Markus has always wanted to become a teacher. He does not let the negative stories from the media or friends deter him from his chosen career after graduating with a good score from high school…
Ida completed a Master’s degree in history but she now yearns to become a teacher… She’s heard that she can enter the PPE (Practical Pedagogical Education) – a 1-year post-graduate programme – at one of the national universities, which will allow her to teach grades 5 to 10. She has heard that there may be a shortage of teachers in grades 5 to 10 in the future.
Through the national admission service, an on-line application system into tertiary education, Markus was offered a placement at a university. He scored much higher than the minimum score of 35 needed to qualify for teacher training, but he didn’t meet the minimum score in mathematics. To qualify as a teacher, he’ll need to complete a preparatory maths course.
There is no national admission service for the PPE. After looking at her previous performance at the university, Ida was accepted into the PPE programme. From 2019, a Master’s is a requirement to enter a PPE programme.
Like all new ITE students from 2017 onwards, Markus started a 5-year Master’s programme. He decided to teach grades 1-7 so he must specialise in 4 subjects and receive 110 days of practical training. Markus will decide on a topic for his Master’s thesis later.
Like all PPEs, Ida’s programme is 1 year in length (60 ECTS), and includes courses in pedagogy, didactics and 12-14 weeks of practical training.
Ida and Markus heard about NOKUT’s accreditation of teacher education institutions. Many institutions also have feedback mechanisms, including regular surveys of students during ITE, and meetings with other teacher educators and mentors.
Markus earned all his university credits and received his diploma from the university. With his diploma, he could apply directly for a teaching position. The school to which he applied used both interviews and demonstration of teaching as a part of the selection process. After careful consideration, he got the job.
Ida was not able to get a position as a permanent teacher immediately after graduation. However, mid-way through the school year, one of the schools where she did her practicum offered her a position as a substitute teacher for the remainder of the year.
When he started teaching, Markus signed up for the optional 50-hour of formal induction course provided for by the municipality. As induction is outside school hours and after working hours, some of Markus’ other new colleagues could not sign up due to other commitments.
Ida is a substitute teacher so she is not eligible for the 50-hours of formal induction provided by the Municipality. She is likely however to receive some informal in-school induction to support her transition into teaching.
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