Associate Education Physical Education

The candidate’s learning outcomes
A candidate who has completed the education has the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:

The candidate

• has advanced knowledge in the chosen subject and specialised insight into a professionally relevant subject area
• has in-depth knowledge of academic issues, theories of research and methodologies relating to academic, educational and subject didactic matters
• has knowledge of the development of schools as organisations and disciplines such as school, cultural and research-related subjects, as well as a broad understanding of the mandate of schools, the values of education and the educational cycle
• has in-depth knowledge of relevant research literature and applicable legislation and planning regulations, and is able to apply this to new areas that are relevant to their professional practice
• has knowledge of youth culture and youth development and education in a range of social and multicultural contexts
• has knowledge about children and young people in difficult life situations, including knowledge about violence and sexual abuse against children and young people, their rights in a national and international perspective, and how to initiate necessary measures according to current legislation
  

Skills:

The candidate

• can orient themselves in current academic literature, as well as analysing and relating critically to sources of information source and existing theories in the subject areas
• can use academic literature and other relevant sources of information to structure and formulate academic argumentation in a range of areas
• can carry out an independent, limited and professionally-relevant research projects under academic supervision and in accordance with the applicable research ethical norms
• can apply research- and experience-based knowledge when identifying and working systematically with fundamental skills and when planning and leading teaching in various learning forums, leading to positive professional and social learning processes
• can independently and professionally use varied working methods, relevant methods for research and professional development work in order to differentiate and adapt learning in accordance with current curricula, and create a motivating and inclusive learning environment
• can use digital tools in their teaching, planning and communications, and guide young people through their digital daily lives
• can describe the characteristics of competence, evaluate and document pupils’ learning, provide feedback that enhances learning and contribute to pupils being able to reflect on their own learning and their own professional development
• can identify specific needs of children and young people, including recognizing signs of violence or sexual abuse. Based on professional assessments, the candidate should be able to establish cooperation with relevant interdisciplinary and interagency partners for the best interest of the child

General competence:

The candidate

• can contribute to processes of innovation and new ways of thinking, and carry out professionally oriented development work, while facilitating the involvement of local working life, social life and cultural life in training
• can disseminate and communicate professional issues related to professional practice at an academically advanced level
• can behave professionally and reflect critically on and academically analyse issues and problems that are of a professional, professional ethics, research ethics and education policy nature
• can largely independently further develop their own competence and contribute to the professional and organisational development of both their colleagues and their school
• is able to build relationships with pupils and their parents/guardians, and work together with stakeholders relevant to the school system