Postgraduate Teaching Studies

The candidate`s learning outcomes

A candidate who has completed the education has the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:
The candidate

• has broad knowledge about formation and education in a society based on democracy, sustainable development, diversity, equal opportunity and equal status
• has solid knowledge about legislation and planning documents, the school as an organisation, framework conditions and governance structure, and about the school’s partners and how these contribute in ensuring that children and young people receive a good upbringing
• has in-depth knowledge about the development, motivation, learning and socialisation of children and young people, and about relationships between the individual, social, cultural and subject-specific factors involved in their work on adapted teaching/learning
• has in-depth knowledge about the subject’s place, relevance and progression in school
• has broad knowledge about teaching, work and assessment methods in general and in relation to specific subjects, and how practical, digital, creative and aesthetic learning processes can affect health, well-being and learning
• has knowledge about the abuse of children and young people and about difficult life situations that children and young people may face, as well as knowledge about relevant help agencies
• has in-depth knowledge about relationships between social development, education policy and the role of schools and teachers in society
• has broad knowledge about Sámi conditions and the rights of Sámi pupils

Skills:
The candidate

• can analyse and discuss challenges in curricula and other steering documents
• can plan, implement, assess and justify teaching in subjects based on educational objectives, local and individual needs
• can use varied and relevant teaching methods and adapt subject teaching so that it takes into account the pupils’ differing pace of learning, interest in the subject and ability
• possess professional digital expertise and can use digital resources that are key to the subject in question
• provide continuous and final assessments, provide information about pupils’ academic levels and development, and provide academic explanations regarding assessments
• can lead and motivate pupils in their academic work and create a safe and inclusive learning environment for all pupils
• can build relationships, communicate and collaborate with pupils, colleagues, guardians and parents, as well as other educational partners
• can plan and participate in research-based development and change processes in schools and critically assess these once complete
• can carry out profession-oriented, practice-relevant, independent and delimited R&D projects in accordance with research ethics norms

General competence:
The candidate

• can demonstrate and exercise an autonomous and professionally ethical attitude when encountering all pupils, guardians/parents and colleagues, and can promote dialogue, tolerance and respect
• can orientate themselves in relation to academic literature, raise relevant issues, critically investigate and discuss these and develop their own academic practices
• can contribute to innovative processes and take responsibility for collaboration and development work that promotes academic and pedagogical innovation in education
• can contribute to the critical analysis of educational policy issues and objectives, ideologies and practices, and participate in public debates on education policy