The course consists of the following two modules.
1\. Mathematics Education 3 credits
This module examines learning and teaching in mathematics based on current curriculum guidelines for upper secondary education and relevant research in the didactics of mathematics. It also covers the planning, organisation and delivery of mathematics lessons for different groups of pupils, utilising technological aids in relation to pupils’ learning.
2\. Work-based learning 4.5 credits
Students are introduced to work-based learning (VFU), school operations and organisation, and participate in day-to-day school activities at the relevant level. The course focuses on the teacher’s professional role and the school as an educational environment. The programme involves integrating theory and practice on the basis of practical experience, relevant subject knowledge and systematic reflection. The course content is designed with reference to the expected learning outcomes and the activities carried out in the school.
Upon successful completion of the course, students should be able to:
Module 1. Mathematics Education 3 credits
• analyse teaching content in relation to the mathematics curriculum and different groups of pupils
• plan and organise a teaching session in mathematics for a specific group of pupils based on current policy documents
• use technological aids as teaching tools in mathematics lessons
• reflect on different ways of planning, organising and delivering teaching for learning in mathematics, based on research in mathematics education and pupils’ learning
Module 2. Work-based learning 4.5 credits
• communicate with pupils and staff by listening and providing feedback, speaking and writing, and reflecting on these skills
• under supervision and in various situations, treat pupils with respect in accordance with the school’s core values as set out in national guidelines for primary and secondary education and adult education, as well as recognise and describe their own values and attitudes that may influence how they interact with pupils
under supervision, write and justify their own lesson plans with clear objectives that relate to national guidelines for primary and secondary education and adult education, and deliver and evaluate the lessons against these objectives
• under supervision, lead teaching and reflect on how democratic leadership can be put into practice
• based on their experiences and the course’s expected learning outcomes, describe, assess and provide examples of their own strengths and areas for development ahead of the next teaching placement course.
