Teacher Education - Primary and Lower Secondary

The Teacher Education covers Primary and Lower Secondary (ages 6 to 16 years old). Students of Pre-primary (Pre-school) Education, please choose our course Children at Risk Aesthetics and Learning in Early Childhood Education.

It is possible to sign up for the Teacher Education Package at two of our campus - Vordingborg and Roskilde. Please select below to read more.

Campus Vordingborg

Teacher Education Package  (35 ECTS)
Campus Vordingborg: Fall 2017:1. September 2017- 31. January 2018


General education: (Religion, life education and citizenship) and Cultural Understanding (10 ECTS)

Brief description of the module General education

This module introduces analyses of the purpose, democracy and citizenship of the municipal school in an idea historical, general education theoretical and professional ethics perspective. A key concept of the module is the student's work on relating to the school's values and hold them up against the teaching profession with respect for the cultural and religious diversity that currently characterises the school and society.

The module's knowledge basis

Key concepts of the module are philosophy, history of ideas, general education theory and religious studies. The module is in the area of tension between different theory formations within the module's knowledge and skill goals. The module is based on national and international research and development knowledge about general education, democracy and citizenship, professional ethics and religious and cultural encounters.

Competence areas included in the module

General education: Religion, life education and citizenship is about interpretation of the municipal school's purpose, development of professional ethics as well as handling of complex challenges in teacher work in a globalised society characterised by cultural, values-related and religious diversity.

Competence goals included in the module

The student can relate, in a nuanced and reflective way, to ethical, political, democratic and religious

Challenges associated with teaching, parent cooperation and school in a globalised society.

The Pupil's Learning and Development (5 ECTS)

The module's knowledge basis
A key concept of the module is pedagogical psychology, which is based on national and international research and development knowledge about the learning and development of children and young people, social interaction and communication and pedagogical guidance at the school. The module is anchored in different theory formations within the module's knowledge and skill goals.

Competence areas included in the module
Competence area 1: The pupil's learning and development is about pupils' learning and development in social relations in school.

Competence goals included in the module
Alone and in cooperation with others, the student can create communities and facilitate pupils' learning and development, lead learning processes that consider the development of individual, social and communicative competences as well as conflict management in multiple social connections.

English as an Additional Language (10 ECTS)

MODULE 1: Language and language usage

Brief description of the module
This module works with the following questions: What is language? What is pupil language? What is the goal of the language lessons? How can you describe language? How and why do you teach linguistic elements?

The starting point is communicative competence in relation to the subject in public school and the teacher training, including views on the subject and the language. Focus is on ’language segments’, such as a target language from, a pupil language in the initial phase, a pupil language in the end phase.

There will be theoretical as well as experience-based work on

  • description and analysis of interlanguage in relation to the target language English as a global means of communication and in relation to linguistic variants
  • language descriptions and analysis including linguistic meaning, function and form on several levels from context to details
  • the student's own language as well as the role as language teacher, including the student's use of appropriate metalanguage for different target groups
  • use of different types of aids in relation to analysis and description of language

Aesthetic Learning Processes (10 ECTS)

Knowledge about and skills in relation to artistic media, aesthetics, and learning in theory and practice, play and creativity plus the practical and didactical planning of physical and aesthetic activities within the provision of day-care, school and leisure (3 to 12 years).

Knowledge about and skills in relation to artistic media, aesthetics, and learning in theory and practice, play and creativity plus the practical and didactical planning of physical and aesthetic activities within the provision of day-care, school and leisure (3 to 12 years).

The student has acquired knowledge about:

  • The educationalist’s and others’ academic understanding, professionalism and action competence, comprising teachers, nurses and social workers
  • The various sectors and actors with the welfare society and their various perspectives on duties and challenges; and
  •  Legislation and political frameworks for interdisciplinary collaboration
  •  Modes of collaboration, comprising communicative methods and strategies supporting the interdisciplinary collaboration
  • Empirical analyses of what characterises interdisciplinary and cross-sectional co-creation processes
  •  Project and process management, comprising the process tools therefore

Spring 2018 - 21. February - 29. June 2018.  - (30 ECTS)

Package 1: Science and Technology

MODULE 1: Natural science/technology in introductory period

Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits.

Brief description of the module
This module focuses on planning and developing natural science/technology teaching based on the youngest pupils' interest in the phenomena of natural science and technology that they meet during their everyday life. Throughout the whole module, there will be particular focus on the subject-related didactic issues regarding natural science/technology teaching in the 1st to the 3rd form and selected subject-related areas. Including:

  • The transition from day care facility to school and introduction into the science subjects of the school
  • Maintenance and consolidation of the children's interest in scientific phenomena
  • Children's experiences and interpretations of natural scientific phenomena and connections in their everyday life and in the close surroundings. The module will include work on how you can gradually develop a natural science conceptual framework and learn how to identify and reflect on natural scientific issues
  • Study methods such as direct experience, sensing, observation, description, examination, asking questions and testing with argumentation
  • Technology and resources, selected animals and plants and their living conditions, local development and infrastructure, natural scientific phenomena that children typically meet in their everyday lives, such as seasons
  • Health-related aspects with regard to environment, lifestyle and quality of life
  • The significance of the four part-competences for planning of the teaching and pupils' learning
  • Learning theory regarding children's cognitive development viewed in relation to the abstract representation forms of the science subjects
  • Innovation and the use of digital learning aids and examination methods are included as vital parts of the study process and in relation to practice in school.

The module's knowledge basis
The teaching is based on national and international research and development work dealing with themes within natural science lessons for the youngest pupils of the school. Content areas will for example be: The significance of the natural science subjects in primary school, relevant natural scientific sources and subject-related didactic texts.

The programme of study includes the theoretical knowledge basis in interaction with knowledge from the practical field.

Competence areas included in the module
Competence area 1: Natural science didactics for the purpose of pupils' learning and general education in natural science/technology is about knowledge and skills that make it possible to reflect on the why, what and how of the lessons in order to establish teacher professionalism in natural science/technology lessons.

Competence area 2: Natural science/technology teaching in a competence perspective. Is about the use of the concept of competence in a subject-related didactic connection as well as the reasoning for the four chosen part-competencies within the subject of natural science as a basis for development of general natural science education.

Competence area 3: Teaching in the core areas of natural science/technology (1): man, health and living conditions, technology creation and application and man's interaction with the natural basis.

Competence area 4: Teaching in the core areas of natural science/technology (2): The universe, Earth and the origin, development and description of life as well as the natural phenomena and technological devices that pupils meet in their everyday life.

Competence goals included in the module

The student can

  • use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evaluate and develop teaching of natural science/technology
  • in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with a view to developing pupils' natural science competencies.
  • in a substantiated way plan, carry out, evaluate and develop teaching in human interaction with nature and the use of technology.
  • in a substantiated way plan, carry out, evaluate and develop teaching in natural science/technology that strengthens the pupils' ability to understand and relate to the natural and technological development processes from the origin of the universe to present time at the micro-level as well as the macro-level.

MODULE 2: Natural science/technology at intermediate stage 

Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits.

Brief description of the module
This module illustrates the particular issues related to teaching of natural science/technology in the 4th - 6th form. In the period from the 4th to the 6th form, the pupils' interest in natural science changes from the simple and immediate to the more structured and specific. This module will expound on matters that maintain and strengthen the pupils' interest in natural science, their practical skills, creativity and ability to cooperate, and their insight into the interaction between man and nature. This module particularly works on:

  • There will be work on progression, natural scientific competencies and how natural science teaching resources and the pupils' own studies contribute to strengthening natural science/technology in the complete schooling
  • Maintenance and consolidation of the children's interest in scientific phenomena
  • Innovation and the use of digital teaching resources and examination methods are included as vital parts of the study process and in relation to use in school.
  • Subject-related reading and use of teaching resources
  • Resources and energy flows, and the use of technology in everyday life
  • The origin and development of the universe, the solar system and the planet Earth
  • The basic facts of evolution and categorisation of living things into groups
  • The significance of the four part-competences for planning of the teaching and pupils' learning

The module's knowledge basis
The teaching is based on national and international research and development work dealing with themes within natural science teaching that are relevant for teaching of pupils at the school's intermediate stage.

Content areas will for example be: The significance of the natural science subjects in primary school, relevant natural scientific sources and subject-related didactic texts.

 The programme of study includes the theoretical knowledge basis in interaction with knowledge from the practical field.

Competence areas included in the module
Competence area 1: Natural science didactics for the purpose of pupils' learning and general education in natural science/technology is about knowledge and skills that make it possible to reflect on the why, what and how of the lessons in order to establish teacher professionalism in natural science/technology lessons.

Competence area 2: Natural science/technology teaching in a competence perspective. Is about the use of the concept of competence in a subject-related didactic connection as well as the reasoning for the four chosen part-competencies within the subject of natural science as a basis for development of general natural science education.

Competence area 3: Teaching in the core areas of natural science/technology (1): man, health and living conditions, technology creation and application and man's interaction with the natural basis.

Competence area 4: Teaching in the core areas of natural science/technology (2): The universe, Earth and the origin, development and description of life as well as the natural phenomena and technological devices that pupils meet in their everyday life.

Competence goals included in the module

The student can

  • use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evaluate and develop teaching of natural science/technology.
  • in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with a view to developing pupils' natural science competencies.
  • in a substantiated way plan, carry out, evaluate and develop teaching in human interaction with nature and the use of technology.
  • in a substantiated way plan, carry out, evaluate and develop teaching in natural science/technology that strengthens the pupils' ability to understand and relate to the natural and technological development processes from the origin of the universe to present time at the micro-level as well as the macro-level.

MODULE 3: Natural science/technology teaching with focus on human interaction with nature

Type, extent and language of module

Basis, formulated locally for 10 ECTS credits. 

Brief description of the module
This module will include thematised work on different aspects of humans and their interaction with nature and technology. Each theme will be characterised by containing natural scientific or technological aspects as well as subject-related didactic aspects in relation to teaching of natural science/technology in school. There will be focus on human application of technology and utilisation of the natural basis in a sustainability perspective.

 The following elements will be pivotal:

  • The concept of sustainability and teaching aimed towards development of action competence in the pupils of the school
  • Various stakeholders' consumption and utilisation of nature and its resources will be included as an important part of the teaching, as well as how this can be included as part of the teaching at the school
  • Positive and negative consequences of the use of the natural basis in relation to sustainability
  • Human physiology and health-related aspects with regard to environment, lifestyle and quality of life
  • Clarification of current, societal connections/issues (such as energy supply, global and local health aspects and the significance of technological development). There will be focus of professional clarification of these matters as well as development of the student's own understanding of and opinion-forming regarding basic circumstances of human utilisation of the natural basis in a sustainability perspective
  • Connections between the local and the global.
  • Teaching-related aspects of seeing natural science/technology as a general education subject 
  • Teaching-related aspects of developing pupils' natural scientific reasoning. 
  • The significance of the four part-competences for planning of the teaching and pupils' learning

The module's knowledge basis
The teaching is based on national and international research and development work dealing with themes within natural science teaching that are relevant for teaching of pupils at the school's intermediate stage.

Content areas will for example be: The significance of the natural science subjects in primary school, relevant natural scientific sources and subject-related didactic texts.

The programme of study includes the theoretical knowledge basis in interaction with knowledge from the practical field.

Competence areas included in the module
Competence area 1: Natural science didactics for the purpose of pupils' learning and general education in natural science/technology is about knowledge and skills that make it possible to reflect on the why, what and how of the lessons in order to establish teacher professionalism in natural science/technology lessons.

Competence area 2: Natural science/technology teaching in a competence perspective. Is about the use of the concept of competence in a subject-related didactic connection as well as the reasoning for the four chosen part-competencies within the subject of natural science as a basis for development of general natural science education.

Competence area 3: Teaching in the core areas of natural science/technology (1): man, health and living conditions, technology creation and application and man's interaction with the natural basis.

Competence area 4: Teaching in the core areas of natural science/technology (2): The universe, Earth and the origin, development and description of life as well as the natural phenomena and technological devices that pupils meet in their everyday life.

Competence goals included in the module

The student can

• use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evaluate and develop teaching of natural science/technology.

• in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with a view to developing pupils' natural science competencies.

• in a substantiated way plan, carry out, evaluate and develop teaching in human interaction with nature and the use of technology.

• in a substantiated way plan, carry out, evaluate and develop teaching in natural science/technology that strengthens the pupils' ability to understand and relate to the natural and technological development processes from the origin of the universe to present time at the micro-level as well as the macro-level.

Package 2: Art and Culture

MODULE 1: Art-related practice forms

Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits.

Brief description of the module

The purpose of this module is for the student to develop competence in teaching practical art production, knowledge of art and art presentations reflecting the visual culture and in using art conversation to qualify pupil's imagery and technical terminology.

The student works practically with artistic and experimental methods in analogue as well as digital art. In this module, the interaction between practice and theory is fundamental.

The content and working method of the module relate in a reflecting and didactic way to regulations regarding the subject Art in school.

The key content areas are:

Visual production and communication, art conversation, imagery awareness, pupils' imagery development, aesthetic learning and sense-based orientation, creativity and art's potential for developing knowledge and realisation as well as visual didactics.

The module's knowledge basis

The module is based on research-based theory on

  •  Visual culture as an art field and reflection strategy nationally as well as internationally
  • Visual communication
  • Aesthetics, aesthetic learning and creativity
  • Recent research-based knowledge about the subject Art and subject-related didactics as well as on knowledge about:
  • Artistic working methods
  • The history of the subject Art.

Competence areas included in the module

Competence area 1: Visual generation of meaning in analogue and digital pictures

Competence area 2: Decoding of analogue and digital images

Competence area 4: Visual didactics 

Competence goals included in the module

The student can

  •  in a substantiated way plan, complete and evaluate visual teaching with a view to developing pupils' competences in producing and reflecting within different picture categories as well as pictures' contribution to knowledge development within different subject areas, genres and visual cultures. (1)
  • in a substantiated way plan, complete and evaluate visual teaching for developing pupils' competences in decoding different analogue and digital pictures and visualisations using image analytical methods. (2)
  • in a substantiated way plan, complete, evaluate and develop visual teaching with inclusion of knowledge on international visual educations. (4)

MODULE 2: Visual cultural project

Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits.

Brief description of the module

The purpose of this module is for the student to develop competence in teaching in visual awareness, decoding of art as well as innovative art processes and projects reflecting visual cultural pedagogy.

The teaching, which is based on interaction between practice and theory, includes various art form, cultural meetings, cooperation platforms and learning spaces. This module includes a large visual project based on visual communication, cooperation and knowledge sharing.

The module's content and working method relate in a professional and didactic way to the subject Art in municipal school, cross-disciplinary teaching and other professional connections. 

The key content areas are: inquiring and experimental artwork, collection, categorisation and use of information in visual culture, multi-modality and innovation as well as visual didactics.

The module's knowledge basis

The module is based on research-based knowledge about

  • Visual culture as an art field and reflection strategy nationally as well as internationally
  • Visual communication
  • Innovation and entrepreneurship
  • IT and media in learning processes

Competence areas included in the module

Competence area 2: Decoding and analysis of analogue and digital images

Competence area 3: Art-related working methods and innovative processes

Competence area 4: Visual didactics

Competence goals included in the module

The student can

  •  in a substantiated way plan, complete and evaluate visual teaching for developing pupils' competences in decoding different analogue and digital pictures and visualisations using image analytical methods. (2)
  • in a substantiated way plan, complete and evaluate visual teaching for developing pupils' imagery competences in working with aesthetic, innovative and entrepreneurial working methods in physical and digital learning environments. (3)
  • in a substantiated way plan, complete, evaluate and develop visual teaching with inclusion of knowledge on international visual educations. (4)

MODULE 3: Contemporary art, space and architecture

Type, extent and language of module:

Basis, formulated locally for 10 ECTS credits.

Brief description of the module
The module provides the student with insight into the expression forms of contemporary art, and how they can be translated into contemporary art teaching for children of all ages when the art can create debate and ask questions. Furthermore, the module prepares the students to rethink visual presentations, for example in project work. There will be practical work with own works in a workshop, where experimentation and innovation are prioritised highly. Theoretically, the students will work with art appreciation as well as children's learning potential when meeting - and creating - idea-based art. In this module, the students will particularly work with spatial form, but this will take place based on drawn, painted and digital sketches. The finished artwork can for example be sculpture, installation, land art, performance or architecture models.

The student will particularly work in the art workshop, but also outside, such as excursions, for example visits to museums and "picture hunts" will be included in the module.

The module's knowledge basis
The module is based on research-based knowledge about art, visual arts and subject-related didactics as well as knowledge about artistic working methods and spatial art work

Competence areas included in the module

Competence area 1: Visual generation of meaning in analogue and digital pictures

Competence area 3: Art-related working methods and innovative processes

Competence goals included in the module

The student can

in a substantiated way plan, complete and evaluate visual teaching with a view to developing pupils' competences in producing and reflecting within different picture categories as well as pictures' contribution to knowledge development within different subject areas, genres and visual cultures. (1)

in a substantiated way plan, complete and evaluate visual teaching for developing pupils' imagery competences in working with aesthetic, innovative and entrepreneurial working methods in physical and digital learning environments.(3)

Campus Roskilde

Teacher Education Package (30 ECTS) Campus Roskilde
Fall: 1. September 2017 - 31. January 2018.

The package comprises:

  • Introduction to the Danish teacher education
  • Language and language usage  10 ECTS
  • Intercultural competence in language teaching/English in the introductory period and at the intermediate stage  10 ECTS
  • Children at risk  10 ECTS 

For detailed information about the courses in Roskilde, read more here.

Teacher Education Package  (30 ECTS) Campus Roskilde
Spring 2018: 12
. February - 23. June 2018. 

The package comprises:

  • Introduction to the Danish teacher education 4 ECTS
  • Processes in language acquisition and communicative skills  10 ECTS
  • Entrepreneurship education in primary school   10 ECTS
  • Internship in a Danish School 6ECTS 

For detailed information about the courses in Roskilde, read more here.

Fee

If you are not an EU citizen there is a tuition fee of € 3950 per semester (this does not apply if your institution has an exchange agreement with University College Absalon). To have your application form and exam papers processed we require a non-refundable registration fee of EURO 150 payable in advance. If you are accepted into the programme, the 150€ are deducted from the payment of the module.

The registration fee is payable to the following account:

Danske Bank
SWIFT: DABADKKKK
IBAN: DK030 216 4069077 994

Contact

For more information about the programme, please contact:

Campus Vordingborg: Finn Peter Aarup fpa@pha.dk

Campus Roskilde: Connie Stendal Rasmussen, csr@pha.dk

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