Education Science and the World of Work (5cr)

Objectives (course unit)

Objectives:
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 Finnish adult and vocational education operating environments and their pedagogical underpinnings ( f.ex. Competence-based curriculum, personalized learning, ubiquitous learning)
- recognizes the growth and developmental phases of youth and adulthood in a person’s life cycle and their significance in education, schooling and career paths
- participates in discussion on vocational competences (job specific) and generic working life competences from the perspective of their own field
- identifies the developmental phases of professional identity and builds their own professional identity according to their present/future work description
- utilizes research and development activities in their own teaching

Content (course unit)

What is adult and vocational education and learning in different operation environments?
How does a teacher take a student’s professional competence into account in their own teaching and facilitation?
What factors should be considered in teaching and learning of different age groups?
What methods does a teacher of a certain discipline have to participate in working life discussions ?
What are the different identities and how do they develop? How is development of professional identity taken into account in career guidance?
How can we support lifelong learning? How do work and on-the-job learning support professional identity?
How does education policy affect the world of work?
What viewpoints does educational research offer to a teacher’s work

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 - fail (0) (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

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