School of Professional Teacher Education

School of Professional Teacher Education

, 60 ECTS

Academic year 2022 - 2023

Human rights, democracy and agency in education (AJ00BP91-3002),
09.01.2023 – 30.04.2023, 5 cr (AJA21SJJ, ...) — Online learning +-
Learning outcomes of the course

Opintojakson tarkoitus

Opintokokonaisuuden avulla pohdit omaa näkemystäsi ihmisoikeusperustaisuudesta ja tutustut osallisuuden ja syrjäytymisen ilmiöihin. Saat myös valmiuksia kehittää ja toteuttaa ihmisoikeuksia ja osallisuutta edistäviä menetelmiä ammatillisen opettajan työssä. Tässä kokonaisuudessa ihmisoikeusperustaisuutta ja osallisuuden tukemista tarkastellaan neljästä eri näkökulmasta
• Ihmisoikeuksia ja osallisuutta tukeva kohtaaminen
• Osallisuutta ja aktiivisuutta vahvistavat pedagogiset ratkaisut
• Ihmisoikeuksiin ja demokratiaan liittyvien sopimusten ja määräysten tunteminen
• Ihmisoikeus- ja demokratiakasvatus

Opintojakson osaamiset

Tällä opintojaksolla edistetään ja arvioidaan kohtaamisosaamista, toimijuusosaamista, reflektio-osaamista.

Opintojakson osaamistavoite

Ymmärrät mitä ihmisoikeudet ovat, mitä ihmisoikeusperustaisuus tarkoittaa opettajan työssä, mitä ihmisoikeus- ja demokratiakasvatus on sekä miten ammatillinen opettaja toteuttaa ihmisoikeus- ja demokratiakasvatusta. Sinulla on valmiuksia ottaa käyttöön olemassa olevia menetelmiä, hyödyntää olemassa olevaa aineistoa ja kehittää uusia käytäntöjä ihmisoikeuksien ja osallisuuden edistämiseksi ja toteuttamiseksi omassa työssäsi.

Kohtaamisosaaminen: Opettajalla on kyky huomioida oppijoiden henkilökohtaiset oppimisen lähtökohdat ja tavoitteet. Hän ohjaa oppijoita sensitiivisesti ymmärtäen heidän elämismaailmansa sekä oppimis- ja ohjaustilanteen kontekstin. Hänen työotteensa on oppijoiden hyvinvointia tukevalla tavalla dialoginen ja eettinen. 

Toimijuusosaaminen: Opettajalla on kyky tehdä luovasti erilaisia työhönsä liittyviä ratkaisuja ammattipedagogiseen tietoon perustuen. Se merkitsee myös taitoa hallita ja johtaa omaa työtä tarkoituksenmukaisella tavalla. Hän osallistuu yhteisöllisen tiedon rakentamiseen, ja hänellä on taito toimia monimuotoisissa oppimisen ympäristöissä oman ja työyhteisönsä toiminnan kehittämiseksi. 

Reflektio-osaaminen: Opettajalla on kyky tunnistaa ja kriittisesti arvioida omaan opettajuuteensa liittyviä peruskäsityksiään, arvojaan ja asenteitaan sekä omia ajattelu- ja toimintamallejaan. Hän kykenee tarvittaessa mukauttamaan omaa toimintaansa saamansa palautteen pohjalta. Hän arvioi oman ajattelunsa ja toimintansa eettisiä lähtökohtia ja pystyy kehittämään niitä sen perusteella.  (not translated)

Course contents

Tällä opintojaksolla tavoitteena olevan osaamisen hankit tekemällä opintojakson oppimistehtävät. (not translated)

Assessment criteria

Assessment criteria, passed/failed

Arviointi on osaamistavoitteisiin perustuvaa ja laadullista. Osaamisen arviointi on kriteeriperustaista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineiston muodostavat opintojakson oppimistehtävät, opintojakson kokoava itsearviointi ja palautteet.
Tällä opintojaksolla arvioidaan kohtaamisosaamista, toimijuusosaamista sekä reflektio-osaamista. (not translated)

Language of instruction

Finnish

Location and time

hjauswebinaarit:
12.1. klo 11–12.30
16.2. klo 10–11.30
23.3. klo 10–11.30 (not translated)

Planned learning activities, teaching methods and guidance

Opintojakso toteutetaan verkko-opintoina. Voit hankkia tämän opintojakson tavoitteena olevan osaamisen osallistumalla verkko-opintojaksolle ja tekemällä siihen kuuluvat oppimistehtävät. Opintojakson oppimistehtävät mahdollistavat yhteistoiminnallisuuden ja osallistavien menetelmien kokeilemisen. Opintojaksolla reflektoit omaa oppimistasi oppimistehtävissä sekä opintojakson kokoavalla itsearvioinnilla.

Opintojaksoon kuuluvat myös seuraavat ohjauswebinaarit:
12.1. klo 11–12.30
16.2. klo 10–11.30
23.3. klo 10–11.30 (not translated)

Learning materials and recommended literature

Ajankohtaiset verkkoaineistot (not translated)

Lecturer(s)

Anu Utter

Timing

09.01.2023 - 30.04.2023

Learning assignments and student workload

Opiskelijan ajankäyttö ja kuormitus: Tämä opintojakso on 5 opintopisteen laajuinen. Sinulle on varattu erilaisiin tehtäviin laskennallisesti 135 tunnin työskentelymahdollisuus. Opintojakson todellinen kuormittavuus riippuu lähtökohdistasi ja niihin perustuvista oppimistehtävien työllistävyydestä. (not translated)

Enrollment

01.11.2022 - 13.11.2022
Groups
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVO
- AJA21SJVI
- AJA21SKJ
- AJA22SKJ
- AJA21SJVN
- AJA21SJVV
- AJA22SJH
- AJA21SJVU
- AJA21SJVY
- AJA22SJS
- AJA22SJF
- AJA21SJVM
- AJA20SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
Seats

0 - 20

Assessment methods

Arviointi on osaamistavoitteisiin perustuvaa ja laadullista. Osaamisen arviointi on kriteeriperustaista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineiston muodostavat opintojakson oppimistehtävät, opintojakson kokoava itsearviointi ja palautteet. (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Versatile Online Learning Assignments (AJ00BP45-3003),
12.01.2023 – 22.03.2023, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

During this course, you will complete various working life oriented and participatory learning assignments and learn how to plan, build and guide varied learning processes in which the web is utilised in a way suitable for the purpose.

You will learn to draw up a pedagogical manuscript for the learning process. You will expand your learning environment thinking by utilising different ICT opportunities (software, online services, devices and tools) at different stages of the learning assignment. You will learn to summarise the learning process into a task assignment.

Course competences

In this course you will develop your skills and knowledge in facilitating learning, reflection skills and developmental skills.

Facilitating and guiding learning processes involves a teacher's
- collaborative approach and ability to planning, implementing, assessing and developing learning and guidance processes taking into consideration the diversity of learners
- understanding of group processes and group phenomena in learning
- employment of versatile and working life-oriented learning resources
- ability to design, implement and facilitate learning processes in digital environments in a pedagogically meaningful way

Development skills refer to a teacher's
- ability to further develop their own and their organisation’s practices and operational culture in collaboration with others
- willingness and ability to develop vocational learning, work and entrepreneurship at regional, national and international level
- ability to acquire and justify information on the development needs of vocational learning and the world of work, in order to use it to promote learning
- forming of relevant partnerships networks in an innovative and solution-oriented manner.

Reflection skills refer to a teacher's
- ability to recognise and critically assess their own values, attitudes, ethical principles and work methods
- ability to adjust their actions based on the feedback received
- realistically assessing their own learning and competence and setting  new goals as a facilitator of learning.

The learning objectives of the course

You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching. You are able reflect and pedagogically substantiate the learning assignments you have prepared. You are able to further develop the learning process you have planned based on the peer feedback you have received.

Prerequisites and co-requisites

Basic skills for e-learning

Course contents

This course consists of 4 parts.
In part 1, you will become familiar with different types of learning assignments and learn to recognise the elements of a good learning assignment.
In part 2, you will learn to plan learning assignments / a learning process by taking into account aspects such as the learning objectives and the learner’s point of view.
In part 3, you will build the learning assignment/process that you have previously planned. You will gain knowledge about different kinds of digital applications and environments and will be able to incorporate them in a substantiated manner in the learning assignment or process that you have planned.
In part 4, you will implement the learning assignment/process that you have previously built. Alternatively, you will study in depth the assignments/processes built by your peers and provide constructive feedback on them.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Skills and knowledge in facilitating learning:
You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching.

Reflection skills:
You are able to reflect upon your learning assignments and your own learning.

Developmental skills:
You are able to further develop the learning process you have planned based on the peer feedback you have received.

Language of instruction

Finnish

Location and time

Optional webinars (recorded), in Finnish
• 12.1. klo 14
• 27.1. klo 10
• 8.2. klo 14
• 23.2. klo 13

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. The studies have been scheduled, but are highly independent in nature. You will receive guidance in the form of weekly guidance messages. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Optional webinars (recorded), in Finnish
• 12.1. klo 14
• 27.1. klo 10
• 8.2. klo 14
• 23.2. klo 13

Learning materials and recommended literature

- Vanninen, R. 2013. Oppimistehtävät verkossa, Ideoita lähi- ja verkkotyöskentely sisältävälle kurssille, https://www.slideshare.net/RiikkaVanninen/oppimistehtvt-verkossa-290813-ss?qid=2c69bb20-c03b-443c-810c-de1a6c03fbbf&v=&b=&from_search=2
- Johns Hopkins University. 2014. Course Design on a Shoestring Budget: Meaningful Learning Activities, https://www.youtube.com/watch?v=OOfotsHDIwE
- Pönkä, H. 2016. (Verkko-)vuorovaikutus ja ohjaus, https://www.slideshare.net/hponka/verkkovuorovaikutus-ja-ohjaus?qid=1ce1cdc2-7e2a-4d27-b009-f657d373a46d&v=&b=&from_search=1
- Leppisaari, I. 2004. Oppimistehtävät ja palaute verkko-opetuksessa ja -ohjauksessa, http://www.averko.fi/tiedostot/verkkomentorointi/Leppisaari_oppimistehtavatjapalaute.pdf
- Top 100 Tools for Learning, https://www.toptools4learning.com/

Lecturer(s)

Mika Loponen

Timing

12.01.2023 - 22.03.2023

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work.

The course will be offered as scheduled online implementation utilising various online tools and working methods. The amount of independent work ranges from 6 to 8 hours/week. The course consists of four parts. The study process in parts 1 to 3 is pre-scheduled and proceeds with a steady workload, so it is advisable for the student to schedule their study time in advance. Part 4 allows more time to be used in relation to the subject being studied to allow those willing to do so to test in their teaching practice the learning assignment/process they planned in the previous parts.

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Opintojakso koostuu moduuleista, joiden ajankohdat ovat:
• 12.1.-25.1.
• 26.1.-7.2.
• 8.2.-22.2.
• 23.2.-22.3. (sisältää loman) (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- AJA19SKJ
- AJA19SJE
- AJA21SKJ
- AJA21SJVN
- AJA22SKJ
- AJA21SJVY
- AJA22SJH
- AJA22SJS
- AJA21SJVM
- AJA22SJF
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Seats

0 - 20

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

You will also receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Video as a Pedagogical Tool (AJ00BP46-3004),
18.01.2023 – 16.03.2023, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

Videos are present in a variety of ways in the everyday lives of students and teachers. Videos have become a natural way of communicating and presenting their own competences for an increasing number of people. Videos are also a versatile pedagogical tool for the students and teachers to utilise at different stages of the learning process.

During this course, you will become acquainted with a wide range of opportunities for utilising videos as part of the learning process. You will concretely go through the video production process so that in the future, you will be able to independently produce videos and plan learning assignments where students demonstrate their competences by means of video.

Course competences

In this course you will develop your skills and knowledge in facilitating learning, reflection skills and developmental skills

Facilitating and guiding learning processes involves a teacher's
- collaborative approach and ability to planning, implementing, assessing and developing learning and guidance processes taking into consideration the diversity of learners
- understanding of group processes and group phenomena in learning
- employment of versatile and working life-oriented learning resources
- ability to design, implement and facilitate learning processes in digital environments in a pedagogically meaningful way

Development skills refer to a teacher's
- ability to further develop their own and their organisation’s practices and operational culture in collaboration with others
- willingness and ability to develop vocational learning, work and entrepreneurship at regional, national and international level
- ability to acquire and justify information on the development needs of vocational learning and the world of work, in order to use it to promote learning
- forming of relevant partnerships networks in an innovative and solution-oriented manner.

Reflection skills refer to a teacher's
- ability to recognise and critically assess their own values, attitudes, ethical principles and work methods
- ability to adjust their actions based on the feedback received
- realistically assessing their own learning and competence and setting  new goals as a facilitator of learning.

The learning objectives of the course

You grasp the versatile opportunities for utilising video at different stages of the learning process. You understand the video production process, from scriptwriting to publishing and distribution. In your choices, you are capable of taking copyright into account.

Prerequisites and co-requisites

Basic computer skills and e-learning skills

Course contents

This course consists of 3 parts:

In part 1, you become acquainted with the various ways of using video in teaching and mapping out video material that is suitable for your field. In addition, you will learn to implement a pedagogically well-reasoned interactive video.

In part 2, you will apply your previously learned skills in planning and implementing your own video, from scriptwriting and shooting up to publication.

In part 3, you will learn to prepare an assignment where the students will demonstrate their competences by means of video.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Skills and knowledge in facilitating learning:
You grasp the versatile opportunities for utilising asynchronic video at different stages of the learning process.
You are capable of producing a pedagogical video. You will learn to understand the video production process, from scriptwriting to publishing and distribution.

Developmental skills:
You are able to further develop the learning tasks you have planned based on the peer feedback you have received. You are able to utilize different video pedagogical perspectives when planning new learning tasks.

Reflection skills:
You are able to assess your own learning and competence in a relevant manner.

Language of instruction

Finnish

Location and time

Moduulit
• 18.1.-31.1. (2 vko)
• 1.2.-21.2. (3 vko)
• 22.2.-14.3. (3 vko)
• (IA 14.-16.3.)

Vapaaehtoiset verkkotapaamiset (tallennetaan)
• Aloituswebinaari: 18.1. klo 14
• Ohjausklinikka 1: 1.2. klo 14
• Ohjausklinikka 2: 10.2. klo 10
• Ohjausklinikka 3: 22.2. klo 14
• Loppugaala 14.3. klo 14 (not translated)

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. However, attending the start-up webinar is highly recommended. The studies have been scheduled, but are highly independent in nature. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive guidance during the guidance clinics held at the transition points of the course and in the form of weekly guidance messages. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback from the instructor on the video you produced and on your self-assessment.

Learning materials and recommended literature

- Hakkarainen & Kumpulainen (toim.) 2011. Liikkuva kuva – muuttuva opetus ja oppiminen. Lapin yliopisto, kasvatustieteiden tiedekunta, mediapedagogiikkakeskus. Jyväskylän yliopisto, Kokkolan yliopistokeskus Chydenius, Kokkola 2011.
- eTEVÄ, eTeknologiavälitteinen taidon oppimisen ohjaus. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/raportointiohje/lahteet/
- Ajatus liikku – iloa oppimiseen! Ammatillisen osaamisen ja taidon tarkastelu videolta. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/ajatusliikkuu/ammatillisen-osaamisen-ja-taidon-tarkastelu-videolta/
- Oppiminen.fi: Opetus- ja palautevideot opettajan työkaluna. Viitattu 10.3.2020. http://www.oppiminen.fi/2016/03/opetus-ja-palautevideot-oppimisen-opettamisen-ja-ohjauksen-tukena/
- Apogee.fi: Videotuotannon perusteet. Viitattu 10.3.2020. https://www.apogee.fi/oppaat/videotuotannon-perusteet/
- YLE: Opettaja: näillä ohjeilla teet hyvän videon – katso Yle Uutisluokan opetusvideot. Viitattu 10.3.2020. https://yle.fi/uutiset/osasto/uutisluokka/opettaja_nailla_ohjeilla_teet_hyvan_videon__katso_yle_uutisluokan_opetusvideot/9347161

Lecturer(s)

Mika Loponen

Timing

18.01.2023 - 16.03.2023

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work. The implementation consists of 3 sections. Credits and time use are distributed as follows:
- section 1: 1,5 cr = 40,5 h
- section 2: 2 cr = 54 h
- section 3: 1,5 cr = 40,5 h

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Moduulit
• 18.1.-31.1. (2 vko)
• 1.2.-21.2. (3 vko)
• 22.2.-14.3. (3 vko)
• (IA 14.-16.3.)

Vapaaehtoiset verkkotapaamiset (tallennetaan)
• Aloituswebinaari: 18.1. klo 14
• Ohjausklinikka 1: 1.2. klo 14
• Ohjausklinikka 2: 10.2. klo 10
• Ohjausklinikka 3: 22.2. klo 14
• Loppugaala 14.3. klo 14 (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- AJA19SKJ
- AJA19SJE
- AJA21SKJ
- AJA21SJVN
- AJA22SKJ
- AJA21SJVY
- AJA22SJH
- AJA22SJS
- AJA21SJVM
- AJA22SJF
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Seats

0 - 20

Assessment methods

You will receive guidance and feedback during the guidance clinics held at the transition points of the course. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback based on the learning objectives from the instructor on the video you produced and on your self-assessment.

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Pedagogical Studies' Reading Group (AJ00BS39-3002),
01.02.2023 – 31.05.2023, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

Opintokokonaisuuden avulla pohdit ja reflektoit omaa ammattipedagogista kehittymistäsi ja tutustut ja syvennyt ammattipedagogiseen tietoon. Saat opintojakson aikana perehtyä kirjallisuuden ja lukupiirityöskentelyn kautta pedagogisen kehittämisen teemoihin. Tässä opintojaksokokonaisuudessa työskentelet itsenäisesti tietoa hakien ja ryhmässä tietoa reflektoiden. Opintojakso koostuu yksilö- ja ryhmätehtävistä. Opintojaksolla luetut teokset valikoituvat oman kiinnostuksen ja kehittämiskohteiden mukaan.

Opintojakson osaamiset

Tällä opintojaksolla edistetään ja arvioidaan ammattipedagogista osaamista, kehittämisosaamista ja reflektio-osaamista.

Opintojakson osaamistavoite

Ymmärrät, tunnistat ja arvioit omaa ammatilliseen kasvuun liittyviä tekijöitä, kehität omaa osaamistasi perustuen tutkittuun tietoon ja kykenet pohtimaan sitä kriittisesti. Ymmärrät oman osaamisen kehittämisen ja tietoon perustuvan ammattipedagogisen toiminnan yhteyden. Sinulla on valmiuksia hyödyntää tutkittua tietoa pedagogisessa kehittämistyössä ja soveltaa sitä omaan työhön. Pystyt perustelemaan omaa käyttöteoriaasi, arvoja, asenteita sekä omia ajattelu- ja toimintamalleja tutkimuksiin perustuen.

Ammattipedagoginen osaaminen tarkoittaa opettajan tietämystä ammatillista osaamista ja oppimista koskevista teoreettisista, eettisistä ja filosofisista lähtökohdista. Ammattipedagoginen osaaminen merkitsee taitoa ohjata oppijoiden ammatillisten tietojen ja taitojen oppimista sekä itsesäätelytaitojen kehittymistä työelämän ja ammattialan vaatimusten sekä opetusta määrittävien asiakirjojen mukaisesti. Opettaja toimii kriittisesti, kehittävästi ja luovasti oman alansa pedagogisissa toimintaympäristöissä.

Kehittämisosaaminen tarkoittaa opettajan kykyä kehittää yhdessä muiden kanssa omaa ja yhteisönsä toimintaa sekä oppimiskulttuuria sekä tahtoa ja taitoa kehittää ammatillista oppimista, työelämää ja yrittäjyyttä alueellisella, valtakunnallisella ja kansainvälisellä tasolla. Se merkitsee myös kykyä hankkia tietoa ammatillisen oppimisen ja työelämän kehittämistarpeista ja niiden perusteista, ja käyttää sitä oppimisen edistämiseksi.  Hän toimii kulloinkin tarkoituksenmukaisten kumppanuussuhteiden verkostoissa innovatiivisella ja ratkaisukeskeisellä tavalla erilaisia menetelmiä hyödyntäen.

Reflektio-osaaminen tarkoittaa opettajan kykyä tunnistaa ja kriittisesti arvioida omaan opettajuuteensa liittyviä peruskäsityksiään, arvojaan ja asenteitaan sekä omia ajattelu- ja toimintamallejaan. Hän kykenee tarvittaessa mukauttamaan omaa toimintaansa saamansa palautteen pohjalta. Hän arvioi oman ajattelunsa ja toimintansa eettisiä lähtökohtia ja pystyy kehittämään niitä sen perusteella.   (not translated)

Course contents

Tällä opintojaksolla tavoitteena olevan osaamisen hankit tekemällä opintojakson oppimistehtävät. (not translated)

Assessment criteria

Assessment criteria, passed/failed

Arviointi on osaamistavoitteisiin perustuvaa ja laadullista. Osaamisen arviointi on kriteeriperustaista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineiston muodostavat opintojakson oppimistehtävät, lukupiirityöskentely, opintojakson kokoava itsearviointi ja palautteet.

Tällä opintojaksolla arvioidaan ammattipedagogista osaamista, kehittämisosaamista ja reflektio-osaamista. (not translated)

Language of instruction

Finnish

Location and time

Pakollinen ohjauswebinaar 2.2.2023 klo 10-11.30 (not translated)

Planned learning activities, teaching methods and guidance

Opintojakso toteutetaan verkko-opintoina. Opintojaksoon kuuluu yksi pakollinen yhteinen aloituswebinaari (2.2.2023 klo 10-11.30), muuten opiskelu tapahtuu itsenäisesti ja lukupiirissä. Oppimistehtävinä ovat luetun teoksen alustuksen tekeminen ja toisten alustukseen tutustuminen ennen lukupiirin tapaamista, lukupiirin tapaamiset ja niissä käytäviin keskusteluihin osallistuminen, lukupiirikohtaisten tiivistelmien ja koontien kirjoittaminen ja lopuksi itsearviointi.

Voit hankkia tämän opintojakson tavoitteena olevan osaamisen osallistumalla verkko-opintojaksolle, tekemällä siihen kuuluvat oppimistehtävät sekä osallistumalla lukupiiritoimintaan. Opintojakson oppimistehtävät koostuvat itsenäisistä tehtävistä ja lukupiirityöskentelystä. Opintojaksolla reflektoit omaa oppimistasi oppimistehtävissä sekä opintojakson kokoavalla itsearvioinnilla. (not translated)

Lecturer(s)

Anu Utter, Virva-Liisa Pekkarinen

Timing

01.02.2023 - 31.05.2023

Learning assignments and student workload

Tämä opintojakso on 5 opintopisteen laajuinen. Sinulle on varattu erilaisiin tehtäviin laskennallisesti 135 tunnin työskentelymahdollisuus. Opintojakson todellinen kuormittavuus riippuu lähtökohdistasi ja niihin perustuvista oppimistehtävien työllistävyydestä. (not translated)

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Pakollinen ohjauswebinaari 2.2.2023 klo 10-11.30 (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- AJA19SKJ
- AJA19SJE
- AJA21SKJ
- AJA21SJVN
- AJA22SKJ
- AJA21SJVY
- AJA22SJH
- AJA22SJS
- AJA21SJVM
- AJA22SJF
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Seats

0 - 20

Assessment methods

Arviointi on osaamistavoitteisiin perustuvaa ja laadullista. Osaamisen arviointi on kriteeriperustaista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineiston muodostavat opintojakson oppimistehtävät, opintojakson kokoava itsearviointi ja palautteet. (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Kiertotalouskoulu opettajalle (not translated) (AJ00BC56-3002),
01.09.2022 – 30.11.2022, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

Opintojakson tarkoitus

Opintojaksolla syvennät tietojasi kiertotaloudesta, kestävästä kehityksestä ja niihin soveltuvasta pedagogiikasta. Perehdyt kiertotalouden tavoitteisiin ja tarkastelet kiertotalouden osa-alueita, sovelluskohteita ja tulevaisuutta omalla toimialallasi. Osana opintoja suunnittelet opintokokonaisuuden käyttämällä kiertotalousopetukseen sopivia pedagogisia ratkaisuja.

Opintojakson osaamiset

Tällä opintojaksolla kehität

tulevaisuusosaamista, jolla tarkoitetaan opettajan tietoisuutta kiertotalouden mahdollisuuksista yhteiskunnassa, uudenlaiselle liiketoiminnalle ja opiskelijoiden työllistymiselle. Tulevaisuusosaamista on myös työelämäverkostojen, viranomaislinjausten ja yhteiskunnallisten tavoitteiden tuntemus kiertotalouden ja kestävän tulevaisuuden rakentamiseksi.

kehittämisosaamista, jolla tarkoitetaan opettajan kykyä kehittää omaa ja yhteisönsä toimintaa, kiertotaloutta tukevaa pedagogiikkaa ja menettelytapoja tulevaisuuden osaamistarpeita tukevaksi ja kiertotalouden edistämiseksi. Kehittämisosaamista on myös tunnistaa koulutuksen, oppilaitosten ja opettajan rooli kiertotalouden edistäjänä ja kehittäjänä yhteiskunnassa.

oppimisympäristöosaamista, jolla tässä tarkoitetaan työelämälähtöisen oppimisen ja sidosryhmien kanssa tapahtuvan monialaisen yhteiskehittämisen osaamista. Kiertotaloudessa korostuvat verkostomainen työelämälähtöinen, sosiaalinen ja digitaalinen oppimisympäristöosaaminen sekä kyky yhdistellä niitä oppimisprosessissa tarkoituksenmukaisella tavalla.

Opintojakson osaamistavoite

Ymmärrät , mitä kiertotalous on yhteiskunnallisena ilmiönä ja mitä sillä tavoitellaan. Tiedät mitä on kiertotalous ja tunnistat sen keskeiset käsitteet. Tunnistat ja jäsennät kiertotalouden toimintakenttää: tietolähteitä, omaan alaan liittyviä toimijoita ja verkostoja sekä työelämälähtöisiä oppimisympäristöjä osaksi omaa työtäsi. Ymmärrät kiertotalouden opetuksen pedagogiset periaatteet ja määrität omat tavoitteesi ja rajaukset kiertotalouden opetuksellesi. Kehität dialogi ja reflektio- osaamistasi. (not translated)

Course contents

Kiertotalous yhteiskunnassa: Kiertotalouden viitekehys, keskeiset käsitteet, kiertotaloustoimijat ja verkostot opettajan tukena.

Kiertotalous opetuksessa: Kiertotalouden pedagogiset lähtökohdat, sitä edistävät toimintatavat, menetelmät ja käytännöt. Kiertotaloutta tukeva toimintakulttuuri oppilaitoksessa.

Reflektio (not translated)

Assessment criteria

Assessment criteria, passed/failed

Hyväksyttävän tason arviointikriteerit ovat

Tulevaisuusosaaminen: Tunnistat kiertotalouden merkityksen yhteiskunnassa sekä oppilaitosten ja opettajan roolin kiertotalouden edistäjänä.

Kehittämisosaaminen: Sinulla on valmiuksia kehittää kiertotalouden opetusta tulevaisuuden osaamistarpeita tukevaksi.

Oppimisympäristöosaaminen: Ymmärrät työelämälähtöisen, monialaisen yhteiskehittämisen merkityksen ja osaat hyödyntää erilaisia oppimisympäristöjä tarkoituksenmukaisesti oppimisprosessissa. (not translated)

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Opintojakso toteutetaan verkko-opintoina. Se perustuu itsenäiseen työskentelyyn ja vuorovaikutteiseen vertaisoppimiseen opiskelijan oman aikataulun mukaisesti lukukauden aikana. Opintojaksoon sisältyy verkossa tapahtuvaa ohjausta. Opiskelija saa vertaispalautetta opintojakson aikana ja kouluttajan palautteen kehitystehtävästään opintojakson päätteeksi. (not translated)

Learning materials and recommended literature

Oppimateriaali tiedotetaan verkko-oppimisympäristössä oppimistehtävien yhteydessä. (not translated)

Lecturer(s)

Pauliina Silvennoinen

Working life cooperation

Opintojakso soveltuu hyvin kytkettäväksi oman opetus- ja koulutustyön kehittämiseen. (not translated)

Campus

Lutakko Campus

Timing

01.09.2022 - 30.11.2022

Learning assignments and student workload

Opintojakso on viiden opintopisteen laajuinen. Se merkitsee sinulle laskennallisesti noin 135 tunnin työpanosta, joka jakaantuu kolmeen osioon:
Kiertotalous yhteiskunnassa (2 op)
Kiertotalous opetuksessa (2,5 op)
Reflektio (0,5 op) (not translated)

Enrollment

01.08.2022 - 25.08.2022
Groups
- AJA19SJH
- AJA21SJJ
- AJA19SJF
- AJA21SJS
- AJA19SJB
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA19SJVA
- AJA20SJL
- AJA19SJV
- AJA20SJS
- AJA19SJS
- AJA20SJVE
- AJA19SJJ
- AJA20SJVA
- AJA19SJHO
- AJA19SJHK
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- AJA19SJE
- AJA21SJVN
- AJA21SJVV
- AJA21SJVU
- AJA21SJVY
- AJA21SJVM
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA20SJVI
- AJA20SJVO
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
Alternative learning methods

Osaamisen osoittaminen:
Voit hankkia tämän opintojakson tavoitteena olevan osaamisen osallistumalla verkko-opintojaksolle ja tekemällä siihen kuuluvat oppimistehtävät. (not translated)

Seats

0 - 20

Assessment methods

Arviointi on osaamistavoitteisiin pohjautuvaa ja laadullista. Oppimisprosessin arvioinnin välineitä ovat palautteet ja itsearviointi. Osaamisen arviointi on kriteeriperusteista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineiston muodostavat opintojakson oppimistehtävät ja itsearviointitehtävä. (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Theoretical Foundations of Special Needs Education (AE00BO56-3003),
19.09.2022 – 14.12.2022, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

The purpose of the study unit:

During this course, you will familiarise yourself with the value base of special support and knowledge formation in special needs education. You will familiarise yourself with scientific publications and examine the use of applied research data in special education solutions. You will reflect on the practices and pedagogical solutions of special support. You will assess the effectiveness and significance of special support for the individual and the community.

Study unit competences:

In this study unit, you will promote and develop your
Development competence,
which means the ability to explore and use research data about special needs education. Development competence is put into practice when planning and implementing inclusive solutions.

Reflection competence,
which refers to conscious reflection and a critical and investigative approach to implementing education, teaching and special support. It also includes the ability to act in accordance with inclusive principles in the development of vocational special needs teaching and special support.

Learning objectives:
In your work, you will comply with the principles of professional ethics associated with special support. You will be able to use research in the field of special needs education to evaluate and develop the foundations of your own work.

Course contents

Theory and philosophy of special education: terminology and concepts, paradigms that guide the actions, applied information in practice. Special needs education as a discipline.
Applied research as a tool for developing special support in vocational education and training. Research-based development of vocational special needs teaching.
The importance and practice of scientific research as a tool for the planning, implementation and development of special support. Topical themes in special needs education; special needs teaching, pedagogy in special education, special care. Teachers working with special support; the research-based nature of choices and impact.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Development competence:
You will understand the possibilities of how knowledge building, and applied information in special education research, can facilitate the practical solutions of special support. You will be able to apply research data to the development of your and your work community’s competence in special support.

Reflection competence:
You will be able to reflect on the basic concepts, values and attitudes related to diversity, special support and participation in your own professional field. You will be able to set yourself goals for developing an inclusive operating environment.

Further information

The course is intended for students in vocational special needs teacher education.
The course is also suited for those completing their teacher education and those who work/have already worked as teachers and who want to learn more about special needs education.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: The course is implemented as online studies. The course has two webinars intended for everyone: a kick-off webinar and a closing webinar. The rest of the work will be done independently online, exploring the material and completing the learning assignments in the different sections. Students familiarise themselves with the literature used in the assignments and analyse the contents by mirroring them against their own work and professional field, and by reflecting on what they have experienced and read.

The course instructor provides guidance and help in selecting and using the materials and completing the tasks at the kick-off webinar and, if necessary, at an individually agreed time.

Learning materials and recommended literature

No exams on literature. Research publications in the field of special needs education and other applicable studies, websites and publications are also described in the online sections of the course.

Litterature:
- Moberg, S., Hautamäki, J., Kivirauma, J., Lahtinen, U., Savolainen, H. & Vehmas, S. 2019. Erityispedagogiikan perusteet. Uudistettu 4. painos. Jyväskylä. PS-kustannus.
- Ahonen, T., Aro, M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2019. Oppimisen vaikeudet. Niilo Mäki Instituutti.

Research publications:
- Arola, T. 2015. Maahanmuuttajataustaisen tutkinnon suorittajan henkilökohtaistaminen näyttötutkinnoissa. Itä-Suomen yliopisto. Väitöskirja.
- Burns, E. 2015. Tertiary teachers with dysleksia as narrators of their professional life and identity. Jyväskylä: Jyväskylän yliopisto. Väitöskirja.
- Eloranta, A.-K. 2019. A follow-up study of childhood learning disabilities: pathways to adult-age education, employment and psychosocial wellbeing. Niilo Mäki Instituutti. Jyväskylä. Väitöskirja.
- Hakkarainen, A. 2016. Matematiikan ja lukemisen vaikeuksien yhteys toisen asteen koulutuspolkuun ja jatko-opintoihin tai työelämään sijoittumiseen. Itä-Suomen yliopisto. Väitöskirja.
- Hellstrand, H. 2021. Early Numeracy Development : Identifying and Supporting Children at Risk for Mathematical Learning Difficulties. Åbo Akademi. Väitöskirja.
- Hirvonen, M. 2006. Ammattikouluista avoimiin oppimisympäristöihin. Ammatillisen erityisopettajan työ muutoksessa. JAMK Julkaisu. Väitöskirja.
- Honkanen, E. 2006. Erityiskasvatus: Opinto-ohjaus ja erityisopetus. Asiakirja- ja haastattelututkimus opetussuunnitelman perusteiden mukaisesta opinto-ohjauksesta ammatillisessa erityisopetuksessa. HAMK Julkaisut. Väitöskirja.
- Kauppila. A. 2022. Vammaisten henkilöiden hallinta ja kansalaisuus vammais- ja koulutuspolitiikassa sekä ammatillisen erityisoppilaitoksen arjessa, Helsingin yliopisto. Väitöskirja.
- Kuronen, I. 2010. Peruskoulusta elämänkouluun: ammatillisesta koulutuksesta syrjäytymisvaarassa olevien nuorten aikuisten tarinoita peruskoulusuhteesta ja elämänkulusta peruskoulun jälkeen. Jyväskylän yliopisto. Koulutuksen tutkimuslaitos. Väitöskirja.
- Leino, O. 2011. Oppisopimusopiskelijan oppimisen henkilökohtaistaminen ja oppimismahdollisuudet työpaikalla. Itä-Suomen yliopisto. Väitöskirja.
- Miettinen, K. 2008: Opetussuunnitelmat ja erityisopetus ammatillisessa perustutkintokoulutuksessa. Tampereen yliopisto. Väitöskirja.
- Mietola, R. 2015. Hankala erityisyys: Etnografinen tutkimus erityisopetuksen käytännöistä ja erityisyyden muotoutumisesta yläkoulun arjessa. Helsingin yliopisto. Väitöskirja.
- Mäki-Ketelä, J. 2012 Kiskot vievät elämään. Ammatillisessa ja koulutuksellisessa marginaalissa elävien nuorten erilaisia elämänraiteita. Itä-Suomen yliopisto. Väitöskirja.
- Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. Helsingin yliopisto. Väitöskirja.
- Ojala, T. 2017. Kun perusopetuksen oppilaat oireilevat psyykkisesti: opettajien kokemuksia. Jyväskylän yliopisto. Väitöskirja.
- Paju, B. 2021. An expanded conceptual and pedagogical model of inclusive collaborative teaching activities. Helsingin yliopisto. Väitöskirja.
- Perttula, R. 2015. Syrjäytymispuhe hallinnan strategiana opiskelijahuollon sosiaalityössä. Jyväskylä: Jyväskylän yliopisto. Väitöskirja.
- Räty, K. 2016.Erityinen tuki elinikäisen oppimisen mahdollistajana ammatillisessa aikuiskoulutuksessa. Helsingin yliopisto. Väitöskirja.
- Sandberg, E. 2016.ADHD perheessä. Helsingin yliopisto. Väitöskirja.
- Selkivuori, L. 2015. ”Ei näihin vaikeuksiin työelämässä törmää” Oppimisen tuki ja erityiselle tuelle annetut merkitykset ammatillisessa aikuiskoulutuksessa opiskelijan näkökulmasta. Jyväskylän yliopisto. Väitöskirja.
- Ylönen, M. 2011. Aikuiset opin poluilla oppimistukikeskuksen asiakkaiden opiskelukokemuksista ja kouluttautumishalukkuudelle merkityksellisiä tekijöitä. Itä-Suomen yliopisto. Väitöskirja.
- Äikäs, A. 2012. Toiselta asteelta eteenpäin. Narratiivinen tutkimus vaikeavammaisen nuoren aikuisen koulutuksesta ja työllistymisestä. Itä-Suomen yliopisto. Väitöskirja.
- Äärelä, T. 2012. ”Aika palijon vaikuttaa minkälainen ilime opettajalla on naamalla.” : nuoret vangit kertovat peruskouluajoistaan. Lapin yliopisto. Väitöskirja.

Lecturer(s)

Leena Selkivuori

Campus

Lutakko Campus

Timing

19.09.2022 - 14.12.2022

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work
- a kick-off webinar 3 h
- and a closing webinar 3 h
- Self-directed learning in online environment 125 h
- Peer tutoring and self-assessment 3 h
- Feedback 1 h

Enrollment

01.08.2022 - 25.08.2022

Content scheduling

Kick-off webinar 21.9.2022 at 16 - 18
Two closing webinars with the same content will be arranged: 1.11.2022 at 16 - 18 and 8.12.2022 at 16 - 18
Participation in kick-off and closing webinars is essential.
Groups
- AJA19SJH
- YSY21SJ
- AJA19SJF
- YTK20S1
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- YTR21S1
- YSY20SM
- YSY20SK
- YSY20S1
- AJA19SJVO
- AJA19SJVI
- AJA21SJVO
- AJA19SJVE
- AJA21SJVI
- YLO20S1
- AJA19SJE
- AJA21SJVN
- AJA21SJVY
- AJA21SJVM
- YTH20S1
- AJA20SJA
- YTO20S1
- AJA19SJA
- AJA20SJB
- YSV21S1
- YSY21ST
- YTH21S1
- AJA21SJVA
- YTB21S1
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- YSY21SM
- AJA21SJF
- YSY21SK
- AJA21SJB
- YTV21S1
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- YTO21S1
- AJA20SJVE
- YTM21S1
- AJA20SJVA
- YTK21S1
- YTG21S1
- YTB20S1
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- YSY20ST
- YSY20SJ
- YSV20S1
- YSB20S1
- YLO21S1
- AJA21SJVV
- AJA21SJVU
- YTV20S1
- YTG20S1
- YSB21S1
- YTH22K1
- AJA20SJVI
- AJA20SJVO
Alternative learning methods

In this study unit, you will meet the learning objectives by participating in the kick-off and closing webinar, familiarising yourself with the course materials and completing the related assignments.

Demonstration of competence:

You will demonstrate that you have achieved the intended learning outcomes by completing the learning assignments of the online course. The tasks will show that you are familiar with the research data and literature in the field of special needs education. Assignment 2 will bring together the intended learning outcomes of the course. In it, you will reflect on the methodological choices in the specific research you have examined, the creation of the results, and their significance and applicability to vocational education and training. In this assignment, you will also record justified proposals for further research topics. In the closing webinar of the course, you will demonstrate your competence by presenting a summary of the final task, participating in the discussion in an informed manner, and by giving written peer feedback on a corresponding task to a fellow student.

Seats

0 - 13

Assessment methods

The assessment is qualitative and is based on learning objectives. Tools for evaluating the learning process include active participation in webinars, familiarisation with the online material and utilising the materials. The assessment material also includes learning assignments, online discussions and self-evaluation.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Professional Teacher Education
Equality and Equity in Teaching and Guidance (AJ00BN78-3013),
23.01.2023 – 17.05.2023, 5 cr — Online learning +-
Learning outcomes of the course

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Course contents

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar and closing webinar. In start-up session the content is presented and instructions are given. In closing webinar we take a sight to the tasks in time.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Leena Selkivuori

Campus

Lutakko Campus

Timing

23.01.2023 - 17.05.2023

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Enrollment

01.11.2022 - 05.01.2023

Content scheduling

Start-up webinar Tue 24.1.2023 from 16.00 to 18.00
Closure webinar Tue 4.4.2023 from 16.00 to 18.00 or Thu 11.5.2023 from 16.00 to 18.00

Seats

0 - 5

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Professional Teacher Education
Versatile Online Learning Assignments (AJ00BP45-3002),
14.09.2022 – 22.11.2022, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

During this course, you will complete various working life oriented and participatory learning assignments and learn how to plan, build and guide varied learning processes in which the web is utilised in a way suitable for the purpose.

You will learn to draw up a pedagogical manuscript for the learning process. You will expand your learning environment thinking by utilising different ICT opportunities (software, online services, devices and tools) at different stages of the learning assignment. You will learn to summarise the learning process into a task assignment.

Course competences

In this course you will develop your skills and knowledge in facilitating learning, reflection skills and developmental skills.

Facilitating and guiding learning processes involves a teacher's
- collaborative approach and ability to planning, implementing, assessing and developing learning and guidance processes taking into consideration the diversity of learners
- understanding of group processes and group phenomena in learning
- employment of versatile and working life-oriented learning resources
- ability to design, implement and facilitate learning processes in digital environments in a pedagogically meaningful way

Development skills refer to a teacher's
- ability to further develop their own and their organisation’s practices and operational culture in collaboration with others
- willingness and ability to develop vocational learning, work and entrepreneurship at regional, national and international level
- ability to acquire and justify information on the development needs of vocational learning and the world of work, in order to use it to promote learning
- forming of relevant partnerships networks in an innovative and solution-oriented manner.

Reflection skills refer to a teacher's
- ability to recognise and critically assess their own values, attitudes, ethical principles and work methods
- ability to adjust their actions based on the feedback received
- realistically assessing their own learning and competence and setting  new goals as a facilitator of learning.

The learning objectives of the course

You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching. You are able reflect and pedagogically substantiate the learning assignments you have prepared. You are able to further develop the learning process you have planned based on the peer feedback you have received.

Prerequisites and co-requisites

Basic skills for e-learning

Course contents

This course consists of 4 parts.
In part 1, you will become familiar with different types of learning assignments and learn to recognise the elements of a good learning assignment.
In part 2, you will learn to plan learning assignments / a learning process by taking into account aspects such as the learning objectives and the learner’s point of view.
In part 3, you will build the learning assignment/process that you have previously planned. You will gain knowledge about different kinds of digital applications and environments and will be able to incorporate them in a substantiated manner in the learning assignment or process that you have planned.
In part 4, you will implement the learning assignment/process that you have previously built. Alternatively, you will study in depth the assignments/processes built by your peers and provide constructive feedback on them.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Skills and knowledge in facilitating learning:
You are familiar with different working life oriented and participatory methods and recognise their importance as part of the learning process. You are able to plan, build, guide and evaluate the learning processes that you have prepared in your teaching.

Reflection skills:
You are able to reflect upon your learning assignments and your own learning.

Developmental skills:
You are able to further develop the learning process you have planned based on the peer feedback you have received.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. The studies have been scheduled, but are highly independent in nature. You will receive guidance in the form of weekly guidance messages. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Learning materials and recommended literature

- Vanninen, R. 2013. Oppimistehtävät verkossa, Ideoita lähi- ja verkkotyöskentely sisältävälle kurssille, https://www.slideshare.net/RiikkaVanninen/oppimistehtvt-verkossa-290813-ss?qid=2c69bb20-c03b-443c-810c-de1a6c03fbbf&v=&b=&from_search=2
- Johns Hopkins University. 2014. Course Design on a Shoestring Budget: Meaningful Learning Activities, https://www.youtube.com/watch?v=OOfotsHDIwE
- Pönkä, H. 2016. (Verkko-)vuorovaikutus ja ohjaus, https://www.slideshare.net/hponka/verkkovuorovaikutus-ja-ohjaus?qid=1ce1cdc2-7e2a-4d27-b009-f657d373a46d&v=&b=&from_search=1
- Leppisaari, I. 2004. Oppimistehtävät ja palaute verkko-opetuksessa ja -ohjauksessa, http://www.averko.fi/tiedostot/verkkomentorointi/Leppisaari_oppimistehtavatjapalaute.pdf
- Top 100 Tools for Learning, https://www.toptools4learning.com/

Lecturer(s)

Mika Loponen

Campus

Lutakko Campus

Timing

14.09.2022 - 22.11.2022

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work.

The course will be offered as scheduled online implementation utilising various online tools and working methods. The amount of independent work ranges from 6 to 8 hours/week. The course consists of four parts. The study process in parts 1 to 3 is pre-scheduled and proceeds with a steady workload, so it is advisable for the student to schedule their study time in advance. Part 4 allows more time to be used in relation to the subject being studied to allow those willing to do so to test in their teaching practice the learning assignment/process they planned in the previous parts.

Enrollment

01.08.2022 - 25.08.2022

Content scheduling

- Modul 1: 14.9.-25.9.
- Modul 2: 26.9.-10.10.
- Modul 3: 11.10.-1.11. (including autumn vacation)
- Modul 4: 2.11.-22.11.

Voluntary online webinars:
- start webinar: 14.9. at 14.00
- guidance clinic 1: 26.9. at 14.00
- guidance clinic 2: 11.10. at 14.00
- guidance clinic 3: 3.11. at 14.00
Groups
- AJA19SJH
- YSY21SJ
- AJA19SJF
- YTK20S1
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- YTR21S1
- YSY20SM
- YSY20SK
- YSY20S1
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- YLO20S1
- AJA19SJE
- AJA21SJVN
- AJA21SJVY
- AJA21SJVM
- YTH20S1
- AJA20SJA
- YTO20S1
- AJA19SJA
- AJA20SJB
- YSV21S1
- YSY21ST
- YTH21S1
- AJA21SJVA
- YTB21S1
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- YSY21SM
- AJA21SJF
- YSY21SK
- AJA21SJB
- YTV21S1
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- YTO21S1
- AJA20SJVE
- YTM21S1
- AJA20SJVA
- YTK21S1
- YTG21S1
- YTB20S1
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- YSY20ST
- YSY20SJ
- YSV20S1
- YSB20S1
- YLO21S1
- AJA21SJVV
- AJA21SJVU
- YTV20S1
- YTG20S1
- YTH22K1
- YSB21S1
- AJA20SJVI
- AJA20SJVO
Seats

0 - 35

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

You will also receive community-based feedback on some of your learning assignments. At the end of the course, you will receive a video-based, forward-looking summary feedback and evaluation from the instructor.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Professional Teacher Education
Video as a Pedagogical Tool (AJ00BP46-3002),
26.01.2023 – 31.03.2023, 5 cr — Online learning +-
Learning outcomes of the course

The purpose of the course

Videos are present in a variety of ways in the everyday lives of students and teachers. Videos have become a natural way of communicating and presenting their own competences for an increasing number of people. Videos are also a versatile pedagogical tool for the students and teachers to utilise at different stages of the learning process.

During this course, you will become acquainted with a wide range of opportunities for utilising videos as part of the learning process. You will concretely go through the video production process so that in the future, you will be able to independently produce videos and plan learning assignments where students demonstrate their competences by means of video.

Course competences

In this course you will develop your skills and knowledge in facilitating learning, reflection skills and developmental skills

Facilitating and guiding learning processes involves a teacher's
- collaborative approach and ability to planning, implementing, assessing and developing learning and guidance processes taking into consideration the diversity of learners
- understanding of group processes and group phenomena in learning
- employment of versatile and working life-oriented learning resources
- ability to design, implement and facilitate learning processes in digital environments in a pedagogically meaningful way

Development skills refer to a teacher's
- ability to further develop their own and their organisation’s practices and operational culture in collaboration with others
- willingness and ability to develop vocational learning, work and entrepreneurship at regional, national and international level
- ability to acquire and justify information on the development needs of vocational learning and the world of work, in order to use it to promote learning
- forming of relevant partnerships networks in an innovative and solution-oriented manner.

Reflection skills refer to a teacher's
- ability to recognise and critically assess their own values, attitudes, ethical principles and work methods
- ability to adjust their actions based on the feedback received
- realistically assessing their own learning and competence and setting  new goals as a facilitator of learning.

The learning objectives of the course

You grasp the versatile opportunities for utilising video at different stages of the learning process. You understand the video production process, from scriptwriting to publishing and distribution. In your choices, you are capable of taking copyright into account.

Prerequisites and co-requisites

Basic computer skills and e-learning skills

Course contents

This course consists of 3 parts:

In part 1, you become acquainted with the various ways of using video in teaching and mapping out video material that is suitable for your field. In addition, you will learn to implement a pedagogically well-reasoned interactive video.

In part 2, you will apply your previously learned skills in planning and implementing your own video, from scriptwriting and shooting up to publication.

In part 3, you will learn to prepare an assignment where the students will demonstrate their competences by means of video.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Skills and knowledge in facilitating learning:
You grasp the versatile opportunities for utilising asynchronic video at different stages of the learning process.
You are capable of producing a pedagogical video. You will learn to understand the video production process, from scriptwriting to publishing and distribution.

Developmental skills:
You are able to further develop the learning tasks you have planned based on the peer feedback you have received. You are able to utilize different video pedagogical perspectives when planning new learning tasks.

Reflection skills:
You are able to assess your own learning and competence in a relevant manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. However, attending the start-up webinar is highly recommended. The studies have been scheduled, but are highly independent in nature. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive guidance during the guidance clinics held at the transition points of the course and in the form of weekly guidance messages. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback from the instructor on the video you produced and on your self-assessment.

Learning materials and recommended literature

- Hakkarainen & Kumpulainen (toim.) 2011. Liikkuva kuva – muuttuva opetus ja oppiminen. Lapin yliopisto, kasvatustieteiden tiedekunta, mediapedagogiikkakeskus. Jyväskylän yliopisto, Kokkolan yliopistokeskus Chydenius, Kokkola 2011.
- eTEVÄ, eTeknologiavälitteinen taidon oppimisen ohjaus. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/raportointiohje/lahteet/
- Ajatus liikku – iloa oppimiseen! Ammatillisen osaamisen ja taidon tarkastelu videolta. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/ajatusliikkuu/ammatillisen-osaamisen-ja-taidon-tarkastelu-videolta/
- Oppiminen.fi: Opetus- ja palautevideot opettajan työkaluna. Viitattu 10.3.2020. http://www.oppiminen.fi/2016/03/opetus-ja-palautevideot-oppimisen-opettamisen-ja-ohjauksen-tukena/
- Apogee.fi: Videotuotannon perusteet. Viitattu 10.3.2020. https://www.apogee.fi/oppaat/videotuotannon-perusteet/
- YLE: Opettaja: näillä ohjeilla teet hyvän videon – katso Yle Uutisluokan opetusvideot. Viitattu 10.3.2020. https://yle.fi/uutiset/osasto/uutisluokka/opettaja_nailla_ohjeilla_teet_hyvan_videon__katso_yle_uutisluokan_opetusvideot/9347161

Lecturer(s)

Mika Loponen

Campus

Lutakko Campus

Timing

26.01.2023 - 31.03.2023

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work. The implementation consists of 3 sections. Credits and time use are distributed as follows:
- section 1: 1,5 cr = 40,5 h
- section 2: 2 cr = 54 h
- section 3: 1,5 cr = 40,5 h

Enrollment

01.11.2022 - 05.01.2023

Content scheduling

Voluntary online meetings:
- start webinar: 26.1.2023 at 14.00
- guidance clinic 1: 9.2.2023 at 14.00
- guidance clinic 2: 16.2.2023 at 14.00
- guidance clinic 3: 9.3.2023 at 14.00
- gala: 30.3.2023 klo 14

Modules:
Module 1: 26.1.-8.2.2023
Module 2: 9.2.-8.3.2023
Module 3: 9.3.-30.3.2023
Self Assessment: 30.-31.3.2023

Seats

0 - 5

Assessment methods

You will receive guidance and feedback during the guidance clinics held at the transition points of the course. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback based on the learning objectives from the instructor on the video you produced and on your self-assessment.

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3020),
01.08.2022 – 30.05.2025, 14 cr (AJA22SKJ) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

English

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Maarit Miettinen, Tuulia Kiilavuori

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SKJ
Seats

0 - 26

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Equality and Equity in Teaching and Guidance (AJ00BN78-3015),
01.08.2022 – 30.05.2025, 5 cr (AJA22SKJ) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Course contents

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Language of instruction

English

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Maarit Miettinen

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SKJ
Seats

0 - 26

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 5 cr
Unit

School of Professional Teacher Education
Teacher as a Pedagogical Inquirer (AJ00BO24-3006),
01.08.2022 – 30.05.2025, 8 cr (AJA22SKJ) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit
This course gives you the opportunity to acquire tools for the promotion of an exploratory and a development-oriented approach as a part of your teacher ship. During this course, this is done by planning, implementing and evaluating a suitable developmental task that promotes pedagogical activities in cooperation with others. Your partners can be etc. your fellow students or a colleague at your workplace.

Study unit competences
In this study unit, you will promote and develop your developmental skills, reflection skills and agency skills.

The objective of developmental skills in teacher education is that you are able to work in cooperation with others in order to develop both your own and your partners’ pedagogical, working life and entrepreneurship competence. You are also able to acquire researched and appropriate information and use the information to support your pedagogical development work.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

The objective of agency skills in teacher education is that you are able to systematically develop your professional competence as a facilitator of learning. You will actively participate in the development of different learning environments on the basis of professional pedagogical knowledge in cooperation with others.

Learning objectives
You are able to systematically develop your own and/or your pedagogical community’s activities in cooperation with others and based on professional pedagogical knowledge. You can also evaluate the results of your development work and set new objectives for development activities.

Course contents

The content of this course is the implementation of the pedagogical developmental task that you have defined in cooperation with others.  You will reflect on your own learning based on the goals you have set in your personal learning plan and the feedback you have received from peer teachers.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Developmental skills
- You will work in cooperation with others in order to develop pedagogical activities and acquire researched and appropriate information and use the information to support your pedagogical development work.

Reflection skills
- You assess your own learning and competence realistically and with justification and you will set yourself new goals as a facilitator of learning.

Agency skills
- You will actively participate in the development of different learning environments based on professional pedagogical knowledge in cooperation with others.

Language of instruction

English

Location and time

The study unit is possible to start and implement according to the schedule agreed by the learning circle.

Planned learning activities, teaching methods and guidance

The study unit is implemented as multidisciplinary development teams. Development teams meet either face-to-face or online. The study unit includes development team-specific online guidance.

To complete the study unit, you will complete a pedagogical development assignment. It means a developmental assignment that helps you develop learning, studying and / or enabling them. You complete the assignment with your study partner / in a small group or in a configuration that is appropriate for the assignment.

Lecturer(s)

Maarit Miettinen

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the course consists of 8 credits, that equal 216 hours (8 x 27h) of students’ work. The actual workload of the course depends on your own starting point and how demanding the learning assignments are for you.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SKJ
Alternative learning methods

Acquiring competence:
During this course, you will acquire the competence objectives by planning, implementing and evaluating a developmental task related to the pedagogical activities in cooperation with others.

Demonstration of competence: 
You will demonstrate your competence by doing a developmental task report that includes the arguments for the developmental task, the stages of the implementation of the developmental task and its results as well as your own evaluation on the success of the task.

Seats

0 - 26

Assessment methods

The assessment is based on learning objectives and is qualitative. The methods for assessing the learning process include different types of feedback and self-assessment.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the study unit.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 8 cr
Unit

School of Professional Teacher Education
Teacher´s Work Environment (AJ00BO25-3004),
01.08.2022 – 30.05.2025, 5 cr (AJA22SKJ) — Face-to-face +-
Learning outcomes of the course

During this course, you will familiarise yourself with the teacher's operating environment and its change. Together with your learning circle, you will examine the development of Finnish education and familiarise yourself with the different regulations and documents defining it today. You will also familiarise yourself with the near future’s education policy outlooks and other future prospects related to education.

In this study unit, you will promote and develop your professional pedagogical skills and knowledge, future orientation and reflection skills.

The objective for professional pedagogical skills and knowledge is to learn the theoretical, ethical, and philosophical principles for vocational competence and learning. You will be able to act in different learning guidance sessions in accordance with the set learning objectives, and the documents that define teaching. You will also be able to analyse and justify your own facilitating learning activities.

The objective for future orientation in teacher education is that you are familiar with the history of Finnish vocational education and the current trends. You are also able to perceive upcoming changes to your field and their impact on the future of vocational competencies. You will also understand the opportunities in education for promoting social equality, culture, and sustainable development.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

You are familiar with the developmental phenomena of vocational education and/or higher education. You are familiar with the guidance and planning systems of upper secondary vocational education and higher education as well as the documents that are currently guiding the work of a teacher. You are aware of the directions of educational development in the near future.

Course contents

The changes that have affected the teacher’s operating environment, the guidance system of vocational education and higher vocational education as well as the strategies, the key policies regarding the future and the legislation regulating the operation of educational institutions. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- You are familiar with the legislation on vocational and higher education and the significance of its application from the perspective of the student, the work of a teacher, working life development and the education provider.

Future orientation skills
- You are familiar with the future trends of Finnish education.

Reflection skills
- You critically examine changes in a teacher's operating environment at different levels of the education system.

Language of instruction

English

Location and time

The study unit is possible to start and implement according to the schedule agreed by the learning circle.

Planned learning activities, teaching methods and guidance

The study unit is implemented as self-directed learning and learning circle activity. It includes learning circle based online guidance.

Lecturer(s)

Maarit Miettinen, Tuulia Kiilavuori

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 5 credits and it consists of 135 hours of students’ work. It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SKJ
Alternative learning methods

You can acquire the competence required by this study unit by doing the learning tasks required with your learning circle.

You can demonstrate the competence required by this course by completing the learning assignments in an approved manner.

Seats

0 - 26

Assessment methods

The assessment is based on learning objectives and is qualitative. The methods for assessing the learning process include different types of feedback and self-assessment.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the study unit.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 5 cr
Unit

School of Professional Teacher Education
Video as a Pedagogical Tool (AJ00BP46-3003),
06.09.2022 – 11.11.2022, 5 cr (AJA21SJJ, ...) — Online learning +-
Learning outcomes of the course

The purpose of the course

Videos are present in a variety of ways in the everyday lives of students and teachers. Videos have become a natural way of communicating and presenting their own competences for an increasing number of people. Videos are also a versatile pedagogical tool for the students and teachers to utilise at different stages of the learning process.

During this course, you will become acquainted with a wide range of opportunities for utilising videos as part of the learning process. You will concretely go through the video production process so that in the future, you will be able to independently produce videos and plan learning assignments where students demonstrate their competences by means of video.

Course competences

In this course you will develop your skills and knowledge in facilitating learning, reflection skills and developmental skills

Facilitating and guiding learning processes involves a teacher's
- collaborative approach and ability to planning, implementing, assessing and developing learning and guidance processes taking into consideration the diversity of learners
- understanding of group processes and group phenomena in learning
- employment of versatile and working life-oriented learning resources
- ability to design, implement and facilitate learning processes in digital environments in a pedagogically meaningful way

Development skills refer to a teacher's
- ability to further develop their own and their organisation’s practices and operational culture in collaboration with others
- willingness and ability to develop vocational learning, work and entrepreneurship at regional, national and international level
- ability to acquire and justify information on the development needs of vocational learning and the world of work, in order to use it to promote learning
- forming of relevant partnerships networks in an innovative and solution-oriented manner.

Reflection skills refer to a teacher's
- ability to recognise and critically assess their own values, attitudes, ethical principles and work methods
- ability to adjust their actions based on the feedback received
- realistically assessing their own learning and competence and setting  new goals as a facilitator of learning.

The learning objectives of the course

You grasp the versatile opportunities for utilising video at different stages of the learning process. You understand the video production process, from scriptwriting to publishing and distribution. In your choices, you are capable of taking copyright into account.

Prerequisites and co-requisites

Basic computer skills and e-learning skills

Course contents

This course consists of 3 parts:

In part 1, you become acquainted with the various ways of using video in teaching and mapping out video material that is suitable for your field. In addition, you will learn to implement a pedagogically well-reasoned interactive video.

In part 2, you will apply your previously learned skills in planning and implementing your own video, from scriptwriting and shooting up to publication.

In part 3, you will learn to prepare an assignment where the students will demonstrate their competences by means of video.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows

Skills and knowledge in facilitating learning:
You grasp the versatile opportunities for utilising asynchronic video at different stages of the learning process.
You are capable of producing a pedagogical video. You will learn to understand the video production process, from scriptwriting to publishing and distribution.

Developmental skills:
You are able to further develop the learning tasks you have planned based on the peer feedback you have received. You are able to utilize different video pedagogical perspectives when planning new learning tasks.

Reflection skills:
You are able to assess your own learning and competence in a relevant manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The course will be offered in the form of online studies, including voluntary webinars. However, attending the start-up webinar is highly recommended. The studies have been scheduled, but are highly independent in nature. The learning assignments are learner and working life oriented, which means that you will make use of your existing competence in your own field. You will receive guidance during the guidance clinics held at the transition points of the course and in the form of weekly guidance messages. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback from the instructor on the video you produced and on your self-assessment.

Learning materials and recommended literature

- Hakkarainen & Kumpulainen (toim.) 2011. Liikkuva kuva – muuttuva opetus ja oppiminen. Lapin yliopisto, kasvatustieteiden tiedekunta, mediapedagogiikkakeskus. Jyväskylän yliopisto, Kokkolan yliopistokeskus Chydenius, Kokkola 2011.
- eTEVÄ, eTeknologiavälitteinen taidon oppimisen ohjaus. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/raportointiohje/lahteet/
- Ajatus liikku – iloa oppimiseen! Ammatillisen osaamisen ja taidon tarkastelu videolta. Viitattu 10.3.2020. https://oppimateriaalit.jamk.fi/ajatusliikkuu/ammatillisen-osaamisen-ja-taidon-tarkastelu-videolta/
- Oppiminen.fi: Opetus- ja palautevideot opettajan työkaluna. Viitattu 10.3.2020. http://www.oppiminen.fi/2016/03/opetus-ja-palautevideot-oppimisen-opettamisen-ja-ohjauksen-tukena/
- Apogee.fi: Videotuotannon perusteet. Viitattu 10.3.2020. https://www.apogee.fi/oppaat/videotuotannon-perusteet/
- YLE: Opettaja: näillä ohjeilla teet hyvän videon – katso Yle Uutisluokan opetusvideot. Viitattu 10.3.2020. https://yle.fi/uutiset/osasto/uutisluokka/opettaja_nailla_ohjeilla_teet_hyvan_videon__katso_yle_uutisluokan_opetusvideot/9347161

Lecturer(s)

Mika Loponen

Campus

Lutakko Campus

Timing

06.09.2022 - 11.11.2022

Learning assignments and student workload

In total, the course consists of 135 hours (5 x 27h) of students’ work. The implementation consists of 3 sections. Credits and time use are distributed as follows:
- section 1: 1,5 cr = 40,5 h
- section 2: 2 cr = 54 h
- section 3: 1,5 cr = 40,5 h

Enrollment

01.08.2022 - 25.08.2022

Content scheduling

Voluntary online meetings:
- start webinar: 6.9.2022 klo 14-15.30
- guidance clinic 1: 19.9.2022 klo 13-14
- guidance clinic 2: 30.9.2022 klo 12-13
- guidance clinic 3: 13.10.2022 14-15
- gala: 9.11.2022 klo 13-15

Modules:
Module 1: 6.-18.9.
Module 2: 19.9.-12.10.
Module 3: 13.10.-8.11.
Self Assessment: 9.-11.11.
Groups
- AJA21SJJ
- AJA19SJH
- AJA21SJS
- AJA19SJF
- AJA21SJHK
- AJA19SJB
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA19SJVA
- AJA20SJS
- AJA19SJV
- AJA20SJVE
- AJA19SJS
- AJA20SJVA
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA19SJVO
- AJA19SJVI
- AJA21SJVO
- AJA19SJVE
- AJA21SJVI
- AJA19SJE
- AJA21SJVN
- AJA21SJVV
- AJA21SJVU
- AJA21SJVY
- AJA21SJVM
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA20SJVI
- AJA20SJVO
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
Seats

0 - 20

Assessment methods

You will receive guidance and feedback during the guidance clinics held at the transition points of the course. You will receive community-based feedback on all your learning assignments. In addition, you will receive feedback based on the learning objectives from the instructor on the video you produced and on your self-assessment.

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Supporting career management skills as a teacher (AJ00BP40-3002),
25.01.2023 – 31.05.2023, 5 cr (AJA19SJH, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

Opintojaksolla syvennetään osaamista toimia yhteistyössä opiskelijan kanssa hänen koulutuksellisten ja ammatillisten valintojensa ja päätöstensä selkiyttämiseksi.

Opintojaksolla edistetään erityisesti kohtaamisosaamista, reflektio-osaamista ja tulevaisuusosaamista.

Osaamistavoitteet:

- lisätä ymmärrystä uraohjauksesta ja opiskelijan urasuunnittelutaitojen tukemisesta.
- tavoitteena, on että opettaja osaa tukea ohjattavan toimijuuden vahvistumista sekä hänen persoonallisuutensa kasvua ja kehitystä niin, että ohjattavan itsetuntemus ja päätöksentekotaidot kehittyvät.
- tavoitteena on, että opettajalla on valmiuksia tukea ohjattavan kykyä tehdä hänelle sopivia koulutuksellisia ja ammatillisia ratkaisuja koulutus- ja työuran siirtymissä. (not translated)

Course contents

Keskeiset sisällöt_
- Ohjauksen arvolähtökohdat ja periaatteet
- Urasuunnittelutaidot ja uraohjaus
- Päätöksentekotaidot urasuunnittelun tukena
- Uraohjauksen menetelmiä (not translated)

Assessment criteria

Assessment criteria - grade 1 and 2

Opettaja osaa tukea ohjattavan toimijuuden vahvistumista sekä hänen personallisuutensa kasvua ja kehitystä niin, että ohjattavan itsetuntemus ja päätöksentekotaidot kehittyvät.

Opettajalla on valmiuksia tukea ohjattavan kykyä tehdä hänelle sopivia koulutuksellisia ja ammatillisia ratkaisuja koulutus- ja työuran siirtymissä.

Oppimisprosessin arvioinnin välineitä ovat palautteet, itsearviointi ja vertaisarviointi. Osaamisen arviointi on kriteeriperusteista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty.
Arviointipäätös tehdään asteikolla: hyväksytty / hylätty. (not translated)

Language of instruction

Finnish

Location and time

Pakolliset ohjauspäivät:
25.1. klo 9.00-14.30 (lähitapaaminen)
15.2.2023 klo 12.00 – 15.30 (webinaari)
25.4.2023 klo 9.00 – 15.00 (lähitapaaminen) (not translated)

Planned learning activities, teaching methods and guidance

Opintojakso sisältää kaksi pakollista ohjauspäivää lähitapaamisena ja yhden webinaarin. Ohjauspäivät ovat merkittävä osa oppimisprosessia ja siten kuuluvat kaikille. (not translated)

Learning materials and recommended literature

Oppimateriaali ja suositeltava kirjallisuus jaetaan opintojakson aikana. (not translated)

Lecturer(s)

Virva-Liisa Pekkarinen

Campus

Lutakko Campus

Timing

25.01.2023 - 31.05.2023

Learning assignments and student workload

Opintojakso vastaa yhteensä 135 h (5 x 27 h) opiskelijan työtä. (not translated)

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Pakolliset ohjauspäivät:
25.1. klo 9.00-14.30 (lähitapaaminen)
15.2.2023 klo 12.00 – 15.30 (webinaari)
25.4.2023 klo 9.00 – 15.00 (lähitapaaminen) (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA19SJVE
- AJA21SJVO
- AJA21SJVI
- AJA19SKJ
- AJA19SJE
- AJA21SKJ
- AJA21SJVN
- AJA22SKJ
- AJA21SJVY
- AJA22SJH
- AJA22SJS
- AJA21SJVM
- AJA22SJF
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Seats

0 - 20

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face, Online learning

Share of virtual studies

2 cr
Credits
- 5 cr
Counselling in Learning Process (AJ00BP41-3002),
21.11.2022 – 31.03.2023, 5 cr (AJA19SJH, ...) — Face-to-face, Online learning +-
Learning outcomes of the course

Opiskelija on tietoinen erilaisista ohjauksellisista lähestymistavoista ja ymmärtää niiden merkityksen oppimisen ohjaamisessa. Opiskelija pystyy soveltamaan voimauttavaa ja osallistavaa ohjausta opetustyöhönsä sekä yksilö- että ryhmätasolla. Opiskelija ymmärtää tunteiden merkityksen ohjausprosessissa. (not translated)

Prerequisites and co-requisites

Ei edeltävää osaamista (not translated)

Course contents

Tällä opintojaksolla sinulla on mahdollisuus syventää osaamistasi oppimisen ohjauksessa. Opintojaksossa käsitellään erilaisia ohjauksellisia lähestymistapoja oppimisprosessin eri vaiheissa sekä syvennetään osallistavia ohjausmenetelmiä. Sinulla on mahdollisuus kokeilla omassa opetustyössäsi (esim. oppimisen ohjaamisen oppintojaksossa) erilaisiin ohjauksellisiin lähestymistapoihin perustuvia, oppijoita aktivoivia ja osallistavia ohjausmenetelmiä. (not translated)

Assessment criteria

Assessment criteria, passed/failed

Tällä opintojaksolla arvioidaan oppimisen ohjaamisen osaamista, kohtaamisosaamista sekä kehittämisosaamista.

Oppimisen ohjausosaaminen: Opettaja ymmärtää ryhmässä tapahtuvia ilmiöitä ja osaa tukea ryhmän rakentumista. Hän hyödyntää ryhmää oppimisen voimavarana.

Kohtaamisosaaminen: Opettajalla on kyky huomioida oppijoiden henkilökohtaiset oppimisen lähtökohdat ja tavoitteet. Hän ohjaa oppijoita sensitiivisesti ymmärtäen heidän elämismaailmansa sekä oppimis- ja ohjaustilanteen kontekstin. Hänen työotteensa on oppijoiden hyvinvointia tukevalla tavalla dialoginen ja eettinen. 

Kehittämisosaaminen: opettaja osaa kehittää yhdessä muiden kanssa omaa ja yhteisönsä toimintaa ja oppimiskulttuuria sekä tahtoa ja taitoa kehittää ammatillista oppimista, (not translated)

Language of instruction

Finnish

Location and time

Pakolliset ohjauspäivät Jyväskylässä:
21.11.2022 klo 10-16
21.1.2023 klo 10-16
20.3.2023 klo 10-16 (not translated)

Planned learning activities, teaching methods and guidance

Ohjauspäivät, itsenäinen työskentely, vertaisohjaus. (not translated)

Learning materials and recommended literature

Suositeltava kirjallisuus ja oheismateriaali ilmoitetaan opintojaksolla. (not translated)

Lecturer(s)

Kirsti Vänskä

Campus

Lutakko Campus

Timing

21.11.2022 - 31.03.2023

Learning assignments and student workload

5 op = 135 tuntia (not translated)

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Pakolliset ohjauspäivät Jyväskylässä:
21.11.2022 klo 10-16
21.1.2023 klo 10-16
20.3.2023 klo 10-16 (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA21SJVO
- AJA19SJVE
- AJA21SJVI
- AJA19SKJ
- AJA21SKJ
- AJA19SJE
- AJA22SKJ
- AJA21SJVN
- AJA22SJH
- AJA21SJVY
- AJA22SJS
- AJA22SJF
- AJA21SJVM
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Alternative learning methods

Ei valinnaisia suoritustapoja. (not translated)

Seats

0 - 20

Assessment methods

Ohjauspäiviin osallistuminen on pakollista. Oppimisprosessin arvioinnin välineitä ovat oppimistehtävät, itsearviointi ja kouluttajalta saadut palautteet. (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face, Online learning

Share of virtual studies

2 cr
Credits
- 5 cr
Institutional Safety and Well-being (AJ00BP53-3002),
01.02.2023 – 30.05.2023, 5 cr (AJA19SJH, ...) — Online learning +-
Learning outcomes of the course

Tavoitteena on, että ammatillinen opettaja/ erityisopettaja osaa tukea kokonaisvaltaista hyvinvointia oppilaitoksessa, toimia monialaisen opiskelijahuoltoryhmän tai opiskelijoiden hyvinvointiryhmän jäsenenä ja tuoda oman asiantuntemuksensa opiskelijan tukemiseen.

Tavoitteena on, että opettaja edistää turvallisia oppimisympäristöjä ja yhteisöjä.

Opintojaksolla kehitetään erityisesti kohtaamisosaamista ja kehittämisosaamista. (not translated)

Course contents

Opintojakso jakautuu kolmeen teemaan ja tehtäviin

1) Ympäristön hyvinvoinnin edistäminen
1. Tehtävä. SWOT analyysi toimintaympäristön turvallisuudesta ja hyvinvoinnista.

2) Oman hyvinvoinnin edistäminen
2. Tehtävä. Hyvinvointiin liittyvät harjoitteet ja oman työhyvinvoinnin vuosikello.
3. Tehtävä. Omat kommentit ja ajatukset työhyvinvoinnista PSYKOPODIA podcasteihin pohjautuen.

3) Opiskelijan hyvinvoinnin edistäminen
4. Tehtävä. Materiaalin pohjalta käytävä vapaamuotoinen opintopiirikeskustelu opiskelijan hyvinvoinnin edistämisestä. (not translated)

Assessment criteria

Assessment criteria, passed/failed

Kohtaamisosaaminen ja kehittämisosaaminen:

Ammatillinen opettaja-/erityisopettajaopiskelija
* tunnistaa kokonaisvaltaisen hyvinvoinnin osatekijöitä oppilaitoksissa ja tukee yksilöllisen
hyvinvoinnin edistämistä.
* toimii ja toteuttaa opiskelijahuoltotyötä oman asiantuntijuutensa näkökulmasta.
* tunnistaa eri tukimuotojen merkityksen opiskelijan hyvinvoinnin kannalta sekä suhteessa
muihin opiskelijan tukitoimiin
* toimii turvallisen oppimisympäristön ja yhteisöjen rakentajana (not translated)

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Kurssi suoritetaan kokonaan verkossa. (not translated)

Learning materials and recommended literature

Opintojaksoon sisältyy yksilötehtäviä sekä keskusteluja annetuista teemoista. Kurssi tarjotaan ammatillisessa opettajakoulutuksessa sekä erityisopettajakoulutuksessa oleville opiskelijoille. (not translated)

Lecturer(s)

Ritva Ylitervo

Campus

Lutakko Campus

Timing

01.02.2023 - 30.05.2023

Enrollment

01.11.2022 - 13.11.2022

Content scheduling

Kurssi jakautuu kolmeen teemaan ja tehtäviin

1) Ympäristön hyvinvoinnin edistäminen
1. Tehtävä. SWOT analyysi toimintaympäristön turvallisuudesta ja hyvinvoinnista.

2) Oman hyvinvoinnin edistäminen
2. Tehtävä. Hyvinvointiin liittyvät harjoitteet ja oman työhyvinvoinnin vuosikello.
3. Tehtävä. Omat kommentit ja ajatukset työhyvinvoinnista PSYKOPODIA podcasteihin pohjautuen.

3) Opiskelijan hyvinvoinnin edistäminen
4. Tehtävä. Materiaalin pohjalta käytävä vapaamuotoinen opintopiirikeskustelu opiskelijan hyvinvoinnin edistämisestä. (not translated)
Groups
- AJA19SJH
- AJA19SJF
- AJA19SJB
- AJA19SJVA
- AJA19SJV
- AJA19SJS
- AJA19SJJ
- AJA19SJHO
- AJA19SJHK
- AJA19SJVO
- AJA19SJVI
- AJA21SJVO
- AJA19SJVE
- AJA21SJVI
- AJA19SKJ
- AJA21SKJ
- AJA19SJE
- AJA22SKJ
- AJA21SJVN
- AJA22SJH
- AJA21SJVY
- AJA22SJS
- AJA22SJF
- AJA21SJVM
- AJA20SJA
- AJA19SJA
- AJA20SJB
- AJA22SJP
- AJA22SJA
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJF
- AJA21SJB
- AJA20SJE
- AJA20SJV
- AJA20SJL
- AJA20SJS
- AJA20SJVE
- AJA20SJVA
- AJA20SJJ
- AJA20SJF
- AJA20SJHK
- AJA20SJH
- AJA21SJVV
- AJA21SJVU
- AJA20SJVI
- AJA20SKJ
- AJA20SJVO
Seats

0 - 20

Assessment methods

Opintojaksoon sisältyy yksilötehtäviä sekä keskusteluja annetuista teemoista.

Tavoitteet ja arvioinnin kriteerit

Ammatillinen opettaja/ erityisopettaja osaa tukea kokonaisvaltaista hyvinvointia oppilaitoksessa, toimia monialaisen opiskelijahuoltoryhmän tai opiskelijoiden hyvinvointiryhmän jäsenenä ja tuoda oman asiantuntemuksensa opiskelijan tukemiseen. Opettaja edistää turvallisia oppimisympäristöjä ja yhteisöjä.

Ammatillinen opettaja-/erityisopettajaopiskelija

* tunnistaa kokonaisvaltaisen hyvinvoinnin osatekijöitä oppilaitoksissa ja tukee yksilöllisen
hyvinvoinnin edistämistä.
* toimii ja toteuttaa opiskelijahuoltotyötä oman asiantuntijuutensa näkökulmasta.
* tunnistaa eri tukimuotojen merkityksen opiskelijan hyvinvoinnin kannalta sekä suhteessa
muihin opiskelijan tukitoimiin
* toimii turvallisen oppimisympäristön ja yhteisöjen rakentajana (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

5 cr
Credits
- 5 cr
Teacher as a Pedagogical Inquirer (AJ00BO24-3004),
01.10.2022 – 28.04.2023, 8 cr (AJA21SJJ, ...) — Online learning +-
Learning outcomes of the course

The purpose of the study unit
This course gives you the opportunity to acquire tools for the promotion of an exploratory and a development-oriented approach as a part of your teacher ship. During this course, this is done by planning, implementing and evaluating a suitable developmental task that promotes pedagogical activities in cooperation with others. Your partners can be etc. your fellow students or a colleague at your workplace.

Study unit competences
In this study unit, you will promote and develop your developmental skills, reflection skills and agency skills.

The objective of developmental skills in teacher education is that you are able to work in cooperation with others in order to develop both your own and your partners’ pedagogical, working life and entrepreneurship competence. You are also able to acquire researched and appropriate information and use the information to support your pedagogical development work.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

The objective of agency skills in teacher education is that you are able to systematically develop your professional competence as a facilitator of learning. You will actively participate in the development of different learning environments on the basis of professional pedagogical knowledge in cooperation with others.

Learning objectives
You are able to systematically develop your own and/or your pedagogical community’s activities in cooperation with others and based on professional pedagogical knowledge. You can also evaluate the results of your development work and set new objectives for development activities.

Course contents

The content of this course is the implementation of the pedagogical developmental task that you have defined in cooperation with others.  You will reflect on your own learning based on the goals you have set in your personal learning plan and the feedback you have received from peer teachers.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Developmental skills
- You will work in cooperation with others in order to develop pedagogical activities and acquire researched and appropriate information and use the information to support your pedagogical development work.

Reflection skills
- You assess your own learning and competence realistically and with justification and you will set yourself new goals as a facilitator of learning.

Agency skills
- You will actively participate in the development of different learning environments based on professional pedagogical knowledge in cooperation with others.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Opintojakso käynnistetään kunkin toteutuksen yhteisellä verkkotyöpajalla. Opiskelija suorittaa opintojakson osallistumalla monialaisen kehittämistiimin työskentelyyn. Kehittämistiimit kokoontuvat joko kasvokkain tai verkossa. Opintojaksoon sisältyy kehittämistiimikohtaista verkko-ohjausta. 

Opintojakson suorittamiseksi toteutat pedagogisen kehittämistehtävän. Se tarkoittaa kehittämistehtävää, jonka avulla kehität oppimista, opiskelua ja/tai niiden mahdollistamista. Toteutat kehittämistehtävän monialaisessa kehittämistiimissä. (not translated)

Learning materials and recommended literature

Kaikille orientoiva teos: Toikko ja Rantanen (2009) Tutkimuksellinen kehittämistoiminta – näkökulmia kehittämisprosessiin, osallistamiseen ja tiedontuotantoon. Tampere University Press. Lisäksi käytät kehittämistehtävän edellyttämää materiaalia ja lähteitä. (not translated)

Lecturer(s)

Kaisa Räty, Siru Lehto, Mari Punna, Mikael Viitasaari, Ari Hyyryläinen

Campus

Lutakko Campus

Exam dates and re-exam possibilities

Tähän opintojaksoon ei sisälly tenttiä. (not translated)

Timing

01.10.2022 - 28.04.2023

Learning assignments and student workload

Tämä opintojakso on kahdeksan opintopisteen laajuinen. Se merkitsee, että sinulle on varattu erilaisiin tehtäviin laskennallisesti 162 tunnin työskentelymahdollisuus. Opintojakson todellinen kuormittavuus riippuu lähtökohdistasi ja niihin perustuvista oppimistehtävien työllistävyydestä.  (not translated)

Enrollment

01.06.2021 - 05.09.2021

Content scheduling

Opintojen toteuttamista varten lukuvuosittain on tarjolla TUTKE-pajoja.

Toteutusten jaksotus: (opiskelija valitsee yhden toteutuksen, jolle hän osallistuu)

Toteutus 1. 7.10.2021 - 27.4.2022
TUTKE-paja 1, 7.10.2021
TUTKE-tietoiskuja ja kehittämistiimien kokoontumisia
TUTKE-tulospaja 1, 27.4.2022

Toteutus 2. 17.3.2022 - lokakuu 2022
TUTKE-paja 2, 17.3.2022
TUTKE-tietoiskuja ja kehittämistiimien kokoontumisia
TUTKE-tulospaja 2, lokakuu 2022

Toteutus 3. lokakuu 2022 - huhtikuu 2023
TUTKE-paja 3, lokakuu 2022
TUTKE-tietoiskuja ja kehittämistiimien kokoontumisia
TUTKE-tulospaja 3, huhtikuu 2023 (not translated)
Groups
- AJA21SJJ
- AJA21SJS
- AJA21SJHK
- AJA21SJH
- AJA21SJA
- AJA21SJVO
- AJA21SJVI
- AJA21SJF
- AJA21SJB
- AJA21SJVN
- AJA21SJVV
- AJA21SJVU
- AJA21SJVY
- AJA21SJVM
- AJA21SJVA
- AJA21SJV
- AJA21SJVE
Alternative learning methods

Osaamisen hankkiminen:  

Tässä opintojaksossa tavoitteena olevan osaamisen hankit suunnittelemalla, toteuttamalla ja arvioimalla yhteistyössä muiden kanssa pedagogisen toiminnan kehittämistehtävän.   

Osaamisen osoittaminen:  

Tavoitteena olevan osaamisen osoitat tekemällä kehittämistehtäväraportin, jossa ilmenee kehittämistehtävän perustelut, kehittämistehtävän toteuttamisen vaiheet ja sen tulokset sekä oma arviointisi tehtävän onnistumisesta. Lisäksi tuotat tulosseminaariin tiivistelmän/posterin kehittämistehtävästä.

  (not translated)

Seats

0 - 370

Assessment methods

Arviointi on osaamistavoitteisiin pohjautuvaa ja laadullista. Oppimisprosessin arvioinnin välineitä ovat palautteet ja itsearviointi. Osaamisen arviointi on kriteeriperusteista ja arviointipäätöksen tekee opettajakorkeakoulun kouluttaja, kun kaikki oppimistehtävät on tehty. Arviointiaineistona ovat opintojakson oppimistehtävät.  (not translated)

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

8 cr
Credits
- 8 cr
Unit

School of Professional Teacher Education
Understanding Learning (AJ00BN75-3009),
23.01.2023 – 31.07.2023, 6 cr — Online learning +-
Learning outcomes of the course

The purpose of the study unit

This study units will introduce you to the theoretical, ethical, and philosophical principles for vocational learning. Further, you will become familiar with learning as a phenomenon and with the basic concepts and professional terminology of educational science and vocational pedagogy. You will learn how to use this knowledge to analyse and justify your own pedagogical choices. You will also familiarise yourself with the lifeworld of learners at different stages of life and in different operating environments.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills and knowledge and reflection skills.

The objective for professional pedagogical skills and knowledge is to learn the theoretical, ethical, and philosophical principles for vocational competence and learning. You will be able to act in different learning guidance sessions in accordance with the set learning objectives, and the documents that define teaching. You will also be able to analyse and justify your own facilitating learning activities.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

In this study unit, you will understand the opportunities that studies on adult learning and human development have on facilitating learning. You will have the ability to identify and critically assess the basic concepts, values, attitudes, ways of thinking and working methods that influence your own teaching and develop these based on the feedback you receive.

Course contents

During this course, you will discover the main theories and concepts of learning, as well as, the significance of educational research in teacher's thinking and practices. You will develop theoretical knowledge and understanding related to the facilitating learning. You will also familiarise yourself with the lifeworld of learners at different stages of life and in different contexts.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- You become familiar with the theoretical, ethical and philosophical foundations for vocational learning.
- You are able to analyse and justify your own facilitating learning activities.

Reflection skills
- You assess your pedagogical principles and working methods as a facilitator of learning
- You assess your own learning and competence realistically and with justification.
- You will set yourself new goals as a facilitator of learning.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning webinars and assignments.

During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

This course includes online guidance. It has has three online webinar meetings: a start-up webinar in June and two peer-to-peer guidance webinars taking place in August and October. Otherwise, the learning assignments are completed and the guidance is implemented online and through independent work.

Lecturer(s)

Juha Hautanen

Learning materials and recommended literature

- Lehtinen, E., Vauras, M. & Lerkkanen, M-K. 2016. Kasvatuspsykologia. PS-Kustannus. Available as an e-book
OR
- Rinne, R, Kivirauma, J. & Lehtinen, E. 2015. Johdatus kasvatustieteisiin. PS-kustannus. Available as an e-book

- Nivala E. & Saastamoinen M. (toim.). 2010. Nuorisokasvatuksen teoria. Perusteita ja puheenvuoroja (2. painos). Available as an e-book
- Kallio, E. K. 2020. Development of Adult Thinking. Interdisciplinary perspectives on cognitive development and adult learning. Routledge.
- Hakala, J.T. & Kiviniemi, K. 2018. Vuorovaikutuksen säröjä ja jännitteitä. Aikuiskasvatuksen pedagogiikan haasteiden äärellä. Kokkolan yliopistokeskus Chydenius. Luokanopettajien 25-vuotis aikuiskoulutuksen juhlajulkaisu. Verkossa: https://jyx.jyu.fi/bitstream/handle/123456789/48383/978-951-39-5376-8.pdf?sequence=1
- Kallio, E. Ajattelun kehitys aikuisuudessa - kohti moninäkökulmaisuutta. Available as an e-book. https://www.ellibslibrary.com/book/978-952-5401-73-8.

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Anu Utter, Virva-Liisa Pekkarinen

Campus

Lutakko Campus

Timing

23.01.2023 - 31.07.2023

Learning assignments and student workload

In total, the course consists of 162 hours (6 x 27 h) of students’ work
- Orientation 6 h
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 146 h
- Peer tutoring and self-assessment 10 h

Enrollment

01.11.2022 - 05.01.2023

Content scheduling

Studies include three webinar meetings:
- start-up webinar 2 h
- guidance webinar 1,5 h
- guidance webinar 1,5 h

You will familiarise yourself with the study unit and its contents in the start-up webinar. This webinar will be recorded.

Note! We recommend that you start your educational studies by starting with the Understanding Adult Learning and then moving on to the Education and Society studies.

Seats

0 - 10

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

6 cr
Credits
- 6 cr
Unit

School of Professional Teacher Education
The Future of Education (AJ00BN76-3006),
23.01.2023 – 31.07.2023, 6 cr — Online learning +-
Learning outcomes of the course

The purpose of the study unit

In this study unit, you will consider the relationships between society and education. You will familiarise yourself with the basic concepts and perspectives of the Sociology of Education and based on these you will consider current phenomena related to education and their significance for the work of a teacher. You will learn about the future of education and current research on this topic.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills and knowledge, future orientation and reflection skills.

The objective for professional pedagogical skills and knowledge is to learn the theoretical, ethical, and philosophical principles for vocational competence and learning. You will be able to act in different learning guidance sessions in accordance with the set learning objectives, and the documents that define teaching. You will also be able to analyse and justify your own facilitating learning activities.

The objective for future orientation in teacher education is to learn the history and current trends of Finnish vocational education, and to be able to perceive the changes in your own field, and the impact of these changes in the professional competencies.  You will also understand the opportunities in education for promoting social equality, culture, and sustainable development. 

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to examine issues related to education and upbringing from the educational sociology perspective as societal and cultural phenomena. You will also be able to assess your own assumptions and objectives as an actor within the sphere of vocational education and training and as a facilitator of learning.

Course contents

You will familiarise yourself with the basic concepts and perspectives of the Sociology of Education, and with current sociological phenomena and their significance in the work of a teacher. You will learn about the future of education and current research on this topic.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- You will utilise in your teaching work your knowledge of professional competence and of the theoretical, ethical and philosophical foundations of learning.

Future orientation
- You will examine the current state of education and training from a critical and research-based perspective.
- You will get an understanding of the future trends for education and for your own field in order to develop your own teaching work and your work community.

Reflection skills
- You will assess your pedagogical perspectives, ways of thinking and operating methods
- You will realistically assess your own learning and competence and
- You will set yourself new goals as a facilitator of learning

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: You can acquire the competence required in this course by self-directed learning, prescribed reading, online learning sessions and assignments.

During this course collaborative and participatory methods are implemented. The implementation methods deepen your professional competence and the development of your own professional field.

This course includes online guidance. It has has three online webinar meetings: a start-up webinar in June and two peer-to-peer guidance webinars taking place in August and October. Otherwise, the learning assignments are completed and the guidance is implemented online and through independent work.

Lecturer(s)

Juha Hautanen

Learning materials and recommended literature

Antikainen, A., Rinne, R. & Koski, L. 2015. Kasvatussosiologia. E-kirja. PS-kustannus.

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Anu Utter, Virva-Liisa Pekkarinen

Campus

Lutakko Campus

Timing

23.01.2023 - 31.07.2023

Learning assignments and student workload

In total, the course consists of 162 hours (6 x 27h) of students’ work
- Orientation 6 h
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 146 h
- Peer tutoring and self-assessment 10 h

Enrollment

01.11.2022 - 05.01.2023

Content scheduling

Studies include three webinar meetings:
- start-up webinar 2 h
- guidance webinar 1,5 h
- guidance webinar 1,5 h

You will familiarise yourself with the study unit and its contents in the start-up webinar. This webinar will be recorded.

Note! We recommend that you start your educational studies by starting with the Understanding Adult Learning and then moving on to the Education and Society studies.

Seats

0 - 10

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Online learning

Share of virtual studies

6 cr
Credits
- 6 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3019),
01.08.2022 – 30.05.2025, 14 cr (AJA22SJA) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Mika Loponen, Henna Pernu, Hanna Frilander, Tiina Mustonen, Virva-Liisa Pekkarinen

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SJA
Seats

0 - 100

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Equality and Equity in Teaching and Guidance (AJ00BN78-3014),
15.08.2022 – 30.05.2025, 5 cr (AJA22SJP, ...) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit 

In this study unit, you will familiarise yourself with the diversity of students’ learning and studying: the student’s individual needs for support, the significance of culture and language, and the nature of gender sensitive guidance. You will also familiarise yourself with the collaboration networks for guidance and support at an educational institution. In this study unit, you will grow your capabilities as a developer of accessible learning and teaching together with a variety of actors.

Study unit competences

In this study unit, you will promote and develop your interpersonal skills and reflection skills.

The objective for interpersonal skills is to be able to strengthen learners’ competence. You will be able to support learners’ competence for continuous learning, such as self-regulation and reflection skills, and the ownership of their own learning process. You will also have the ability to take into account learner diversity and learners’ personal starting points and goals when planning and carrying out learning sessions and guiding learning. Your approach is dialogical and ethical in a way that supports the well-being of learners.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

Learning objectives

You will be able to assess your own perspectives as a teacher for diverse learners and support the learning of all learners. You will be aware of learners’ individual experience, support needs and backgrounds, and you will understand their significance in the learning process. You will also understand the significance of cultural and gender sensitivity in a teacher’s work. 

Course contents

Special needs support and guidance as part of a teacher’s competence. Questions of equality, accessibility and inclusion. Culturally sensitive, linguistically aware, and gender sensitive guidance and teaching.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Interpersonal skills
- You will understand the significance of student diversity in your own teaching work and the activities of student groups.   
- You will be aware of students’ possible needs for special support . 
- You will understand the importance of cultural and gender sensitivity in teaching and guidance work.  

Reflection skills
- You will identify and assess, from the perspective of promoting student equality and inclusion, the basic concepts, values and attitudes that influence your teaching and you own ways of thinking and operating models.  
- You will set new objectives for yourself as a teacher engaging with student diversity.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

Open Studies and Master's Degree education students: This is an online study unit. It is based on independent work, learning assignments and online guidance. This study unit has a start-up webinar, where the content is presented and instructions are given.

Learning materials and recommended literature

Ahonen. T., Aro. M., Aro, T., Lerkkanen, M-K. & Siiskonen, T. 2020. Oppimisen vaikeudet. NMI, Otavan kirjapaino.

Korhonen, V. & Puukari, S. 2013. Monikulttuurinen ohjaus- ja neuvontatyö. PS-Kustannus.

Karvinen, M. & Venesmäki, E. 2019. Tilaa moninaisuudelle! Opas seksuaali- ja sukupuolivähemmistöjen yhdenvertaisuuden edistämiseen. https://ranneliike.net/uutiset/15428/tilaa-moninaisuudelle-opas-auttaa-seksuaali-ja.

Niemi, A-M. 2015. Erityisiä koulutuspolkuja? Tutkimus erityisopetuksen käytännöistä peruskoulun jälkeen. https://helda.helsinki.fi/handle/10138/158436

Aarnio, H. 2012. Dialogiset menetelmät -sivusto. Hämeen ammattikorkeakoulu. http://www3.hamk.fi/dialogi/diale/menetelmat/

Kuntoutussäätiön oppaat ja hankejulkaisut. https://oppimisvaikeus.fi/materiaalit/kuntoutussaation-hankejulkaisut/

You will find additional learning materials and assignments in the online learning environment.

Lecturer(s)

Tiina Parviainen, Riikka Michelsson, Maarit Miettinen, Jari Karttunen

Campus

Lutakko Campus

Timing

15.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is worth five ECTS credits. This means that 135 hours have been reserved for you for completing the different tasks:
- Orientation 5 hours (includes 2 hours webinar)
- Self-directed learning in online environment, reading the learning materials, completing the learning assignments 130 h

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

Voit suorittaa tämän opintojakson henkilökohtaisen opiskelusuunnitelmasi mukaisesti 15.8.2022-31.5.2025. Opintojakso on auki erikseen ilmoitettuina aikoina: 15.8.2022-31.5.2023; 15.8.2023-31.5.2024; 15.8.2024-31.5.2025. Tehtäväsi säilyvät verkkoalustalla myös kesätauon ajan. (not translated)
Groups
- AJA22SJP
- AJA22SJA
- AJA22SJH
- AJA22SJS
- AJA22SJF
Alternative learning methods

Acquiring and demonstrating competence:

You can acquire the competence that is the objective of this course by participating in the online course and successfully completing the learning and assessment assignments that are part of it.

You may have already been able to acquire the competence that is the objective of this course by completing a corresponding course at Jamk's Open University of Applied Sciences, which you can use to apply for accreditation for the course.

You may also have acquired the competence that is the objective of this course in working life or other contexts before or during teacher studies. A certificate of completed education is not sufficient for the accreditation of competence; other types of assessment material and demonstration of competence are needed. The teacher educators of the course assess your competence in relation to the competence of teacher education and decide on the accreditation.

Seats

0 - 370

Assessment methods

The assessment is qualitative and is based on learning objectives. The methods for evaluation of the learning process are feedback and self-assessment. Competence assessment is based on criteria and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the course and self-assessment tasks.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 5 cr
Unit

School of Professional Teacher Education
Teacher as a Pedagogical Inquirer (AJ00BO24-3005),
01.08.2022 – 30.05.2025, 8 cr (AJA22SJP, ...) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit
This course gives you the opportunity to acquire tools for the promotion of an exploratory and a development-oriented approach as a part of your teacher ship. During this course, this is done by planning, implementing and evaluating a suitable developmental task that promotes pedagogical activities in cooperation with others. Your partners can be etc. your fellow students or a colleague at your workplace.

Study unit competences
In this study unit, you will promote and develop your developmental skills, reflection skills and agency skills.

The objective of developmental skills in teacher education is that you are able to work in cooperation with others in order to develop both your own and your partners’ pedagogical, working life and entrepreneurship competence. You are also able to acquire researched and appropriate information and use the information to support your pedagogical development work.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

The objective of agency skills in teacher education is that you are able to systematically develop your professional competence as a facilitator of learning. You will actively participate in the development of different learning environments on the basis of professional pedagogical knowledge in cooperation with others.

Learning objectives
You are able to systematically develop your own and/or your pedagogical community’s activities in cooperation with others and based on professional pedagogical knowledge. You can also evaluate the results of your development work and set new objectives for development activities.

Course contents

The content of this course is the implementation of the pedagogical developmental task that you have defined in cooperation with others.  You will reflect on your own learning based on the goals you have set in your personal learning plan and the feedback you have received from peer teachers.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Developmental skills
- You will work in cooperation with others in order to develop pedagogical activities and acquire researched and appropriate information and use the information to support your pedagogical development work.

Reflection skills
- You assess your own learning and competence realistically and with justification and you will set yourself new goals as a facilitator of learning.

Agency skills
- You will actively participate in the development of different learning environments based on professional pedagogical knowledge in cooperation with others.

Language of instruction

Finnish

Location and time

The study unit is possible to start and implement according to the schedule agreed by the development team.

Planned learning activities, teaching methods and guidance

The study unit is implemented as multidisciplinary development teams. Development teams meet either face-to-face or online. The study unit includes development team-specific online guidance.

To complete the study unit, you will complete a pedagogical development assignment. It means a developmental assignment that helps you develop learning, studying and / or enabling them. You complete the assignment in a small group that is appropriate for the assignment.

Lecturer(s)

Kaisa Räty, Pasi Savonmäki, Hanna Laitinen, Siru Lehto, Ari Hyyryläinen

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the course consists of 8 credits, that equal 216 hours (8 x 27h) of students’ work. The actual workload of the course depends on your own starting point and how demanding the learning assignments are for you.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJP
- AJA22SJA
- AJA22SJH
- AJA22SJS
- AJA22SJF
Alternative learning methods

Acquiring competence:
During this course, you will acquire the competence objectives by planning, implementing and evaluating a developmental task related to the pedagogical activities in cooperation with others. 

Demonstration of competence:
You will demonstrate your competence by doing a developmental task report that includes the arguments for the developmental task, the stages of the implementation of the developmental task and its results as well as your own evaluation on the success of the task.

Alternatively:
You may already have acquired the competence that is the objective of this course in working life or other contexts before or during teacher studies. A certificate of completed education is not sufficient for the accreditation of competence; other types of assessment material and demonstration of competence are needed. The teacher educators of the course assess your competence in relation to the competence of teacher education and decide on the accreditation.

Seats

0 - 370

Assessment methods

The assessment is based on learning objectives and is qualitative. The methods for assessing the learning process include different types of feedback and self-assessment.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the study unit.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 8 cr
Unit

School of Professional Teacher Education
Teacher´s Work Environment (AJ00BO25-3003),
01.08.2022 – 30.05.2025, 5 cr (AJA22SJP, ...) — Face-to-face +-
Learning outcomes of the course

During this course, you will familiarise yourself with the teacher's operating environment and its change. Together with your learning circle, you will examine the development of Finnish education and familiarise yourself with the different regulations and documents defining it today. You will also familiarise yourself with the near future’s education policy outlooks and other future prospects related to education.

In this study unit, you will promote and develop your professional pedagogical skills and knowledge, future orientation and reflection skills.

The objective for professional pedagogical skills and knowledge is to learn the theoretical, ethical, and philosophical principles for vocational competence and learning. You will be able to act in different learning guidance sessions in accordance with the set learning objectives, and the documents that define teaching. You will also be able to analyse and justify your own facilitating learning activities.

The objective for future orientation in teacher education is that you are familiar with the history of Finnish vocational education and the current trends. You are also able to perceive upcoming changes to your field and their impact on the future of vocational competencies. You will also understand the opportunities in education for promoting social equality, culture, and sustainable development.

The objective for reflective skills is to be able to recognise and assess one’s pedagogical assumptions, and work methods as facilitators of learning. You will be able to realistically assess your own learning and competence and set yourself new goals as a facilitator of learning.

You are familiar with the developmental phenomena of vocational education and/or higher education. You are familiar with the guidance and planning systems of upper secondary vocational education and higher education as well as the documents that are currently guiding the work of a teacher. You are aware of the directions of educational development in the near future.

Course contents

The changes that have affected the teacher’s operating environment, the guidance system of vocational education and higher vocational education as well as the strategies, the key policies regarding the future and the legislation regulating the operation of educational institutions. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- You are familiar with the legislation on vocational and higher education and the significance of its application from the perspective of the student, the work of a teacher, working life development and the education provider.

Future orientation skills
- You are familiar with the future trends of Finnish education.

Reflection skills
- You critically examine changes in a teacher's operating environment at different levels of the education system.

Language of instruction

Finnish

Location and time

The study unit is possible to start and implement according to the schedule agreed by the learning circle.

Planned learning activities, teaching methods and guidance

The study unit is implemented as self-directed learning and learning circle activity. It includes learning circle based guidance.

Lecturer(s)

Mika Loponen, Anu Utter, Henna Pernu, Hanna Frilander, Virpi Koskelo, Tiina Mustonen, Mari Punna, Hanna Laitinen, Siru Lehto, Maarit Miettinen, Anu Mustonen, Karoliina Väisänen, Essi Silvennoinen, Mikael Viitasaari, Ari Hyyryläinen, Ari Langén, Virva-Liisa Pekkarinen, Ritva Ylitervo, Arja Pakkala, Kirsti Vänskä, Annu Niskanen

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 5 credits and it consists of 135 hours of students’ work. It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJP
- AJA22SJA
- AJA22SJH
- AJA22SJS
- AJA22SJF
Alternative learning methods

You can acquire the competence required by this study unit by doing the learning tasks required with your learning circle.

You can demonstrate the competence required by this course by completing the learning assignments in an approved manner.

Assessment methods

The assessment is based on learning objectives and is qualitative. The methods for assessing the learning process include different types of feedback and self-assessment.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning tasks have been completed. The assessment material consists of the learning tasks of the study unit.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 5 cr
Unit

School of Professional Teacher Education
Developing a Professional Teacher Identity (AJ00BO26-3019),
01.08.2022 – 30.05.2025, 6 cr (AJA22SJA) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

The purpose of this course is to develop your reflection skills as a part of the teacher identity development. You will set personal goals related to teacher education and your own professional development. You will monitor and evaluate your own study progress and the development of the competence. You will participate in the learning circle group work, and at the end of the studies you will analyse the results of you have achieved.

Study unit competeneces

In this course, you will promote and develop your reflection skills, agency skills and interpersonal skills.

The objective of reflection skills is that you will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competences, as well as, set new goals as a facilitator of learning.  

The objective of agency skills is that you will be able to systematically develop your professional competences as a facilitator of learning. You will be able to develop pedagogically meaningful learning environments in cooperation with other staff members.

The objective of interpersonal skills is that you will be able to take into account learner diversity and learners' personal goals both in planning and implementing learning sessions, and in guiding and evaluating learning processes.

Learning objectives

You will be able to systematically develop your professional competence as a facilitator of learning. You will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competence and set new goals as a facilitator of learning. You are also able to work in a constructive manner with your peer students.

Course contents

Tasks related to a personal competence development plan (CDP), reflective learning diary, peer and self-evaluation, participation in small group (learning circle) work, portfolio work.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Reflection skills
- You assess your own learning process and competence based on the learning objectives defined in professional teacher education.

Agency skills
- You will set goals for yourself that are related to teacher education, develop your own professional agency based on your own starting points and set new goals for your professional development.

Interpersonal skills
- You will document your learning for others and provide constructive feedback for other students to support their learning.

Language of instruction

Finnish

Location and time

The study unit starts at the very beginning of your studies and lasts throughout the studies.

Planned learning activities, teaching methods and guidance

At the beginning of this course, you will design and continuously update your personal competences in the competence development plan (CDP). You will also monitor and reflect the development of your competences by compiling a portfolio and keeping a reflective learning diary.

Participation in guided tutoring days and learning circle activities with your fellow students to receive and give peer support is considered as one learning assignment

In the final phase of your studies, you will write a summative self-assessment to assess your competences as a learning facilitator and have a final evaluation discussion with your teacher educator.

Lecturer(s)

Mika Loponen, Henna Pernu, Hanna Frilander, Tiina Mustonen, Virva-Liisa Pekkarinen

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 6 credits and it consists of 162 hours of students’ work. This means that you are given 162 hours for working with different tasks (planning and maintaining a personal learning plan, feedback and evaluation discussions, working with peers). It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJA
Alternative learning methods

Acquiring competence
During this course, you will acquire the targeted competence by setting yourself objectives related to teacher education and making progress accordingly, by documenting and evaluating your own learning process, and by giving feedback to your fellow students to support their learning. Participation and collaboration in learning circles’ group activities as well as tutoring sessions is very important. The tutoring sessions are designed to support personal development as a facilitator of learning.

Demonstrating competence
You can demonstrate the competences by completing the learning assignments that comprise the CDP, the portfolio, participation and contributions to the learning circle group tasks and tutoring days as well as the final assessment discussion and the material related to it.

Seats

0 - 100

Assessment methods

The assessment is qualitative and is based on the learning aims. The assessment methods of the learning process, include giving and receiving feedback and self-assessment. Competence-based assessment is criteria based and the assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment materials consist of the CDP, the portfolio, participation in and contributions to learning circle group work and guided tutoring days, as well as, the final assessment discussion.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 6 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3021),
01.08.2022 – 30.05.2025, 14 cr (AJA22SJP) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Arja Pakkala, Annu Niskanen, Hanna Laitinen, Ari Langén

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SJP
Seats

0 - 100

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3022),
01.08.2022 – 30.05.2025, 14 cr (AJA22SJF) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Kirsti Vänskä, Maarit Miettinen, Karoliina Väisänen, Ari Hyyryläinen, Ritva Ylitervo

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SJF
Seats

0 - 100

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3023),
01.08.2022 – 30.05.2025, 14 cr (AJA22SJS) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Anu Utter, Virpi Koskelo, Essi Silvennoinen

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SJS
Seats

0 - 100

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Facilitating Learning (AJ00BO23-3024),
01.08.2022 – 30.05.2025, 14 cr (AJA22SJH) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

During the Facilitating Learning study unit, you will develop your skills in the facilitation of learning by planning, implementing and evaluating a study unit that best promotes your pedagogical competence. You will recognize your own theory-in-use in the facilitation of learning and apply it in your activities. You will learn how to facilitate learning in different learning environments with diverse learners.

Study unit competences

In this study unit, you will promote and develop your professional pedagogical skills, interpersonal skills, skills and knowledge in facilitating learning processes.

The objective for professional pedagogical skills is to learn the theoretical, ethical and philosophical foundations for vocational learning. You will be able to act in different vocational learning facilitation situations in accordance with the set learning objectives and the documents defining the teaching. You will also be able to analyze and justify your own activities in the facilitation of learning.

The objective for interpersonal skills is that you can consider diverse learners and their personal goals when planning and carrying out learning sessions and when guiding and evaluating learning. You are able to act constructively and encounter learners in a manner that is ethically justified and that supports equality in different interaction situations.

The objective for skills and knowledge in facilitating learning processes is that you are able to plan and implement meaningful learning processes that develop the objectives set for different learning processes. You understand phenomena occurring in a group and you are able to provide support for team building. You are able to facilitate and evaluate students' learning in appropriate ways in different situations while utilising digitality in a pedagogically justified manner.

Learning objectives

You are able to plan and implement meaningful learning processes in accordance with the objectives set for the learning and the documents defining the teaching.  You can facilitate and evaluate students' learning in different situations while utilising digitality in a pedagogically justified manner. You are able to give instructional feedback for both your guidees and your peers. You are able to consider diverse learners and their personal goals, act constructively and in a manner that is ethically justified and that promotes equality. You are also able analyze and justify your facilitation activities and realistically evaluate your own learning and competence.

Course contents

Planning, implementing and evaluating a study unit and a learning process. Different environments for vocational learning (physical, psycho-social, pedagogical, technological). The diversity of learners. Online guidance. Peer review of student colleagues and assessment of your own competence. Reflecting on one’s own learning and recording self-evaluations in the learning diary and portfolio.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Professional pedagogical skills and knowledge
- your activity is based on professional pedagogical knowledge
- you facilitate learners’ learning in accordance with the requirements of working life and the professional field and the documents defining the teaching
- you are familiar with different environments of vocational learning and you are able to act in those environments in a pedagogically justified manner

Interpersonal skills
- you encounter learners individually and reinforce their agency
- you consider the diverse learners and their personal goals
- act in a manner that is constructive, ethically justified and that supports equality in different interactive situations.

Skills and knowledge in facilitating learning processes
- you are able to justify your own theory-in-use in the facilitation of learning and act accordingly as well as plan and implement pedagogically meaningful learning processes
- you understand the meaning of evaluation in learning and you are able to apply different evaluation methods
- you utilise digitality in your teaching and facilitation in an appropriate manner.

Language of instruction

Finnish

Planned learning activities, teaching methods and guidance

The familiarisation with vocational and professional learning environments takes place via cooperative learning with your peers or learning circle. In addition to the planning, implementation and evaluation of learning process, you will observe your peers practical training sessions and participate in feedback discussions. The members of the learning circle group act as peer instructors by supporting the planning and implementation phases. You will collect evaluation material for your portfolio to support the summative self-assessment throughout the study unit.

The study unit is offered in hybrid and online learning environments for which attendance is required. The mode of study is based on designing and analysing authentic facilitation of learning situations. The study unit includes peer analysis, self-assessment and pedagogical reflection activities through digital applications and competence analysis discussion with the teacher educator.

Lecturer(s)

Mari Punna, Anu Mustonen, Mikael Viitasaari

Working life cooperation

This study unit includes practical training that is a part of teacher education. Those students who already work as teachers, will implement practical training at their own teaching context, and the others in an environment that is relevant to achieve the objectives set for the teacher education studies.

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

In total, the study unit is 14 credits and it consists of 378 hours (14 x 27h) of students’ work: reading and familiarising yourself with different types of materials, getting acquainted with the operating environments of teachers, planning, implementing and evaluating teaching both individually and together with your learning circle and peers. The scope of the planned, implemented and evaluated study unit varies based on the student’s previous competence, but on average, it is approximately 3–5 ECTS credits in upper secondary education and approximately five ECTS credits in higher education.

Teaching practice includes the planning, implementation and evaluation of at least one online guidance session. Also, one face-to-face guidance or teaching session must be videotaped.

Enrollment

01.06.2022 - 25.08.2022

Content scheduling

The Facilitating Learning study unit begins immediately at the beginning of your studies and lasts for the whole duration your studies. You will be familiarised with the contents of the study unit during the joint tutoring days, through independent study and with your learning circle.
Groups
- AJA22SJH
Seats

0 - 100

Assessment methods

The assessment is guiding, qualitative and is based on learning objectives. The methods for assessing the learning process include different types of feedback (including self-assessments, peer and mentor teacher assessments), and assessment discussions with the teacher educator.

Competence assessment is criteria based and the teacher educator makes the assessment decision once all the learning activities have been completed. The assessment material consists of the learning activities of the study unit and self-assessment activities, observations and assessment discussions related to learning facilitation situations.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 14 cr
Unit

School of Professional Teacher Education
Developing a Professional Teacher Identity (AJ00BO26-3021),
01.08.2022 – 30.05.2025, 6 cr (AJA22SJP) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

The purpose of this course is to develop your reflection skills as a part of the teacher identity development. You will set personal goals related to teacher education and your own professional development. You will monitor and evaluate your own study progress and the development of the competence. You will participate in the learning circle group work, and at the end of the studies you will analyse the results of you have achieved.

Study unit competeneces

In this course, you will promote and develop your reflection skills, agency skills and interpersonal skills.

The objective of reflection skills is that you will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competences, as well as, set new goals as a facilitator of learning.  

The objective of agency skills is that you will be able to systematically develop your professional competences as a facilitator of learning. You will be able to develop pedagogically meaningful learning environments in cooperation with other staff members.

The objective of interpersonal skills is that you will be able to take into account learner diversity and learners' personal goals both in planning and implementing learning sessions, and in guiding and evaluating learning processes.

Learning objectives

You will be able to systematically develop your professional competence as a facilitator of learning. You will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competence and set new goals as a facilitator of learning. You are also able to work in a constructive manner with your peer students.

Course contents

Tasks related to a personal competence development plan (CDP), reflective learning diary, peer and self-evaluation, participation in small group (learning circle) work, portfolio work.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Reflection skills
- You assess your own learning process and competence based on the learning objectives defined in professional teacher education.

Agency skills
- You will set goals for yourself that are related to teacher education, develop your own professional agency based on your own starting points and set new goals for your professional development.

Interpersonal skills
- You will document your learning for others and provide constructive feedback for other students to support their learning.

Language of instruction

Finnish

Location and time

The study unit starts at the very beginning of your studies and lasts throughout the studies.

Planned learning activities, teaching methods and guidance

At the beginning of this course, you will design and continuously update your personal competences in the competence development plan (CDP). You will also monitor and reflect the development of your competences by compiling a portfolio and keeping a reflective learning diary.

Participation in guided tutoring days and learning circle activities with your fellow students to receive and give peer support is considered as one learning assignment

In the final phase of your studies, you will write a summative self-assessment to assess your competences as a learning facilitator and have a final evaluation discussion with your teacher educator.

Lecturer(s)

Arja Pakkala, Annu Niskanen, Hanna Laitinen, Ari Langén

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 6 credits and it consists of 162 hours of students’ work. This means that you are given 162 hours for working with different tasks (planning and maintaining a personal learning plan, feedback and evaluation discussions, working with peers). It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJP
Alternative learning methods

Acquiring competence
During this course, you will acquire the targeted competence by setting yourself objectives related to teacher education and making progress accordingly, by documenting and evaluating your own learning process, and by giving feedback to your fellow students to support their learning. Participation and collaboration in learning circles’ group activities as well as tutoring sessions is very important. The tutoring sessions are designed to support personal development as a facilitator of learning.

Demonstrating competence
You can demonstrate the competences by completing the learning assignments that comprise the CDP, the portfolio, participation and contributions to the learning circle group tasks and tutoring days as well as the final assessment discussion and the material related to it.

Seats

0 - 100

Assessment methods

The assessment is qualitative and is based on the learning aims. The assessment methods of the learning process, include giving and receiving feedback and self-assessment. Competence-based assessment is criteria based and the assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment materials consist of the CDP, the portfolio, participation in and contributions to learning circle group work and guided tutoring days, as well as, the final assessment discussion.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 6 cr
Unit

School of Professional Teacher Education
Developing a Professional Teacher Identity (AJ00BO26-3022),
01.08.2022 – 30.05.2025, 6 cr (AJA22SJF) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

The purpose of this course is to develop your reflection skills as a part of the teacher identity development. You will set personal goals related to teacher education and your own professional development. You will monitor and evaluate your own study progress and the development of the competence. You will participate in the learning circle group work, and at the end of the studies you will analyse the results of you have achieved.

Study unit competeneces

In this course, you will promote and develop your reflection skills, agency skills and interpersonal skills.

The objective of reflection skills is that you will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competences, as well as, set new goals as a facilitator of learning.  

The objective of agency skills is that you will be able to systematically develop your professional competences as a facilitator of learning. You will be able to develop pedagogically meaningful learning environments in cooperation with other staff members.

The objective of interpersonal skills is that you will be able to take into account learner diversity and learners' personal goals both in planning and implementing learning sessions, and in guiding and evaluating learning processes.

Learning objectives

You will be able to systematically develop your professional competence as a facilitator of learning. You will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competence and set new goals as a facilitator of learning. You are also able to work in a constructive manner with your peer students.

Course contents

Tasks related to a personal competence development plan (CDP), reflective learning diary, peer and self-evaluation, participation in small group (learning circle) work, portfolio work.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Reflection skills
- You assess your own learning process and competence based on the learning objectives defined in professional teacher education.

Agency skills
- You will set goals for yourself that are related to teacher education, develop your own professional agency based on your own starting points and set new goals for your professional development.

Interpersonal skills
- You will document your learning for others and provide constructive feedback for other students to support their learning.

Language of instruction

Finnish

Location and time

The study unit starts at the very beginning of your studies and lasts throughout the studies.

Planned learning activities, teaching methods and guidance

At the beginning of this course, you will design and continuously update your personal competences in the competence development plan (CDP). You will also monitor and reflect the development of your competences by compiling a portfolio and keeping a reflective learning diary.

Participation in guided tutoring days and learning circle activities with your fellow students to receive and give peer support is considered as one learning assignment

In the final phase of your studies, you will write a summative self-assessment to assess your competences as a learning facilitator and have a final evaluation discussion with your teacher educator.

Lecturer(s)

Kirsti Vänskä, Maarit Miettinen, Karoliina Väisänen, Ari Hyyryläinen, Ritva Ylitervo

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 6 credits and it consists of 162 hours of students’ work. This means that you are given 162 hours for working with different tasks (planning and maintaining a personal learning plan, feedback and evaluation discussions, working with peers). It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJF
Alternative learning methods

Acquiring competence
During this course, you will acquire the targeted competence by setting yourself objectives related to teacher education and making progress accordingly, by documenting and evaluating your own learning process, and by giving feedback to your fellow students to support their learning. Participation and collaboration in learning circles’ group activities as well as tutoring sessions is very important. The tutoring sessions are designed to support personal development as a facilitator of learning.

Demonstrating competence
You can demonstrate the competences by completing the learning assignments that comprise the CDP, the portfolio, participation and contributions to the learning circle group tasks and tutoring days as well as the final assessment discussion and the material related to it.

Seats

0 - 100

Assessment methods

The assessment is qualitative and is based on the learning aims. The assessment methods of the learning process, include giving and receiving feedback and self-assessment. Competence-based assessment is criteria based and the assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment materials consist of the CDP, the portfolio, participation in and contributions to learning circle group work and guided tutoring days, as well as, the final assessment discussion.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 6 cr
Unit

School of Professional Teacher Education
Developing a Professional Teacher Identity (AJ00BO26-3023),
01.08.2022 – 30.05.2025, 6 cr (AJA22SJS) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

The purpose of this course is to develop your reflection skills as a part of the teacher identity development. You will set personal goals related to teacher education and your own professional development. You will monitor and evaluate your own study progress and the development of the competence. You will participate in the learning circle group work, and at the end of the studies you will analyse the results of you have achieved.

Study unit competeneces

In this course, you will promote and develop your reflection skills, agency skills and interpersonal skills.

The objective of reflection skills is that you will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competences, as well as, set new goals as a facilitator of learning.  

The objective of agency skills is that you will be able to systematically develop your professional competences as a facilitator of learning. You will be able to develop pedagogically meaningful learning environments in cooperation with other staff members.

The objective of interpersonal skills is that you will be able to take into account learner diversity and learners' personal goals both in planning and implementing learning sessions, and in guiding and evaluating learning processes.

Learning objectives

You will be able to systematically develop your professional competence as a facilitator of learning. You will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competence and set new goals as a facilitator of learning. You are also able to work in a constructive manner with your peer students.

Course contents

Tasks related to a personal competence development plan (CDP), reflective learning diary, peer and self-evaluation, participation in small group (learning circle) work, portfolio work.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Reflection skills
- You assess your own learning process and competence based on the learning objectives defined in professional teacher education.

Agency skills
- You will set goals for yourself that are related to teacher education, develop your own professional agency based on your own starting points and set new goals for your professional development.

Interpersonal skills
- You will document your learning for others and provide constructive feedback for other students to support their learning.

Language of instruction

Finnish

Location and time

The study unit starts at the very beginning of your studies and lasts throughout the studies.

Planned learning activities, teaching methods and guidance

At the beginning of this course, you will design and continuously update your personal competences in the competence development plan (CDP). You will also monitor and reflect the development of your competences by compiling a portfolio and keeping a reflective learning diary.

Participation in guided tutoring days and learning circle activities with your fellow students to receive and give peer support is considered as one learning assignment

In the final phase of your studies, you will write a summative self-assessment to assess your competences as a learning facilitator and have a final evaluation discussion with your teacher educator.

Lecturer(s)

Anu Utter, Virpi Koskelo, Essi Silvennoinen

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 6 credits and it consists of 162 hours of students’ work. This means that you are given 162 hours for working with different tasks (planning and maintaining a personal learning plan, feedback and evaluation discussions, working with peers). It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJS
Alternative learning methods

Acquiring competence
During this course, you will acquire the targeted competence by setting yourself objectives related to teacher education and making progress accordingly, by documenting and evaluating your own learning process, and by giving feedback to your fellow students to support their learning. Participation and collaboration in learning circles’ group activities as well as tutoring sessions is very important. The tutoring sessions are designed to support personal development as a facilitator of learning.

Demonstrating competence
You can demonstrate the competences by completing the learning assignments that comprise the CDP, the portfolio, participation and contributions to the learning circle group tasks and tutoring days as well as the final assessment discussion and the material related to it.

Seats

0 - 100

Assessment methods

The assessment is qualitative and is based on the learning aims. The assessment methods of the learning process, include giving and receiving feedback and self-assessment. Competence-based assessment is criteria based and the assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment materials consist of the CDP, the portfolio, participation in and contributions to learning circle group work and guided tutoring days, as well as, the final assessment discussion.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 6 cr
Unit

School of Professional Teacher Education
Developing a Professional Teacher Identity (AJ00BO26-3024),
01.08.2022 – 30.05.2025, 6 cr (AJA22SJH) — Face-to-face +-
Learning outcomes of the course

The purpose of the study unit

The purpose of this course is to develop your reflection skills as a part of the teacher identity development. You will set personal goals related to teacher education and your own professional development. You will monitor and evaluate your own study progress and the development of the competence. You will participate in the learning circle group work, and at the end of the studies you will analyse the results of you have achieved.

Study unit competeneces

In this course, you will promote and develop your reflection skills, agency skills and interpersonal skills.

The objective of reflection skills is that you will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competences, as well as, set new goals as a facilitator of learning.  

The objective of agency skills is that you will be able to systematically develop your professional competences as a facilitator of learning. You will be able to develop pedagogically meaningful learning environments in cooperation with other staff members.

The objective of interpersonal skills is that you will be able to take into account learner diversity and learners' personal goals both in planning and implementing learning sessions, and in guiding and evaluating learning processes.

Learning objectives

You will be able to systematically develop your professional competence as a facilitator of learning. You will be able to assess your pedagogical principles and working methods as a facilitator of learning. You will be able to realistically assess your own learning and competence and set new goals as a facilitator of learning. You are also able to work in a constructive manner with your peer students.

Course contents

Tasks related to a personal competence development plan (CDP), reflective learning diary, peer and self-evaluation, participation in small group (learning circle) work, portfolio work.

Assessment criteria

Assessment criteria, passed/failed

The criteria for assessing the approved level are as follows:

Reflection skills
- You assess your own learning process and competence based on the learning objectives defined in professional teacher education.

Agency skills
- You will set goals for yourself that are related to teacher education, develop your own professional agency based on your own starting points and set new goals for your professional development.

Interpersonal skills
- You will document your learning for others and provide constructive feedback for other students to support their learning.

Language of instruction

Finnish

Location and time

The study unit starts at the very beginning of your studies and lasts throughout the studies.

Planned learning activities, teaching methods and guidance

At the beginning of this course, you will design and continuously update your personal competences in the competence development plan (CDP). You will also monitor and reflect the development of your competences by compiling a portfolio and keeping a reflective learning diary.

Participation in guided tutoring days and learning circle activities with your fellow students to receive and give peer support is considered as one learning assignment

In the final phase of your studies, you will write a summative self-assessment to assess your competences as a learning facilitator and have a final evaluation discussion with your teacher educator.

Lecturer(s)

Mari Punna, Anu Mustonen, Mikael Viitasaari

Campus

Lutakko Campus

Timing

01.08.2022 - 30.05.2025

Learning assignments and student workload

This study unit is 6 credits and it consists of 162 hours of students’ work. This means that you are given 162 hours for working with different tasks (planning and maintaining a personal learning plan, feedback and evaluation discussions, working with peers). It consists of reading, searching for materials, reflecting on and working on learning assignments independently and with the learning circles.

Enrollment

01.06.2022 - 25.08.2022
Groups
- AJA22SJH
Alternative learning methods

Acquiring competence
During this course, you will acquire the targeted competence by setting yourself objectives related to teacher education and making progress accordingly, by documenting and evaluating your own learning process, and by giving feedback to your fellow students to support their learning. Participation and collaboration in learning circles’ group activities as well as tutoring sessions is very important. The tutoring sessions are designed to support personal development as a facilitator of learning.

Demonstrating competence
You can demonstrate the competences by completing the learning assignments that comprise the CDP, the portfolio, participation and contributions to the learning circle group tasks and tutoring days as well as the final assessment discussion and the material related to it.

Seats

0 - 100

Assessment methods

The assessment is qualitative and is based on the learning aims. The assessment methods of the learning process, include giving and receiving feedback and self-assessment. Competence-based assessment is criteria based and the assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment materials consist of the CDP, the portfolio, participation in and contributions to learning circle group work and guided tutoring days, as well as, the final assessment discussion.

Degree Programme

School of Professional Teacher Education

Mode of delivery

Face-to-face
Credits
- 6 cr
Unit

School of Professional Teacher Education

Academic year 2023 - 2024

There is no implementations attached to this degree programme.

Key learning outcomes

The International Professional Teacher Education Studies for the Digital Era equips you with knowledge, skills and competences needed from the educational professionals in 21st century world. You will learn how to facilitate learning processes for different learners while developing your own expertise as well as your working community – all this with a proactive outlook to the future.

Our curriculum is competence-based including three key competence areas: facilitating learning, creating future and developing the teacher identity. Each of them are further divided into more specific skills and competences as described on study guide: https://www.jamk.fi/en/for-students/professional-teacher-education-student

Education content and professional growth and know-how

According to the statute (1129/2014 § 2 and 3) professional teacher education studies need to consist of 60 credits comprising of: basic studies in educational sciences, studies in vocational pedagogy, teaching practice and other studies. In our professional teacher education programme the studies under the above mentioned statue have been structured as follows:

Facilitating Learning
- Understanding Learning 6 cr
- Equality and Equity in Teaching and Guidance 5 cr
- Facilitating Learning 14 cr

Creating Future
- The Future of Education 6 cr
- Teacher as a Pedagogical Inquirer 8 cr
- Teacher's Work Environment 5 cr

Developing Teacher Identity
- Developing a Professional Teacher Identity 6 cr
- Optional Studies 5 cr + 5 cr

Flexible studies

Your learning environment consists of your fellow students, educational organisations, working life and the guidance and online environments offered by the School of Professional Teacher Education. Studying at the School of Professional Teacher Education is multi-modal. Multi-modal studying combines working in a learning circle, participating in the tutoring days as well as studying online and independently.

Additional information on study guide: https://www.jamk.fi/en/for-students/professional-teacher-education-student

Working life oriented learning

Digitalization, globalization, and changes in the landscape of work all around the world set new requirements for not only teachers but also other professionals in the world of work. They are also crosscutting issues across this study programme, and you will learn how to turn these phenomena into an asset in your work as an expert of learning.

Facilitating Learning studies support the development of your expertise in facilitating of learning combining theoretical knowledge with practical tools and exercises. For students who already work as teachers, they are implemented in connection with their own teaching, and for other students, in a separately defined study environment.

Career opportunities and employment

Professional Teacher Education provides the pedagogical qualification for teaching your specific subject in Finland. Teaching, or rather, facilitating learning, is a challenging yet rewarding career choice for professionals from different fields of expertise.

Qualifications

In most cases the eligibility to apply for professional teacher education studies can be obtained with a relevant university or polytechnic degree and a minimum of three years' work experience in a field corresponding to the degree.
In the field of social services and health, either a relevant master's degree plus three years' work experience or a relevant polytechnic degree plus five years' work experience corresponding to the degree are required. More information about the eligibility on web pages: https://www.jamk.fi/en/Education/Teacher-Education/Professional-Teacher-Education/

Professional teacher education studies are regulated by the Finnish statue (Statute 1129/2014 § 6). The studies provide the graduates with the pedagogical qualification required of teachers at universities of applied sciences, vocational and professional education and training (VET), as well as, other educational levels.

Further studies

If you already have teacher qualifications, you can apply to our further education programmes for teachers: Vocational Special Needs Teacher (offered in Finnish or in English) or Study Counsellor (offered in Finnish). The extent of both of these specialisation study programmes is 60 credits. The application is annually in January.

Or pick a shorter course to develop your pedagogical skills, from 1 to 30 ECTS credits. We offer you innovative education and professional development services that meet the needs of both organisations and individuals.

Education planning

The curriculum of the School of Professional Teacher Education is competence-based. It is based on notions that are formed communally through different forms of information seeking. These notations pertain to the changing of Finnish society as part of the global community, the changes in the world of work and the resulting competence requirements, as well as the changes in vocational and higher education and the resulting competence requirements related to the work of teachers.

The European quality assurance standards require higher education institutions to periodically conduct a thorough evaluation of their degree programmes. The periodic evaluation of education is JAMK's response to the European and national requirements concerning evaluation of the programmes (incl. degree programmes and professional teacher education programmes).

The periodic evaluation identifies the strengths of the programme, good practices and areas for improvement in terms of curriculum, learning process and educational outcomes. The information is used in the planning and implementation of the education.

The periodic evaluation of the Professional Teacher Education Programme was carried out in 2020. The result was approved in all areas.

Student feedback plays an important role in the planning and development of education. It is collected at the start of the studies, during the education process and in the graduation phase. The feedback information is used to support curriculum work and develop learning environments, student services and the facilitation of learning. The professional teacher education and post-degree programmes’ effectiveness is assessed through follow-up surveys every two years.

Student feedback is processed jointly at the staff meetings during the academic year. The results are also discussed by the unit management team. The Head of Department makes the necessary corrections to the curriculum content and implementation methods based on the joint discussion and analysis.

Contact Information

Juha Hautanen, Head of Department Teacher Education