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 / 2024 (ENG)

1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalizing workshop 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30

(Webinars will be recorded as appropriate, participation is highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

The assessment is based on the learning outcomes of the course. The achievement of learning outcomes is demonstrated with the Assessment Competence badge. The person completing the badge plans the assessment process for the study unit of their choice, taking into account the principles of personalisation and evaluation as a broad operating model, also from the perspective of the teacher's own activities and organizational practices, as well as from the perspective of quality assessment.

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

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, information acquition/reading, 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 2024.

October-December 2024

1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalising workshop Thu 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30

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
taina.eweiss@tuni.fi
sanna.brauer@tuni.fi
maija.timonen@tuni.fi

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

0-5

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

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)

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)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

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 basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

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:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

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.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

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)

After completing the course, the teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

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 adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

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:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

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:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

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 December 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 mainly implemented online. The course includes independent study and voluntary guidance workshops. The Moodle learning environment is used. Students demonstrate their skills as a pedagogical expert in 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.

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 august 2025, which is the final deadline for all the assignments.

Assessment scale

0-5

Teaching methods

The course is mainly implemented online. The course includes independent study and voluntary guidance workshops. The Moodle learning environment is used. Students demonstrate their skills as a pedagogical expert in mental well-being.

Learning materials

All learning material is available in Moodle.

Completion alternatives

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

Objectives (course unit)

After completing the course, the teacher student is able to
- define the regulations and documents that direct the work of a teacher and apply them to their own work
- identify and promote safe, appropriate and accessible learning and operating environments in terms of learning and growing into a professional
- assess and develop learning environments that support and deepen learning, with regard to working life connections and internationality
- meet pedagogical challenges in unpredictable learning and operating environments
- operate in networks that promote students’ learning, growth into professionals and well-being.

Content (course unit)

During the course, we will seek answers to the following questions:
- What are the key regulations and documents directing the work of a teacher and the organisation of education?
- What kinds of pedagogical methods do various learning environments allow, and how can they be developed?
- What kinds of learning and operating environments promote safety and accessibility?
- How is learning promoted in regional, national and international networks?

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

Knowing
Structures relationships between phenomena and concepts related to the content of the course. Apply, explain, compare and analyze content from the point of view of the professional teacher's work.

Teacher student:
- understand the types of different learning and operating environments (educational institution, working life, online) and their special features in learning
- knows and knows how to apply the fundamentals of legislation related to the work of a vocational teacher
- understand the criteria of a safe and high-quality learning environment
- knows modern learning environments and related teaching technology (VR, AR, AI, 3D)

Competence
Knows how to plan and choose procedures suitable for the job from practical options and justify their choice as a professional teacher. Apply the knowledge base of the course when solving work challenges and making use of opportunities.

Teacher student:
- develops and reports on the chosen learning environment as an active player in his group, using the criteria of a good learning environment
- familiarizes theirselves with the background material of the legislation and completes the related independent task

Developing as a teacher
Gives and receives feedback in his group actively and constructively. Is able to evaluate their learning and working environments as a teacher from both their own perspective and that of the surrounding community.

Teacher student:
- is an active member of their group in developing the learning environment
- evaluates their own activities as part of a group
- gives constructive peer feedback on the work of other groups
- recognizes the connections between teaching and its environments and knows their own possibilities of influence.

Location and time

Weeks 35 - 41 or according to a personally agreed schedule.
Opening orientation session5.9.2024 at 16:30 - 19:00. Deadline is 11.10.2024

Exam schedules

No exams

Assessment methods and criteria

The students demonstrate their competence:
- presenting the learning environment that they have been developing. The presentation can be made, for example, as a video, blog, report, preferably as a small group
- justifying the choices made for the learning environment using the criteria of a good learning environment
- demonstrating how the development of the learning environment has taken into account the support of vocational learning, individual study paths and professional development in a variety of environments using
a) educational and operational environment, its e-learning platforms and guidance environments,
b) working life as a diverse environments

Each student also describes their own active contribution and the use of networks in the development of the learning environment.

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

Common orientation + Familiarization with the preliminary material by theme.
Getting to know the cases independently or identifying them from your own work

Group Workshops by Theme
- joint knowledge building in relation to the theme to be learned
- elaboration and review of the cases to be developed by theme
- group work

Visualizing a developed learning environment and presenting a couple of diamonds for others

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Student workload

About 127h/ student.
Webinars, independent and group work

Content scheduling

Moodle opens: Mon 2 August 2024

Launch webinar: Thu 5.9.2024 at 16:30 - 19:00
First lecture session: Thu 19.9.2024 16:30 - 19:00
Second lecture session: Fri 20.09.204 at 16:30 - 19:00
Third lecture session: Thu 03.10.2024 at 16:30 - 19:00

The teaching takes place online.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

During the course, students analyze an existing learning environment and develop it further, preferably in a small group. The learning environment to be developed can be either from the teacher student's own organization or alternatively from an imaginary case.

International connections

Possibilty to utilize international learning environments and networks.

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

Criteria for approved performance

Knowing
Structures relationships between phenomena and concepts related to the content of the course. Apply, explain, compare and analyze content from the point of view of the professional teacher's work.

Teacher student:
- understand the types of different learning and operating environments (educational institution, working life, online) and their special features in learning
- knows and knows how to apply the fundamentals of legislation related to the work of a vocational teacher
- understand the criteria of a high-quality learning environment
- knows modern learning environments and related teaching technology (VR, AR, AI, 3D)

Competence
Knows how to plan and choose procedures suitable for the job from practical options and justify their choice as a professional teacher. Apply the knowledge base of the course when solving work challenges and making use of opportunities.

Teacher student:
- develops and reports on the chosen learning environment as an active player in his group, using the criteria of a good learning environment
- familiarizes theirselves with the background material of the legislation and completes the related independent task

Developing as a teacher
Gives and receives feedback in his group actively and constructively. Is able to evaluate their learning and working environments as a teacher from both their own perspective and that of the surrounding community.

Teacher student:
- is an active member of their group in developing the learning environment
- evaluates their own activities as part of a group
- gives constructive peer feedback on the work of other groups
- recognizes the connections between teaching and its environments and knows their own possibilities of influence.

Assessment scale

Pass/Fail

Location and time

The study unit starts on Oct 4th at 16:30-17:30. All demonstrations of competences have to be sent for assessment latest Nov 15th.

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. Studying consists of independent work and online discussions which support and scaffold the process of earning digital open badges. Four webinars (fridays 4th, 11th and 25th October and 8th November) facilitate in developing and demonstrating sustainability competences.

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.

Location and time

The study unit starts on the 19th March 2025. Additionally, there will be three supporting webinars and a feedback discussion. The study unit ends on May 16. The digital open badges must be earned by this date.
Meetings (17-18.30)
26.3. presenting study plan
9.4. Workshop on sustainability literacy
23.4. Workshop on learning ecosystem design and enabling action
7.5. Workshop on reflexive practice

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. Studying consists of webinars, 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 teacher student is able to
- Apply pedagogical methods suitable for their teaching and vocational field in their teaching and guidance
- Use diverse teaching and guidance methods purposefully
- Use an interactive and guiding manner when activating learners and supporting communal learning
- Use educational technology purposefully
- Support and guide learners towards continuous learning and recognizing career opportunities.

Content (course unit)

During the course, we will seek to answer the following questions:
- How are pedagogical models, as well as teaching and guidance methods, applied in the work of a vocational teacher?
- What kinds of methods can be used to activate learners and to support interaction and communal learning?
- What kinds of pedagogical methods can be used in different learning environments?
- How can educational technology be used to support learning?
- What is the role of a vocational teacher when it comes to guiding towards continuous learning?

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.

The teacher student
-knows the most important pedagogical models
- knows several teaching and guidance methods
- is able to describe the importance of supporting interaction and guidance in the work of a vocational educator
- describes and explains the role of the vocational teacher in the support of continuous education and career opportunities.


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

The teacher student

- plans their teaching by applying pedagogical models
- chooses suitable and diverse teaching and guidance methods for their teaching and vocational field, and gives justification for their choices
- considers interaction and the support for communal learning as well as the choices regarding educational technology.

Developing as a teacher

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

The teacher student

-gives constructive feedback on the pedagogical design and diverse use of teaching methods
-examines and evaluates their own competences and vocational development in using pedagogical models and methods
-collaborates responsibly and is ready to develop their interaction skills.

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Knowing:

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

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

Doing:

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

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

Developing as a teacher:

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

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

Assessment scale

Pass/Fail

Teaching methods

Student Well-being and Support for Learning

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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

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
sirpa.levo-aaltonen@tuni.fi
maija.timonen@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 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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 16.00-18.00

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 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
sirpa.levo-aaltonen@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

Assessment scale

Pass/Fail

Objectives (course unit)

During the course, the students deepen their skills as trainers and counselors in working life and develop their skills regarding the contents of the course.

Content (course unit)

Course contents:
- the operating environment of a counselor and trainer
- diversity and social responsibility of those to be counseled
- future working life, working life skills, future meta-skills, identification and development of competences in the workplace
- guidance skills in working life; interaction skills and career guidance
- the capabilities of the trainer in working life; learning and teaching
- competence identity; continuous development of learning and competences

Further information (course unit)

Implementation: The course begins with a kick-off webinar (mandatory), after which the studying is carried out as independent e-learning.

Assessment scale

Pass/Fail

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

Evaluation criteria: Approved or to be completed/rejected

Based on the tasks done, the students demonstrate that they have achieved the objec-tives of the course. After the course the students can:
- describe and explain the operating environments of the counselor and trainer
- describe and understand the diversity of those being counseled and understand social responsibility
- describe and explain future working life, working life readiness, future meta-skills, and competence identification and competence development in the workplace
- describe and explain guidance skills in working life and use them in different interaction situations and career guidance
- describe and explain trainers’ skills in working life and use them to teach and support the learners’ learning
- describe, analyze and evaluate the competence identity, and observe the importance of continuous learning and competence development
- apply all of the mentioned above in their training and counseling activities

Location and time

The study unit starts on the 19th March 2025. Additionally, there will be three supporting webinars and a feedback discussion. The study unit ends on May 16. The digital open badges must be earned by this date.
Meetings (17-18.30)
26.3. presenting study plan
9.4. Workshop on sustainability literacy
23.4. Workshop on learning ecosystem design and enabling action
7.5. Workshop on reflexive practice

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. Studying consists of webinars, 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 teacher student is able to
• describe the operating environments and pedagogical bases of adult and vocational education in Finland
• specify the stages of growth and development related to youth and adulthood and explain their significance for professional development and the formation of a career path
• combine learning in the workplace and continuous learning with the professional growth of students
• identity the development stages of their own specialist identity, and support and guide the formation of students’ professional identity
• use topical data from research and development to support their work as an educator.

Content (course unit)

During the course, we will seek answers to the following questions:
• How does adult and vocational education in Finland support and promote growth and learning?
• What are the special qualities of youth and adulthood in terms of growth, learning and guidance?
• How can working life and the work community support the growth, development and learning of an individual?
• How is professional identity built in various sectors, and how can it be supported?
• What is the best way of following and applying the new trends in your own field and the teaching and pedagogy sector?

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 adult and vocational education of their own field in the Finnish education system from the viewpoint of continuous learning
* Recognises the significance of growth and development at workplaces

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:
* Applies knowledge of growth and development when guiding and teaching their own future target group (e.g. the youth or adults)
* Analyses the possibilities and challenges of workplace learning
* Comes up with methods to support the growth of a professional identity of their own students.

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:
* Creates a development plan for their work as a teacher, utilising up-to-date development and research data
* Reflects and constructs their own identity as a teacher

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

Knowing:

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

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

Doing:

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

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

Developing as a teacher:

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

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

Assessment scale

Pass/Fail

Teaching methods

Student Well-being and Support for 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 august 2025, which is the final deadline for all the assignments.

Assessment scale

0-5

Teaching methods

The course is mainly implemented online. The course includes independent study and voluntary guidance workshops. The Moodle learning environment is used. Students demonstrate their skills as a pedagogical expert in mental well-being.

Learning materials

All learning material is available in Moodle.

Completion alternatives

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

Objectives (course unit)

After completing the course, the teacher student is able to
• define the basic concepts and phenomena of pedagogy and pedagogical research, and explain learning based on these
• describe various concepts of learning and use related information as a basis for education, teaching and guidance activities
• explain the significance of a person’s growth and course of life in the learning and education of students of various ages
• assess the philosophical and historical background of pedagogy and the significance and topicality thereof in the changes in their own ideas about education and in their operating environment
• analyse the pedagogical purposes of the education system, and assess their own influencing opportunities in society as an educator.

Content (course unit)

During the course, we will seek to answer the following questions:
• What is pedagogy, and how is it structured in pedagogical literature and research?
• How are different conceptions of learning related to pedagogy?
• How are growth, development and learning formed in various stages of age and life?
• How have views of pedagogy and learning changed?
• How are pedagogy and education connected to society?

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 basic concepts of education and pedagogy
* Describes human development and life span
* Knows the philosophical and historical backgrounds of education
* Knows the responsibilities and goals of education in society

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:
* Applies different conceptions of learning in teaching and learning in their own field
* Evaluates the philosophical and historical approaches of education from a contemporary teacher’s viewpoint
* Makes visible their own possibilities as a teacher for influencing society and individuals

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.
* Reflects on their own role as an educator based on the ethical principles of teachers
* Evaluates their own actions and possibilities as an educator to influence society.

Assessment scale

Pass/Fail

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 / 2024 (ENG)

1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalizing workshop 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30

(Webinars will be recorded as appropriate, participation is highly recommended)

Exam schedules

No exams.

Assessment methods and criteria

The assessment is based on the learning outcomes of the course. The achievement of learning outcomes is demonstrated with the Assessment Competence badge. The person completing the badge plans the assessment process for the study unit of their choice, taking into account the principles of personalisation and evaluation as a broad operating model, also from the perspective of the teacher's own activities and organizational practices, as well as from the perspective of quality assessment.

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

Assessment scale

Pass/Fail

Teaching methods

Online- learning, webinars, information acquition/reading, 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 2024.

October-December 2024

1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalising workshop Thu 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30

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
taina.eweiss@tuni.fi
sanna.brauer@tuni.fi
maija.timonen@tuni.fi

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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
2. Web. Designing the learning process and different models Wed 30.10.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
3. Web. Designing the learning process workshop 13.11.2024 at 16.30-18.30 and voluntary quidance workshop 18.30-19.30
4. Web. Learning environments and cooperation Wed 27.11.2024 at 16.30-18.30
5. Peer assessment event Tuesday 10.12.2024 klo 16.30-18.30 online and contact (TAMK)

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
sirpa.levo-aaltonen@tuni.fi
maija.timonen@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 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 / 2024 (ENG)

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 16.00-18.00

(Webinars will be recorded as appropriate, participation is 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, information acquition/reading, 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 2024.

October-December 2024

1. Web. Orientation Wed. 23.10.2024 at 18.45.-20.15
2. Web. Designing the learning process and different models Wed 30.10.2024 at 18.45.-20.15
3. Web. Designing the learning process workshop 13.11.2024 at 18.45.-20.15
4. Web. Learning environments and cooperation Wed 27.11.2024 at 18.45.-20.15
5. Peer assessment event Wed. 11.12.2024 klo 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
sirpa.levo-aaltonen@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 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

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
- 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

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)

During the course, the students deepen their skills as trainers and counselors in working life and develop their skills regarding the contents of the course.

Content (course unit)

Course contents:
- the operating environment of a counselor and trainer
- diversity and social responsibility of those to be counseled
- future working life, working life skills, future meta-skills, identification and development of competences in the workplace
- guidance skills in working life; interaction skills and career guidance
- the capabilities of the trainer in working life; learning and teaching
- competence identity; continuous development of learning and competences

Further information (course unit)

Implementation: The course begins with a kick-off webinar (mandatory), after which the studying is carried out as independent e-learning.

Assessment scale

Pass/Fail

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

Evaluation criteria: Approved or to be completed/rejected

Based on the tasks done, the students demonstrate that they have achieved the objec-tives of the course. After the course the students can:
- describe and explain the operating environments of the counselor and trainer
- describe and understand the diversity of those being counseled and understand social responsibility
- describe and explain future working life, working life readiness, future meta-skills, and competence identification and competence development in the workplace
- describe and explain guidance skills in working life and use them in different interaction situations and career guidance
- describe and explain trainers’ skills in working life and use them to teach and support the learners’ learning
- describe, analyze and evaluate the competence identity, and observe the importance of continuous learning and competence development
- apply all of the mentioned above in their training and counseling activities

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

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 December 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 mainly implemented online. The course includes independent study and voluntary guidance workshops. The Moodle learning environment is used. Students demonstrate their skills as a pedagogical expert in 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.

Objectives (course unit)

After completing the course the teacher student is able to
- Apply pedagogical methods suitable for their teaching and vocational field in their teaching and guidance
- Use diverse teaching and guidance methods purposefully
- Use an interactive and guiding manner when activating learners and supporting communal learning
- Use educational technology purposefully
- Support and guide learners towards continuous learning and recognizing career opportunities.

Content (course unit)

During the course, we will seek to answer the following questions:
- How are pedagogical models, as well as teaching and guidance methods, applied in the work of a vocational teacher?
- What kinds of methods can be used to activate learners and to support interaction and communal learning?
- What kinds of pedagogical methods can be used in different learning environments?
- How can educational technology be used to support learning?
- What is the role of a vocational teacher when it comes to guiding towards continuous learning?

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.

The teacher student
-knows the most important pedagogical models
- knows several teaching and guidance methods
- is able to describe the importance of supporting interaction and guidance in the work of a vocational educator
- describes and explains the role of the vocational teacher in the support of continuous education and career opportunities.


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

The teacher student

- plans their teaching by applying pedagogical models
- chooses suitable and diverse teaching and guidance methods for their teaching and vocational field, and gives justification for their choices
- considers interaction and the support for communal learning as well as the choices regarding educational technology.

Developing as a teacher

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

The teacher student

-gives constructive feedback on the pedagogical design and diverse use of teaching methods
-examines and evaluates their own competences and vocational development in using pedagogical models and methods
-collaborates responsibly and is ready to develop their interaction skills.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the teacher student is able to
- define the regulations and documents that direct the work of a teacher and apply them to their own work
- identify and promote safe, appropriate and accessible learning and operating environments in terms of learning and growing into a professional
- assess and develop learning environments that support and deepen learning, with regard to working life connections and internationality
- meet pedagogical challenges in unpredictable learning and operating environments
- operate in networks that promote students’ learning, growth into professionals and well-being.

Content (course unit)

During the course, we will seek answers to the following questions:
- What are the key regulations and documents directing the work of a teacher and the organisation of education?
- What kinds of pedagogical methods do various learning environments allow, and how can they be developed?
- What kinds of learning and operating environments promote safety and accessibility?
- How is learning promoted in regional, national and international networks?

Assessment criteria, pass/fail (course unit)

Criteria for approved performance

Knowing
Structures relationships between phenomena and concepts related to the content of the course. Apply, explain, compare and analyze content from the point of view of the professional teacher's work.

Teacher student:
- understand the types of different learning and operating environments (educational institution, working life, online) and their special features in learning
- knows and knows how to apply the fundamentals of legislation related to the work of a vocational teacher
- understand the criteria of a safe and high-quality learning environment
- knows modern learning environments and related teaching technology (VR, AR, AI, 3D)

Competence
Knows how to plan and choose procedures suitable for the job from practical options and justify their choice as a professional teacher. Apply the knowledge base of the course when solving work challenges and making use of opportunities.

Teacher student:
- develops and reports on the chosen learning environment as an active player in his group, using the criteria of a good learning environment
- familiarizes theirselves with the background material of the legislation and completes the related independent task

Developing as a teacher
Gives and receives feedback in his group actively and constructively. Is able to evaluate their learning and working environments as a teacher from both their own perspective and that of the surrounding community.

Teacher student:
- is an active member of their group in developing the learning environment
- evaluates their own activities as part of a group
- gives constructive peer feedback on the work of other groups
- recognizes the connections between teaching and its environments and knows their own possibilities of influence.

Location and time

Weeks 35 - 41 or according to a personally agreed schedule.
Opening orientation session5.9.2024 at 16:30 - 19:00. Deadline is 11.10.2024

Exam schedules

No exams

Assessment methods and criteria

The students demonstrate their competence:
- presenting the learning environment that they have been developing. The presentation can be made, for example, as a video, blog, report, preferably as a small group
- justifying the choices made for the learning environment using the criteria of a good learning environment
- demonstrating how the development of the learning environment has taken into account the support of vocational learning, individual study paths and professional development in a variety of environments using
a) educational and operational environment, its e-learning platforms and guidance environments,
b) working life as a diverse environments

Each student also describes their own active contribution and the use of networks in the development of the learning environment.

Assessment scale

Pass/Fail

Teaching methods

Flipped Learning
Case Learning
Collaborative Learning

Common orientation + Familiarization with the preliminary material by theme.
Getting to know the cases independently or identifying them from your own work

Group Workshops by Theme
- joint knowledge building in relation to the theme to be learned
- elaboration and review of the cases to be developed by theme
- group work

Visualizing a developed learning environment and presenting a couple of diamonds for others

Peer reviews

Learning materials

Material offered during webinars and workshops and on the learning platform

Student workload

About 127h/ student.
Webinars, independent and group work

Content scheduling

Moodle opens: Mon 2 August 2024

Launch webinar: Thu 5.9.2024 at 16:30 - 19:00
First lecture session: Thu 19.9.2024 16:30 - 19:00
Second lecture session: Fri 20.09.204 at 16:30 - 19:00
Third lecture session: Thu 03.10.2024 at 16:30 - 19:00

The teaching takes place online.

Completion alternatives

Possibility to personalize on the basis of previous competencies.

Practical training and working life cooperation

During the course, students analyze an existing learning environment and develop it further, preferably in a small group. The learning environment to be developed can be either from the teacher student's own organization or alternatively from an imaginary case.

International connections

Possibilty to utilize international learning environments and networks.

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

Criteria for approved performance

Knowing
Structures relationships between phenomena and concepts related to the content of the course. Apply, explain, compare and analyze content from the point of view of the professional teacher's work.

Teacher student:
- understand the types of different learning and operating environments (educational institution, working life, online) and their special features in learning
- knows and knows how to apply the fundamentals of legislation related to the work of a vocational teacher
- understand the criteria of a high-quality learning environment
- knows modern learning environments and related teaching technology (VR, AR, AI, 3D)

Competence
Knows how to plan and choose procedures suitable for the job from practical options and justify their choice as a professional teacher. Apply the knowledge base of the course when solving work challenges and making use of opportunities.

Teacher student:
- develops and reports on the chosen learning environment as an active player in his group, using the criteria of a good learning environment
- familiarizes theirselves with the background material of the legislation and completes the related independent task

Developing as a teacher
Gives and receives feedback in his group actively and constructively. Is able to evaluate their learning and working environments as a teacher from both their own perspective and that of the surrounding community.

Teacher student:
- is an active member of their group in developing the learning environment
- evaluates their own activities as part of a group
- gives constructive peer feedback on the work of other groups
- recognizes the connections between teaching and its environments and knows their own possibilities of influence.

Assessment scale

Pass/Fail

Location and time

The study unit starts on Oct 4th at 16:30-17:30. All demonstrations of competences have to be sent for assessment latest Nov 15th.

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. Studying consists of independent work and online discussions which support and scaffold the process of earning digital open badges. Four webinars (fridays 4th, 11th and 25th October and 8th November) facilitate in developing and demonstrating sustainability competences.

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.