PPVE210 Counselling 2
Credits (ECTS):15
Course responsible:Siv Paus Brovold
Campus / Online:Taught campus Ås
Teaching language:Norsk
Limits of class size:Minimum 10 and maximum 24 participants.
Course frequency:Every other year.
Nominal workload:25 hours per credits.
Teaching and exam period:The course has teaching and assessment in the spring semester.
About this course
Supervision pedagogy
Target group: Teachers who are supervisors for the newly appointed teachers.
As part of the strategy 'Teacher education 2025', the Parliament in Norway made the following decision in 2017: «The Parliamient asks the government in collaboration with the parties to formulate a national framework for a guidance scheme for newly appointed teachers which ensures that all new employees are covered by the scheme.»
The Ministry has prepared: "Principles and obligations for the supervision of newly qualified and appointed teachers in kindergarten and school." See: www.nyutdannede.no/media/1212/veiledning-av-nyutdannede-nytilsatte-larere-i-barnehage-og-skole.pdf (read 21.02.2021).
The course will contribute to competence development for supervisors for newly appointed teachers. The newly graduated must be included in and be able to be a resource in the professional community. The responsibility for taking care of newly appointed teachers in a good way lies locally with the employer (cf. the Working Environment Act § 4-2, the Education Act § 10-8 and the Free Schools Act § 5-2 second paragraph letter i).
Learning outcome
Knowledge. The candidate
- has knowledge of how the professional teacher identity is developed through social interaction, experience and structural changes
- have insight into the newly appointed teachers' qualifications and how they can be included as a resource and contributor in the professional community
- has knowledge of guidance, its strategies and skills, and how these can contribute to the development and learning of the newly appointed teachers
- has insight into how to integrate and express both the professional, relational and emotional in the guidance conversation.
Skills. The candidate:
- can, based on the the newly appointed's needs and goals, initiate and include them in the school's mandate and organization, and in the teacher's tasks and responsibilities in the professional community
- can in a systematic way plan, implement, observe and critically reflect on the course of supervision together with the newly appointed teachers individually and in a group
- can recognize and show respect for the newly appointed teachers, and can express the power one has as a colleague and supervisor in the dialogue with them (s)
- can contribute to the newly appointed teachers' participating in collaboration with colleagues and students and facilitate reflection on change measures in teaching and school development
- can take the initiative to collaborate on ethical reflection and judgment in dialogue with the newly appointed teachers and the college.
General competencies. The candidate:
- can reflect on and act on the basis of ethical professional guidance.
- can respect the competence of others and recognize the limits of their own competence as a supervisor and teacher
- can further develop in the college and indivdually further develop her/his professional guidance, by reflecting critically on her/his own guidance together with the graduate (s) and with support in the literature of the profession.
Learning activities
Teaching support
Prerequisites
Recommended prerequisites
Assessment method
Examiner scheme
Mandatory activity
Teaching hours
Preferential right
Admission requirements