Regulation on the framework plan for elementary school teacher programmes undertaken for 1.-7. steps and 5.-10. step Date-2010-03-01-295 Ministry the Ministry of Education published in the 2010 booklet 3 entry into force March 1, 2010 last edited by-2016-04-18-394 from 01.08.2016 Change-2005-12-13-1449 applies to Norway Pursuant LAW-2005-04-01-15-§ 3-2 05.03.2010 Announced at. 14:00 short title regulations on plan for elementary school teacher education Authority: established by the Ministry of education 1. March 2010 with the legal authority of the law 1. April 2005 Nr. 15 about universities and colleges (University and College Act) § 3-2 the second paragraph.
Changes: modified by regulations 13 July 2015 Nr. 896, 18 sep 2015 Nr. 1055, 18 april 2016 Nr. 394. Repealed by regulations 7 June 2016 Nr. 860 and 7 June 2016 Nr. 861 from 1 jan 2024.
§ 1. Scope and purpose the regulation applies to universities and colleges that provide elementary school teacher education, and that is accredited by the law on universities and colleges section 1-2 and § 3-1.
The regulation applies to the 4-year-old elementary school teacher education. The regulation defines the national framework for elementary school teacher programmes undertaken for 1.-7. steps and 5.-10. step.
Forskriftens's purpose is to ensure that teacher education institutions provides integrated, professional rettete and research-based elementary school teacher educations with high professional quality. Programmes undertaken to deal with the Education Act and the current curriculum for basic education.
Institutions to facilitate integrated elementary school teacher educations with wholeness and connection between theory and practice studies, between subject and subject education and between subjects. Elementary school teacher programmes undertaken to give the candidates academic and didactic solid knowledge, qualify for research-based occupational and for continuous professional development. Programmes undertaken will be characterised by a close interaction with the professional field and and the community school is a part of. the teaching profession programmes undertaken to put into a historical and societal context and contribute to critical reflection and professional understanding.
Elementary school teacher programmes undertaken to qualify candidates to attend training about Sami conditions and have knowledge of Sami children's right to education in accordance with the Education Act and the current curriculum for basic education.
§ 2. Learning elementary school teacher programmes undertaken to qualify teachers to exercise a demanding and complex profession in a society that is characterised by diversity and change. Learning benefits are formulated on the basis of national qualification frameworks.
The candidate will be after the completion of elementary school teacher education have the following learning benefits defined as the knowledge, skills and general skills, as the Foundation for work in school and further skills development.
Learning benefits specific to candidates 1.-7. step: the candidate-has professional and didactic knowledge in the subjects mathematics, Norwegian and other subjects which are included in education, and solid knowledge of starting training for the youngest students in the subjects and reading, writing and arithmetic-have knowledge about working with students ' basic skills in expressing themselves verbally, read, express themselves in writing, count and use digital tools in and across disciplines-can facilitate the progression in the education of the basic skills adapted to students on 1.-7. step-have knowledge of the overall training course, with emphasis on the transition from kindergarten to school and children's step to youth step.
Learning benefits specifically for candidates 5.-10. step: the candidate-has solid professional and subject knowledge in didactic subjects which are included in the education and knowledge of the subjects as school subjects and research subjects-have knowledge of working with the further development of the students ' basic skills in expressing themselves verbally, read, express themselves in writing, count and use digital tools in and across disciplines-can facilitate the progression in the basic skills in the training of 5. custom students-10. step-have knowledge of the overall training course, with emphasis on the transition from baby steps to the youth steps and youth steps to advanced training.
Common learning benefits for candidates in both the educational race: learning benefits must be seen in the context of subjects ' content and ways of working in the two elementary school teacher programmes undertaken.
Knowledge-knowledge of the candidate's school and teacher profession's distinctive character, history, development and place in the community-have knowledge of the law, including the school's purpose, values, curricula and pupils ' various rights-have knowledge of the curriculum work and about the school as an organization-have knowledge about children's and young people's learning, development and education in the various social, multicultural and multilingual contexts-have knowledge of the class management and class environment and about the development of good relations with and between students-have the knowledge about the importance of and conditions for good communication and good working relationship between the school and home-have knowledge of a wide repertoire of ways of working, learning resources and learning venues and about the connection between the target, content, ways of working, the assessment and the individual students ' assumptions-have knowledge of the child's and adolescent developmental environment, gender equality and identity work-have knowledge of children and young people in difficult life situations, including knowledge about violence and sexual abuse against children and young people , about their rights in a national and international perspective, and about how to put in the time necessary measures according to the current legislation-have knowledge of national and international research and development work with relevance to the teaching profession.
Skills the candidate-can independently and in collaboration with other plan, implement, and reflect on teaching in and across disciplines, with the starting point in the research-and experience-based knowledge-can facilitate and lead the good and creative learning environments-can arrange for aesthetic display, experience and cognition-can customize training to pupils ' different abilities and conditioning, interests and sociocultural background, motivate to lærelyst through to clarify learning objectives and use varied ways of working for students to achieve your goals-could consider and document the students. learning and development in relation to the course objectives, provide learning-enhancing feedback and help ensure that students can evaluate their own learning-understand the societal perspectives related to technology and media development (safe use, privacy, freedom of speech) and can help children and adolescents develop a reflected relative to digital venues-critical of their own and the school's practice in the work of development of teacher role and professional ethical issues-master the Norwegian word of mouth , Norwegian written both bokmål and nynorsk, and can use the language in a qualified way in the professional context-can consider and use relevant research results and even carry out systematic development work-can in cooperation with parents and professional authorities identify the needs of the students and take appropriate action-can facilitate the development of skills in entrepreneurship and that local labour, social and culture life involved in the tutorial-have a good understanding of global issues and sustainable development.
-can identify signs of domestic violence or sexual assault, and on the basis of professional reviews could establish cooperation with relevant interdisciplinary and interdepartmental partners to the child's best interests.
General competencies the candidate-can contribute to the professional learning community with a view to the further development of good practice and yrkesetisk platform-can stimulate democracy understanding, democratic participation and the ability of critical reflection adapted to the current grade level-can help to strengthen the international and multicultural dimensions by the school's work and contribute to the understanding of the status of the Sámi as an indigenous people-can identify their own learning and skills requirements in relation to the teaching profession-holds a change and development expertise as the basis to meet the school of the future.
§ 3. Structure of differentiated primary school teacher education (1) requirements for the specialization and professional composition elementary school teacher programmes undertaken should be specialized against extra grade in school, and qualify for teaching at respectively 1.-7. steps and 5.-10. step. Programmes undertaken should be organized as two clearly defined and differentiated elementary school teacher education programs in a way that ensures progression in a holistic professional education.
Elementary school teacher education for 1.-7. steps should normally include a minimum of four teaching subjects, where at least one of the subjects should be on 60 credits and the other subjects must be at a minimum of 30 credits. A learning subject in 4. year of study may be replaced by one school relevant subjects of 30 credits. At the transition to the master education after 3. academic year will the first year of the master programme in the replace 4 subjects. the academic year in elementary school teacher training.
Elementary school teacher education for 5.-10. steps should normally include three educational subjects, each of 60 credits. A learning subject in 4. year of study may be replaced by one educational subjects and one school relevant subjects each of 30 credits, if applicable, two teaching subjects each of 30 credits. At the transition to the master education after 3. academic year will the first year of the master programme to replace the subject in 4. the academic year in elementary school teacher training.
Mandatory subjects, subjects and practice the course scope
In both programmes undertaken should be supervised, reviewed and varied practice training in all years of study. Practice training will be included as an integral part of all subjects in the programmes undertaken. The scope of practice training should be at least 100 days spread out over four years: a minimum of 60 days during the first two years of study, and a minimum of 40 days in the course of the last two years of study. Practice the tutorial should be in primary school and are distributed on both the lower and higher extra grade in that race as the education qualifies for. It should be progression in practice tutorial, and it should be adapted to the students ' subject choices in all the years of study and related to various parts of the school's business.
All educational subjects should be professional private teacher training subjects and include the subject education and work with basic skills in the subject. All educational subjects and school relevant subjects and topics should be research-based and rooted in a research active academic environment.
Bachelor's task in the 3. the academic year is mandatory. The work of the task and the introduction in science theory and method to form 15 credits of pedagogy and student knowledge. The task should be professional targeted with thematic grounding in pedagogy and student knowledge and/or in other subjects.
For elementary school teacher education 1.-7. step it is mandatory with pedagogy and student knowledge 60 credits, mathematics 30 study points and Norwegian 30 credits.
For elementary school teacher education 5.-10. step it is mandatory with pedagogy and student knowledge 60 credits. No educational subjects are mandatory.
Teacher training institutions to facilitate an international semester and for international perspectives in the elementary school teacher programmes undertaken.
(2) building the Studienes elementary school teacher education 1.-7. steps: 1.-2. academic year Practice training Pedagogy and student knowledge of 30 credits, with 15 credits each year Norwegian 30 credits Mathematics 30 credits Teaching subjects of 30 credits 3. academic year Practice training Pedagogy and student knowledge of 30 credits Teaching subjects of 30 credits 4. academic year Practice Training Teaching subjects 60 credits, if applicable, two subjects of 30 credits, of which one may be a school relevant subjects of 30 credits elementary school teacher training 5.-10. steps: 1.-2. year of study: Practice training Pedagogy and student knowledge of 30 credits, with 15 credits each year Teaching subjects in 60 credits in which schoolchildren are subject II 30 credits 3. academic year Practice training Pedagogy and student knowledge of 30 credits Educational Sciences II 30 credits 4. academic year Practice Training Teaching subjects III 60 credits, if applicable, two subjects of 30 credits, of which one may be a school relevant subjects of 30 credits section 4. National policies, program plan and indicators it is prepared national guidelines for subjects in the elementary school teacher programmes undertaken and indicators of the characteristics of elementary school teacher education programs with high quality. On the basis of the regulations and national guidelines to the individual institution create program plans for the elementary school teacher programmes undertaken with the provisions on professional content, practice, training, organizing, work forms and assessment arrangements. The program is scheduled to be adopted in the institution's Board of Directors.
§ 5. National part exams the Ministry may decide that it is to be held national mandatory part exams, and whether the result should be entered on the diploma.
section 6. Exemption regulations Exam or try that is not taken as part of an elementary school teacher education, can provide the basis for an exemption, jf. section 3-5 of the law on universities and colleges. Education that can provide the basis for an exemption, must either be subjects that correspond to the school subjects or subjects that have relevance for work as a teacher in primary school, jf. § 1, and should include the subject education and practice training.
In elementary school teacher training for 1.-7. step it can be given an exemption from the trial in one of the target forms in Norwegian for students who do not have rating in both the Norwegian goal forms from secondary education.
The equivalent of the participation exemption rules apply for students in elementary school teacher training for 5.-10. steps that do not select Norwegian in their curricula, and for foreign students who do not have advanced training from Norway. For students who have Norwegian in elementary school teacher training for 5.-10. step, there is no exemption provision from the target forms.
Exemption should be entered on the diploma.
section 7. Entry into force and transitional Regulations will take effect 1. March 2010. The regulation applies to students who are taken up from and with admission to the academic year 2010-2011.
Students who follow the previous frame plans have the right to retake the exam after these until 31. December 2015. From this point in time be repealed regulations 13. December 2005 Nr. 1449 to frame plan for initial education. Universities and colleges that offer elementary school teacher education, can still offer exams after regulations 3. April 2003 No. 504 to frame plan for initial education and regulations 13. December 2005 Nr. 1449 until 31. December 2017.
