Leading pupils´ learning 2 and Teacher Training Practice

Module 1 covers the following:

• leadership for learning, that is leading children's and young people's knowledge development
• teachers' leadership in relation to both teaching and the governance and management of school
• teachers' approaches to differences among pupils
• teachers' communicative skills, including communication in digital environments, and related exercises in interview methodology and other types of collaborative work
• theories of group dynamics, and theory-based discussions of strategies for preventing and handling conflict, discrimination, and abusive treatment in different environments
• teachers' leadership in relation to their normative role, and a problematisation of power and democracy issues in relation to the influence and participation of pupils
• professional ethics and the limitations of the teaching profession
• collaboration with parents, authorities, and society at large
• factors that have an impact on pupils' motivation
• pedagogy and subject-specific education issues

The course is based on active participation in various activities such as case studies, group discussions, and seminars.

In Module 2, students engage in

• interpret and apply central steering documents
• apply pedagogical and subject-specific teaching theories in practice with regard to pupils' knowledge, abilities, and needs
• plan, lead, and evaluate teaching over a longer period of time and during this period practise all aspects of their future profession in school
• handle special education needs in practice, in cooperation with others
• document, assess, and/or grade pupils' knowledge in relation to educational goals
• use digital resources in school

Progressive specialisation: A1N (has only first‐cycle course/s as entry requirements)

Education level: Master's level

Admission requirements: General admission requirements and at least 90 ECTS credits in a subject relevant to teaching

Selection: Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.