BUPRA300 Practical Training in an ECEC Institution Abroad (25 days)

General information

Course name in Norwegian Bokmål: 
Praksis i barnehage i utlandet (25 dager)
Course name in Norwegian Nynorsk: 
Praksis i barnehage i utlandet (25 dagar)
Level of study: 
1st cycle: Bachelor's degree
Program of study: 
ECEC Institutions in International Perspectives
1 semester
Teaching semester
2018 autumn
Assessment semester
2018 autumn
Person in charge
Inger Bakken
Required prerequisite knowledge
Fulfilled progression requirement and passed all practical training from the previous academic year. See general part of the study plan

Course content

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:

The student…

  • 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.

The student must be an active participant in the ECE institution, and cooperate with the staff in the work tasked in the practical training.

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. The narratives should focus on cultural differences in teaching and everyday practices of the preschool. The 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.Write a reflection with relevant theory in advance.
  • The student should in addition interview the preschool teacher about his or her educational background, thoughts about children, learning and other relevant themes. Write a reflection with relevant theory in advance.
  • The student should take responsibility for planning, carrying out and evaluating at least 3 lessons or formal teaching activities in the class. Write a reflection with relevant theory in advance.
  • During one of these activities, the student should be observed by a co-student. The co-student shall present his/her observation in a planned dialog.
  • 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.
  • Governmental regulations, legislation, frameworks etc.
  • Learning environment.
  • Staff management and professional development.

The interview shall be recorded and transcribed. Write a reflection with theory about what you have learned about leadership. (ca. 500)

Cooperation with 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 and use theory in your reflections.

Pedagogical and ethical considerations - write a diary

  1. First day in the host country
    How do you experience this first encounters? What is experienced as unfamiliar to you? How does it feel to be new in this situation?
  2. First day of practical training
    What practices do you recognize from previous experience of practical training in preschools? What is familiar and what is unfamiliar?
  3. Last day of practical training
    What have inspired you during this practical training? What have you learned that you take with you back to Norway? How can this experience make you a qualified preschool teacher?

Reflections on the students own cultural learning based on diary notes from the practical training period. (500-750 words.)


Form of assessmentExam codeGroupingDurationType of durationProportionCensor typeSupported materialsComment
Evaluation of practical trainingPRAKSISIndividual25days100 %Practical training tutor (internal) and practical training teacher (external)
Form of assessment:Evaluation of practical training
Type of duration:days
Proportion:100 %
Supported materials:
Exam code:PRAKSIS
Censor type:Practical training tutor (internal) and practical training teacher (external)
Grading scale: 
Passed/Not passed

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


Additional information

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:


Reading list

Oppdateres i engelsk versjon