Study Guide

Objectives (course unit)

After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation

Content (course unit)

During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?

Assessment criteria, pass/fail (course unit)

The criteria for passing

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.

Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.

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.

Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.

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.

Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.

 

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00

Exam schedules

No exams.

Assessment methods and criteria

The assessment will be based on the competence objectives of the course. The achievement of the knowledge objectives is indicated by the "Assessment" knowledge mark. The mark performer plans the evaluation process for the course he chooses, taking into account the principles of personalisation.

Self assessment, peer assessment, assessment by teachers (competence mark).

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work,

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. The role of working life is taken into account as part of the personalization and evaluation process.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to plan personalization and evaluation

Additional information:
jiri.vilppola@tuni.fi
ari.jussila@tuni.fi
ville.palkkinen@tuni.fi
taina.eweiss@tuni.fi

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

The criteria for passing

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.

Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.

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.

Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.

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.

Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Location and time

Personal discussion times are arranged within the tutor group. Personal Competence Development Plan will be updated during your studies. The portfolio is developed throughout the course of study.

Assessment methods and criteria

Teacher tutor evaluation, self-evaluation and possible peer evaluation

Assessment scale

Pass/Fail

Teaching methods

Personal PCDP (Personal Competence Development Plan) discussions with the teacher tutor are held at the beginning of the studies in the beginning of Autumn season. Common online information sessions are saved at team Moodle. The teaching method is a teacher-tutor's frontal lecture and dialogue online.

Learning materials

Tutor's guidance and instructions

Student workload

1 credit corresponds to approx. 27 hours of student work. The student uses the time by participating in online tutoring situations and working independently

Content scheduling

PCDP and the portfolio is updated throughout the course of study

Completion alternatives

no other means

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

If the student teacher has not achieved the competence goals and has not supplemented her competence in the agreed manner, the course will be assessed as rejected

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

Competence goals:​
After completing the course, the student teacher will be able to
- evaluate their competence as a professional teacher and prepare a personal study plan to achieve competence goals
- promote their own learning in accordance with the goals
- demonstrate their competence with the help of a portfolio
- promote your own continuous learning and draw up a career-long competence development plan.​

The evaluation of the course is approved when the student teacher has demonstrated the competence described in the competence objectives. Competence is demonstrated by producing approved outputs: own Personal Competence Development Plan and portfolio

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Teacher students
- know basic concepts and phenomena of educational science and educational research and can explain learning based on them
- conceptualise learning, know different learning conceptions and can use them as development tools and apply them in their field and in building their teaching/supervision knowledge
- can explain the meaning of human growth and life cycle in teaching and education
- assess philosophical and historical background viewpoints of education and consider their importance and topicality in developing their educational thinking and operating environment
- analyse social tasks of the educational system and expand their understanding of social impact possibilities as teachers and facilitators.

Content (course unit)

The basic starting point for teachers’ work is an extensive understanding of learning and education. Teachers’ work reflects on the historical period and its views. The course examines different fields of educational science. The course is a part of the educational science studies.

Key questions:
What are the basic concepts and phenomena of educational science and educational research?
What learning conceptions are there and how do they explain learning? How can they be applied in teachers’ work?
What viewpoints do educational and developmental psychology bring into teachers’ work? What is life cycle thinking?
How has teachers’ work changed and what historical changes and ideologies have there been? How has the conception of teacherhood and learning changed as a part of the social change?
What viewpoints does educational philosophy bring into teacherhood and teachers’ work?
What viewpoints does educational sociology bring into teacherhood and teachers’ work?
What is the Finnish education system like and what are its social tasks?

Assessment scale

Pass/Fail

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Students
- know Finnish adult and professional education environments and their pedagogical foundations (eg competence-based, individual and ubiquitous learning)
- identify human growth and development phases in childhood and adulthood and their role in education and career development
- use workplace learning in a diverse manner as a key part of continuous learning and participate in discussions to map field-specific competence needs in working life
- identify development phases of professional identity and support/facilitate building of professional identity according to their job description
- use research and development information in their work.

Content (course unit)

In teachers’ work it is important to understand how education and teaching are connected to working life, continuous learning and diverse identities. Teachers work as individuals, members of the work community, researchers, developers and social actors. The course is a part of the educational science studies.

Key questions:
What are adult and professional education and learning in different operating environments? What kind of learning environment is work/workplace?
How does education policy affect the education system and working life?
What does competence mean and what is competence-based learning? What are competence-based practices at the interface of work and learning?
How are adolescents and adults considered individually in teaching and supervision?
What are different identities and how do they develop? How is professional identity development supported in different operating environments? How is continuous learning supported?
What viewpoints do educational science research and different development projects give to teaching and facilitation?

Assessment scale

Pass/Fail

Objectives (course unit)

In the Development Work the teacher student works in a goal-oriented manner to develop pedagogical actions, learning environments or practices of an educational institution or in a development project in educational context. Development project can be carried out individually or as a pair work.
Learning objectives
The teacher student
• uses and develops his/her professional competences in the development work
• describes and evaluates the outcomes and conclusions of the development work in a written report.
• assesses the development process and his/her competences and learning in research and development

Further information (course unit)

Independent or group work in the organization or development project. Coaching discussions, reviewing literature, realization of the development work, reporting and presentation
The development work can be situated at any term.

Assessment criteria, pass/fail (course unit)

The teacher student
• combines theoretical knowledge with his/her own experiences and observation of development
• plans, implements and report a development project in an educational environment
• Reflects his/her actions and evealuates and analyses the results of the development wor and his/her own learning.

Assessment scale

Pass/Fail

Further information

Eveliina Asikainen; eveliina.asikainen@tuni.fi

Objectives (course unit)

In the Development Work the teacher student works in a goal-oriented manner to develop pedagogical actions, learning environments or practices of an educational institution or in a development project in educational context. Development project can be carried out individually or as a pair work.
Learning objectives
The teacher student
• uses and develops his/her professional competences in the development work
• describes and evaluates the outcomes and conclusions of the development work in a written report.
• assesses the development process and his/her competences and learning in research and development

Further information (course unit)

Independent or group work in the organization or development project. Coaching discussions, reviewing literature, realization of the development work, reporting and presentation
The development work can be situated at any term.

Assessment criteria, pass/fail (course unit)

The teacher student
• combines theoretical knowledge with his/her own experiences and observation of development
• plans, implements and report a development project in an educational environment
• Reflects his/her actions and evealuates and analyses the results of the development wor and his/her own learning.

Assessment scale

Pass/Fail

Objectives (course unit)

The student recognises the factors threatening and supporting mental well-being in education.
The student improves their mental well-being skills in both individual and group based teaching and guidance situations in collaboration with the working life and other interest groups of the educational institution.
The student takes care of their own mental well-being and recognises its significance in teaching and guidance.

Content (course unit)

Recognising mental well-being
Supporting mental well-being as a teacher
Supporting mental well-being as an instructor
Progressing onto the working life with good mental health
Working life coaching of mental well-being
Improving one’s own mental well-being

Assessment criteria, pass/fail (course unit)

The student needs to participate in online work and complete the necessary tasks related to the course to successfully complete it.

Location and time

Studying takes place independently online. The course ends on 31 July 2024, which is the final deadline for all the assignments.

Assessment methods and criteria

The student needs to participate in online work and complete the necessary tasks related to the course to successfully complete it.

Assessment scale

Pass/Fail

Teaching methods

The course is carried out entirely online. The course includes independent study, discussing books in groups, and participation in joint online discussions. The Moodle learning environment is used. The students prepare an infographic from the different course themes describing the pedagogical competence required for taking into account mental well-being.

Learning materials

All learning material is available in Moodle.

Student workload

The scope of the course is 5 credits. One credit corresponds to 27 hours of work.

Completion alternatives

The student can do the contents of the course either as learning assignments or as competence marks.

Location and time

The study unit starts on March 6 at 6:00 - 7:15 P.M- After this studying is independent and there are no other synchronous sessions. The study unit ends on May 31. The digital open badges must be earned by this date.

Assessment methods and criteria

The study unit will be regarded as completed when the student has achieved the EduSTA Sustainable Educator meta badge (consisting of at least 6 micro-badges).

Assessment scale

Pass/Fail

Teaching methods

The study unit takes place fully online and it utilizes digital open badges. The course starts with a synchronous webinar on March 6 at 6-7:15 P.M. Studying consists of independent work and online discussions which support and scaffold the process of earning digital open badges. The study unit utilizes EduSTA digital badge constellation in which teacher's core sustainability competences are developed and demonstrated with the help of digital open badges. The unit also uses the Moodle platform as a home base.

Learning materials

All study material is available through Moodle. Each digital badge is accompanied with relevant resources that help achieve the competence goals specified for each badge.

Student workload

The scope of the unit is 5 credits. 1 credit is thought to equal 27 hrs of work.

Completion alternatives

It is possible to earn the digital open badges by demonstrating existing prior knowledge and skills.

Objectives (course unit)

After completing the course, the student teacher is able to
• act based on the values, principles and processes of individualisation
• design learning and assessment processes based on the qualification bases and the curricula
• plan and implement pedagogically sound learning processes in various learning environments
• involve students in the various stages of designing the learning process
• design learning and assessment processes in cooperation with the operators in the education community, workplaces and other stakeholders.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the stages of the learning process, and how can the processes be structured?
• How are learning processes designed for various learning environments?
• What is the student’s role in the learning and assessment processes?

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.
Teacher Student:
• Knows the process and value basis for personalisation and integrates it into their own/future field of teaching
• Justifies the design of the learning process and guidance from the viewpoint of pedagogy while considering the curriculum / bases of the degree being taught

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.
Teacher Student:
• Designs a pedagogically sound and engaging learning process/course for their own field
• Recognises, uses, and utilises diverse learning environments in their plan (e.g. schools, workplaces, digital learning possibilities…)

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
Teacher Student:
• Evaluates their own work, actions, and skills in regard to the designing of the learning process
• Evaluates their own work and designing the learning process from the viewpoints of teachers’ ethical principles, the well-being of all involved, as well as from the cost-effectiveness for the educational institute.

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer review event online 13.12. 16.00-18.00


(Webinars are recorded, but participation highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

Assessment criteria will be constructed from the learning goals of this course. Student teachers will demonstrate their competencies by presenting a learning design plan (constructed during the course).

Self assessment, peer assessment, assessment by teachers

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work, learning design task for student teachers own field of work (learning design workbook, also utilized in assessment of this course).

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During the course student will participate in webinars, small group work and also engage in individual course task. (Learning design plan for student teachers own field of work).

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer review event online 13.12. 16.00-18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. Student teacher plans co-operation with workplaces in the learning design task.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to design learning processes!

Additional information:

kirsi.purhonen@tuni.fi
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi

Objectives (course unit)

After completing the course, the student teacher is able to
• act based on the values, principles and processes of individualisation
• design learning and assessment processes based on the qualification bases and the curricula
• plan and implement pedagogically sound learning processes in various learning environments
• involve students in the various stages of designing the learning process
• design learning and assessment processes in cooperation with the operators in the education community, workplaces and other stakeholders.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the stages of the learning process, and how can the processes be structured?
• How are learning processes designed for various learning environments?
• What is the student’s role in the learning and assessment processes?

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.
Teacher Student:
• Knows the process and value basis for personalisation and integrates it into their own/future field of teaching
• Justifies the design of the learning process and guidance from the viewpoint of pedagogy while considering the curriculum / bases of the degree being taught

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.
Teacher Student:
• Designs a pedagogically sound and engaging learning process/course for their own field
• Recognises, uses, and utilises diverse learning environments in their plan (e.g. schools, workplaces, digital learning possibilities…)

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
Teacher Student:
• Evaluates their own work, actions, and skills in regard to the designing of the learning process
• Evaluates their own work and designing the learning process from the viewpoints of teachers’ ethical principles, the well-being of all involved, as well as from the cost-effectiveness for the educational institute.

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

(Webinars are recorded, but participation highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

Assessment criteria will be constructed from the learning goals of this course. Student teachers will demonstrate their competencies by presenting a learning design plan (constructed during the course).

Self assessment, peer assessment, assessment by teachers

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work, learning design task for student teachers own field of work (learning design workbook, also utilized in assessment of this course).

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During the course student will participate in webinars, small group work and also engage in individual course task. (Learning design plan for student teachers own field of work).

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. Student teacher plans co-operation with workplaces in the learning design task.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to design learning processes!

Additional information:
kirsi.purhonen@tuni.fi
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi

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

The evaluation of the course has been approved once the teacher student has demonstrated the competence described in the competence objectives. If the teacher student has not achieved the competence objectives and has not completed his/her knowledge as agreed, the course will be assessed as rejected.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

In the Development Work the teacher student works in a goal-oriented manner to develop pedagogical actions, learning environments or practices of an educational institution or in a development project in educational context. Development project can be carried out individually or as a pair work.
Learning objectives
The teacher student
• uses and develops his/her professional competences in the development work
• describes and evaluates the outcomes and conclusions of the development work in a written report.
• assesses the development process and his/her competences and learning in research and development

Further information (course unit)

Independent or group work in the organization or development project. Coaching discussions, reviewing literature, realization of the development work, reporting and presentation
The development work can be situated at any term.

Assessment criteria, pass/fail (course unit)

The teacher student
• combines theoretical knowledge with his/her own experiences and observation of development
• plans, implements and report a development project in an educational environment
• Reflects his/her actions and evealuates and analyses the results of the development wor and his/her own learning.

Assessment scale

Pass/Fail

Further information

Eveliina Asikainen; eveliina.asikainen@tuni.fi

Objectives (course unit)

In the Development Work the teacher student works in a goal-oriented manner to develop pedagogical actions, learning environments or practices of an educational institution or in a development project in educational context. Development project can be carried out individually or as a pair work.
Learning objectives
The teacher student
• uses and develops his/her professional competences in the development work
• describes and evaluates the outcomes and conclusions of the development work in a written report.
• assesses the development process and his/her competences and learning in research and development

Further information (course unit)

Independent or group work in the organization or development project. Coaching discussions, reviewing literature, realization of the development work, reporting and presentation
The development work can be situated at any term.

Assessment criteria, pass/fail (course unit)

The teacher student
• combines theoretical knowledge with his/her own experiences and observation of development
• plans, implements and report a development project in an educational environment
• Reflects his/her actions and evealuates and analyses the results of the development wor and his/her own learning.

Assessment scale

Pass/Fail

Objectives (course unit)

The student recognises the factors threatening and supporting mental well-being in education.
The student improves their mental well-being skills in both individual and group based teaching and guidance situations in collaboration with the working life and other interest groups of the educational institution.
The student takes care of their own mental well-being and recognises its significance in teaching and guidance.

Content (course unit)

Recognising mental well-being
Supporting mental well-being as a teacher
Supporting mental well-being as an instructor
Progressing onto the working life with good mental health
Working life coaching of mental well-being
Improving one’s own mental well-being

Assessment criteria, pass/fail (course unit)

The student needs to participate in online work and complete the necessary tasks related to the course to successfully complete it.

Location and time

Studying takes place independently online. The course ends on 31 July 2024, which is the final deadline for all the assignments.

Assessment methods and criteria

The student needs to participate in online work and complete the necessary tasks related to the course to successfully complete it.

Assessment scale

Pass/Fail

Teaching methods

The course is carried out entirely online. The course includes independent study, discussing books in groups, and participation in joint online discussions. The Moodle learning environment is used. The students prepare an infographic from the different course themes describing the pedagogical competence required for taking into account mental well-being.

Learning materials

All learning material is available in Moodle.

Student workload

The scope of the course is 5 credits. One credit corresponds to 27 hours of work.

Completion alternatives

The student can do the contents of the course either as learning assignments or as competence marks.

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Location and time

Personal discussion times are arranged within the tutor group. Personal Competence Development Plan will be updated during your studies. The portfolio is developed throughout the course of study.

Assessment methods and criteria

Teacher tutor evaluation, self-evaluation and possible peer evaluation

Assessment scale

Pass/Fail

Teaching methods

Personal PCDP (Personal Competence Development Plan) discussions with the teacher tutor are held at the beginning of the studies in the beginning of Autumn season. Common online information sessions are saved at team Moodle. The teaching method is a teacher-tutor's frontal lecture and dialogue online.

Learning materials

Tutor's guidance and instructions

Student workload

1 credit corresponds to approx. 27 hours of student work. The student uses the time by participating in online tutoring situations and working independently

Content scheduling

PCDP and the portfolio is updated throughout the course of study

Completion alternatives

no other means

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

If the student teacher has not achieved the competence goals and has not supplemented her competence in the agreed manner, the course will be assessed as rejected

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

Competence goals:​
After completing the course, the student teacher will be able to
- evaluate their competence as a professional teacher and prepare a personal study plan to achieve competence goals
- promote their own learning in accordance with the goals
- demonstrate their competence with the help of a portfolio
- promote your own continuous learning and draw up a career-long competence development plan.​

The evaluation of the course is approved when the student teacher has demonstrated the competence described in the competence objectives. Competence is demonstrated by producing approved outputs: own Personal Competence Development Plan and portfolio

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

0-5

Objectives (course unit)

After completing the course, the teacher student is able to
- work in teaching and instruction positions in their own field
- implement, develop and assess teaching situations close to working life
- operate in applicable networks of vocational education.

Content (course unit)

During the course, we will seek answers to the following questions:
• What are the learning and working environments for a teacher?
• How to choose, justify, and implement learning, guidance, and evaluation methods suitable for a given situation and environment while taking into consideration student activeness?
• How to design and implement learning processes in different learning environments utilising the working life and networks?
• How to take learners’ various challenges into account and improve their inclusion and wellbeing?
• How are future orientation and societal responsibility visible in a teacher’s work?

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.

Teacher Student:
• Describes their own practical knowledge (idea of humans, learning, and knowledge), and uses it to justify the method choices they make in teaching, guidance and evaluation
• Has a vast knowledge of teaching methods and learning environments suitable for their field
• Knows the most important legislation and documentation governing the teachers in their own working environment

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 (knowing) when planning, implementing, and evaluating the learning situations.

Teacher Student:
• Plans and implements a diverse and coherent learning process in a chosen environment
• Applies different teaching, guidance, and evaluation methods in their own field
• Uses different learning environments and networks when planning and implementing their learning situations (e.g. working life collaboration, digitalisation, personalisation)

Developing as a teacher:
Considering, evaluating, and developing issues from their own and their organisation’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work.

Teacher Student:
• Works as a teacher in an ethical manner and recognising their position of power
• Evaluates their own work as a vocational educator
• Works constructively in collaboration networks and gives/receives feedback
• Evaluates the financial, sustainable, and well-being promoting impacts of their own work
• Identifies their own strengths and areas of development as a vocational educator following the principles of continuous learning

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- assess their competencies as a vocational teacher and prepare a personal study plan to achieve the learning outcomes
- advance their own learning based on their goals
- demonstrate their competencies with a portfolio
- advance their own continuous learning and prepare a development plan for competencies during their career.

Content (course unit)

During the course, we will seek answers to the following questions:
- How do you grow into a teacher?
- How do you assess and document your own competencies?
- How do you develop your competencies when working as a teacher?

Assessment criteria, pass/fail (course unit)

The student passes the course if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the course. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional teacher education’. The assessment criteria are derived from the learning outcomes presented in the implementation plan for the course.

Assessment scale

Pass/Fail

Location and time

The study unit starts on March 6 at 6:00 - 7:15 P.M- After this studying is independent and there are no other synchronous sessions. The study unit ends on May 31. The digital open badges must be earned by this date.

Assessment methods and criteria

The study unit will be regarded as completed when the student has achieved the EduSTA Sustainable Educator meta badge (consisting of at least 6 micro-badges).

Assessment scale

Pass/Fail

Teaching methods

The study unit takes place fully online and it utilizes digital open badges. The course starts with a synchronous webinar on March 6 at 6-7:15 P.M. Studying consists of independent work and online discussions which support and scaffold the process of earning digital open badges. The study unit utilizes EduSTA digital badge constellation in which teacher's core sustainability competences are developed and demonstrated with the help of digital open badges. The unit also uses the Moodle platform as a home base.

Learning materials

All study material is available through Moodle. Each digital badge is accompanied with relevant resources that help achieve the competence goals specified for each badge.

Student workload

The scope of the unit is 5 credits. 1 credit is thought to equal 27 hrs of work.

Completion alternatives

It is possible to earn the digital open badges by demonstrating existing prior knowledge and skills.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the student teacher is able to
• act based on the values, principles and processes of individualisation
• design learning and assessment processes based on the qualification bases and the curricula
• plan and implement pedagogically sound learning processes in various learning environments
• involve students in the various stages of designing the learning process
• design learning and assessment processes in cooperation with the operators in the education community, workplaces and other stakeholders.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the stages of the learning process, and how can the processes be structured?
• How are learning processes designed for various learning environments?
• What is the student’s role in the learning and assessment processes?

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.
Teacher Student:
• Knows the process and value basis for personalisation and integrates it into their own/future field of teaching
• Justifies the design of the learning process and guidance from the viewpoint of pedagogy while considering the curriculum / bases of the degree being taught

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.
Teacher Student:
• Designs a pedagogically sound and engaging learning process/course for their own field
• Recognises, uses, and utilises diverse learning environments in their plan (e.g. schools, workplaces, digital learning possibilities…)

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
Teacher Student:
• Evaluates their own work, actions, and skills in regard to the designing of the learning process
• Evaluates their own work and designing the learning process from the viewpoints of teachers’ ethical principles, the well-being of all involved, as well as from the cost-effectiveness for the educational institute.

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer review event online 13.12. 16.00-18.00


(Webinars are recorded, but participation highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

Assessment criteria will be constructed from the learning goals of this course. Student teachers will demonstrate their competencies by presenting a learning design plan (constructed during the course).

Self assessment, peer assessment, assessment by teachers

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work, learning design task for student teachers own field of work (learning design workbook, also utilized in assessment of this course).

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During the course student will participate in webinars, small group work and also engage in individual course task. (Learning design plan for student teachers own field of work).

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer review event online 13.12. 16.00-18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. Student teacher plans co-operation with workplaces in the learning design task.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to design learning processes!

Additional information:

kirsi.purhonen@tuni.fi
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi

Objectives (course unit)

After completing the course, the student teacher is able to
• act based on the values, principles and processes of individualisation
• design learning and assessment processes based on the qualification bases and the curricula
• plan and implement pedagogically sound learning processes in various learning environments
• involve students in the various stages of designing the learning process
• design learning and assessment processes in cooperation with the operators in the education community, workplaces and other stakeholders.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the stages of the learning process, and how can the processes be structured?
• How are learning processes designed for various learning environments?
• What is the student’s role in the learning and assessment processes?

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.
Teacher Student:
• Knows the process and value basis for personalisation and integrates it into their own/future field of teaching
• Justifies the design of the learning process and guidance from the viewpoint of pedagogy while considering the curriculum / bases of the degree being taught

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.
Teacher Student:
• Designs a pedagogically sound and engaging learning process/course for their own field
• Recognises, uses, and utilises diverse learning environments in their plan (e.g. schools, workplaces, digital learning possibilities…)

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
Teacher Student:
• Evaluates their own work, actions, and skills in regard to the designing of the learning process
• Evaluates their own work and designing the learning process from the viewpoints of teachers’ ethical principles, the well-being of all involved, as well as from the cost-effectiveness for the educational institute.

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

(Webinars are recorded, but participation highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

Assessment criteria will be constructed from the learning goals of this course. Student teachers will demonstrate their competencies by presenting a learning design plan (constructed during the course).

Self assessment, peer assessment, assessment by teachers

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work, learning design task for student teachers own field of work (learning design workbook, also utilized in assessment of this course).

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During the course student will participate in webinars, small group work and also engage in individual course task. (Learning design plan for student teachers own field of work).

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Wed 25.10. 18.15- 20.00
II Webinar Wed 1.11. 18.15- 20.00
III Webinar Wed 15.11. 18.15- 20.00
IV Webinar Wed 29.11 18.15- 20.00
Peer assessment event online 13.12. 16.00-18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. Student teacher plans co-operation with workplaces in the learning design task.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to design learning processes!

Additional information:
kirsi.purhonen@tuni.fi
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi

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

The evaluation of the course has been approved once the teacher student has demonstrated the competence described in the competence objectives. If the teacher student has not achieved the competence objectives and has not completed his/her knowledge as agreed, the course will be assessed as rejected.

Objectives (course unit)

After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation

Content (course unit)

During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?

Assessment criteria, pass/fail (course unit)

The criteria for passing

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.

Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.

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.

Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.

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.

Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.

 

Location and time

Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)

Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00

Exam schedules

No exams.

Assessment methods and criteria

The assessment will be based on the competence objectives of the course. The achievement of the knowledge objectives is indicated by the "Assessment" knowledge mark. The mark performer plans the evaluation process for the course he chooses, taking into account the principles of personalisation.

Self assessment, peer assessment, assessment by teachers (competence mark).

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, individual work, collaborative small group work,

Learning materials

TAOK Curricula
Learning materials in course Moodle

Student workload

The course is for 5 cr. ( 1cr = 27h student work)

During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.

Content scheduling

Period 2 / Fall 2023.

October-December 2023

Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00

Completion alternatives

No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.

Practical training and working life cooperation

No practical training. The role of working life is taken into account as part of the personalization and evaluation process.

International connections

Course will be common to all Taok students simultanuosly in Finnish and English.

Further information

Welcome to plan personalization and evaluation

Additional information:
jiri.vilppola@tuni.fi
ari.jussila@tuni.fi
ville.palkkinen@tuni.fi
taina.eweiss@tuni.fi

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

The criteria for passing

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.

Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.

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.

Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.

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.

Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Students
- know Finnish adult and professional education environments and their pedagogical foundations (eg competence-based, individual and ubiquitous learning)
- identify human growth and development phases in childhood and adulthood and their role in education and career development
- use workplace learning in a diverse manner as a key part of continuous learning and participate in discussions to map field-specific competence needs in working life
- identify development phases of professional identity and support/facilitate building of professional identity according to their job description
- use research and development information in their work.

Content (course unit)

In teachers’ work it is important to understand how education and teaching are connected to working life, continuous learning and diverse identities. Teachers work as individuals, members of the work community, researchers, developers and social actors. The course is a part of the educational science studies.

Key questions:
What are adult and professional education and learning in different operating environments? What kind of learning environment is work/workplace?
How does education policy affect the education system and working life?
What does competence mean and what is competence-based learning? What are competence-based practices at the interface of work and learning?
How are adolescents and adults considered individually in teaching and supervision?
What are different identities and how do they develop? How is professional identity development supported in different operating environments? How is continuous learning supported?
What viewpoints do educational science research and different development projects give to teaching and facilitation?

Assessment scale

Pass/Fail

Objectives (course unit)

The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Teacher students
- know basic concepts and phenomena of educational science and educational research and can explain learning based on them
- conceptualise learning, know different learning conceptions and can use them as development tools and apply them in their field and in building their teaching/supervision knowledge
- can explain the meaning of human growth and life cycle in teaching and education
- assess philosophical and historical background viewpoints of education and consider their importance and topicality in developing their educational thinking and operating environment
- analyse social tasks of the educational system and expand their understanding of social impact possibilities as teachers and facilitators.

Content (course unit)

The basic starting point for teachers’ work is an extensive understanding of learning and education. Teachers’ work reflects on the historical period and its views. The course examines different fields of educational science. The course is a part of the educational science studies.

Key questions:
What are the basic concepts and phenomena of educational science and educational research?
What learning conceptions are there and how do they explain learning? How can they be applied in teachers’ work?
What viewpoints do educational and developmental psychology bring into teachers’ work? What is life cycle thinking?
How has teachers’ work changed and what historical changes and ideologies have there been? How has the conception of teacherhood and learning changed as a part of the social change?
What viewpoints does educational philosophy bring into teacherhood and teachers’ work?
What viewpoints does educational sociology bring into teacherhood and teachers’ work?
What is the Finnish education system like and what are its social tasks?

Assessment scale

Pass/Fail