Study Guide

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment methods and criteria

The evaluation is based on the students' team work, as well as peer evaluation.

Assessment scale

Pass/Fail

Teaching methods

online materials, team work, collaborative learning, support workshops, seminar

Learning materials

All material will be delivered through Moodle.
NOTE! This course is ONLY for the students studying in TAOK in English!

Student workload

The students will be studying materials, reflecting on their own work, and writing a handbook for support in teams, as well as evaluating each others' work.
NOTE! This course is ONLY for the students studying in TAOK in English!

Content scheduling

There will be an introductory online meeting on the 15th of January at 17.00, as well as two non-mandatory guidance workshops (online, dates TBA) The course ends with an online seminar, where the students present their work, on the 21st of February.
There are no weekly lectures!

Further information

NOTE! This course is ONLY for the students studying in TAOK in English!

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Students meet the learning goals for the course.

After the course the students are able to:
- identify various challenges in learning and support their students based on researched information
- build and maintain a learning community that supports well-being and inclusion
- operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
- observe, assess and develop safety in the learning community

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment methods and criteria

The evaluation is based on the students' team work, as well as peer evaluation.

Assessment scale

Pass/Fail

Teaching methods

online materials, team work, collaborative learning, support workshops, seminar

Learning materials

All material will be delivered through Moodle.

Student workload

The students will be studying materials, reflecting on their own work, and writing a handbook for support in teams, as well as evaluating each others' work.

Content scheduling

There will be an introductory online meeting on the 16th of January at 17.00, as well as two non-mandatory guidance workshops (online, dates TBA.). The course ends with an online seminar, where the students present their work, on the 23rd of February.
There are no weekly lectures!

Further information

NOTE! This course is ONLY for the students studying in TAOK in English!

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Students meet the learning goals for the course.

After the course the students are able to:
- identify various challenges in learning and support their students based on researched information
- build and maintain a learning community that supports well-being and inclusion
- operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
- observe, assess and develop safety in the learning community

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment methods and criteria

The evaluation is based on the students' team work, as well as peer evaluation.

Assessment scale

Pass/Fail

Teaching methods

online materials, team work, collaborative learning, support workshops, seminar

Learning materials

All material will be delivered through Moodle.

Student workload

The students will be studying materials, reflecting on their own work, and writing a handbook for support in teams, as well as evaluating each others' work.

Content scheduling

There will be an introductory online meeting on the 11th of January at 17.00, as well as two non-mandatory guidance workshops (online 26.1. and 8.2.). The course ends with an online seminar, where the students present their work, on the 24th of February.
There are no weekly lectures!

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Students meet the learning goals for the course.

After the course the students are able to:
- identify various challenges in learning and support their students based on researched information
- build and maintain a learning community that supports well-being and inclusion
- operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
- observe, assess and develop safety in the learning community

Objectives (course unit)

After completing the course, the teacher student is able to
• identify various challenges in learning and support students based on researched information
• build and maintain a learning community that supports well-being and inclusion
• operate in multiprofessional and multidisciplinary networks for cooperation and student welfare
• observe, assess and develop safety in the learning community.

Content (course unit)

• What kinds of learning challenges and needs for support do teachers encounter in their work?
• What are the methods of a vocational teacher when guiding diverse types of learners?
• How does a teacher support and involve students in a communal operating culture?
• How does a teacher support the learning, well-being and safety of students when teaching, guiding and networking?

Assessment criteria, pass/fail (course unit)

Knowing:

Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.

The teacher student knows and can describe
• various learning challenges and needs for support
• the most important legislation for special support on different levels of education, as well as the plans and instructions regarding safety and wellbeing in an educational institution
• factors affecting learning, wellbeing, and inclusion in different environments and learning communities
• multi-professional and multidisciplinary activities in collaboration and student welfare networks.

Doing:

Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.

The teacher student knows and can describe
• the methods and actors who organise special support in an educational institution, as well as the forms of collaboration in multi-professional and multidisciplinary networks
• how to work with students who require special support and how to handle challenging interactions.

Developing as a teacher:

Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.

The teacher student
• evaluates their own actions as a teacher of student wellbeing and support for learning on both individual and organisational level and develops safety in the learning community
• works constructively and develops collaboration networks
• recognises the possibilities to promote student wellbeing and support for learning in relation with the available resources.

Assessment scale

Pass/Fail