Knowledge

The student...

has knowledge on how central ideas, values, and currents throughout history, have influenced the school and the education as it is today
has broad knowledge on child and youth culture, children and young people's development, and differences in the child and youth's upbringing conditions
has knowledge of the school as a multicultural meeting place
has broad knowledge of different approaches to teaching, assessment, and working methods, as well as how to work with adapted education
has broad insight into professional ethical and legal issues that may arise in everyday teaching and schooling
is familiar with the status of indigenous peoples internationally, and Sami children and young people's right to education in accordance with the Education Act and current curricula
has knowledge of children and young people with special educational needs, and people in difficult life situations, of their rights in a national and international perspective, and of how to initiate necessary measures in accordance with current legislation

Skills

The student ...

can reflect on and justify own pedagogical choices based on relevant pedagogical theory, and in accordance with current legislation and curricula
can reflect on changes in the teacher and student role from a historical, philosophical, and societal perspective and how these roles change in step with the development of the society
can exercise good leadership that leads to good academic and social learning processes among students in the classroom
can use different learning resources and varied working methods in teaching to differentiate and adapt the training
can use and critically evaluate different methods for feedback, assessment, and testing in teaching
can identify special educational needs in children and young people, including signs of violence and sexual abuse, and based on a professional assessment be able to establish cooperation with relevant partners

General competence

The student…

can use relevant subject terminology and communicate pedagogical issues at an advanced level, to different target groups
can act professionally in the exercise of the teacher role
can critically reflect on academic, professional ethics and educational policy issues
can with a great degree of independence further develop its own competence and contribute to the development of both colleagues and the school
can build relationships with students and parents, and collaborate with actors that are relevant to the school system
can stay up to date on research in the field and contribute to the renewal of educational activities

Subject description NPU2100

Pedagogy for Teacher Education 2