Criteria for assessment

Criteria: The teacher has broad teaching experience and has used approaches where students and teachers have deepened their knowledge together.

Clarification of the criteria

The applicant describes their broad experience and provides examples of: their teaching experience within first-, second- and third-cycle courses and study programmes and further education; and supervision within first-, second- and third-cycle courses and study programmes or equivalent. These examples should indicate how they have contributed to the applicant's pedagogical development.

Criteria: The teacher has a good capacity to support student learning and adapt their teaching to the prerequisites of different student groups and specific conditions in higher education.

Clarification of the criteria

The applicant describes and reflects on their higher education pedagogic activities. Based on given preconditions and development of learning environments, the applicant makes visible their approach to current and future pedagogical assignments. The applicant's choice of examples from their pedagogical activities demonstrates that the applicant:

• has a good capacity to support student learning and adapt their teaching/supervision to the prerequisites of different student groups and specific conditions in higher education and justifies chosen working methods and how they are implemented in the teaching situation
• has reflected on their teaching practice in relation to theory of teaching and learning in higher education and proven experience.

Criteria: The teacher has systematically developed their own academic teaching over time, through practical application together with analysis of student learning and learning outcomes.

Clarification of the criteria

The teacher is to demonstrate how pedagogical challenges in teaching have gradually contributed to the teacher’s deeper understanding of student learning. Changes to pedagogical approaches and assessments illustrate how their professional academic teaching has developed. The applicant’s choice of examples from their pedagogical activities shows that the applicant:

• has systematically developed their own academic teaching over time through practical application and also analysis of how well the chosen pedagogical methods of working promote student learning
• provides a clear picture of how the applicant wishes to work with future pedagogical assignments within the university; e.g. teaching, supervision and development work
• is looking ahead and indicates how the applicant sees their future pedagogical competence development.

Criteria: The teacher has actively contributed to the pedagogical development of the faculty and educational activities.

Clarification of the criteria

The applicant demonstrates their experience of assignments as head of department, course coordinator, director of studies, programme coordinator, etc., and describes what the work involved in the form of management, collaboration, administration and development. The applicant describes how the result of their efforts has contributed to the pedagogical development of the faculty and educational activities and also how the efforts have strengthened the ability of the teaching staff to promote student learning.

Criteria: The teacher has cooperated with others both internally and externally.

Clarification of the criteria

The applicant describes their contribution to development, in-depth studies and research within the area of teaching and learning in higher education, both internally and externally. This may involve peer pedagogical development work within their own institute of higher education with teaching colleagues and/or student representatives, administrative and other categories of staff who are important to the implementation of the education. This may also involve collaboration with other university colleges in development projects and/or research with an orientation on teaching and learning in higher education. It may also involve the dissemination of knowledge and exchange of experience during, for example, seminars, conferences and teacher exchange.
 

Criteria: The teacher has reflected on their teaching practice in relation to the theory of teaching and learning in higher education.

Clarification of the criteria

The applicant describes documented pedagogic development work where the focus is to create the optimum preconditions for student learning. A firm foundation in the theory of teaching and learning in higher education, systematicity and strategic development towards express objectives is to be made visible.

Criteria: The teacher has documented and published their pedagogical practice and reflection based on teaching and learning in higher education.

Clarification of the criteria

The teacher documents their investigative, developmental and scientific approach to pedagogical practice within the University and demonstrates an ability to share their own experiences as a university teacher and to disseminate the results of development work within teaching and learning in higher education.

Examples of contributions to knowledge development in teaching and learning in higher education are published texts on teaching and learning in higher education, documented results from pedagogical development work and/or active conference participation where issues relating to teaching and learning in higher education are discussed. This may also involve the teacher, based on their university-based and reflected pedagogical practice, publishing articles in national and/or international journals with a focus on teaching and learning in higher education.