Education Science and the Basics of Education (5 cr)

Objectives (course unit)

As a framework for all the learning objectives are the five core competencies in teachers’ work which are assessment and evaluation competencies, cultural competencies, facilitation competencies, partnership competences and wellbeing competencies.

Teacher student
- knows key concepts and phenomena of education science and research and use them to explain learning
- is familiar with different conceptions of learning and can use them as tools for development and apply them in their own field and in developing their own teacher's creed
- evaluates the philosophy behind ethical and value questions in teachers’ work and is able to see their own work as a part of a historical and philosophical continuum
- explains the significance of a person’s growth and life cycle in teaching and education
- analyzes the societal responsibilities of an education system and their own role as a teacher in exerting influence in society.

Content (course unit)

What are the basic concepts and phenomena in education science and research?
What kind of learning conceptions exist and how can they be applied in teachers’ own work?
What is education and learning in different operation environments?
How has teachers’ work changed and what historical turns and movements have existed before?
What perspectives do educational and developmental psychology offer to teachers’ work?
What perspectives does sociology of education offer to teachers and their work?
What is lifecourse thinking?
What is the Finnish education system like and what are its responsibilities in society?
How has the conception of teaching and learning changed alongside changes in society?

Assessment criteria, pass/fail (course unit)

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made

Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively

Location and time

As per the contact day schedule.

Exam schedules

There are no exams for this course component.

Assessment methods and criteria

Teacher, self and peer assessment of activities completed. Assessment according to the criteria given in the LMS (Tabula) for assessed tasks.

Assessment scale

Pass/Fail

Teaching methods

Individual and collaborative small group tasks, including readings, assignments, reflection, presentations and lectures, face to face and online using synchronous and asynchronous technologies. Students are expected to reflect upon their learning and be active participants in their own learning.

Learning materials

Materials will be provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and enquiry based learning.

Student workload

This is a 5 ECTS course. 5x27 hours = approx 135 hours.

Content scheduling

The aim of the basic studies in education is to improve teacher students understanding of the phenomena they encounter in their work as teachers.

Completion alternatives

Not applicable.

Practical training and working life cooperation

Students will link theory with practice for use in authentic learning environments. The development of an individual professional identity is a core component of the program. This identity and the beliefs formed and identified about teaching and learning shape the practice of the developing educator.

International connections

Theories and practice examined will take account of a wide range of international perspectives, including those brought to the cohort by the participants themselves.

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

Pass: Teacher student
- combines theoretical data with their own experiences and observations
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
Fail: Teacher student
- describes theoretical knowledge and experiential knowledge and observations separately, discussion is shallow
- presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively