National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 – 7 and Years 5 – 10

The Regulations apply to the 4-year differentiated primary and lower secondary teacher education programmes. The Regulations define the National Curriculum for primary and lower secondary teacher education programmes for years 1-7 and years 5-10.

Established by the Ministry of Education and Research on 1 March 2010, pursuant to section 3-2 sub-section 2 of the Act relating to universities and university colleges no. 15 of 1 April 2005.

 

These Regulations apply to universities and university colleges that provide primary and lower secondary teacher education and are accredited pursuant to sections 1-2 and 3-1 of the Act relating to universities and university colleges.  

The Regulations apply to the 4-year differentiated primary and lower secondary teacher education programmes. The Regulations define the National Curriculum for primary and lower secondary teacher education programmes for years 1-7 and years 5-10.  

The Regulations aim to ensure that teacher education institutions provide integrated, professio­nally oriented and research-based primary and lower secondary teacher education programmes of high academic quality. The education programmes must comply with the Norwegian Education Act[1] and the prevailing curriculum for primary and lower secondary education and training.  

The institutions are to provide integrated primary and lower secondary teacher education programmes showing coherence and cohesion between theoretical and practical studies, between subjects and subject didactics and between subjects. The primary and lower secondary teacher education programmes are to provide the candidates with sound academic and didactic knowledge and to qualify them for research-based professional performance and continuous professional development. The education programmes are to interact closely with the professional field as well as with the society of which schools are part. The education programmes are to place the teaching profession in a historical and social context and contribute to critical reflection and professional understanding. 

The primary and lower secondary teacher education programmes are to qualify the candidates to be able to provide instruction about Sami conditions and issues and ensure that they have acquired knowledge about Sami children’s right to education in accordance with the Education Act and the prevailing curriculum for primary and secondary education and training.

Go to the top