Education and the Basics of Pedagogy (5 cr)

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.

Location and time

As per the contact day schedule and information on Moodle

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 (Moodle) 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 Moodle 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