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Teacher education

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The Norwegian Agency for Quality Assurance in
п‚— The Norwegian Agency for Quality Assurance in Education
(NOKUT) was established on January 1 2003.
п‚— Its purpose is to make decisions on general recognition of
foreign education, to oversee the quality of Norwegian
higher education by means of evaluation, accreditation and
approval of quality systems, institutions, and course
п‚— These tasks should be carried out in such a way that the
institutions can use the results to develop their own quality
п‚— NOKUT represents Norway in the ENIC-NARIC network
and is the information agency described in the Lisbon
Convention on Recognition.
Higher education
п‚— All higher education institutions are subject to the
authority of the Ministry of Education and Research.
п‚— Higher education in Norway is mainly offered at state
institutions, notably universities.
п‚— The degrees and titles that each institution can award and
their professional and educational programs, as well as the
duration and specific requirements concerning breadth
and depth are all laid down in the Royal Decree of 11
October 2002 (last revision 21 December 2005).
п‚— In June 2001, the Norwegian Parliament passed an
extensive reform of higher education, the so-called Quality
The main points include a new degree structure:
 Bachelor, of 3 years’ duration
 Master of 2 years’ duration, and PhD of 3 years’
A credit system based on ECTS was introduced with 60
credits being equivalent to one year’s full-time study
The possibility for some types of colleges to become
The redefinition of governing bodies and management
of the institutions
An increase in student loans/grants
п‚— Priority is given to the improvement of teaching and
п‚— And the introduction of mutual and formalized
agreements between students and institutions
п‚— Priority is given to participation in international
programs and exchange agreements
п‚— Higher education institutions strive to offer students a
period of study abroad as a component of their
How to become a teacher in Norway:
There are several paths to becoming a teacher in Norway.
Placement period:
20 - 22 weeks
Placement period:
12 weeks in a
company and 12
weeks at school
A four-year general
teacher education
program at a
University College
A three-year
vocational teacher
education program at
a University college
Placement period:
14 weeks
A one-year
postgraduate certificate
in education at a
Admission to Practical Pedagogic
п‚— Teacher-training program based on one of the
following types of educational background :
п‚— craft certificate or completed a three-year vocational
upper secondary education,
п‚— general education, vocational theoretical education and
a minimum of two years of professional experience
п‚— profession-oriented bachelor's degree and a minimum
of two years of professional experience
The curriculum for teacher-training program
60 credits
п‚— The goals for students' learning is structured in three
main areas.
п‚— Since the study work is centered on practical tasks and
situations in the teacher work, it is natural to work
against multiple targets simultaneously.
3.1 A - The teacher and the student / apprentice
Target area includes training in classrooms,
workshops and other learning venues.
The core tasks are the development and
maintenance of a good learning environment and
planning, organizing, implementing and
evaluating their own teaching and pupils'
3.2 B - The teacher and the organization
п‚— Target area encompasses organizational, leadership
and collaboration tasks that are outside of the daily
training, but that adds important framework for this.
п‚— This requires an understanding of the school's /
company's goals and distinctiveness as a learning place
and workplace.
п‚— The program will also promote the ability and
willingness to further develop organizational culture,
organization and management methods.
3.3 C - The teacher and community
п‚— Target area is about the interplay between social
development, education of values, discipline /
profession and educational practices.
п‚— The teacher must be able to justify and develop their
academic and subjects-/ vocational didactic
understanding and pedagogical practices from a social
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