Practice 2 . Year, 3. Term
Supervised professional training is varied and ensures that students gain experience of different aspects of the kindergarten teacher profession in a kindergarten field characterised by change, diversity and complexity.
Supervised professional training and academic studies will together help students develop knowledge, skills and general competence.
Supervised professional training will connect the different parts of the educational programme, prepare students for work in kindergarten, and help them understand children’s situation in the family and society. Supervised professional training is an integral part of the various fields of study in the educational programme.
The overall perspective for practical training in the second year of study is the management of children and employees.
Students must familiarise themselves and comply with the laws and regulations that apply to the university and the kindergarten conducting supervised professional training.
Students must anonymise all written communication/documentation that involves children and parents/guardians. When using video recordings, photographs, audio recordings, etc., special permission must be obtained from the child’s parents/guardians. Storage of the recordings must take place in accordance with the licensing provision for the kindergarten.
A ‘Declaration of Confidentiality’ must be signed by students at the start of studies and is submitted to the Service Office. If necessary, students must also sign a ‘Declaration of Confidentiality’ at their practice placement.
Passed supervised professional training during the first academic year of study.
An approved certificate of good conduct is required from the police.
Passed supervised professional training during the first academic year of study.
An approved certificate of good conduct is required from the police.
General learning outcomes that apply to all periods of supervised professional training:
KNOWLEDGE. Candidates
• have knowledge about kindergarten’s social mandate and have the ability to initiate and cope with changes, and be able to influence developments in kindergartens
• demonstrate the ability to reflect on kindergarten’s core values, their own and others’ attitudes and behaviour
• see a connection between theory and practice and can use academic literature and relevant theory in all work tasks
• have the ability to lead balanced pedagogical work, with the main emphasis placed on children’s formation, play and learning
SKILLS. Candidates
• can plan, carry out and assess pedagogical work in accordance with ethical requirements and guidelines
• have the ability to contact and interact with individual children, groups of children and adults
• have leadership and collaboration skills in relation to groups of staff, parents/guardians and other partners, as well as knowledge about the coordinators’ tasks
GENERAL COMPETENCE. Candidates
• have the ability to reflect on ethical challenges in the profession
• have the ability to assess themselves and are responsible for their own learning
• demonstrate responsibility for following up work schedules and agreements
Learning outcomes that apply specifically to the 3rd period of supervised professional training:
‘Management of children and employees’
KNOWLEDGE. Candidates
• Have knowledge about children’s wonder and exploratory work methods related to language and mathematics
• have basic knowledge about the importance of the language, text and mathematics environment for all children’s play and participation in everyday activities
• have knowledge about children’s learning through their bodies and senses, and how to support and facilitate play and learning processes based on children’s experiences, curiosity and initiatives
• have knowledge about the importance of outdoor activities and experiences of nature for children’s health, formation and ability to master life skills
SKILLS. Candidates
• Can observe, assess, facilitate and support children’s linguistic, textual and mathematical development
• Can lead and critically reflect on work involving language, text and mathematics in kindergarten.
• Can facilitate varied and nutritious meals, good hygiene, physical activity and rest for children in kindergarten
• Can orientate themselves and use opportunities in the local environment for scientific exploration, play and movement together with children
GENERAL COMPETENCE. Candidates
• can exercise pedagogical leadership in the work of including and acknowledging all children’s linguistic, textual and mathematical experiences
• can collaborate with kindergarten staff, children and children’s parents/guardians
• can take into account different cultural perspectives when conducting work in the field of study, including Sámi culture
• can promote the joy of nature, movement and food in children and adults
Semester fee and course literature.
It is expected that some expenses will be incurred in connection with travelling to and from the place offering supervised professional training. Nord University provides grants for travel expenses in accordance with applicable regulations.
It is assumed that individual students follow the Supervised Professional Training Handbook and familiarise themselves with the stipulated requirements and expectations.
These include:
* Meetings
* Attendance
* Procedures in the event of any doubts as to whether supervised professional training has been passed or not
Scope of 3rd supervised professional training period: 15 days in 3rd semester.
Students usually conduct their training at the same kindergarten in both periods during the 2nd year of study. Nord University allocates practice placements in municipalities with which the university has collaboration agreements.
Supervised professional training is a compulsory part of kindergarten teacher education. Experiences gained by students during supervised professional training are the starting point for discussion and reflection in the programme of study. A clarification and concretisation of the work in connection with the periods of supervised professional training are stated in the training plan.
100% attendance is required regarding supervised professional training. The supervised professional training period must be passed in order to proceed to the next supervised professional training period. In special cases, the head of studies may decide on deviations from this rule.
3rd period of supervised professional training, autumn
Compulsory participation. 100% attendance is required regarding supervised professional training.
Assignment 1. Assessed and approved by the practical training supervisor
• Presentation letter
• Supervised professional training contract (clarify expectations, work schedule for the period, supervision)
• Start-up meeting with coordinator. Coordinator / general manager approves minutes.
• Minutes from and reflections on supervision conversations, meetings
• Midway evaluation
• Final self-assessment of the period
Assignment 2. Assessed and approved by the practical training supervisor
• Observation (experience of both systematic and unsystematic observation).
• Didactic planning - based on a relevant model for didactic work in kindergarten.
• Pedagogical leadership with a focus on consecutive leadership days.
Assignment 3. Assessed and approved by the practical training supervisor
• Reflection text based on one’s own professional role.
An ongoing assessment takes place in consultation with the student during supervised professional training.
Assessment is based on the students’ practical and theoretical work during the period of supervised professional training.
All assignments must be approved and available after the applicable deadline.
Final assessment; Supervised professional training, individual, grading scale Pass/fail, represents 100%
Educational institutions and kindergartens are learning arenas of equal importance that are jointly responsible for content, quality, progression and assessment in supervised professional training.
According to the Regulations relating to Studies and Examinations at Nord University, students are entitled to two attempts at supervised professional training. If the student fails to pass the supervised professional training course on the second attempt, the student’s admission to a course or specific programme of study will be revoked. Students who have not passed, discontinued or have received legitimate absence from supervised professional training must, as a general rule, attempt a new round of supervised professional training during the next ordinary implementation of the course.
Students may complete the semester they have started, but will then receive a one year intermission in their ordinary course of study. A new period of supervised professional training will be carried out the next time ordinary supervised professional training is organised, normally the following academic year.