Study Guide

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

Location and time

Periods 1. to 4.

Exam schedules

None

Assessment methods and criteria

Teacher tutor assessment, self-assessment, and peer assessment.
The assessment criteria can be found in the training planning and reporting form. (PTE-moodle)

Assessment scale

Pass/Fail

Teaching methods

The content of the teaching practice is agreed with the teacher tutor during the PSP discussion.

The teaching practice includes familiarisation, orientation, interviews, etc. in the teacher's working environment, as well as teaching, guidance and assessment activities carried out by the student teacher.

More detailed instructions: PTE-Moodle.

Online information sessions and guidance/debriefing sessions. The teaching method consists of online guidance and dialogue with the teacher tutor and observation of teaching situations.

Learning materials

PTE Moodle instructions and literature. Guidance and instructions from the teaching assistant.

Student workload

1 credit equates to approximately 27 hours of independent work by the student. The student's time will be spent on the following
* Designing, implementing and evaluating the learning process in the chosen environment
* Teaching, counselling and assessment situations in the chosen environment
* Peer assessment situations
* familiarisation with different learning and working environments and networks
* Participation in professional cooperation.

Documentation and reporting (form template in PTE-Moodle).

In addition, students participate in guidance sessions organised by the teacher-tutor.

Content scheduling

The content and scope of the training are determined based on the objectives of the curriculum and in accordance with personal learning objectives. The learning objectives are recorded in the PSP discussion.

Completion alternatives

Can be credited/recognized either partially or in full. The competence must be in line with the competence objectives, new and research-based.


Instructions: PTE Moodle.

Practical training and working life cooperation

Working with the organization(s) providing the training environment to establish cooperation with the working life.

International connections

The training can also include an international exchange.

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

The course is passed when the student teacher has demonstrated the competence described in the competence objectives.