Degrees for Education

Introduction

The programme in educational anthropology is based on research-based methodologies, theories and conceptualisations concerning questions of cultural dynamics, culturalisation processes and cultural forms of mediation in real and virtual social contexts.

The educational-antropological perspective is generally characterised by being tinged by reflections on metatheoretical, theoretical-conceptual, methodological and analytical questions. More specifically, the perspective is characterised by its special focus on cultural dynamics and forms of mediation in concrete social forms of practices and their societal context, with the aim of being able to articulate and analyse the known and as yet unknown problems and potentials of these processes and forms of practice. How, for example, the lives of children, home life, student life, political life, organisational life, the life of the firm, and virtual life are made in concrete material and immaterial space, is thus a central question of educational anthropology.
Admission

The entry requirement for students enrolling in the MA (Ed) programme in Educational Anthropology is one of the following educations:
Bachelor in anthropology or education.
Bachelor of Arts or Bachelor of Science with elective modules in education or anthropology corresponding to at least 45 ECTS credits.
Bachelor of Education, Bachelor in Social Education, or Bachelor in Relaxation and Psychomotor Therapy.

The entry requirement to the supplementary programme in Educational Anthropology is one of the following educations:
Bachelor in Occupational Therapy, Bachelor in Nutrition and Health, Bachelor in Physiotherapy, Bachelor in Midwifery, Bachelor in Nursing, or Bachelor of Social Work.
Medium-cycle higher education in occupational therapy, nutrition and health, as a primary and lower secondary school teacher, in physiotherapy, in midwifery, as a social educator, social worker, or nurse.
Structure and content

The MA (Ed) programme in Educational Anthropology has a standard duration of 120 ECTS credits (2 student full-time equivalents).

The first year of study consists of four compulsory modules, each worth 15 ECTS credits (¼ student full-time equivalent):

1. Epistemology and Theory in Educational Anthropology (15 ECTS credits)
2. Trends in Educational Anthropology (15 ECTS credits)
3. Anthropological Conceptualisations (15 ECTS credits)
4. Educational Conceptualisations (15 ECTS credits).

The second year of study comprises one compulsory module worth 15 ECTS credits (¼ full-time equivalent), an elective module worth 15 ECTS credits (¼ full-time equivalent) and a Master?s thesis worth 30 ECTS credits (½ full-time equivalent).

Compulsory module worth15 ECTS credits:

5. Field study (15 ECTS credits).

Elective modules worth 15 ECTS credits (1/4 full-time equivalent).
The student chooses one of the following modules:

6a. Analytical Strategies and Knowledge Production (15 ECTS credits)
6b. International Comparative Education (15 ECTS credits)
6c. Internship (15 ECTS credits)
6d. Elective subject from another graduate (MA/MSc) programme, possibly at another university (abroad) (15 ECTS credits).

Content:

This programme is a combination of subject theory, pedagogic, didactics and supervised teaching practice in schools. The programme consists of an obligatory core of 120 ECTS credits and optional subjects of 120 ECTS credits. The optional subjects can either be subjects from the obligatory core studied in more depth, or new subjects from the department’s 30 and 60 ECTS credits programmes.

Year 1
Christianity, Religion & Ethics (15 ECTS)
Norwegian (20 ECTS)
Pedagogy (10 ECTS)
Teaching practice
Year 2
Christianity, Religion & Ethics (5 ECTS)
Mathematics (20 ECTS)
Norwegian (10 ECTS)
Mathematics (20 ECTS)
Pedagogy (10ECTS)
Teaching practice
Year 3
The fundamentals of reading, writing and mathematics teaching (10 ECTS)
Mathematics (10 ECTS)
Elective (15 ECTS)
Pedagogy (10 ECTS)
Teaching practice
Year 4
School subjects / elective programmes (60 ECTS)
Teaching practice
Year 5
School subjects / elective programmes (60 ECTS)
Teaching practice
Teaching Methods;

Students work in project groups or in seminar groups together with a supervisor. During the teaching practice periods, students will work in groups in Notodden, Kongsberg or other areas nearby. Students in Porsgrunn will have their teaching practice locally. Internet-based learning is offered as an alternative to students who are unable to attend university college full time. The part-time programme builds on the same plan as the full-time programme. The programme consists of study periods (mainly in Notodden), interaction on the Internet, teaching practice, single-subject and interdisciplinary projects.
Careers/Further Studies:

The programme qualifies students to teach in primary and lower secondary schools from year one to year ten. Candidates receive their certification after 4 years of completed full-time study or 5 years part-time study. The requirement for a B.A. degree is 3 years, which is the entrance requirement for masters-level studies.

Duration: 4 years
ECTS credits: 240

The Teacher Education Programme for Primary and Lower Secondary School (TE) leads to qualification as a teacher and is primarily aimed at teaching pupils in primary and lower secondary school (6 to 16 years old). It is a four-year education programme totalling 240 ECTS
credits (60 credits each year). The structure and the curriculum for TE have been revised, and the new version comes into force from August 2003.

TE consists of a number of compulsory studies during the two first years. The third and fourth years consists of optional studies, and it is also possible to incorporate courses obtained at other Norwegian institutions or institutions abroad. Example of optional subjects and in-depth studies are: Art, Drama, Educational Theory, English, Music, Physical Education, Social Sciences, Education for Pupils with Special Needs.

Assessment

Written/oral/practical examination, depending on the subject

Organisation

Tuition comprises lectures, seminars, project work and creative activities within aesthetic subjects. In most courses students are required to hand in written assignments, individually or as in a group, often as a project work. All courses have periods of teaching practice or visits to institutions and «field work». 18 weeks of teaching practice in schools are included in the first three years (6 weeks each year), and the fourth year has four weeks of compulsory practice. The teaching practice usually takes place in the primary and lower secondary schools in and around Bergen. During the practice period the students work in close collaboration with the practice teaching supervisors at the various schools.The language of instruction is usually Norwegian, but students may have guidance in English.

Duration: 3 years
ECTS credits: 180

The Teacher Education Programme for Early Years (0–6) aims at qualifying students for educational work with children in kindergartens, for work with 6-year olds in primary schools and with children at comparable level of development in other kinds of institutions.

The programme is organised in three components:
Educational Theory and Teaching Practice – 45 ECTS credits
Compulsory subjects – 105 ECTS credits
Optional subjects/In-depth modules – 30 ECTS credits
20 weeks of teaching practice

Through theoretical studies and the practice periods the students are expected to develop professional skills and competence. They are expected to acquire confidence and experience in working in day-care institutions and lower primary schools. The aim is that the student becomes a competent professional with theoretical knowledge as well as practical skills.

The compulsory subjects are Social Studies, Norwegian, Natural Sciences with Environmental Studies, Music, Drama, Physical Education, Pedagogy, and Mathematics.

Assessment

There is a final assessment in each study unit. There are different types of assessments,
eg. individual written examinations, individual presentations, group works and project work.

Organisation

Working methods include lectures, seminars, individual literature studies, group work, workshops, project work, laboratory work, excursions etc.

The students learn to develop practical and social skills and gain a conscious awareness of attitudes. In the last part of the study programme the amount of independent work increases and there will be greater demands for the understanding of the coherence between theoretical and practical knowledge. Both theory and practice are taught in all subjects.

Teaching Practice is compulsory. The students have a total of 20 weeks’ practice – 18 weeks in kindergartens and 2 weeks in lower primary school (6-9 year olds).

During the practice period the students will get tasks related to studies of children, development, interaction, and leadership.

Duration: 2 years
ECTS credits: 30

The main aim is to qualify the students to become professional teachers. This implies that the students acquire nowledge, skills and attitudes relevant to their future work. This means making students conscious of their professional, and ethical obligations, developing their didactical and social competences, their professional knowledge and their capability in the course to develop teaching skills and school based knowledge

Main Focus of Course

Didactics, Curriculum studies and Teaching Methods. The Psychology of Learning, Teaching and Development, Group-Psychology, Social Psychology, Sociology, History of Schools, History of Ideas, Theories of Organisations, Planning and implementation of plans etc. Teaching Practice
Organisation

Lectures, group discussions, student presentations, project work, counselling and individual research and learning

Duration: 3 years
ECTS credits: 180

The profession of social education has its origins in the care for people with intellectual disabilities. The scope of the actual training and occupational function of social educators have been widened to include the care and social education for people with developmental impairments and functional disabilities. The task of the social educator is to view the functionally impaired person’s everyday life as a whole, as well as to contribute to target-oriented stimulation, training and development and to promote the individual’s independent mastery of everyday tasks and activities.

Main Focus of Programme
Critial scientific and juridical topics
Psychological and pedagogical methods
Health subjects
Environment, habilitation – and rehabilitation

Organisation

Practical studies, proficiency training and group work are central in the training of social eductors, in addition to seminars and lectures. Most lectures and all projects, group exercises, seminars, supervised training of practical skills, and practice are obligatory if nothing else is stated.

First year
Core subjects
Compulsory subjects
5100
5101
5102
5103
5104
5112
5113
5114
Psychopedagogical Bases of Special Education I (4.0 ECTS
credits)
Psychopedagogical Bases of Special Education II (4.0 ECTS
credits)
Organization of the School Centre (4.0 ECTS credits)
Psychology of School Age Development (4.0 ECTS credits)
General Teaching (8.0 ECTS credits)
Teaching and Organization Aspects of Special Education (5.0
ECTS credits)
Evolutional and Educational Aspects of Hearing Impairment (5.0
ECTS credits)
Evolutional and Educational Aspects of Motor Impairment (5.0
ECTS credits)
Learning difficulties and special educational needs. Development disorders
and their effect on school learning. Schooling pupils with sensorial, physical
and psychic disabilities.
Educational integration of pupils with difficulties. The principle of
normalization and its consequences. The inclusive school and curricular
adaptations for pupil diversity. Resources for school integration.
Structure of the school system: characteristics and levels. The centre as an
organizational unit: management functions, education and administration.
Centre planning. Organization of pupils, teachers, resources, areas,
timetables, activities. The centre and the education community. Teachers’
rights and duties. Evaluation of centres. Analysis of organizational
experiences. Reference to models and elements studied in nursery school
centres.
Theory and explanatory models of development. Cognitive development;
development and acquisition of language; social, physical, motor and
affective-social development.
Teaching components of the teaching-learning process. Teaching and
curricular models: basic curricular design and drawing up curricular projects.
Teachers’ functions. Teaching tasks and organization of teaching
processes. Analysis of teaching means. Evaluation of the teaching-learning
process.
Pedagogic individualization and strategies to deal with human differences
and learning in pupils with difficulties. The syllabus and its diversification.
Methodological strategies to deal with special educational needs. Support
teachers and the organization of the school centre to deal with special
educational needs.
Hearing impairment and language. Communicative and linguistic
development. Educational intervention strategies. School integration of
pupils with hearing impairment.
Psychomotor development and learning. Communicative and intellectual
development and alterations in psychomotor development. Non-verbal
communication systems. Intervention strategies. School integration of pupils
with psychomotor impairment.
Subject Description
1st semester
2nd semester
2nd semester
1st semester
Annual
1st semester
2nd semester
2nd semester

First year
Core subjects
Compulsory subjects
5100
5101
5102
5103
5104
5237
5116
Psychopedagogical Bases of Special Education I (4.0 ECTS
credits)
Psychopedagogical Bases of Special Education II (4.0 ECTS
credits)
Organization of the School Centre (4.0 ECTS credits)
Psychology of School Age Development (4.0 ECTS credits)
General Teaching (8.0 ECTS credits)
Psychomotor Development (8.0 ECTS credits)
Educational Intervention in Nursery School Teaching (8.0 ECTS
credits)
Learning difficulties and special educational needs. Development disorders
and their effect on school learning. Schooling pupils with sensorial, physical
and psychic disabilities.
Educational integration of pupils with difficulties. The principle of
normalization and its consequences. The inclusive school and curricular
adaptations for pupil diversity. Resources for school integration.
Structure of the school system: characteristics and levels. The centre as an
organizational unit: management functions, education and administration.
Centre planning. Organization of pupils, teachers, resources, areas,
timetables, activities. The centre and the education community. Teachers’
rights and duties. Evaluation of centres. Analysis of organizational
experiences. Reference to models and elements studied in nursery school
centres.
Theory and explanatory models of development. Cognitive development;
development and acquisition of language; social, physical, motor and
affective-social development.
Teaching components of the teaching-learning process. Teaching and
curricular models: basic curricular design and drawing up curricular projects.
Teachers’ functions. Teaching tasks and organization of teaching
processes. Analysis of teaching means. Evaluation of the teaching-learning
process.
Psychomotor activities. Agility. Methods and activities for teaching physical
education to infants.
The curriculum in nursery school teaching. The educational team. The
education project and curricular projects in nursery schools. School-family
dialogue. Pupil grouping. The class group: habits and routines. Educational
psychology in space-time organization. Adaptation period. Educational
planning. Educational situations in the first age-group (0-3) and the second
age-group (3-6).
Subject
Description
Description
1st semester
2nd semester
2nd semester
1st semester
Annual
Annual
Annual

First year
Second year
Core subjects
Compulsory subjects
Core subjects
1191
1223
1224
6000
6002
1188
1418
1225
1226
Psychology of Development (8.0 ECTS credits)
Social Psychology and Organizations (5.0 ECTS credits)
Sociology and Social Anthropology (4.0 ECTS credits)
General Teaching (8.0 ECTS credits)
Contemporary Education: Theories and Institutions (5.0 ECTS
credits)
Methodological Bases of Educational Research (8.0 ECTS credits)
History of Social Education (5.0 ECTS credits)
Permanent Education (5.0 ECTS credits)
Education Intervention in Fundamental Problems of Social
Maladjustment (8.0 ECTS credits)
Dimensions and aspects of development. Development stages. Psychology
of adulthood and old age.
Theories and techniques in social psychology. Social attitudes. Group
psychology. Collective behaviour. Educational psychological dimension of
organizations. Organization typology. Education organizations.
Basic notions of sociology and social anthropology. Social and legal-political
values. Ethnic and cultural groups in Spain. Social alienation.
Teaching components of the teaching-learning process. Teaching and
curricular models : basic curricular design and design of curricular projects.
Teachers’ functions. Teaching tasks and organization of teaching
processes. Analysis of teaching means. Evaluation of the teaching-learning
process.
Contemporary education theories. Contemporary education movements and
institutions. Historical evolution of the education system. Educational
institutions and agents. Non-formal education.
Educational research paradigms. Quantitative and qualitative methodology.
Main models and designs applicable to educational research.
New educational spaces in the contemporary age. Pedagogic-social
theories in the XIX and XX centuries. Education of children and young
people outside school. Adult training and educational programmes and
institutions.
Principles of permanent education. Work, leisure and education. Community
development and permanent education. Strategies of permanent education.
Fundamental problems of social maladjustment. Intervention strategies.
Educational intervention as a fundamental strategy.
Subject
Subject
Description
Description
Description
Annual
1st semester
2nd semester
Annual
1st semester
Annual
2nd semester
1st semester
Annual

Academic area Social Sciences
Beginning Course 2006-2007
ECTS Credits 90 ECTS
Educational Aims The training objectives are addressed to pupils to acquire determined competences: to evaluate psychological processes of human development and learning; to detect, prevent and intervene with the end of favouring the development and the learning of people with disabilities and with the risk of social exclusion; to collect, transcript, analyse and evaluate data and information, and to generate new knowledge about the processes of learning in formal, non formal and informal educative contexts; evaluate and intervene in psychological processes involved in the development of educative practices.
Type Professional and Research (It leads to the Doctorate)
Study regime Two possibilities can be considered of study regime, full time or part time. Through a process of tutorship, and in function of the time that the students can dedicate, they will be oriented about the number of modules and credits that can be simultaneously done.
Modality Eyewitness
Places 20
Interuniversity Master YES
Coordinator University University of Barcelona
Fees 25,61€ price credit