Notice On A Teaching Qualification In Secondary Education (Teaching Certificate Order)

Original Language Title: Bekendtgørelse om undervisningskompetence i de gymnasiale uddannelser (pædagogikumbekendtgørelsen)

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=122990

Overview (table of contents) Chapter 1 of training purposes and structure

Chapter 2 Technical competence

Chapter 3 Recruitment

Chapter 4 Theoretical teaching certificate

Chapter 5 Practical teacher training course

Chapter 6 Merit

Chapter 7 Teaching jurisdiction and proof

Chapter 8 Waiver

Chapter 9 entry into force and transitional rules

Annex 1

Annex 2 the full text notice on a teaching qualification in secondary education (teaching certificate order)

Under section 3, paragraph 4, article 5, paragraph 2, article 6, paragraph 3, article 7, paragraph 2, article 8, paragraph 2, article 9, paragraph 2, article 10, paragraph 2, article 12, paragraph 3, article 14, paragraph 2, article 16, paragraph 4, and article 17, paragraph 2, of law No. 475 by 17. June 2008 on teaching certificate in secondary education, article 32, paragraphs 3 and 4, of the law on education to the matriculation examination (stx) (gymnasieloven), see. lovbekendtgørelse nr. 791 of 24. July 2008, § 28, paragraphs 3 and 4, of the law on education to the higher preparatory examination (hf), see. lovbekendtgørelse nr. 445 of 8. in May 2007, as amended by Act No. 475 by 17. June 2008 on teaching certificate in secondary education, as well as section 30, paragraph 5, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 871 of 27. August 2008, lays down the following:

Chapter 1

Training purposes and structure

§ 1. Teacher training course is a theoretical and practical training, to provide newly hired teachers (teaching certificate candidates) in the secondary education the necessary pedagogical skills to work as teachers in upper secondary education. Diploma in education must contribute to that teacher can actively engage in the development of the secondary education and in their interaction with the surrounding society.

(2). The secondary education includes training for higher preparatory examination (hf), training for the matriculation examination (stx), training for the higher commercial examination (hhx) and the higher technical examination programme (htx).

§ 2. The goal of the teacher training course is that the teacher achieves:





1) Teaching skill, including insight and skill in that





a) to plan, implement and evaluate the teaching with the inclusion of learning resources, it, av products, study centres and outreach activities

(b) formulate, process) and put its subject's issues with a view to communicating in writing and orally

(c)) use various neurobiologists principles and various education and forms of work,

(d) identify the various types of student) assumptions and expectations for teaching,

e) support students ' different learning strategies,

f) collaborate with the pupils on the organisation of the oral and written work in the subject,

g) prepare students on various evaluation and test forms,

h) included in guidance and supervision processes, and

in) view his subjects in the context of the school's overall tasks, including collaboration with other teachers about teaching in the individual subjects and across the curriculum in order to strengthen the coherence and progression for learners.





2) knowledge of the upper-secondary education school types, including on





(a)) rule-base for work as a teacher and on decision-making processes at institutions of secondary education, and

b) professional and educational development activities in the sector and in relation to the school's overall activities and organisation.





3) knowledge of theoretical pedagogy (General Pedagogics and education), including





(a)) capability for critical reflection on own teaching practice and its correlation with theoretical-pedagogical considerations

b) insights into how General Pedagogics and education can be combined and give rise to reflection, and

c) insight into the didactic possibilities in their own subjects and in academic interaction.





4) insights into education and interaction with the surrounding society, including





a) insight into the informal learning outside of school, and

b) insight into opportunities for cooperation and communication channels in relation to external institutions and organizations, as well as the local business community.









§ 3. Teacher training is a work-linked training, which consists of a theoretical part, see. Chapter 4, and a practical part including teaching in their own classes, see. Chapter 5. The two parts have combined to an extent of 60 ECTS-points. The theoretical part and the practical part must be organised in such a way that they complement each other.

(2). Teacher training course organised over a year and implemented in the presentation of the first year of the basic regulation. However, paragraph 3.

(3). The school's leader in special cases, decide that the teacher training course will commence at a later date and/or implemented with an extended organisation than referred to in paragraph 2. In these cases it should be apparent from a preliminary training plan, see. § 20, how teacher training course organised with an indication of the expected start and end time. Special event can only occur as a result of:





1) an overall low hours on school in teacher training course the candidate's profession,

2) candidate's illness, maternity leave or leave of absence, or

3) that it neither after vacancy or in any other way is possible to provide teachers to carry out the teaching of a subject, why the candidate's performance of the ordinary teaching makes a normal diploma in education course. However, for these graduates, school must commence no later than one year after his appointment.





Chapter 2

Professional competence

§ 4. The school's Director assigns professional competence in connection with teacher's employment at the school.

(2). Professional competence on the stx and hf is conditional upon a candidate exam passed by a University in one or more subjects in the secondary education. In cases where the candidate has not passed his master's degree in one or more subjects in the secondary fagrække, professional competence is achieved, if the candidate has achieved the qualifications referred to in paragraph 4.

(3). Professional competence at the hhx and htx is conditional upon a candidate exam passed by a University in one or more subjects in the secondary education or of an academic level equivalent to a master's exam passed at a University, see. paragraphs 4 and 5.

(4). Professional competence is further conditional upon the teacher candidate's exam meets professional requirements equivalent to the requirements of the Ministry of science, technology and Development Guide: guidelines for University courses aimed at teaching in secondary education (professional minimum requirements).

Especially for teachers at the hhx and htx-education

§ 5. Within the technical, technological, including information technology, science and business oriented courses, the professional competence is achieved by persons without a master's degree through a combination of a higher education of at least three-and-a-half years at an Engineering College, trade school or University and subsequently professionally qualifying employment and/or further-/efteruddannelse.

(2). In the individual subjects are professional competence contingent on a professional level, which is at least equal to a training session, conducted at a university or equivalent institution. The volume must be at least 90 ECTS credits.

(3). Teachers who teach in the business-related subjects at hhx and htx, must have at least two years of relevant professional experience.

Chapter 3

Recruitment

§ 6. Teachers without teacher training course, which has professional competence in accordance with sections 4 and 5, shall be engaged in permanent positions, see. However, section 7. Real recruitment is subject to the condition that the teacher made up a diploma in education in the first year of the valuation, see. However, section 3, paragraph 3.

(2). Teacher training course the candidate must complete a diploma in education in all of its high school relevant subjects.

(3). The school's head shall inform the Ministry of education message about the employment of a teacher who should be in school. The Ministry must also immediately be notified of changes to or termination of the employment relationship, in teacher training course is completed.

§ 7. The school may, in specific cases where it neither after vacancy or in any other way possible to get the teaching carried out by teachers with teaching qualification, see. § 25, hire teachers without teaching qualification in fixed-term posts. Recruitment may be done for a maximum of one academic year at a time.

(2). Renewal of fixed-term posts for teachers without professional competence can only happen if the teacher of the first fixed-term recruitment has completed technical supplement in the teaching profession or can provide proof of study-related progress in the form of successful tests etc.

(3). The school head must ensure that teachers employed in fixed-term posts, who must teach in experimental subjects, can organise and carry out teaching, so it lives up to the safety requirements applicable to the teaching of these subjects.

(4). The rules laid down in paragraphs 1 to 3 shall apply mutatis mutandis, if the school's leader seems a tenured teacher carry out education in a discipline in which the teacher in question do not have teaching competence.

Chapter 4

Theoretical teaching certificate


§ 8. The teaching of theoretical teaching certificate must support the overall target for a diploma in education. Theoretical teaching certificate has a total of 485 working hours and consists of courses in general education, education as well as the secondary education school types, see. Annex 1.

(2). The teaching of theoretical teaching certificate must be organised, so teacher training course the candidate is given the opportunity for longer uninterrupted teaching periods of six to eight weeks of duration of employment school.

§ 9. The teaching of theoretical teaching certificate carried out by one or more universities. Individual parts of the teaching can, however, be carried out in cooperation with university colleges for higher education.

(2). The Minister approves the universities for the provision of theoretical teaching certificate. Shall be notified of approval for a four-year period.

(3). The authorized service provider shall determine the specific content of the theoretical teaching certificate in a curriculum. The curriculum approved by the Ministry of education

(4). The curriculum must ensure that the goals of theoretical teaching certificate are met, in accordance with article 3. section 2 and annex 1, and that secondary education to the different profiles is taken into account in teaching.

Advisory Committee

§ 10. Universities approved for the provision of theoretical teaching certificate, see. section 9, shall establish an Advisory Committee, which shall consist of 10-14 members. The majority of the members must come from the secondary school sector.

(2). Manager associations on the territory of Uzbekistan shall appoint four members, teacher organizations at the secondary area shall designate two members jointly, Secondary school teaching certificate Association appoints one Member and the Ministry of education shall appoint two members. The remaining members shall be appointed by the tender approved University. Members are appointed for a four-year period.

(3). The Advisory Committee shall elect a Chairperson from among the representatives from Manager associations. The Committee shall adopt its rules of procedure.

§ 11. The Advisory Committee must ensure the connection and exchange of experiences between the organizers of theoretical diploma in education and teachers in the secondary school sector, helping to ensure consistency between theoretical and practical teacher training course as well as contribute to the development and quality assurance of theoretical teaching certificate

(2). The Committee shall cause to be drawn up at least every two years, an evaluation report on the quality of the theoretical teaching certificate. The report will be published on the Ministry website.

Test of theoretical teaching certificate

§ 12. Theoretical secondary education concludes with a written test. The sample should combine theory and practice, so that it includes general educational and neurobiologists elements at the same time as it relates to the teacher candidate's insights into teaching practice. The sample has an extent of 37 working hours.

(2). The test is held once a year at the end of the school year, when the teaching of theoretical teaching certificate has been completed, however, with the possibility of sickness and retaken in august the following school year.

(3). The school's leader sets the candidate to try and ensure that the candidate gets the necessary work for the test. A candidate who has been prevented from implementing the sample due to proven disease or have not passed the test, to be given the opportunity to submit a sample or submit a test of new regulation. (2). The candidate has the three sample experiments.

§ 13. Universities approved for the provision of theoretical teaching certificate, shall set up a joint task the Commission with the involvement of representatives of the secondary sector. The Commission shall draw up tasks to test theoretical teaching certificate in accordance with the objectives set out in section 2 and annex 1.

(2). The answer to the task by the sample is judged according to the 7-step-scale according to the rules laid down in the notice on the grading scale and the other judgement. Sample of theoretical teaching certificate must be passed.

(3). The assessment shall be carried out by two of the Ministry of education appointed censors. The emphasis is on teaching certificate when assessing the candidate's ability to apply and critically evaluate General pedagogical and neurobiologists, concepts, theories and methods, and the candidate's ability to combine theory and practice in relation to their own teaching.

(4). If it is found, or there are reasonable grounds to suspect that a candidate wholly or partially has released someone else's work for his own or have used their own previously rated work without reference thereto, shall be reported by the examiner for the task-killing University. The University decides, after consultation with the candidate and the censors, whether the task should be rejected.

Complain about the sample

§ 14. Diploma in education candidate can appeal against the test in theoretical teaching certificate to the Ministry of education. The complaint must be in writing and reasoned.

(2). The complaint must be lodged within two weeks after the assessment has been published.

§ 15. May complained of:





1) legal relations,

2) examination,

3) course and exam

4) rating.





(2). If the complaint relates to the assessment or other matters relating to the censors, shall submit to the Ministry as soon as possible the complaint for the censors with the request to issue an opinion within two weeks. The Ministry will submit the statements to the complainant, who is given the opportunity to make any comments before a week.

(3). Education Ministry's decision can go out on:





1) new assessment, carried out by two new court-appointed examiners,

2) offer of re-examination

3) that the complainant not dismissed.





(4). The decision shall be communicated to the complainant as soon as possible. The Ministry shall inform the censors on the decision.

Chapter 5

Practical teacher training course

§ 16. Practical teacher training course consists in the implementation of teaching in all secondary education the candidate's high school relevant subjects under the guidance of one or more mentors in each subject, see. § 21.

(2). The teaching is done on the employment guidance counsellors, school classes and in their own classes. In special cases, for example in subjects with low hours and at small schools can share of the teaching done at another school.

(3). The candidate's total number of teaching and observation hours in vejledernes classes and hold corresponds to approximately 485 working hours normally divided equally between the candidate's subjects.

(4). The candidate's teaching on own teams or classes corresponding to approximately 565 working hours. Parts of the candidate's egenundervisning be subject to supervision by a tutor.

§ 17. The Ministry of education appoints to each teacher candidate a supervisor, who oversees the entire educational process for individual candidates, and possibly a bi-supervisor, without prejudice. (2). The supervisor





1) follows the candidate's teaching at three visits,

2) shall ensure that the candidate has the necessary documentation for completed training,

3) approves on first visit a training plan, see. § 20, for the candidate,

4) code together with the course leader, about the candidate consists teacher training course in conjunction with the closing session. In the event of a dispute the decision taken by supervisors, and

5) shall draw up a draft opinion on the basis of a diploma in education from the supervisor, without prejudice. section 19 (1) (8). 3.





(2). The Ministry may, in order to ensure professional coverage of a candidate's fagkombination appoint a bi-supervisor, who shall assist the supervisor and the supervisor in paragraph 1, no. 2, 4 and 5, the said tasks. The bi-usually follows the candidate's training supervisor at the second and third visits.

(3). The school's head on the recommendation of the supervisor can decide that there should be an additional visit.

§ 18. The school leader is responsible for the organisation of the individual candidate's diploma in education course in practical teaching certificate, including drawing up a plan for the candidate's overall diploma in education course, which ensures the candidate good working conditions.

(2). The school head must ensure that the candidate gets longer uninterrupted teaching periods of at least six to eight weeks ' duration in the course of the diploma in education course. The school's leader must create the conditions for that, for each candidate create a clear link between pædagogikums theoretical and practical parts.

(3). The school leader is responsible for the practical introduction to each school's educational and collaborative culture, organizational processes and it usage takes place at the individual school.

§ 19. The school's head may designate a course leader, whose mission is to plan and coordinate teaching certificate the candidate's overall educational courses. If the school's leader does not designate a course supervisor, operates the leader even as course leader. The supervisor





1) shall draw up and keep up to date on an ongoing basis training plan, see. section 20, in cooperation with the candidate and ensure implementation of the plan,

2) follows the candidate's teaching, and

3) shall draw up a draft opinion and decide together with the diploma in education or the supervisor if the candidate made up teacher training course in conjunction with the closing session.





§ 20. The drafting of the education plan begins immediately after appointment and must, as a minimum, contain an overview of the activities in the candidate's diploma in education course diploma in education, including over the candidate's apprenticeships in guidance counsellors, classes, instruction and guidance in their own classes, courses and participation in other educational activities at the school.


§ 21. The school's leader appoints advisers in all teacher training course the candidate's high school relevant subjects. Advisers must provide candidate technical and pedagogical guidance and thereby contribute to a candidate when the objectives of secondary education. The school's leader has the power to appoint additional advisers to oversee special super vision and guidance tasks.

(2). Candidate teaching under the guidance of mentor's classes. Individual parts of the Guide are conducted as a guide in the candidate's own classes.

(3). The tutors attend normal classes in connection with supervisor visits and participating in conferences after the first and second visits, see. section 17, paragraph 1, no. 1.

§ 22. Practical teacher training course is concluded with that course leader, supervisor and the possible bi-supervisors and advisers attend teacher training course the candidate's teaching. Course Director and the supervisor as well as the possible bi-supervisor determines whether the candidate has passed the diploma in education, see. section 17, paragraph 1, no. 4, and finalize a secondary education opinion on the candidate's fulfilment of the objectives of teaching certificate, see. section 17, paragraph 1, no. 5.

Chapter 6

Merit

§ 23. The school's head may upon application give a teacher candidate merit for the whole or for parts of the teacher training course in accordance with the provisions of this Ordinance, if the Manager feels that the candidate has acquired the theoretical or practical educational qualifications implies that the candidate fully or partially has reached the professional goals that are set for the whole or parts of the training. In respect of the award of merit increases the level of egenundervisning in secondary education with a scope similar to the meritorious gradients.

(2). The candidate must demonstrate when applying for merit the formal qualifications, that lies at the root of the application. The school's head, on the basis of the candidate's documentation must obtain an advisory opinion regarding the applicant's theoretical pedagogical qualifications from the meritorious University, providing theoretical teaching certificate. Application for merit and the eventual award of merit must be carried out in connection with the recruitment of teacher training course the candidate.

(3). The certificate of teaching competence, see. section 30, indicate for which parts of the teaching certificate is awarded merit as provided for in paragraph 1 and on what basis.

§ 24. Diploma in education candidate can bring the school leader's decision on merit, without prejudice. Article 23, paragraph 1, of the Qualifications Committee, see. Chapter 3 (a) of the law on the evaluation of foreign educational qualifications, etc., the complaint must be referred via the school's leader within four weeks after notification of the decision.

Chapter 7

Educational competencies and certificate

§ 25. Teachers who teach in accordance with the laws of the secondary education, education must have teaching qualification (professional and pedagogical competence) in one or more subjects in the secondary education. However, this does not apply for teacher candidates, without prejudice. section 6, paragraph 1, and fixed-term employees, without prejudice. section 7, paragraph 1.

(2). The candidate has teaching competence in a subject in all of the secondary education, when the candidate has the technical competence in the subject and have passed tests in practical and theoretical teaching certificate, see. However, section 27.

section 26. The school's leader can assign a teacher who has completed secondary education, teaching in a subsequently acquired elective, in which he or she does not have a diploma in education, if the teacher has professional competence in the subject, see. sections 4 and 5, and has completed coursework in education in the subject.

§ 27. A teacher without teaching qualification who have professional competence in a subject in accordance with sections 4 and 5, and which has significant teaching experience in the subject at secondary or higher level, by the school's Director is assigned teaching qualification in the subject when he or she has completed the course in education in the subject.

Foreign secondary school teachers

section 28. CIRIUS can assign teaching competence in one or more subjects for secondary school teachers, who are covered by the acquis, including the functioning of the EEA Agreement, and which have teaching competence at a similar level in the country concerned.

(2). CIRIUS assesses whether there can be immediately allocated to teaching. If YOUR NATIONAL AGENCY estimates that high school teachers qualifications differ significantly from the requirements relating to professional competence in sections 4 and 5, the teacher can choose between:





1) to audition in the professional disciplines and/or subject areas specified by YOUR NATIONAL AGENCY, or

2) to teach in a trial period in the secondary education. Recruitment should last a year of teaching, be at least 2/3 position and include participation in the course of education in the subject.





(3). Secondary school teachers, which start a trial period pursuant to paragraph 2, no. 2, must immediately inform the Ministry of education on the subject. The Ministry shall appoint an expert who shall bear at least two visits to the teacher and give a reasoned approach to school leadership with recommendation on whether the teacher can assign teaching competence. The school's leadership assesses at the end of the period on the basis of the expert's recommendation of the teacher education with a view to setting to the Ministry about whether the teacher can assign teaching competence. The school's head, before setting must be sent to the Ministry, give the teacher an opportunity to comment on the setting.

(4). The school's leader must prior to recruitment of foreign secondary school teachers make sure that teachers have the necessary Danish language skills.

section 29. CIRIUS can assign teaching competence in one or more subjects to other foreign secondary school teachers than those specified in section 28, when the teacher





1) has educational competence at a similar level in the country concerned,

2) have professional competence at the level of the requirements of sections 4 and 5, and

3) have completed the course in education in the subject.





(2). The school's leader must prior to recruitment of foreign secondary school teachers make sure that teachers have the necessary Danish language skills.

Proof

section 30. The school leader is issuing after secondary education completed a certificate of diploma in education the candidate's teaching skills. The evidence includes:





1) the nature of the sample referred to in section 12.

2) an overall opinion on the candidate's competencies (diploma in education opinion), so that the proof gives expression to the candidate's General and educational skills, including the ability to





a) to plan, implement and evaluate teaching,

b) connect teaching practice and theoretical pedagogic considerations, and

c) cooperation in the field of teaching and other duties at the school.





3) A description of the items that the candidate has completed the training referred to in article 6. the education plan.





(2). The school leader is handing over the certificate to the candidate as soon as possible after supervisor closing session.

Chapter 8

A derogation

section 31. The Minister may exempt from the notice for a single teacher candidate, where very special conditions are applicable.

Chapter 9

Entry into force and transitional rules

section 32. The notice shall enter into force on the 1. August 2009 and have impact on teachers without teacher training course, hired after the date of entry.

(2). Executive Order No. 1743 by 13. December 2006 on the teaching qualification in secondary education (teaching certificate order) is repealed. The notice shall, however, remain applicable until and including 31. July 2011 for diploma in education graduates employed on training to the higher preparatory examination (hf) or training for the matriculation examination (stx) in the period from the 1. August 2007 to 31 December 2007. July 2009.

(3). Executive Order No. 343 of 11. May 2005 about teaching qualification in secondary education (diploma in Education Ordinance) shall continue to apply up to and including 31. July 2011 for diploma in education graduates employed on training for higher preparatory exam or training for the matriculation examination (stx) in the period from the 1. August 2005 to the 31. July 2007.

(4). Executive Order No. 1011 of 24. October 2005 on educational competence in education to the higher commercial examination (hhx) and the higher technical examination (htx) is repealed. The notice shall, however, remain applicable until and including 31. July 2011 for teachers employed on probation on the programme to the higher commercial examination (hhx) and the higher technical examination (htx) in the period from the 1. August 2006 to 31 March 2007. July 2009.

section 33. A teacher who has completed secondary education according to the existing arrangements and alone has competence in teaching training to higher commercial examination or training to higher technical exam, have teaching competence in a subject in the General secondary education, where the teacher has professional competence in the profession and has completed coursework in education in the subject.
The Ministry of education, the 14. January 2009 Torben Christoffersen head/Prtk Annex 1

Theoretical teaching certificate

Goal

The theoretical part of the diploma in education teacher training course the candidate shall provide the prerequisites for reflected to be able to plan, implement and evaluate high school teaching in their own subjects and in interaction with other subjects, both in single lessons as in longer sequences. At the same time, theoretical teaching certificate give teacher candidate prerequisites in order to be able to contribute to the development of school education and employment profile.

Core fabric

The candidate must obtain the necessary knowledge about:




1) General education





a) theories of learning, learning processes and teacher roles

b) teaching, working and evaluation forms


c) communication theories and forms of cooperation





2) Education





a) basic education and evaluation forms in their own subjects, subject's own traditions, regulatory framework and practices in relation to the upper-secondary education to different profiles

(b)) the subject's methodical jointly with other subjects from the same main area and subject-related interactions across key areas





3) secondary education school forms





a) basic organizational feature of the upper secondary educational institutions and their interaction with the surrounding society.







Additional fabric

The candidate will not be able to meet the targets for theoretical diploma in education solely on the basis of the core substance. Nuclear substance deepened and added perspective with additional substance, for example, include:




1) current research in education

2) current education policy issues

3) involvement of elements from the candidates ' practical teaching situation

4) supplemental material adj. the respective upper secondary education to the different profiles.

Annex 2

Overall distribution of the hour in teaching certificate

Theoretical diploma in education 485 t.

Sample of theoretical teaching certificate 37 t.

Practical teaching certificate ca. 485 t.

Egenundervisning Inc. contractual hours for evaluation and exam approximately 565 t.

General pedagogical tasks approximately 100 t.