Year 2: The European Practice Field

The aim of The European Field of Practice is for the students to acquire an extensive knowledge and insight into European reality. It helps them as future teachers to understand the social context of their future students. The first year is divided into 3 periods, each with their own headlines, aims and content.

The 2nd year has three periods in total:

The 2nd year has three periods in total:

Doing activities together with young European leadership to bring about positive change.

Cultural & political activities in The House

 

WORKING PERIOD  · 6 months of working and living in a town

The national field of practice starts with a six-month period in a bigger European town, where the students aim to experience and understand the reality of social and living conditions of the Europeans by living and working in their town.

Students also participate in local initiatives, study, organise cultural events and carry out field investigations and actions. They identify and meet with young european leaders and carry out actions with their organisations.

How can we make a difference?
What impact can we have on our local community?
What is the young European leadership?
How do we do it?

 

 

5. WORKING PERIOD  · 6 months of working and living in a town

The national field of practice starts with a six-month period in a bigger European town, where the students aim to experience and understand the reality of social and living conditions of the Europeans by living and working in their town.

Students also participate in local initiatives, study, organise cultural events and carry out field investigations and actions.

How can we make a difference?
What impact can we have on our local community?
How do we do it?

Karolina shares her experiences from her team’s European Reality period.
 

STUDY PERIOD · 3 months of studies and exams

The work period in an European town is followed by three months of foundational studies, specialisations and exams back at the college.

The 2nd year’s curriculum consists of social science, political science, history, sustainability and natural science.

Community activities at the campus continue: organising sports and Tuesday cafés, cooking and gardening, spending time with residents at the care homes in the campus, enjoying the long Scandinavian evenings with walks on the beach and bonfire nights.

6. STUDY PERIOD · 3 months of studies and exams

The work period in an European town is followed by three months of foundational studies, specialisations and exams back at the college.

The 2nd year’s curriculum consists of social science, political science, history, sustainability and natural science.

Community activities at the campus continue: organising sports and Tuesday cafés, cooking and gardening, spending time with residents at the care homes in the campus, enjoying the long Scandinavian evenings with walks on the beach and bonfire nights.

 

DOING WHAT YOU FIND MOST APPROPRIATE TO DO · 3 months

As a teacher, you need to know how to organise your time. You need to take stock of situations and to be able to identify the difference between idea and action – and the difference between knowing and doing. That’s why we have this period included in the teacher training programme.

In this period each student envisions their own ideas about what they benefit most from doing and then carries them out in practice.

Each student decides, individually or together with others, on the background if what they now know and where they stand:

What is the most appropriate for me to do for 3 months?

  

7. DOING WHAT YOU FIND MOST APPOROPRIATE TO DO · 3 months

As a teacher, you need to know how to organise your time. You need to take stock of situations and to be able to identify the difference between idea and action – and the difference between knowing and doing. That’s why we have this period included in the teacher training programme.

In this period each student envisions their own ideas about what they benefit most from doing and then carries them out in practice.

Each student decides, individually or together with others, on the background if what they now know and where they stand:

What is the most appropriate for me to do for 3 months?

Indie is super excited about “Doing what you find most appropriate to do” and shares her thoughts about it.

Exams at the end of the 2nd Year:

Exams at the end of the 2nd Year:

DNS offers a non-traditional bachelor of pedagogical science
DNS offers a non-traditional bachelor of pedagogical science
DNS offers a non-traditional bachelor of pedagogical science
DNS offers a non-traditional bachelor of pedagogical science
DNS offers a non-traditional bachelor of pedagogical science

Students will also complete the first exam (of two in total) in the following subjects:

DNS offers a non-traditional bachelor of pedagogical science

“IMAGES” · Experiences from the 2nd Year at DNS

Interview with a DNS teacher – meet Svetlana

Interview with a DNS teacher – meet Svetlana

To choose the path of teaching took me some time, I must say. It started on my very first 1st of September, this is the day when the school year starts in Lithuania. I simply loved it. And I am not talking about the lessons and tests, but about all the kinds of people I got to interact with and about the learning process that was happening there, somehow in between lessons most of the time. Though I was in love with the school and Summer holidays always seemed too long of a break, I never thought I will become a teacher. It is now, when I reflect, I see lots of sense in my actions and choices that led me to choose this profession.

What is language, and its hidden value

What is language, and its hidden value

Imagine you had to make a list, a catalogue, of all that exists. Where would you start?
You would probably look around, and start to name or to write down everything that you see or that comes to your mind. Soon, you would come across some dilemmas, and start to notice that it is not always so easy to establish what exists and what doesn’t. Do feelings exist, since they are not seen in the material world but just experienced internally? Probably yes, you would say. But then, do fictional characters exist, since they are not seen in the material world but just experienced mentally? This is a bit more challenging. Another dilemma: is a chair something that exists on its own? Or is it rather nothing but the sum of the pieces of wood that it is made of? Then maybe we shouldn’t include chairs on our catalogue of all that exists, it is enough to write ‘wood’. But following this line of thoughts, isn’t wood just a sum of molecules, which in turn are just a sum of atoms? Shouldn’t we then just write ‘atoms’ in our list? As you might have observed, the catalogue is very much subject to interpretation: a particle physicist’s catalogue will probably end up looking very different from your very own catalogue.

The Invisible Wall

The Invisible Wall

The Invisible WallsThere is such a huge contrast in going through different countries on land. Not by flying and suddenly arriving to a place, but gradually traveling through landscapes. The scenery changes slowly, our eyes adapt to the shift in various forms,...

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The Necessary Teacher Training College , 
Skorkærvej 8, 6990 Ulfborg, Denmark

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