International Professional Teacher Education programme ... · 1.1 Competence-based curriculum and developing as a teacher The competence-based teacher education curriculum is formed

HAMK School of Professional Teacher Education

International Professional

Teacher Education

programme

Study Guide

2018 - 2019

Welcome to the HAMK School of Professional Teacher Education!

This guide is intended to be a practical help for participants in professional teacher educa-tion. You will be able to complete your studies in time by doing your part and following this guide and its timetables.

According to yearly feedback, being an active member of your own student peer group is very important to our students. The group supports you, encourages you and provides you with new perspectives and experiences. The curriculum and implementation plan support active learning and knowledge sharing in student groups. Student groups are an excellent environment for learning, as people from different fields compare their experiences and ideas.

Our studies will give wide knowledge, skills and competence in teaching both in Finland and in international context. We will guide you in your personal process of building your own professional teacher identity together with your peer students. The scope of the teacher studies is 60 credits. Our curriculum is competence-based. The implementation plan is built on five competence-based modules, each of which has its own competence objectives. Every module is divided into a number of themes, which reflect the learning objectives for that particular theme. Each theme has its own assessment criteria. Reaching the modules’ learning outcomes will give you the required competence for your future work as a teacher as well as keys to personal and professional development in your career.

The modules’ learning outcomes have been formed into themes through which the studies progress. The themes have concrete criteria that are used to assess your progress in improv-ing your competence as a teacher during the studies. Your personal progress in the studies depends on your earlier experience as well as personal requirements and situations. We will support you in creating your personal development plan and recognition of your existing competences.

We analyse and develop our operation, and perform regular quality work. Teacher students have an important role in this. We gather feedback through surveys, and feedback received in the annual HAMK management’s student hearings will help us to improve and maintain high quality of our educational programs. We also gather feedback on the curriculum and implementation plan from our partner institutions to ensure that the plans meet the current and future needs of the labour market.

The studies are organised as a process that enriches understanding. Phase by phase, you, as a member of your group, will learn to understand and conceptualise professional activ-ities and practical education work as a professional teacher.

Professional teachers are instructors in interaction and networks and members of learning communities. Our studies will give you a broad foundation and the conceptual tools for a sensitive and meaningful profession of a teacher that is based on interaction. We wish you success and motivation in your studies – you have made an excellent choice!

Katja Rönkkönen Head of Degree Programme

TABLE OF CONTENTS

1 Competence goals of professional teacher education ....................................................................... 1

1.1 Competence-based curriculum and developing as a teacher ................................................................... 2

1.2 Guidance in studies and support for learning ........................................................................................ 8

1.3 Assessment of studies ........................................................................................................................ 9

1.4 Cooperation with educational institutions and supervising teachers ......................................................... 9

2 Structure of studies .................................................................................................................... 10

3 Rules for multiform studies ......................................................................................................... 11

4 Implementation plan (3.5.2018 – 7.6.2019) ................................................................................. 14

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1 Competence goals of professional teacher education

The basis of the development of expertise is competence in a professional field. This refers to the teacher student’s ability to utilise the skills and knowledge of their vocational field, updating them as the field develops, knowing the work culture and recognising the devel-opment needs of the field. The expertise of a professional teacher combines this competence specific to a professional field with pedagogical understanding and knowledge. Together, these translate into a the-oretical and practical teacher’s competence in various operational environments. Profes-sional teacher education is built on professional competence and know-how. Professional teachers must have a command of the knowledge and skills required in their profession to be able to teach and guide vocational students. Professional teacher education is aimed at improving the basic pedagogical skills that teaching requires today. Guidance of learning is at the core of a teacher’s work. Teachers must therefore possess theoretical knowledge on learning and the improvement of competence. Naturally, voca-tional education focuses on the learning of skills. Implementing teaching and guidance in various situations and operational environments – including virtual and international ones – requires a broad command of teaching and guidance skills. Teachers are increasingly using various digital solutions, which means skills in information and communication tech-nology are a part of every teacher’s teaching and guidance skills. Each one of our students is different, and different cultural backgrounds contribute to the need for individualising teaching and guidance activities. The need for good cooperation and interaction skills is emphasised in the work of a profes-sional teacher, as their work includes continuous interaction with students as well as working with internal and external stakeholders and network partners. Skills in collaboration and dialogue focus on working in multiform networks as well as on the improvement of these networks. In order to respond to the changes in the labour market and the society at large, teachers need, in addition to cooperation skills, the ability to combine teaching with re-search and development activities in their field, which naturally occurs in various operational environments with other actors and stakeholders. A teacher’s competence objectives are influenced by changes in the labour market, the structures of vocational education, and the society that together demonstrate the dynamic nature of a teacher's work. Working in the circumstances of constant change and in different environments emphasises the needs for skills at assessing and managing one’s own actions. Therefore, self-assessment skills are an integral part of developing teacher’s professional identity. Teachers constantly make choices based on values, and thus reflecting on profes-sional ethics is part of a teacher's expertise. As society and the world of work change, teach-ers need to develop their expertise as well as to have an ability to learn and capabilities for renewing the activities as a part of the community. Teaching and learning is in the process of change due to the phenomenon of digitalism in education. The pedagogical approach and methods need updating. This is due to the rapid

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change of learner’s expectation and needs in the field of education. Education can be pro-vided through various channels and digitalisation provides new tools for teaching and learn-ing. The current trend of using individual study paths in education can also be supported by different digital solutions. The need and demand for creative thinking is always present in education. Therefore, teacher students need new knowledge and skills in digitalisation for the future. The digitalisation is versatility benefitted in our professional teacher education programme. 1.1 Competence-based curriculum and developing as a teacher The competence-based teacher education curriculum is formed of five modules: 1) Basic Studies in Education Sciences, 2) Teaching, Guidance and Assessment Competence, 3) Competence of Building a Learning Community, 4) Practical Teacher Training and 5) De-veloping Personal Expertise in Pedagogy. The modules’ learning outcomes describe the competences required in teaching work and are placed in the NQF system’s (National Qual-ifications Framework) reference levels six and seven. For the competence-based modules and their themes, see figure 1. At the beginning of their studies, the students assess their competence in relation to the mod-ules’ competence objectives, reflecting specifically on the assessment criteria of the different modules’ themes. Based on the assessment of their competences, the students prepare a personal development plan (PDP). They will also keep a learning diary during their studies. The personal development plans are discussed with the tutor teacher at the beginning of studies.

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Figure 1. Curriculum modules and themes

The following tables describe the themes, assessment criteria and printed literature of the modules. Other study materials, such as e-materials, are listed in the Moodle workspaces of each module.

1. Module: Basic Studies in Education Sciences 13 ects

Competence objectives: The teacher student is aware of the value base and nature of education sciences as a dis-cipline. He/She is able to recognise the phenomena that can influence learning at differ-ent phases of development. The teacher student understands the theoretical basis of learning. He/She is familiar with historical and societal starting points that define the work of a teacher. He/She is also able to identify future outlooks in developing the educational system.

Themes Assessment criteria

Education Sciences as a Discipline 3 ects

- The teacher student understands the nature and the cen-

tral areas of research within the discipline.

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- The student is aware of different conceptions of man and

understands their impact on a teacher's work.

Learning in Different Developmental Phases 2 ects

- The teacher student knows the different phases of human

development.

- The student understands the influence of a person's de-

velopmental phases on learning.

Key Theories of Learning 4 ects

- The teacher student is aware of the key concepts and

theories related to learning and understands their impact

on the work of a professional teacher.

- The student analyses the development of his/her own ex-

pertise from the perspective of lifelong learning.

Education as a Socie-tal Function 4 ects

- The teacher student is familiar with the Finnish education

system and its development history.

- The teacher student understands the societal tasks of ed-

ucation.

- The student is familiar with the decision-making process

related to education policy.

- The student is familiar with the opportunities of teachers

to impact education policy.

- The student is aware of the future outlook for developing

the education system.

Literature:

Bartlet, S. & Burton, D. 2012. Introduction to Education Studies. Third Edition. London:

Sage.

Jarvis, P. 2003. The Theory and Practice of Learning. 2nd Edition. London: Kogan Page.

2. Module: Teaching, Guidance and Assessment Competence 17 ects

Competence objectives: The teacher student is able to plan working life oriented teaching and guidance in various learning environments. He/She recognises and takes into consideration the individual needs of students with regard to the arrangement of specific support and guidance in inclusive education. He/She is capable of engaging in multidisciplinary cooperation to achieve the students’ vocational objectives and to promote their well-being. The teacher student is able to utilize learning environments and a wide range of digitaliza-tion. He/She is able to use web-based tools, services and communities in the context of education and training. When working as a teacher, the teacher student is able to take the key principles of data protection and copyright into consideration.

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The teacher student is able to utilize pedagogical models and methods in teaching. He/She is able to assess the learning and competence of students as well as comply with the prin-ciples of recognition and accreditation of prior learning applicable to the relevant level of education.


Planning of Teaching and Guidance 5 ects

- The teacher student is familiar with the competence re-

quirements for work and entrepreneurship in his/her own

field and is able to incorporate these into the planning

and implementation of teaching and guidance.

- The student knows of the curriculum practices, qualifica-

tion requirements and/or curriculum of the degree, and

other guidelines affecting teaching in their field of educa-

tion.

- The student is familiar with the personalisation practices

at the relevant level of education.

- The student is able to identify the individual starting

points, learning potential and the needs for special sup-

port of each student.

- The student is able to consider learners' individual needs

in the planning of their individual pathways of learning.

- The student is aware of vocational skills competition ac-

tivities, is able to recognise students’ excellence and en-

trepreneurship and supports the development.

Learning Environ-ments 3 ects

- The teacher student selects appropriate learning environ-

ments and materials for teaching.

- The student begins to use digital tools, services and com-

munities in the context of vocational education and train-

ing.

- The student complies with data protection and copyright-

related norms and principles.

- The student makes use of the possibilities of working life

cooperation in teaching.

- The student makes use of the possibilities of technology

in teaching.

Teaching and Guid-ance Methods 5 ects

- The teacher student guides the learning of a diverse

group of learners in a manner that is justified by theory

and is ethically sustainable.

- The student selects pedagogical models that best suit

his/her teaching work.

- The student utilises the guidance and teaching methods

that best suit his/her teaching work in different situations.

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Assessment 4 ects

- The teacher student is familiar with diverse assessment

methods and practices of students' learning and compe-

tence.

- The student follows the principles for recognition and ac-

creditation of prior learning specific to their educational

level.

- The student knows methods that support the develop-

ment of learners’ self-assessment skills.

3. Module: Competence of Building a Learning Community 12 ects

Competence objectives: The teacher student is able to assess his/her own personal qualities and performance as a professional teacher. He/She is able to promote students' and the entire learning commu-nity’s learning, sense of community and well-being through dialogue. He/She is able to consider the impacts of cultural diversity on the work of a teacher. The teacher student understands the professional role of a teacher as a developer of the workplace and as a contributor to regional development. He/She is able to utilise various cooperation networks of vocational education and training.


Self-Knowledge 3 ects

- The teacher student is aware of his/her own values, atti-

tudes and preconceptions.

- The student realistically assesses his/her personal charac-

teristics and abilities to work as a teacher.

Dialogue 3 ects - The teacher student is familiar with theories of communi-

cation and interaction.

- The student chooses the methods of written and verbal

communication and interaction that are best suited for

the promotion of learning.

- The student uses dialogue in both online and contact

teaching in a way that enriches the learning experience.

- The student acts in a way that promotes community and

well-being.

Interculturality 3 ects - The teacher student is familiar with the characteristics of

different cultures and cultural theories related to teaching

work.

- The student understands and takes into consideration the

impact of cultural diversity on the work of a teacher.

Networks in the Field of Education 3 ects

- The teacher student understands the professional role of

a teacher as a developer of the workplace and as a con-

tributor to regional development.

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- The student recognises various national and international

vocational education cooperation networks with employ-

ers and other partners and their possible uses.

Literature: Self-Knowledge

Moore, C. 2014. "The Resilience Breakthrough: 27 Tools for Turning Adversity Into Ac-tion". Austin, Texas: Greenleaf Book Group Press. Seligman, M. 2012. "Flourish: A Visionary New Understanding of Happiness and Well-be-ing". New York: Free Press.

Interculturality

Deardorff, D. 2009. The Sage Handbook of Intercultural Competence. Thousand Oaks, Calif: Sage Publications. Hofstede, G. 2010. Cultures and Organizations: Software of the Mind, 3rd ed. (earlier editions will also suffice). Helsinki: WSOY.

4. Module: Practical Teacher Training 9 ects

Competence objectives: The teacher student is familiar with the premises for teaching work and knows how to act in the vocational education environments. The teacher student is able to plan, implement and assess vocational education.


Orientation to Practi-cal Teacher Training 3 ects

- The teacher student is familiar with the norms, regula-

tions and guidelines that steer vocational education and

teacher´s work.

- The student is familiar with the sources of funding for VET

teachers.

- The student is familiar with the work practices of a pro-

fessional teacher.

Practical Teacher Training in an Educa-tion Institute 6 ects

- The teacher student draws up a competence-based voca-

tional teaching and guidance plan for the implementa-

tion of practical teacher training.

- The student implements his/her plan in the field of voca-

tional education.

- As a teacher, he/she acts in a goal-oriented and situa-

tion-appropriate manners.

- The student assesses the learning and competence of

students based on specific criteria.

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5. Module: Developing Personal Expertise in Pedagogy 9 ects

Competence objectives: The teacher student has the skills to assess and develop his/her professional teaching ex-pertise in accordance with the development objectives set individually and together with others. He/She knows how to reflect on his/her own development. The teacher student is able to develop his/her pedagogical expertise through research, de-velopment and innovation activities in vocational education.


Personal Professional Teaching Expertise 3 ects

- The teacher student sets personal development ob-

jectives for his/her professional growth as a

teacher.

- The student is committed to peer group work that

promotes learning.

- The student reflects on the achievement of objec-

tives in a learning diary during the teacher educa-

tion.

Skills in Research, Develop-ment and Innovation Activi-ties 6 ects

- The teacher student develops his/her pedagogical

expertise.

- The student takes part in a vocational education

research, development or innovation project in

his/her own field or in another appropriate project

developing the cooperation between the working

life and education.

- The student gathers and produces pedagogical in-

formation in a critical manner.

- The student documents his/her RDI work and pre-

sents its results in a communicatively feasible way.

1.2 Guidance in studies and support for learning Guidance in studies and support for learning are based on holistic guidance provided to students. Teacher students themselves are key actors in their own professional growth. The responsibility for the progress of each teacher student in teacher education is assigned to a tutor teacher at the School of Professional Teacher Education. The teacher in question guides and assesses the student's development as a teacher in accordance with the objec-tives of the competence-based curriculum’s modules. The modules also feature specialist teachers who instruct the students in different thematic areas. Supervising teachers act as experts in the content of teaching and pedagogy during practical teacher training in educa-tion institutes. Peer groups that support learning are formed within the student group of each tutor teacher. The aim of the peer groups is to encourage and support students in the progress of their

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studies during teacher education. Separate agreements are made in each peer group as concerns the specific methods used to support learning. In professional teacher education, student counsellor is responsible for credit recognition and provide guidance in the planning of personal study paths. She also provides career counselling where needed. Student affairs secretary provides practical advice in study-re-lated matters and issues official certificates related to studies. For technical support and advice, contact ServiceDesk at https://servicedesk.hamk.fi or by telephone at +358 (0)3 646 3000 (on weekdays 8.00 a.m. - 4.00 p.m.). More detailed information on the guidance services are available on the HAMK website and on the first contact days at the start of studies. 1.3 Assessment of studies Study performance assessment is based on the modules’ competence objectives and the thematic assessment criteria derived from them. The assessment criteria are used as the foundation of various assignments. Learning assignments include independent assignments, group assignments, plans, reports, group discussions, group tests, development assign-ments, various reflection and assessment assignments or activating assignments. The assessment generates information for the teacher student on his or her achievement of the competence-based objectives of the modules of teacher education. The studies are as-sessed on the scale of pass / additional work required. Based on recognition of prior competence and personal situation, competence can be demonstrated on a theme-by-theme basis. A demonstration of competence may cover an entire module’s worth of studies. More specific guidelines concerning the practices of recog-nition and accreditation of prior learning or learning acquired elsewhere during studies (RPL) are provided on the website of the School of Professional Teacher Education, and possible accreditations are handled by the student counsellor and teachers. The student counsellor is responsible for credit transfers, and the teachers in charge of each theme are responsible for the demonstrations of competence. 1.4 Cooperation with educational institutions and supervising teachers Practical teacher training, as a part of teacher education, has major significance for a stu-dent's development as a teacher, as the integration of theory and practice takes place through real-life assignments in accordance with the principles of integrative pedagogy. Themes addressed in the modules are applied in practical teacher training. At the beginning of studies, the teacher student agrees on the practical teacher training period with an institution of vocational education and concludes a written agreement with the organisation. A supervising teacher, who must be pedagogically qualified as a teacher, is appointed for all teacher students undergoing practical teacher training. The task of the supervising teachers is to support, guide and assess the competence of the students and their development as professional teachers. The role of the supervising teacher as an expert in the field of education, in authentic learning environments and in the application of the

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theory of vocational pedagogy is central in promoting the learning of the student. The tasks of the supervising teacher are described in more detail in the practical teacher training agreement. Instructions for the different stages and contents of practical teacher training are provided at the very beginning of studies. Placements for practical teacher training are available for example in the partnering institutions of the School of Professional Teacher Education. Con-tact information of these institutions can be found on the website of the School of Profes-sional Teacher Education. It is also possible to conduct your practical teacher training period abroad. We provide you with possibilities to teach e.g. in our strategic international partnering universities VIA Uni-versity College in Denmark or Feevale University in Brazil.

2 Structure of studies Under the government decree on polytechnics (1129/2014), studies in professional teacher education must include basic studies in educational sciences, studies in vocational peda-gogy, practical teacher training and other studies. In the curriculum for teacher education at the HAMK School of Professional Teacher Education studies under the decree in question have been dimensioned as follows: • Basic Studies in Education Sciences 13 ects

• Pedagogical Studies 1: Teaching, Guidance and Assessment Competence 17 ects

• Pedagogical Studies 2: Competence of Building a Learning Community 12 ects

• Practical Teacher Training 9 ects

• Developing Personal Expertise in Pedagogy 9 ects.

The scope of the studies (60 ects) translates into 1,600 hours of work by the student, out of which, in the case of multiform studies, 200 hours take place in the form of contact teaching.

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The professional teacher education programme is divided into the following studies:

Code Studies Scope (ects)

Student’s work (h)

OPAP18B-1000 Basic Studies in Education Sciences 13 347

OP00CB27 Education Sciences as a Discipline 3 80

OP00CB29 Learning in Different Developmental Phases 2 53

OP00CB31 Key Theories of Learning 4 107

OP00CB33 Education as a Societal Function 4 107

OPAP18B-1002 Pedagogical Studies 1 Teaching, Guidance and Assessment Competence

17 453

OP00CB35 Planning of Teaching and Guidance 5 133

OP00CB37 Learning Environments 3 80

OP00CB39 Teaching and Guidance Methods 5 133

OP00CB41 Assessment 4 107

OPAP18B-1003 Pedagogical Studies 2 Competence of Building a Learning Community

12 320

OP00CB43 Self-Knowledge 3 80

OP00CB45 Dialogue 3 80

OP00CB47 Interculturality 3 80

OP00CB49 Networks in the Field of Education 3 80

OPAP18B-1004 Practical Teacher Training 9 240

OP00CB51 Orientation to Practical Teacher Training 3 80

OP00CB53 Practical Teacher Training in an Education Institute

6 160

OPAP18B-1005 Developing Personal Expertise in Pedagogy 9 240

OP00CB55 Personal Professional Teaching Expertise 3 80

OP00CB57 Skills in Research, Development and Innovation Activities

6 160

TOTAL 60 1600

3 Rules for multiform studies In order to cope with the programme, the teacher students need to focus on their studies on a weekly basis. Multiform studies include contact days and distance learning. Distance learning includes independent studying, taking part in peer group activities, practicing teacher’s work and developing one’s own pedagogical expertise. The basic technology requirement is a computer with broadband Internet access. The com-puter must have basic office software (word processor, presentation planner, e-mail and a web browser). Additionally, the user must have administrator access or the right to install other software required for the studies.

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Achieving the learning outcomes of teacher education requires commitment to studying. There are common rules for studies that both students and teachers must follow. Non-com-pliance with these rules may cause delay or interruption of studies. • The student must read @student.hamk.fi e-mail every week and respond to per-

sonal messages from teachers within one week if a response is required.

• The student must also follow other interaction channels as agreed e.g. Yammer.

• The student must follow the agreements made together with study group and peer

group.

• The student shall enrol in the modules and their themes as agreed and in accord-

ance with the set schedule.

• The student must log in to the module-specific Moodle site within one week of the

start of a theme and begin studies.

• The student shall take active part in distance learning activities and contact day

work in accordance with the implementation plan.

• Absences from contact days are allowed only for compelling reasons. The tutor

teacher or the teacher responsible for the theme must be informed of absences in

advance. If a student is unable to attend group’s contact day session, he/she may

cover the absence with a replacement assignment that is subject to separate agree-

ment. All replacement assignments must be handed in before the end of the mod-

ule.

• If a student has been absent from more than 50% of a module's contact days, the

module cannot be completed only with replacement assignments; the student must

contact the tutor teacher and agree on special arrangements.

• The teachers commit to guiding the students as they work on learning assignment

following the module implementation.

• Both students and teachers commit to complying with privacy, security and copy-

right rules, regulations and guidelines.

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Web materials fee Studies in the School of Professional Teacher Education programmes are not subject to tuition fees. Instead, we charge students a web materials fee to cover internet usage, printing and IT during the studies, as well as the study material. In particular, the fee is used to develop and maintain the online environment and its functions. The fee for Professional Teacher Education students is EUR 110. The payment will be payed to the account of Häme University of Applied Sciences by 31 October 2018. Häme University of Applied Sciences Ltd IBAN: FI58 1732 3000 0090 57 Amount: 110 € Invoice reference: Professional Teacher Education web materials fee / students’ name The fee can also be payed to Visamäki library. If your institution / other employer pays your fee, please send the billing information to the Student Affairs Office: [email protected]. The reference should mention the name of the student in order to avoid any objection after the due date. Unpaid invoices will be transferred to the collection agency after two remarks.

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4 Implementation plan (3.5.2018 – 7.6.2019)

Stud

ies

Basi

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3 ec

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.6.-

28

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8

Educ

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oci

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ect

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9.6

.-2

4.7

.20

18

Key

The

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ect

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30

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5.9

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18

Peda

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tudi

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Teac

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d As

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pete

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17 e

cts

Lear

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Env

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nmen

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ect

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.9.-

25

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8

Ass

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ect

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6.9

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Plan

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of T

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and

Gui

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e 5

ect

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.11

.-4

.12

.20

18

Peda

gogi

cal S

tudi

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Com

pete

nce

of B

uild

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arni

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omm

unity

12

ects

Self-

Kno

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3 e

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.2.2

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9

Dia

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19

Inte

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.20

19

Net

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in th

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eld

of E

duca

tion

3 e

cts

27

.3.-

25

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9

Prac

tical

Tea

cher

Tra

inin

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ects

Ori

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to P

ract

ical

Tea

cher

Tra

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ect

s

17

.8.-

17

.12

.20

18

Prac

tical

Tea

cher

Tra

inin

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an

Educ

atio

nal I

nstit

ute

6 e

cts

17

.8.2

01

8-2

4.4

.20

19

Dev

elop

ing

Pers

onal

Exp

ertis

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Ped

agog

y 9

ects

Pers

ona

l Pro

fess

iona

l Tea

chin

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pert

ise

3 e

cts

4

.5.2

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2.5

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19

Skill

s in

Res

earc

h, D

evel

opm

ent a

nd In

nova

tion

Act

iviti

es 6

ect

s 1

7.8

.20

18

-22

.5.2

01

9

May

June

September

December

January

February

March

April

May

July

August

November

October

15

CONTACT DAYS 1 Week 18 Thursday – Friday 3. – 4.5.2018

3.5.2018 Theme

9.00 – 16.00 Orientation to the studies • Competence based curriculum and its implementation

4.5.2018

9.00 – 15.00 Orientation to the studies • Learning environments and common practices in IPTE pro-

gramme

Personal Professional Teaching Expertise • Self-assessment and reflection as a tool for developing exper-

tise

• Learning diary

15.15 – 16.00 Education Sciences as a Discipline • Orientation info

DISTANCE LEARNING PERIOD 1

Assignments

Education Sciences as a Discipline • Learning Assignment 1: Education research

Personal Professional Teaching Expertise • Self-assessment of competencies and personal development plan

• Reflection of learning experiences throughout studies (learning diary)

Enrolment to the themes before 21.5.2018.

CONTACT DAY 2 Week 21 Friday 25.5.2018

25.5.2018 Theme

9.00 – 16.00 Education Sciences as a Discipline • Education as a science

• Education research


Assignments

Education Sciences as a Discipline • Learning Assignment 2: World views and conceptions of man in education

Personal Professional Teaching Expertise • Personal Development Plan

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CONTACT DAY 3 Week 24 Tuesday 12.6.2018

12.6.2018 Theme

9.00 – 14.00 Education Sciences as a Discipline • World views and conceptions of man in education

14.15 – 16.00 Learning in Different Developmental Phases • Developmental psychology


Assignments

Learning in Different Developmental Phases, theme ends 28.6.2018 • Learning Assignment 3: Personal development and learning in different stages

of life, online session during the week 25

Education as a Societal Function, theme is implemented online between 29.6. – 24.7.2018 • Learning Assignment 4: How the Finnish education system took shape, online

session during the week 27

• Learning Assignment 5: Key concepts of education policy

• Learning Assignment 6: Current state of education policy and influencing pol-

icy, online session during the week 30

Key Theories of Learning, theme begins 30.7.2018 • Learning Assignment 7: Key concepts of learning

CONTACT DAYS 4 Week 33 Thursday – Friday 16. – 17.8.2018

16.8.2018 Theme

9.00 – 16.00 Key Theories of Learning • Key concepts of learning

17.8.2018

9.00 – 14.00 Orientation to Practical Teacher Training and Practical Teacher Training in an Education Institute • Goals and implementation of the themes

14.15 – 16.00 Personal Professional Teaching Expertise and Skills in Research, De-velopment and Innovation Activities • Orientation info RDI

• Common reflections about self-assessment and its practical

implications

• Organising peer groups and designing common learning pro-

cess

17


Assignments

Key Theories of Learning • Learning Assignment 8: Learning theories

Personal Professional Teaching Expertise • Personal development discussion with tutor teacher

CONTACT DAY 5 Week 36 Wednesday 5.9.2018

5.9.2018 Theme

9.00 – 10.30 Teaching, Guidance and Assessment Competence module • Orientation Info

10.45 – 16.00 Key Theories of Learning • Learning theories


Assignments

Basic Studies in Education Sciences • Module feedback questionnaire

Learning Environments • Learning Assignments

Orientation to Practical Teacher Training • Practical teacher training agreement

• Familiarisation with the work practices and operational environment of a profes-

sional teacher (presentation 17.12.2018)

Personal Professional Teaching Expertise • Personal development discussion with tutor teacher

18


25.9.2018 Theme

9.00 – 10.00 Assessment • Learning Assignments

10.15 – 16.00 Learning Environments • Different kinds of learning environments

• Digital tools

• Data protection and copyright related norms


Assignments

Assessment • Learning Assignments

Orientation to Practical Teacher Training • Familiarisation with the work practices and operational environment of a profes-

sional teacher (presentation 17.12.2018)


12.10.2018 Theme

9.00 – 10.00 Teaching and Guidance Methods • Orientation info

10.15 – 16.00 Assessment • Assessment of learning

• Assessment of competence

• Feedback supporting development

• Principles of recognition and accreditation


Assignments

Teaching and Guidance Methods • Learning Assignments

Skills in Research, Development and Innovation Activities • Planning RDI work

• Guidance with tutor teacher and RDI expert teacher

19


7.11.2018 Theme

9.00 – 10.00 Planning of Teaching and Guidance • Orientation info

10.15 – 16.00 Teaching and Guidance Methods • Pedagogical Methods


Assignments

Planning of Teaching and Guidance • Learning Assignments


4.12.2018 Theme

9.00 – 16.00 Planning of Teaching and Guidance • Qualification requirements in one’s own field

• Curriculum and personalisation process


Assignments

Orientation to Practical Teacher Training • Preparing presentations of the orientation assignments

Orientation to Skills in Research, Development and Innovation Activities • Selection of RDI Topics

CONTACT DAY 10 Week 51 Monday 17.12.2018

17.12.2018 Theme

9.00 – 12.15

Orientation to Practical Teacher Training • Presentations and discussion of the orientation assignments

13.00 – 16.00 Skills in Research, Development and Innovation Activities • RDI topics and guidance

20


Assignments

Teaching, Guidance and Assessment Competence module • Module feedback questionnaire

Practical Teacher Training in an Education Institute • PTT Plan

Skills in Research, Development and Innovation Activities • RDI Plan


8.1.2019 Theme

9.00 – 10.30 Competence of Building a Learning Community module • Orientation Info

10.45 – 13.45 Skills in Research, Development and Innovation Activities • RDI Plan presentations and guidance

14.00 – 16.00 Practical Teacher Training in an Education Institute • PTT Plan presentations and guidance


Assignments

Self-Knowledge • Learning Assignment

Practical Teacher Training in an Education Institute • Practical teacher training can be started when the tutor teacher and the super-

vising teacher have accepted the PTT plan

• Implementation of the PTT plan

Skills in Research, Development and Innovation Activities • Implementation of the RDI work

CONTACT DAY 12 Week 6 Thursday 7.2.2019

7.2.2019 Theme

9.00 – 10.00 Dialogue • Orientation info

10.15 – 16.00 Self-Knowledge • Self-knowledge and self-awareness in a teacher's profession

• Wellbeing and stress-management

21


Assignments

Dialogue • Learning Assignment


8.3.2019 Theme

9.00 – 10.00 Interculturality • Orientation info

10.15 – 16.00 Dialogue • Dialogical attitude and methods in practice

• Group guidance


Assignments

Interculturality • Learning Assignment


26.3.2019 Theme

9.00 – 10.00 Networks in the Field of Education • Orientation info

10.15 – 16.00 Interculturality • Intercultural Competence

• Cultural Theories


Assignments

Networks in the Field of Education • Learning Assignment

Practical Teacher Training in an Education Institute • Videos for presenting practical teacher training and peer feedback

22

CONTACT DAY 15 Week 17 Thursday 25.4.2019

25.4.2019 Theme

9.00 – 16.00 Networks in the Field of Education • Cooperation networks, workplace orientation and regional

development


Assignments

Competence of Building a Learning Community module • Module feedback questionnaire

Personal Professional Teaching Expertise • Preparation for the presentations of professional growth

Skills in Research, Development and Innovation Activities • Preparation for the presentations of the RDI activities

• Videos for presenting RDI activities (optional)

Preannouncement of graduation by 17.5.2019


22.5.2019 Theme

9.00 – 12.15 Skills in Research, Development and Innovation Activities • Presentations of RDI activities

13.00 – 16.00 Personal Professional Teaching Expertise • Demonstrations of professional growth

Graduation feedback questionnaire

GRADUATION DAY Week 23 Friday 7.6.2019

7.6.2019 Theme

13.00 – 15.00 Graduation ceremony

Documents

International Professional Teacher Education programme ... · 1.1 Competence-based curriculum and developing as a teacher The competence-based teacher education curriculum is formed