Course syllabus for Learning and leadership in practice 2

1.  plan lessons in a clear and well-documented manner, individually and in cooperation with others, based on scientific findings and well-established experience in pedagogy, didactics and educational methodology in the relevant subject area

2.  hold interesting and worthwhile lessons in physics, chemistry or technology at the high school level, individually and in cooperation with others

3.  utilize one's own knowledge within one's own engineering subject in order to facilitate pupils' learning , e.g. through being able to answer pupils' questions correctly and understandably and give relevance to the subject

4.  communicate effectively through listening, speaking and writing in support of one's pedagogical activities, both within and outside the classroom

5.  comfortably and critically make use of digital tools in one's pedagogical activities and be able to evaluate the impact of different media and digital environments for this

6.  evaluate pupils' learning and give individual feedback to support the pupils' continuing development within the subject

7.  evaluate and develop teaching, individually and in cooperation with others, in order to adjust to different pupils' needs, and thereby giving what would be required for all pupils to be able to make as good progress as possible in their learning

8.  identify and, in collaboration with others, handle special pedagogical needs

9.  act towards allowing sustainability, including ecological, economical and social to make an imprint on one's pedagogical activities where possible, both when it comes to subject matter and other activities

10. show self-insight and empathetic ability

11. evaluate and reflect upon one's own performance as a teacher, identify one's own needs for development and further knowledge, as well as on one's own, systematically strive to develop one's own competence

• The subject focus for this course is the Engineering subject (Physics, Chemistry, or Technology).
• Together with one's coach, deepen the analysis of practical teaching situations, in particular the analysis of one's own actions.
• Continual documentation of one's own experiences within and outside the classroom in the logg book format.
• Seeking of information on relevant alternative teaching methods in the literature, as well as through verbally intervuing one's mentor and other sources.
• Experimenting with IT-tools in one's teaching.

• practice teaching and classroom observations visits at a high school
• writing a log book
• documentation of lesson plans
• hand-in assignments
• seminars in support of the hand-in assignments
• checklist of other activities within the high school world

Examination is continuous, in that the mentor at the high school continually documents and communicates observations with the student. This information focuses mainly on how the student should strive to develop within areas with most room for improvement. The assessment will be carried out through judgment of to which degree the student has achieved the learning goals.

Grades are set by weighing together the mentor's assessment, the master-teacher's and examiner's assessments from classroom observation visits, along with the quality of the log book and the hand-in assignments.

The "Field study" 4.5 c denotes the practice teaching, the "Written and oral assignments" 1.5 c denotes the assignments, and the "Project" 1.5 c denotes the log book. Passed practise teaching "Field study" is necessary for the other modules to be reported as passed.

Observe that the grade Fail requires the student to take the whole course again. A re-registration can only be made subject to availability and resources.