BUPRA300 Practical Training in an ECEC Institution Abroad (25 days)
Practical training for students admitted to the specialization “Pedagogical Work with Children in an International Perspective” (Arbeid med barn i et internasjonalt perspektiv) or “Professionality in Cultural Diversity” (Profesjonalitet i kulturelt mangfold) as part of their Bachelor in Early Childhood Teacher Education, 3rd year of study, at Queen Maud University College of Early Childhood Education (QMUC). These students complete this practical training course instead of one of the course codes BHPRA300, BKPRA300, BMPRA300 or BNPRA300.
In accordance with the requirements of the Norwegian National Framework for Early Childhood Teacher Education (ECTE), 3rd year students must complete 25 days of practical training in an Early Childhood Education and Care (ECEC) setting (nursery, preschool, kindergarten, R-class, infant class, etc.).
In the final year of the Norwegian ECTE, being a leader and manager for children and staff is emphasized, and the students should get opportunities to learn and practice these skills during their final practical training period. At the end of their training, they must write a report following criteria set by QMUC. The report is to be submitted to and evaluated by QMUC regardless of the course contents and assignments given at the host university or university college, but may also overlap with these.
Expected learning outcome
After completed course the student has the following knowledge, skills and competence:
- has knowledge about cultural differences in views on relations between children and adults, and on how this affects the children’s rights and participation
- has knowledge about various leader functions in the ECEC setting
- has knowledge about, and can lead, different didactic processes, such as lessons, projects etc. in the ECEC setting
- has knowledge about and skills in pedagogical leadership
- can reflect on his/her own ability to supervise and lead groups of children and the staff
- can interact and cooperate with the teacher in planning teaching activities
- can interact and cooperate with parents/guardians
- has insight into, and can make use of, appropriate methods and tools for developmental work, assessment, and documentation
- has knowledge about the organization of the pre-school in another cultural setting and knowledge about the pre-school teacher profession, and has the ability to apply this knowledge to reflect on his/her own professional identity
Working and learning activities
The following tasks must be done as a part of the practical training, and each one of them must be submitted as appendices to the final report to document their completion and as grounds for evaluation. Written reflections on the tasks should refer to relevant theory and to the learning outcomes that are applicable to the issue.
Weekly narratives from practical training
The student writes at least one narrative with reflections and relevant theory every week of the 5 weeks of practical training. These narratives must be sent to the tutor at QMUC to ensure regular contact between students and their tutor at QMUC, through reflecting upon and sharing their experiences from their practice abroad.
Classroom management and leadership
- The student should observe the teacher’s teaching practices and write at least 3 narratives or observations. Focus must be on the teacher’s way of leading the group and his or her interaction with the children.
- The student should take responsibility for planning, carrying out and evaluating at least 5 lessons or formal teaching activities in the class.
- If possible, the student should carry out his/her own interdisciplinary project in cooperation with the teacher and other staff.
Interview with the head teacher
The student should describe and reflect on the various tasks and styles of leadership and tasks. Interview the head teacher/director and reflect on the interview in the light of relevant theory on the following points:
- Development and description of the organization.
- Ethics and visions.
- What kind of governmental regulations, legislation, frameworks etc. the staff has to take into consideration.
- How the head teacher defines a good learning environment and how he/she works to achieve this.
- Children with special needs.
- How the head teacher works with staff resources, staff management and professional development.
- Cooperation and meetings with parents/guardians.
Observation report on the group or on one specific child
- Observe and map the children’s/ child’s possibilities and competence. Focus on age, family background, domestic situation, needs, behavior etc.
- Observe how the children act or the child acts in the classroom situation: participation, interaction etc. Write at least 3 observations.
- Observe behavior in informal activities such as indoor and outdoor play. Write at least 3 observations.
- Write a report based on all these observations, 1500 words.
Cooperation with the parents
- Participate actively in meetings and contact with parents/guardians when possible. Write a narrative.
- Describe means and methods of parental cooperation.
- Discuss this practice of parental cooperation.
Pedagogical and ethical considerations
- Reflect upon how experiences in the practice period have changed and influenced your values and principles. Narratives from practical training can complement the reflections. 500-750 words.
The student must be an active participant in the ECE institution, and cooperate with the staff in the work tasked in the practical training.
|Form of assessment||Exam code||Grouping||Duration||Type of duration||Proportion||Censor type||Supported materials||Comment|
|Evaluation of practical training||PRAKSIS||Individual||25||days||100 %||Practical training tutor (internal) and practical training teacher (external)|
|Form of assessment:||Evaluation of practical training|
|Type of duration:||days|
|Censor type:||Practical training tutor (internal) and practical training teacher (external)|
Evaluation of the coursework and the student`s learning outcomes is given by the practical training tutor at QMUC during the practical training period as described above, and through evaluation of the final report, which the student must submit no later than 2 working days after the practical training is completed (all 25 days).The student must use the template in the practical training handbook (see “Further information”) as a basis for the final report.
The practical training report is evaluated by a practical training tutor at QMUC, and must be approved to get a passing grade in the course. If the report is not approved initially, the student is given a deadline of 5 working days to improve on it.
The final grade in the course is set by the practical training tutor at QMUC, with advice from the Head of practical training. The following points are taken into consideration for the final grade:
- The student’s preparations for practical training
- How the student deals with challenges
- The student’s ability to understand the connections between theory and practice through written and oral presentations
- How the student shows responsibility for independent learning
- How the student shows self-assessment
- The student’s ability to try out own ideas and to show creativity in solving problems
- How the student shows responsibility with regard to attendance, agreements, co-operating with the staff and completing tasks
- How well the student fulfils the expected learning outcomes for the 3rd year of practice
100 % attendance is required (25 days of 6,5 hours). For further information, refer to the section on practical training (Praksisstudier) in the ECTE study plan.
If the practical training is failed or discontinued the student must complete a postponed practical training in a Norwegian ECEC institution the following spring. Confer the course description for practical training in the 3rd year of study in the ECTE study plan.
The course participants must read and follow all regulations for practical training at QMUC. See:
- Practical training at QMUC: http://dmmh.no/praksis
- Practical training handbook (Praksishåndboka): http://dmmh.no/praksis/praksishandbok
- Guidelines for practical training: http://dmmh.no/praksis/retningslinjer-for-praksis