

(b)) to apply their own and others ' experiences, observations and experiences in understanding the teacher worked in sports in educational and didactic context,

(c)) to apply knowledge and understanding of human biological and humanistic sports theory in relation to children and young people's development, physical activity and health,

(d)) to make ongoing evaluations of the class and each student's academic, physical and overall development, and from this develop curricula within the existing and future frameworks

e) to analyze, assess and apply appropriate course-didactic, health and sporting academic research and

f) to involve it, so that the opportunities for this technology to develop topics, concepts and methods will be an integral part of the profession.



3.3. Core knowledge and skill areas

3.3.1. Education

The contents are:




a) planning, implementation and evaluation in physical education classes.

b) knowledge of the health impact of all forms of physical activity in children and understanding of the background of the official recommendations, with regard to children's physical activity.

(c)) the importance of the learning processes that are associated with the bodily, the physical and the cognitive.

d) Reflection and perspective based on experiences with their own body.

e) Integration of bodily labour and forms of expression of other subjects in particular. interdisciplinary contexts and projects.

f) written and oral use of concepts from the subject's practice and theory for analysis of teaching and learning.

g) Progression and differentiation in education, including gender or gender-separated integrated teaching.

h) varied evaluation techniques and tools for the identification of skills and knowledge.

I) analysis and assessment of educational resources, including special learning aspects of the use of it.

j) Assessment of the physical framework is important for physical education classes as well as competence in organising and carrying out the teaching of various physical surroundings, including activities in the water.

k) School subject's justification, form and content seen in a historical, cultural and social perspective.

l) School subject's opportunities for development, justified on the basis of national and international research and development work.

m) physical education profession as scientifi c disciplines and science theory related to the profession, including general scientific methods.



3.3.2. Development of own versatile sporting skills and competencies reasoned out from:




a) Versatile sporting disciplines and movement activities within both the classic and new feats.

b) insight into the importance of bodily expression and realization through the body.

c) knowledge of and insight into the biological and humanistic subject areas in relation to children and young people's physical, mental and social development.

d) Knowledge about health in relation to social conditions, living conditions and lifestyles, insight into the physiological and motor analysis methods as well as knowledge of the Act.

e) knowledge of the sport's traditions, cultures and values, including the sports subject's identity, movement cultures and educational aspects as well as matters relating to organized and even organized sports participation on both individual-level as a group.

f) Skill in providing security in education, knowledge of prevention of sports injuries and the teaching of first aid by sports injuries.



3.4. The subject's organization

The profession is organised with a first-and a andendel, where the first part ending with an internal test. The internal test is based on the following objectives:




(a)) The students have developed competence to apply knowledge and understanding of human biological and humanistic sports theory in relation to children and young people's development, physical activity and health in an interaction with its own versatile physical and sports skills in a didactic perspective.

Annex 4

Study on 36 ECTS credits

1. Visual Arts

1.1. Subject's identity
In the Visual Arts are defined broadly as Visual communicative expressions, images and the subject integrates thus worked with contemporary and various historical and culturally anchored picture genres and media. Reading skills and competencies are developed on the basis of Visual knowledge, understanding and expression skills and put in Visual arts subject in an interplay with neurobiologists, knowledge and skills, so that thus formed the basis for the development of both professional as interdisciplinary teaching skills. Teaching in the subject also aims at the development of specific competencies in the use of pictorial forms and various manufacturing, including electronic, visual media as a tool for communication, dissemination and teaching at school in General.

1.2. Objectives

The goal is that the students acquire competence in




(a)) to connect and use the subject's main areas and school education in a reasoned and reflective teaching in the Visual Arts,

(b)) to communicate in, differentiating between and reflect the use of various pictorial forms, genres and media, manufacturing

c) to select, justify and disseminate relevant professional content aspects and relevant teaching and working methods,

d) to select, justify and evaluate goals with training in Visual art, taking into account the key provisions on the subject in the school and in relation to students at different grade levels and with different assumptions,

e) to plan, implement and evaluate reading manufacturing processes, taking into account the special conditions that prevail when working with aesthetic manufacturing and with understanding of such processes potential in relation to the development of cognition and of students ' innovative competence

f) to analyze, reflect, discuss, develop and formulate it qualified in the written and spoken about the teaching of art in different contexts and in interaction with different target groups; including pupils and parents and

g) using pictorial production forms and various picture media and ICT as tools in the teacher profession in General and for communication, dissemination and teaching of the Visual Arts and other disciplines.



1.3. Key knowledge and skill areas

For the development of teaching competence in the subject stands the work of education centrally and relate to the professional studies in image processing and image science. In this context, the involvement of results of relevant research and development work.

The contents are:




a) knowledge of and skills in to justify, organise, implement, document and evaluate training courses with progression and goals in relation to students at different grade levels and with different assumptions.

b) knowledge of and skills in the use of relevant methods for differentiation and evaluation of teaching in the subject.

c) knowledge and understanding of learning and development potentials in the operation pattern and analytical work with various forms of pictorial expression, including pictorial manufacturing processes potential in relation to the development of cognition and of students ' innovative skills.

d) concepts of Visual skills and competencies related to the globalised society, the world of work, leisure and cultural life and to teaching and dissemination.

e) School subject's development, including fagsyn, grounds, content and key provisions on the subject in school.



1.3.1. Areas of expertise in the subject line

Reading skills and competence is based on knowledge, understanding and visual expression skills and developed in interaction between practical image-producing and image kundskabsmæssige studies.

In the picture-making work is practical investigative, experimental and analytical with the manufacture of reflective images. Working within the following categories with different starting point and with varied use and combination of tangible and electronic image media:




a) Picture categories that refer to art images.

b) image categories that refer to children's and youth culture.

c) image categories that refer to media images and Visual communication.

d) image categories that refer to other visual culture phenomena.



1.3.2. In the field of image science and Government are working with the following content:




a) Historic and contemporary genres within Danish and international art.

(b)) analysis and interview methods that contribute to the experience, description, reflection, interpretation and comparison of pictorial expression, which can be used as tools for teaching, mentoring and evaluation in the subject.

c) Theories and issues for lighting of culturally anchored pictorial codes.

d) Theories and issues to the lighting of the differences and similarities between imagery and verbal language.

e) Theories and issues for lighting of Visual communication, Visual culture, as well as billedsyn, art-and æstetiksyn.



2. Biology

2.1. The subject's identity

Biology in teacher education is all about, how the students can use knowledge about living organisms and their surrounding environment to carry out and develop a diversified and professionally rewarding biology lessons in school with focus on developing students ' natural professional competencies. Central to line the profession are conditions on the environment, evolution, health and practical application of biology, which forms the background for the position in relation concerning human interaction with nature and the social exploitation and application of biology.

In addition, the coupling between models, theories and practical-experimental work significant elements in the subject.

2.2. Objectives

The goal is that the students acquire professional and didactic skills in teaching in school subject biology.

The student shall acquire jurisdiction to




a) take charge of a biology classes, which are based on the students ' own experiences, studies and perceptions, and that develops and maintains the joy of nature and desire to deal with biological topics and issues

(b)) to specify, organize, plan and carry out biology teaching on the basis of an analysis and evaluation of the school the subject's content, including practical-experimental work,

(c)) to consider and describe the professional objectives from a knowledge of the pupils ' learning conditions in relation to the natural sciences,

(d)) to create and maintain an overview of the biology of the subject's characteristics based on nature/technology education and in cooperation with the school's other science lessons at 7. to 9. grade levels,

(e)) to discuss issues with biological content in relation to their own and others ' fagsyn in order to be able to conduct and develop an educative Biology education that can form the basis for position and trade in relation to man's interaction with nature,

f) to involve the subject's specific prerequisites in interdisciplinary collaboration with other teachers in the school science education in 1. to 9. class, as well as other of the school's cross-cutting themes and issues

g) to discuss school-as well as teacher training. course content in a larger perspective, historical-erkendelsesmæssigt as well as in relation to the development of society,

(h)) to be able to formulate and evaluate professional goals and progression in the professional skills, including progression compared to students with different assumptions,

in) to be able to make reasoned choices of appropriate forms of training materials, including computer-based,

j) to evaluate the class and each student's professional base and development through the use of varied forms and evaluation

k) to consider and justify examples of fagmetodik in school subject biology, including the involvement of it as a course-didactic tools and media.



2.3. Core knowledge and skill areas

2.3.1. Education

The contents are:




a) Education on the basis of key, exemplary problems from science and school subject.

b) Practical-experimental work, including security aspects.

(c)) Observation, analysis and assessment of biology teaching in connection with internship and own courses of study.

d) Considerations of progression and differentiation of biology teaching based on the knowledge of pupils ' forforståelse, concept formation and other learning prerequisites.

e) analysis and assessment of educational resources, including it-based.

f) Analysis of school subject's justification, objectives, content and historical development.

g) Analysis of evaluation, documentation and use of test and evaluation results in line the course and school subject.

h) Analysis of various fagsyn.

I) national and international research and development work in the field of education in biology and other natural sciences.

j) Development and cooperation opportunities in biology and the other school subjects.

k) Biology subject in interaction with the surrounding society, including both management, occupations, guilds, and ethical issues.

l) Science subject biology and philosophy of science in relation to the school subject, including fagidentitet, methods and development prospects.



2.3.2. Professional theories, concepts and forms of work

The contents are:




(a)) The living organisms and their surrounding nature mhp. to be able to illustrate essential biological concepts, theories and contexts, as well as evaluate and discuss environmental issues, environmental management and sustainable development.
b) Health and Physiology in a biological perspective, including basic physiological functions and cellular processes. That involved health issues related to lifestyle, living conditions and quality of life.

c) Genetics, evolutionary and behavioral biology, including insights into the nature of scientific theories of biological evolution, the basic genetic conditions and behaviour.

d) Biology application in production, biotechnology, nature and health management.



2.3.3. In the work of the above areas are involved:




a) Practical-experimental work, including field biology in order to be able to plan, implement, assess and evaluate studies in the laboratory and in nature, as well as take responsibility for field trips in the wild and to businesses.

b) Ecological, developmental, social and ethical perspectives.

c) It as a course-didactic tools and media.



3. Danish as a second language

3.1. The subject's identity

Danish as a second language subject line takes as its starting point the fact that a large proportion of pupils in elementary school are bilingual and have Danish as their second language. The course aims to put the student able to justify, plan, implement and evaluate the teaching of Danish as a second language. The subject qualifies on the one hand, to perform special organised instruction in Danish as a second language and, on the other hand, for teaching and collaboration around other subjects in order to involve a second language perspective in the curriculum.

3.2. objective

The goal is that the students acquire skills for




(a)) to be able to contribute to the subject's continued development, including being able to interpret and apply the results of research and development work with relevance for Danish as a second language,

(b)) that could relate to the provisions on the subject in relation to their own and others ' fagsyn as well as view the subject in a larger perspective, among other things. a historical perspective and a development perspective, in the light of this, to be able to consider and describe your professional goals and academic progression,

(c)) to be able to identify, assess and characterize the bilingual pupils ' development in Danish as a second language, including assessing the students ' conditions and needs,

(d)) to be able to justify, organise and evaluate learning pathways on the basis of the individual shipment or groups of students and

(e)) to be able to cooperate with colleagues and others about the teaching of Danish as a second language bilingual students in the subject and engage in interaction with other subjects and in school counseling and guidance.



3.3. Core knowledge and skill areas

The contents are:




a) skills in organizing, implementing and evaluating second language education based on students ' linguistic preconditions and on the basis of insights into relevant theories and research results.

b) skills in to observe and analyze the teaching of Danish as a second language, including teaching materials in Danish as a second language and its use.

c) skills to follow and describe each student's language development as well as skills in analyzing linguistic interaction in order to support bilingual pupils ' language use and language acquisition opportunities.

d) ability to characterize and assess language in public school subjects in order to support the bilingual pupils ' academic development.

e) skills in organising and implementing language training in a linguistically and culturally diverse General.



3.3.1. Language and language use

The contents are:




(a)) Sprogsyn and language tilegnelsessyn.

(b)) Language description in a second language perspective.

(c)) Language use, language variation and linguistic standardisation.

d) Contrastive analysis and language typology.

e) Language, identity and culture, including the culture theory and cultural perceptions.

f) language's role in the subjects in a second language perspective.

g) classroom interaction in multilingual General.



3.3.2. Second language acquisition and bilingualism

The contents are:




a) second language acquisition.

b) Bilingualism and bilingual development, including skriftsprogs development in multiple languages.

(c)) Intersprogsudvikling and intersprogsanalyse.

(d) the importance of the interaction of second-language acquisition.)

e) Linguistic awareness.

f) Linguistic assessment.



3.3.3. Second-language education

The contents are:




a) second-language teaching/learning forms.

(b)) language and cultural education.

c) reading and writing development in second language.

d) oral and written fluency in the second language, including communication strategies.

e) listening comprehension and lyttestrategier.

f) Development of bilingual pupils ' vocabulary.

g) Pronunciation and pronunciation lessons.

h) the subject's organization in elementary school and school subject's development in a historic and forward-looking perspective.

in) It-based labour and forms of communication.



4. French

4.1. The subject's identity

Line the course French is a language-and workshop in both a national as an international framework of understanding.

The core of the line subject to French consist of the subject's curriculum and French language and culture seen from a global perspective. The acquisition of both communicative as intercultural competences of the students is central in relation to the exercise of French teacher profession in primary level. These skills are a prerequisite for the student will be able to justify, plan, implement and evaluate a varied and rewarding teaching in the subject of French in primary school.

4.2. Objectives

The goal is that the students acquire skills to perform and contribute to the development of education in French the subject and in this context to have acquainted with the social and cultural conditions in French-speaking areas, where possible, through internship or study in a French speaking country.

The student must acquire skills to




(a)) could use language orally and in writing,

b) acquire knowledge and awareness of sprogsyn, language acquisition and language use,

c) run and analyze professional professional problems and possibilities in the subject French,

d) assess and develop curricula,

e) put themselves into, analyze and deal with existing frameworks and formulate and implement objectives and sub-objectives for French,

f) make drug selection and consider the principles of planning and evaluation of learning processes in relation to current course descriptions,

g) characterize and assess the students ' professional skills, and yield

h) consider the subject's methodology in the light of neurobiologists, reflections and

I) analyze and evaluate educational materials for French teaching, including textbook systems and the subject's relationship with Danish subject, the other foreign languages and other subjects in teacher training and in primary school.



4.3. Key knowledge and skill areas

The contents are:




a) skills to plan, analyze, assess and evaluate teaching and learning.

b) skills in planning education in interaction between long-term and short-term perspective.

c) skills to consider and describe your professional goals and professional progression in the subject French and organise the learning pathways for pupils with different assumptions.

d) skills in selecting and using assistive devices in the form of reference books, electronic media, information and communication technology and reflections over these media use in foreign language teaching.

e) skills to select, construct, and operate out of a wide spectrum of forms and tools for evaluation, assessment and characterization of the class and each student's professional dividends and competencies.

f) skills in engaging in dialogue with students and parents in discussion of objectives and evaluation.



4.3.1. Language, language use and communicative competence

The contents are:




a) Knowledge about communication and learning strategies, including listening, reading and writing strategies with process writing for foreign languages.

b) skills to describe and analyze a wide range of texts with a view to raising awareness of different text types, genres and stillag.

c) knowledge of assessment and the use of strategies within the field of semantics, vocabulary, grammar and phonetics.

d) skills in perceiving and understanding the various forms of spoken French.

e) skills in assessing and selecting grammatical matter and compare different grammatical representations.

f) Knowledge about differences between speech and writing language and skills to describe, analyze, assess student language and compare French and Danish language.

g) knowledge of culture and society, lifestyles and values in France and other French-speaking countries and areas.

h) Knowledge about intercultural communication through work on topics of local and global in nature.



5. Geography

5.1. The subject's identity

Line the elective geography is all about, how the students can use the knowledge of natural and kulturgeografiske processes and patterns to carry out and develop a diversified and professionally rewarding geography lessons in elementary school.

Centrally located in line the subject stands the interaction between people and nature and its consequences, as expressed through the natural base utilization, the influence of the environment and people's living conditions in the various regions, as well as relations between the world's regions, States and people, as well as the influence of globalisation.

In addition, the school grounds and the subject's content and the subject's role in primary and secondary schools an essential element of the subject line.
5.2. the Objectives

The aim is that the student obtains jurisdiction to




a) to plan, carry out and evaluate teaching in, and contribute to the further development of school elective geography,

b) involve the subject's specific prerequisites in interdisciplinary collaboration with other teachers in the school science education in 1-9. class as well as in other of the school's cross-cutting themes and issues

(c)) use and critically relate to the subject's didactics as well as its knowledge and skill areas for the purpose of teaching in school subject,

d) justify the choice of content based on global patterns, regions or topical issues,

e) create and maintain an overview of the subject's whole and its subdivisions, consider provisions on the subject in relation to their own and others ' fagsyn as well as view the subject in a larger perspective, historical and developmental,

f) consider a coherence and progression in the planning of geography and science lessons that promote student learning and

g) to plan, implement and evaluate varied courses, including the involvement of it, map, photos, statistics and narration as well as practical and investigative work included in field trips, field and laboratory work.



5.3. Key knowledge and skill areas

5.3.1. Education

The contents are:




a) criteria for the objective in education, selection of content, principles for the planning and evaluation of learning processes, including analysis and evaluation of teaching materials.

b) Knowledge about how students ' geographic language and formation can be encouraged, including in particular the development of pupils ' knowledge and understanding.

c) Skill in exploiting informal learning spaces and apply practical/investigative forms of work such as fieldwork and excursions, as well as how these forms of work can promote student learning.

d) skills in being able to analyse and assess the integrity of the school grounds, including assessing and designing curricula.

e) School subject's history, various fagsyn, as well as relevant research and development work in the field of education in the subject.

f) knowledge of evaluation, documentation and use of test and evaluation results in line the course and school subject.



5.3.2. Professional theories, concepts and forms of work

The contents are:




a) Natural geographical knowledge areas, theories and issues, that is to say natural geographical processes and distribution patterns as a result of substance and energy flows in nature.

b) Kulturgeografiske knowledge areas, theories and issues, in particular processes and distribution patterns as a result of demographic, economic, productive and political conditions.

(c)) the human use of natural base, as expressed through the human living conditions in different regions and through the current environmental and development problems.

d) knowledge of and attitudes to globalisation, influence on culture, nature and living conditions and on the relationships between the world's States and peoples.

e) Geographical issues, which gives the students the opportunity to work with current issues and trends in a dynamic perspective.

f) skills in the use of geographical sources and forms of work, including observation, interpretation and assessment related to practical work as field trips and field work.

g) It as a working tool and as an integrated part of line profession and school subject.



6. Home Economics

6.1. The subject's identity

Domestic science takes as its starting point the human capacity for action in relation to issues linked to food, meals, housekeeping and consumption seen in relation to nature, culture and society, with the aim of health and quality of life for the individual and for others.

Home Economics in teacher education puts the students able to justify, plan, implement, evaluate and develop a varied and rewarding teaching in the subject and in the cross-cutting themes and issues, where the subject's elements are included.

6.2. Target

The goal is that the students acquire skills in home knowledge professionalism, education and methodology, so that the student will be able to perform and contribute to the development and evaluation of teaching in the subject in elementary school.

The student must achieve competence in




(a)) to establish and analyze professional professional issues and opportunities involving the theory and reflection on practice as well as being able to structure their own learning with a view to achieving a fagdannet identity,

(b)) to be able to organise learning pathways in home economics (reasoning, planning, implementation and evaluation) for pupils with different learning prerequisites,

(c)) to create and maintain an overview of the subject's content, consider provisions on the subject in relation to their own and others ' fagsyn, describe the technical progression as well as view the subject in a larger perspective, both a historical and a development perspective,

(d)) to be included in the cooperation with parties in and outside the school, including with students and parents, as well as in work on health at school and

e) to acquire a home economics vocational General and context understanding and unfold it in relation to the work on cross-cutting themes and issues.



6.3. Core knowledge and skill areas

6.3.1. Education

The contents are:




a) General and neurobiologists theories associated with the profession as health-promoting courses, practical courses, aesthetic and humanistic disciplines and social and natural scientific subjects.

(b) criteria for substance selection), principles for planning, progression and class management.

c) evaluation and documentation of learning processes in relation to the applicable requirements for the subject in public schools including dialogue with students and parents.

d) selection and application of the subject's methods and forms of enterprise: analytical, communicative, workmanlike, experiential and udtryksmæssig company.

e) Differentiation in teaching organised in learning and development course for students with different assumptions.

f) Analysis, evaluation and use of educational materials for the profession, including digital tooling and it tools.

g) justifications for the teaching profession and its development in school history as well as current and in the future.

h) School subject's location and opportunities for collaboration within the school and with parties outside the school.

I) national and international research and development work in the field of education in home economics.



6.3.2. Areas of expertise in the subject line

The contents are:




a) Practical, workmanlike skill in cooking and the use of tools.

b) composition and assessment of diet for different groups using current knowledge about nutrition, food, hygiene and consumption.

c) various health concepts and their correlation with læringssyn and fagsyn.

d) Historical, global and cultural realities associated with food, meals, housekeeping and usage.

e) Social, sociological aspects of food, meals, housekeeping and usage, interaction with resources and the environment, as well as ethical issues and considerations.

f) Aesthetic theories and learning processes related to food and meals.

g) action in relation to professional issues in home, nature, culture and society.

h) the subject's methods and forms of enterprise.

in) the subject's theoretical and practical basis: Its craftsmanship, natural scientific, humanistic, social, aesthetic and ethical basis.



7. Christian studies/religion

7.1. Subject's identity

Christian studies/religion is about man's collective and individual interpretations in relation to the basic and the extreme, including the Christian narratives.

Key in the subject says the study of religious education and different uses of religion, philosophy and ethics, historically and currently, speaking in Danish, European and international perspective.

7.2. Objectives

The aim is that the student qualifies to perform and develop teaching in the subject by acquiring the competence to




(a)) to analyse, assess and discuss statements with religious and philosophical content in order to pursue religious education at the school's premises,

(b)) to apply professional knowledge areas, approaches and ways of working in school subject and in interdisciplinary cooperation and

c) to formulate and manipulate religious, philosophical and ethical issues, which are essential for the school's students.



7.3. Key knowledge and skill areas

7.3.1. Education

The contents are:




a) justifications for the school subject Christian studies and its content in historical perspective. Current provisions on the subject in the primary school.

(b) Religious teaching) different approaches, URf.eks. narrative, philosophical and symbol of life oriented education.

(c)) Justification, objectives, planning, implementation and evaluation of teaching in the subject and from the profession in interdisciplinary contexts.

d) criteria for the selection of content, educational resources, various forms of work, including practical-musical, and it.

e) Meeting between the students ' world and the professional substance. Student prerequisites for working with religious, philosophical and ethical issues. The technical content important for children and young people's self understanding, cultural identity formation and world opinion.



7.3.2. Theory and method

The contents are:
a) Basic features of religious professional methods, URf.eks. hermeneutic, historical-critical, comparative, phenomenological, sociological and anthropological method.

(b)) the relationship between scientifi c disciplines and school subjects.



7.3.3. Christianity

The contents are:




a) Christianity's main ideas and basic concepts.

b) Christianity history with emphasis on Danish conditions.

c) Biblical stories, their meaning, context and perspective.

d) Various religious conceptions and their cultural and historical significance.

e) Christianity's different expressions in URf.eks. life forms, rituals, symbols and art.

f) Different current formulations and use of Christianity.



7.3.4. Selected world religions

The contents are:




(a) the main Religions) thoughts and basic concepts.

b) Religions and their different retningers cultural and historical significance.

c) Religions different expressions in URf.eks. life forms, rituals, symbols, art and stories.

d) Different current formulations of and use of religions.



7.3.5. Ethics and philosophy

The contents are:




a) Ethics, different ethical positions, their possibilities and limitations. Ethical considerations on the basis of current issues affecting the individual, the relationship with one's fellow human beings, society and nature.

b) Philosophy, including the philosophy of life. Philosophy with children. Various philosophical opfattelsers possibilities and limitations.

c) philosophy of religion, including the various conceptions of religion and the relationship between religion and modernity.



7.3.6. Religious currents and non-religious philosophies

The contents are:




a) Current trends of religious in nature, including new spirituality and civil religion.

(b)) non-religious philosophies, including humanism and atheism.



7.3.7. Information technology and religious profession

The contents are:




a) It as an integral part of religious profession.

b) Religion in the virtual space.



8. Equipment design

8.1. The subject's identity

Stock design puts the students able to work hands-on with design processes and artisanal activities, with a view to understand, create and develop material culture.

Teaching should ensure that students will be able to justify, plan, implement and evaluate a varied and innovative teaching of woodwork, needlework and in equipment design as possibly. electives.

8.2. Objectives

The goal is that the students acquire skills to




(a)) perform and contribute to the development of the teaching of woodwork, needlework and equipment design,

(b)) develop a study, experimental, investigative and problem-solving approach to material processing centre design processes and products,

c) communicate visually and disseminating craftsmanship, creative and analytical processes,

d) structuring learning on the basis of own artisanal, expression and theoretical skills,

e) create an overview of the subject's whole and parts, consider provisions on the subject in relation to their own and others ' fagsyn as well as view the subject in an educational and social perspective,

f) formulate themselves in writing and orally on professional goals and their progression and analysing teaching and learning,

g) evaluate the class and each student's professional development with the use of versatile evaluation forms,

h) consider examples of fagmetodik in the light of neurobiologists, reflections, including work on cross-cutting themes and issues and

in) be in dialogue with students, parents and colleagues in the discussion of the objectives, content and evaluation.



8.3. Key knowledge and skill areas

The contents are:




a) skills in planning, carrying out and documenting various design processes.

b) knowledge of and skills in the practical, material-based design processes in course-didactic lighting.

c) knowledge of and experience with the practical work is important for learning and versatile formation.

d) knowledge of practical-experimental work is important for design processes.

e) skills to analyse, assess and evaluate the work processes and products.

f) Relevant artisanal skills in relation to the primary school curriculum and needlework as well as woodwork machinery design.

g) Methods and forms of collaboration that develop students ' innovative skills.

h) Progression, differentiation and evaluation in woodwork, needlework and equipment design.

in) assessment of materials, tools and utensils.

j) technologies, including it, as a tool for the students during the study and in the subsequent work as a teacher.

k) subject-related importance in society.

l) Understanding of concepts such as creativity, innovation and sustainability.

m) Target culture, Danish design, crafts and living conditions/forms of life.

n) Development of equipment design as a content area in the school.

o) disciplines ' justification, objectives, content and scientific basis as well as international research and development work in the field of education in the subject.

p) practical work with design processes and creative, artisanal manufacture.

q) Item Analysis based on historical, societal and cultural contexts.

r) Practical creative work as a tonic for the experience factor of confidence in own abilities.

s) learning potentials associated with different age stage work with experimental progress and aesthetic learning processes as a basis for stock design.

t) evaluation and documentation of design processes in a learning perspective.

u) use of tools, materials and technologies as the basis for self assessing, developing and disseminating material cultures.

v) work environment, resource use and sustainability.

w) machine safety in the school's laboratories.

x) Development of equipment design as a school subject.



9. Music

9.1. Subject's identity

The music profession in teacher education puts the student able to justify, plan, implement and evaluate a comprehensive and broad-based education in music. Profession contribute with specific cognitive and expressive possibilities with importance to sansemæssig, motor, emotional, aesthetic and intellectual development and takes as its starting point the music as an essential cultural and identity-creating phenomenon.

9.2. the Objectives

The aim is that the student obtains a professional subjects and communication competence as a music teacher and can work methodically, independent and reflective with music lessons, as well as with the development of music education, which implies




(a)) that the student develops practical-musical, music theory, music teaching and music didactic competences in relation to take music lessons for children and young people,

(b)) that the student will be able to work as engaging music leader with musical and pedagogical overview, empathy and authority,

(c)) that the student obtains ability to contribute to the development of students ' independent, multi-faceted and vibrant relationship with music as a starter and supervisor,

(d)) that the student will be able to convey music as an important identity-building and culture-bearing subjects,

(e)) that the student acquire the reflection and analysis skills in relation to music educational theories and methods involving development and research work, and

(f)) that the student achieves prerequisites in order to be able to take part in continuing vocational-pedagogical development of music as a subject.



9.3. Core knowledge and skill areas

9.3.1. Education

The contents are:




a) Knowledge about music education, learning objectives, criteria for the selection of content.

b) knowledge of teaching methods, forms of work, educational resources and progression.

c) Knowledge on theories of musical learning, educational differentiation, aesthetic learning processes and children's musical development.

d) skills in planning as well as the activities of single longer sequences.

e) skills in implementing music education, including management of musical activities, instruction and guidance.

f) skills in observing, analyzing and evaluating music lessons.

g) knowledge and skills to relate to different view of music, music reflecting the subject's rationale, objectives and content, music educational concepts and theories as well as development and research work in music education.



9.3.2. understanding Music

The contents are:




a) Music listening, musical analysis, music theory and ear training, as well as the interpretation of different music from conscious choice of theory and method.

b) Reflection and perspective of music as artistic, cultural, social and historical phenomenon in various genres, periods and cultures, including the music in children's and youth cultures as well as music and media.



9.3.3. Music performance

The contents are:




a) Experience with and skills in the game, a-and polyphonic songs, as well as activities in the field of music and movement.

b) basic skills in the game on the big instrumentariet, as well as knowledge of and skill in serving music technology. Knowledge of the school instrumentariet and its uses.

c) knowledge of common songs and ensemble repertoire.
d) knowledge of and skills in music management, including instruction, together game-and kormetodik as well as management of the children's choir.



9.3.4. Musical creation

The contents are:




a) Arrangement, elementary composition and improvisation in order to be able to produce musical material for educational purposes.

b) Creative processes and experimental work in music.

c) organisation of creative musical processes.

d) use of it as a working tool and as a creative tool.



9.3.5. Personal musical skills

The contents are:




a) craft and expression skills in singing, piano and main instrument through individual tuition.

b) Practical knowledge of and experience with its own voting options.

(c) the ability to use the voice) as a tool in music lessons.

d) Skill in usage klaverakkompagnement to music activities.

e) Skill in using piano playing as an auxiliary agent in music lessons.

f) Musical expression skills and immersion through games on the main instrument.

g) Experience with motor/technical practice processes as a basis for work with children's musical development.



10. Social studies

10.1. The subject's identity

Social Science working to describe, analyse, assess and action put concrete contemporary social posts under the inclusion of concepts, theories and methods from the social sciences disciplines as political science, economics, sociology, international relations and philosophy of science.

The students will develop teaching skills in social studies in elementary school and in other school forms so that they are in their careers as teachers at a social academic and course-didactic basis is able to justify, plan, implement and evaluate a varied and rewarding education.

10.2. the Objectives

The student obtains jurisdiction to




(a)) to develop educational, planning and critical reflection competence for teaching and development of social studies in elementary school,

(b)) to develop a critical sense and action competence on a personal level, in the class room and in public spaces,

(c)) to be able to make the meta-reflection in linjefags lessons, work products and placement,

(d)) to develop sociological imagination and political formation,

e) to master social academic and course-didactic terminology,

f) through work with current social sciences issues to be able to use social science theories and concepts, demonstrate methodological insight and analytical competence,

(g)) justified to select appropriate teaching materials with an eye for continuity and dynamism in society, organise training courses based on the individual student's conditions, evaluate teaching and exam and run

(h)) to acquire an overview of the social subject's development and the subject's involvement in interdisciplinary relationships in elementary school.



10.3. Core knowledge and skills

10.3.1. Education

The contents are:




a) knowledge of fundamental and methodical problems of communication, information and education in school subject social studies, including problem orientation and project work, the exemplary principle and different educational concepts.

b) knowledge and skills in the way of lesson planning, including evaluation of training tools, teaching methods, the involvement of it, observation, evaluation and tests.

c) knowledge and practical skills in the development, implementation and evaluation of the internship course in social studies in elementary school.

d) knowledge and skills in the profession of school social fags justification, objectives, content and history, interaction with the school's project task and the subject's cooperation opportunities in and outside of school.

e) knowledge of national and international research and development work relevant to the teaching of social studies.

f) knowledge and skills concerning the planning and implementation of outreach activities, including study tours and institutional and company visits.



10.3.2. Social science concepts, theory and method

The contents are:




a) Philosophical and scientific theoretical approaches to the study of man and society, man and State, human and cultural as well as man and nature.

b) Theories and perspectives from political science, economics, sociology, and international relations.

c) Principles for the selection of methods, concepts and models in the treatment of a professional drug area, and written and oral reasons for the choice of these.

d) quantitative and qualitative investigation and documentation methods linked to empirical studies.



10.3.3. Professional subject areas

The areas treated with the involvement of conflict and cooperation perspective as well as aspects of the past that have related thereto, from the individual level to the global level.




a) Social groupings and their interaction. Norms, values, culture and communication. Living conditions, life forms, integration and social heritage.

b) Political systems, democracy and democratic processes. Ideologies, political socialization and human rights. Welfare State and welfare society.

(c)) the EU building, decision making, democracy and politics. The EU as an actor in relation to Denmark and the international system.

d) Economic systems, developing trends and interests. Production, consumption, technological development, economic policy, industrial relations and education.

e) international relations in global perspective, international players, the opposing trends between globalization and local focus. Current security problems. Denmark's and Europe's position in the world. Global development and inequality.

f) environmental conditions in different communities, sustainable development, resources, as well as production and consumption patterns to environmental effects.

g) It as a working tool and as an integrated part of line profession and school subject social studies.



11. Special education

11.1. The subject's identity

Line the subject special education puts the students able to justify, plan, implement and evaluate teaching children, young people and adults with special needs, taking into account the individual's assumptions.

11.2. Objectives

The goal is that the students acquire skills for




(a)) to implement development and research-based analyses and assessments of key, because special education issues,

(b)) to justify personal and professional position on special education issues,

(c)) to engage in interdisciplinary discussions,

(d)) to identify special education issues in relation to organisational, institutional and societal conditions and opportunities,

(e)) to prepare, implement and evaluate a teaching adapted to the individual student's needs,

f) to produce, disseminate and evaluate student plans

g) to describe, analyze and assess conditions that have an impact on individuals, organisations and institutions ' task solution in relation to people with special needs,

(h)) to describe, analyze, and evaluate the normality and deviance in historical, lighting and

in) to describe, analyze, and evaluate development opportunities for children, young people and adults with special needs.



11.3. Core knowledge and skill areas

The contents are:




a) Special educational theories as the basis for the understanding of the special needs of people.

b) Didactic theories, concepts and issues of significance for the development of the special education area.

(c) the organisation of special education public school).

d) Inclusiveness and inclusion.

e) societal and cultural development impulses importance for special educational practice.

f) regulatory framework, including national laws and regulations as well as international declarations and conventions.

g) Special education as a subject, development and research field.

h) Special pedagogy in teaching.

I) reading, writing, and math problems and issues in relation to behaviour, contact and well-being.

j) methods for ongoing evaluation and documentation of the student's academic, personal and social development.

k) Preventive, pre-emptive and coercive measures, including class management.

l) Special education and primary school subjects, including opportunities for educational differentiation in all subjects.

m) It and other assistive devices in the day-to-day teaching: Collegial advice and advice and guidance from URf.eks. centres of excellence in the use of special devices, including computer-based tools and applications.

n) knowledge of other specialised materials, URf.eks. point, digital text and pictogram.

o) aware of the possibilities for cooperation with and advice from educational/psychological counseling and from other local, regional and national special advisory organizations.

p) school's puzzle-solving, functioning and culture in relation to pupils with special needs.

q) home-school cooperation.

s) Educational Research and development work.



12. German

12.1. The subject's identity
The core of the course German as a foreign language is a language and culture with a focus on the appropriation and dissemination processes within both areas. In a multilingual perspective contributes to the development of future teachers ' profession German linguistic and cultural awareness, formation and identity. Employment with the profession strengthens the student's linguistic attention, communication ability and develop intercultural understanding and helps to ensure a linguistic diversity in Denmark.

12.2. the Objectives

The aim is that the student acquires kompetencertil to




a) justify, plan, implement and evaluate German teaching at various stages with pupils who have different assumptions,

(b)) be able to understand the main contents of varied texts of varying difficulty,

c) could express themselves spontaneously, clearly and fluently on diverse themes,

d) clear and structured orally and in writing to be able to express their own opinions in relation to professional issues, also through neurobiologists, and participation in the international debate,

(e)) to be able to use the formal and functional knowledge of languages and language use in relation to own and students ' language development,

f) apply the language acquisition theories in relation to own and students ' linguistic and cultural development,

g) apply knowledge about the relationship between language and culture to develop critical cultural awareness and intercultural competence,

h) could exploit information technology opportunities in relation to own and students ' linguistic and cultural development,

I) involve knowledge of national and international research and development work within the subject's areas and

j) engage in interdisciplinary approaches and cross-professional contexts, with German Trade Union or foreign-language didactic contributions.



12.3. Core knowledge and skill areas

12.3.1. Education

The contents are:




a) School subject's justification, content and historical development.

(b)) education planning on the basis of neurobiologists, consideration of the definition of objectives, selection of content, progression, implementation and evaluation of designated courses in relation to student groups with different assumptions.

c) Analysis of existing training materials and skills to develop new teaching materials in relation to varied learning prerequisites and conditions.

d) Analysis and assessment of own and students ' "intersprog".

e) Analysis of the teacher's tasks as a language tutor.

f) Methods, learning activities and forms of cooperation that promote language development.

(g)) The virtual learning space opportunities in relation to own and students ' linguistic and cultural development.

h) knowledge of different evaluation methods and evaluation tools.



12.3.2. Language, communication and culture

The contents are:




(a) The international dimension) affects the students ' and pupils ' language development and cultural formation.

(b)) Work with combined communication skills.

c) understanding of the texts of varying difficulty and skill to express themselves appropriately in writing and orally.

d) analysis of the link between multilingualism and general language proficiency.

e) Language form and function as well as sprogbrugs rules.

f) analysis of the relationship between sprogsyn and grammar.

g) social and cultural realities in a historical perspective and its significance for foreign-and self-understanding.

h) Hverdagskultur elle phenomena and everyday erfaringers significance for the development of cultural identity.

in literature, film, music), architecture, media or other cultural expressions meaning for the dissemination of culture.

j) Intercultural lessons from studying in German-speaking countries, internship abroad, personal and virtual contacts.



12.3.3. Language acquisition

The contents are:




(a)) Language acquisition theories.

b) Analysis of the relationship between language, cognition and the affective dimension of learning processes.

c) Aesthetic importance of language acquisition learning processes.

d) communication and learning strategies important for language acquisition.

e) Work with the acquisition of vocabulary.

f) the similarities and differences between native and foreign language acquisition, for example, in relation to reading comprehension and writing processes.

Annex 5

Qualifying secondary subjects and levels in relation to admission to the major subject

1. Study on 72 ECTS credits, one of which is mandatory as the first major subject

1.1. Danish (age-specialized)

Qualifying secondary subjects and levels:

Danish (A)

1.2. Physics/Chemistry and nature/technology

Qualifying secondary subjects and levels:

Teknikfag (A), Biotechnology (A)

Biology B, Physics B, chemistry B, natural geography B, technology (B)

1.3. Mathematics (age-specialized)

Qualifying secondary subjects and levels:

Mathematics B

2. Non-compulsory major subject at 72 ECTS credits

2.1. English

Qualifying secondary subjects and levels:

English B

2.2. History

Qualifying secondary subjects and levels:

History of the history of ideas, (B), civics (B) (B), contemporary history (B)

2.3. Physical education

Qualifying secondary subjects and levels:

Dance B sport B

3. Study on 36 ECTS credits

3.1. Visual Arts

Qualifying secondary subjects and levels:

Cultural understanding B, media studies (B)

Visual art (C), design (C)

3.2. Biology

Qualifying secondary subjects and levels:

Teknikfag A – process, food and health

Biology B, Physics B, chemistry B, natural geography B

3.3. Danish as a second language

Qualifying secondary subjects and levels:

Danish (A)

3.4. French

Qualifying secondary subjects and levels:

French begin language B, French continues language (B)

3.5. Geography

Qualifying secondary subjects and levels:

Biology (B), physics (B), international economics B, chemistry B, natural geography B

3.6. Home Economics

Qualifying secondary subjects and levels:

Teknikfag A – process, food and health, biotechnology (A)

Biology (C), chemistry (C)

3.7. Christian studies/religion

Qualifying secondary subjects and levels:

Philosophy, history, history of ideas (B) (B) (B), cultural understanding (B), psychology, religion (B), civics (B) (B), contemporary history (B)

3.8. Equipment design

Qualifying secondary subjects and levels:

Teknikfag A – design and production, teknikfag (A) – construction and energy

Media Studies (B), cultural understanding (B)

Visual art (C), design (C)

3.9. Music

Qualifying secondary subjects and levels:

Music B

3.10. Social studies

Qualifying secondary subjects and levels:

Marketing (B)

History, civics, international economics (B) (B) (B), contemporary history B, business economics B

3.11. Special education

Qualifying secondary subjects and levels:

A-level: Danish.

3.12. German

Qualifying secondary subjects and courses:

German beginner B, German language continues B Annex 6

Teacher education bachelor project

Bachelor project is a major written assignment, there provides an academically-based study with analysis and assessment of a teacher professional issue of importance to the professionens exercise. The teacher professional problem must involve practice and should be clarified with the use of the knowledge which the students have acquired in the internship and in teacher education pedagogical subjects and major subject. Teacher bachelor project will qualify the student to exercise teacher professional functions and operate independently within the teacher profession and qualify for continuing education at a relevant master or master's course of study.

1. Through teacher bachelor project demonstrates the student, the following competencies are achieved:

1.1. Teacher professional investigative jurisdiction




(a)) to investigate, delineate, describe, analyze, reflect upon and assess the problems and development opportunities relating to teacher's tasks and the school's business with the application of relevant theoretical and practical insights

(b)) that involve various positions (URf.eks. students, parents, management) and adopt relevant perspectives in the analysis of teacher professional themes and issues

c) to maintain and describe the dilemmas, contradictions, konfliktuerende goals and oppressive aspects of relationships and structures and the behavior and the actions it causes,

(d)) to collect, process and use the relevant empirical data from school situation in terms of experiences, lessons learned and knowledge from the internship and other practices,

e) that together think and apply professional and pedagogical theories, concepts and methods and

f) to justify and argue for teacher professional actions with professional insight and critical distance in a development perspective.



1.2. Teacher professional competency for mediation




(a)) to disseminate the teacher work relational, communicative, paradoxical and multi-faceted character orally and in writing and

(b)) to report on the results of assessments through systematic argumentation as a sign of use of basic academic work methods, which are prerequisite for access to qualifying continuing education on master and master's level.



2. Through the Studio works the students with
a) different positions (students, parents, teachers, management, etc.) and to adopt relevant perspectives in the analysis of teacher professional themes and issues and identify potential dilemmas and contradictions in the exercise or in the framework for this profession,

(b)) to seek out, delimit, acquire and assess knowledge relevant to teacher worked, including visiting and reflect new knowledge, as well as developing research-and experience-based,

(c)) to describe, plan, implement and evaluate studies and by teacher and school practices,

d) mastery of various approaches to describe, analyze and evaluate teaching and other practices at school,

e) demonstration of the ability to think and apply professional and pedagogical knowledge during use of systematic reasoning and scientific method

f) the scientific exploratory language, the clear, receives the corrected language and the correct language and

g) oral communication, that is to say the ability to establish a focused dialogue on bachelor task issue.

Annex 7

Courses in public school time solve subjects

1. Traffic learning, including first aid

1.1. Scope of the course's identity

Road lesson is teaching about the interaction between the individual and the traffic of a social value in relation to liability, responsibility, commitment and security. First aid is all about stopping by accidents, life-saving first aid and dealing with minor injuries and mishaps, including help and care.

1.2. Objectives

The student must achieve competence in organise, implement and evaluate a teaching,




(a)) that can give security to move about in traffic without risk to themselves and others,

(b)) that can provide knowledge of the hazards and opportunities, we may be confronted with in traffic, and

c) which includes stopping by accidents, life-saving first aid, dealing with minor injuries and accidents as well as help and care.



1.3. Key knowledge and skill areas

The contents are:




(a)) organisation of teaching, so that students can move about safely and responsibly in traffic.

(b)) the inclusion of aspects of behaviour, attitudes and responsibilities on the road.

c) involvement of the road learn in cross-cutting themes and issues in the school's subjects.

d) safe behaviour.

e) Interaction, rules and risks.

f) Accountability in traffic.

g) first aid in relation to personal injury and accidents in traffic organized progressive compared to what students can understand and cope with.

h) life-saving first aid, including alerting, artificial respiration and heart massage.

in the handling of minor accidents as URf.eks). wounds and stopping of bleeding as well as muscle and joint injuries, etc.

j) Safety in the use of the recovery lease.



2. Health and sex education and family literacy

2.1. Scope of the course's identity

Course health and sex education and family literacy has an educative aim relating to teaching in lifestyle, living conditions, identity, existential issues and values in primary school teaching

2.2. Objectives

The goal is that the students acquire knowledge and skills on the neurobiologists, and fagmetodiske areas, as the hour solve subjects include, as well as jurisdiction to




a) organise teaching and discussions regarding. health and sexuality with respect for pupils ' forforståelse, diversity and different values,

b) work with the subject's topics and issues in interdisciplinary contexts,

c) organise learning pathways for pupils with different conditions and in different professional contexts and

(d)) be in dialogue with students and parents about goals for the teaching of health, sexuality and family science.



2.3. Core knowledge and skill areas

The contents are:




a) health education, interdisciplinary, project-and problem-oriented workflows.

b) teaching with a concrete target audience assumptions, taking into account the needs and age.

c) teaching on the basis of seksualundervisningens special professionalism and challenges.

d) health promoting education based on a positive, broad and open health concept involving student participation and action competence.

e) Cooperation within the school as well as the involvement of parties outside the school.

f) causes and significance in relation to life style and living conditions the context of health, sexuality and family life.

g) health conditions at an individual level, including body, diet, exercise, smoking, alcohol and drugs, interactions between health and the environment and lifestyle-and environment-related diseases.

h) Values and living conditions in Denmark in the light of historical, multicultural and international perspectives.

I) Family Science, including forms of cohabitation.

j) identity formation, including development from child to adult, boys-/pigeroller, physical/mental changes in puberty, sexuality in relation to feelings, values and gender roles.

k) Sexuality, borders, sexually related diseases, family planning and contraception.

l) the physical and psychological work environment, its impact on human health, also on the basis of the school as a workplace.

m) children's and young people's rights in the family, school and society, including the virtual space.



3. educational, vocational and labour market orientation

3.1. Objectives

The student develops competence to:




(a)) To provide qualified education from 1. to 9. class in the compulsory subject: educational, vocational and labour market orientation, which should help to form the basis for the individual student's educational planning.

(b)) to help ensure that each pupil receives a holistic educational and vocational guidance in cooperation with Youth guidance. Instructions form the basis for the preparation of the personal training plan from 8. class.



3.2. Key knowledge and skills

The contents are:




a) knowledge and skills regarding the individual pupil's self awareness process and reflection.

b) knowledge and skills regarding educational, vocational and labour market conditions.

(c)), including the concept of self-employed Work, entrepreneurship, innovation, paid employment and unpaid work.

d) Different types of job functions and forms of employment in public and private workplaces, both locally, nationally and globally.

e) Different educational opportunities after primary school and the importance of education in the globalised world.

f) opportunities for study abroad and education abroad.

g) correlations between educational pathways and career opportunities.

h) knowledge and skills in organizing projektarbejdsforløb with different job functions where students produce a product and subsequently carry out evaluation.

in) knowledge and skills in the legal framework on educational environment and children's and young people's working conditions.

j) equality and inequality in the labour market in relation to education, gender and cultural differences.

k) Various techniques in training and job search, including the use of the Internet.

l) knowledge of living conditions and ways of life.

Annex 8

Course within the practical-musical subject area

The practical-musical subject area

1. The course's identity

The practical-musical subjects have the common feature that they like something centrally concerned with a bodily/sansemæssig approach to learning and cognition and work with nonverbal forms of manufacturing.

The course enables the students able to justify, plan, implement and evaluate professional and interdisciplinary learning processes involving a bodily/sansemæssig approach to learning and cognition and integrates the work of manufacturing forms, which are used in the hands-on-musical subject area.

2. Objectives

The student must acquire knowledge about and experience with how the knowledge, understanding and skills can be developed on the basis of teaching and dissemination methods, which use a bodily/sansemæssig approach to learning and integrates the work of nonverbal forms of manufacturing. The student must achieve competence in to justify and apply such methods in professional education and Interprofessional relationships in order to promote the learning of school subjects.

3. Core knowledge and skill areas

The contents are:




a) bodily/sensory experience as the basis for learning and cognition.

(b)) various types of work with nonverbal manufacture integrated into teaching as a means of learning and cognition.

c) Differences between verbal and nonverbal refleksioners contribution to learning.

Annex 9

Course in writing and rhetoric

Writing and rhetoric for students who haven't chosen major subject in Danish

1. The course's identity

Course in writing and rhetoric have a double aim:




(a) It must strengthen the student's conditions) in order to be able to involve the development of children's writing and spoken language of teaching in all subjects and at all grade levels.

(b)) It must strengthen the students ' personal skill in the use of written and spoken language in relation to general teacher activities.



2. writing

2.1. Objectives

The aim is that the student strengthens its competence in writing for the purposes of own writing skill and for the purpose of guidance in writing at all grade levels.
2.2. Core knowledge and skill areas

The contents are:




a) Hand writing, hand-writing process, including writing difficulties.

b) knowledge of the child's motor development as well as ergonomics by hand writing and computer writing.

(c)) the knowledge of font's cultural history.

d) knowledge of the planning, implementation and evaluation of the course, where writing is part of the school.

e) Skill in analyzing and assessing children's writing in order to provide guidance in hand writing, including children with different learning conditions.

f) Skill in writing the basic handwriting types and numbers and characters on the Blackboard and paper.

g) ability to draw up appropriate layout in handwritten and computer printed texts in relation to different genres.



3. Rhetoric

3.1. Objectives

The aim is that the student strengthens its competence in the field of rhetoric aimed at own orality and on evaluation and the development of children's spoken language.

3.2. Key knowledge and skill areas

The contents are:




a) Voice, its function in the performance and voice problems.

(b)) the interplay between speech and body language.

(c)) rhetoric has passed oral genres.

d) children's speech language development, including the importance of reading development.

e) children's speech language dysfunctions.

f) skill in the appropriate velartikuleret language usage.

g) Skill in recitation and story-telling in a tolkende style and great performance in order to capture and maintain students ' attention.

h) Skill in observation of children's language and speech in order to identify specific needs.