HAMK School of Professional Teacher Education. International Professional Teacher Education programme

Transcription

1 HAMK School of Professional Teacher Education International Professional Teacher Education programme Study Guide

2 Welcome to the HAMK School of Professional Teacher Education! This guide is intended to be a practical help for participants in professional teacher education. You will be able to complete your studies in time by doing your part and following this guide and its timetables. According to yearly feedback, being an active member of your own student peer group is very important to our students. The group supports you, encourages you and provides you with new perspectives and experiences. The curriculum and implementation plan support active learning and knowledge sharing in student groups. Student groups are an excellent environment for learning, as people from different fields compare their experiences and ideas. Our studies will give wide knowledge, skills and competence in teaching both in Finland and in international context. We will guide you in your personal process of building your own professional teacher identity together with your peer students. The scope of the teacher studies is 60 credits. Our curriculum is competence-based. The implementation plan is built on five competence-based modules, each of which has its own competence objectives. Every module is divided into a number of themes, which reflect the learning objectives for that particular theme. Each theme has its own assessment criteria. Reaching the modules learning outcomes will give you the required competence for your future work as a teacher as well as keys to personal and professional development in your career. The modules learning outcomes have been formed into themes through which the studies progress. The themes have concrete criteria that are used to assess your progress in improving your competence as a teacher during the studies. Your personal progress in the studies depends on your earlier experience as well as personal requirements and situations. We will support you in creating your personal development plan and recognition of your existing competences. We analyse and develop our operation, and perform regular quality work. Teacher students have an important role in this. We gather feedback through surveys, and feedback received in the annual HAMK management s student hearings will help us to improve and maintain high quality of our educational programs. We also gather feedback on the curriculum and implementation plan from our partner institutions to ensure that the plans meet the current and future needs of the labour market. The studies are organised as a process that enriches understanding. Phase by phase, you, as a member of your group, will learn to understand and conceptualise professional activities and practical education work as a professional teacher. Professional teachers are instructors in interaction and networks and members of learning communities. Our studies will give you a broad foundation and the conceptual tools for a sensitive and meaningful profession of a teacher that is based on interaction. We wish you success and motivation in your studies you have made an excellent choice! Katja Rönkkönen Head of Degree Programme

3 TABLE OF CONTENTS 1 Competence goals of professional teacher education Competence-based curriculum and developing as a teacher Guidance in studies and support for learning Assessment of studies Cooperation with educational institutions and supervising teachers Structure of studies Rules for multiform studies Implementation plan ( )... 14

4 1 1 Competence goals of professional teacher education The basis of the development of expertise is competence in a professional field. This refers to the teacher student s ability to utilise the skills and knowledge of their vocational field, updating them as the field develops, knowing the work culture and recognising the development needs of the field. The expertise of a professional teacher combines this competence specific to a professional field with pedagogical understanding and knowledge. Together, these translate into a theoretical and practical teacher s competence in various operational environments. Professional teacher education is built on professional competence and know-how. Professional teachers must have a command of the knowledge and skills required in their profession to be able to teach and guide vocational students. Professional teacher education is aimed at improving the basic pedagogical skills that teaching requires today. Guidance of learning is at the core of a teacher s work. Teachers must therefore possess theoretical knowledge on learning and the improvement of competence. Naturally, vocational education focuses on the learning of skills. Implementing teaching and guidance in various situations and operational environments including virtual and international ones requires a broad command of teaching and guidance skills. Teachers are increasingly using various digital solutions, which means skills in information and communication technology are a part of every teacher s teaching and guidance skills. Each one of our students is different, and different cultural backgrounds contribute to the need for individualising teaching and guidance activities. The need for good cooperation and interaction skills is emphasised in the work of a professional teacher, as their work includes continuous interaction with students as well as working with internal and external stakeholders and network partners. Skills in collaboration and dialogue focus on working in multiform networks as well as on the improvement of these networks. In order to respond to the changes in the labour market and the society at large, teachers need, in addition to cooperation skills, the ability to combine teaching with research and development activities in their field, which naturally occurs in various operational environments with other actors and stakeholders. A teacher s competence objectives are influenced by changes in the labour market, the structures of vocational education, and the society that together demonstrate the dynamic nature of a teacher's work. Working in the circumstances of constant change and in different environments emphasises the needs for skills at assessing and managing one s own actions. Therefore, self-assessment skills are an integral part of developing teacher s professional identity. Teachers constantly make choices based on values, and thus reflecting on professional ethics is part of a teacher's expertise. As society and the world of work change, teachers need to develop their expertise as well as to have an ability to learn and capabilities for renewing the activities as a part of the community. Teaching and learning is in the process of change due to the phenomenon of digitalism in education. The pedagogical approach and methods need updating. This is due to the rapid

5 2 change of learner s expectation and needs in the field of education. Education can be provided through various channels and digitalisation provides new tools for teaching and learning. The current trend of using individual study paths in education can also be supported by different digital solutions. The need and demand for creative thinking is always present in education. Therefore, teacher students need new knowledge and skills in digitalisation for the future. The digitalisation is versatility benefitted in our professional teacher education programme. 1.1 Competence-based curriculum and developing as a teacher The competence-based teacher education curriculum is formed of five modules: 1) Basic Studies in Education Sciences, 2) Teaching, Guidance and Assessment Competence, 3) Competence of Building a Learning Community, 4) Practical Teacher Training and 5) Developing Personal Expertise in Pedagogy. The modules learning outcomes describe the competences required in teaching work and are placed in the NQF system s (National Qualifications Framework) reference levels six and seven. For the competence-based modules and their themes, see figure 1. At the beginning of their studies, the students assess their competence in relation to the modules competence objectives, reflecting specifically on the assessment criteria of the different modules themes. Based on the assessment of their competences, the students prepare a personal development plan (PDP). They will also keep a learning diary during their studies. The personal development plans are discussed with the tutor teacher at the beginning of studies.

6 3 Figure 1. Curriculum modules and themes The following tables describe the themes, assessment criteria and printed literature of the modules. Other study materials, such as e-materials, are listed in the Moodle workspaces of each module. 1. Module: Basic Studies in Education Sciences 13 ects Competence objectives: The teacher student is aware of the value base and nature of education sciences as a discipline. He/She is able to recognise the phenomena that can influence learning at different phases of development. The teacher student understands the theoretical basis of learning. He/She is familiar with historical and societal starting points that define the work of a teacher. He/She is also able to identify future outlooks in developing the educational system. Themes Education Sciences as a Discipline 3 ects Assessment criteria - The teacher student understands the nature and the central areas of research within the discipline.

7 4 Learning in Different Developmental Phases 2 ects Key Theories of Learning 4 ects Education as a Societal Function 4 ects - The student is aware of different conceptions of man and understands their impact on a teacher's work. - The teacher student knows the different phases of human development. - The student understands the influence of a person's developmental phases on learning. - The teacher student is aware of the key concepts and theories related to learning and understands their impact on the work of a professional teacher. - The student analyses the development of his/her own expertise from the perspective of lifelong learning. - The teacher student is familiar with the Finnish education system and its development history. - The teacher student understands the societal tasks of education. - The student is familiar with the decision-making process related to education policy. - The student is familiar with the opportunities of teachers to impact education policy. - The student is aware of the future outlook for developing the education system. Literature: Bartlet, S. & Burton, D Introduction to Education Studies. Third Edition. London: Sage. Jarvis, P The Theory and Practice of Learning. 2nd Edition. London: Kogan Page. 2. Module: Teaching, Guidance and Assessment Competence 17 ects Competence objectives: The teacher student is able to plan working life oriented teaching and guidance in various learning environments. He/She recognises and takes into consideration the individual needs of students with regard to the arrangement of specific support and guidance in inclusive education. He/She is capable of engaging in multidisciplinary cooperation to achieve the students vocational objectives and to promote their well-being. The teacher student is able to utilize learning environments and a wide range of digitalization. He/She is able to use web-based tools, services and communities in the context of education and training. When working as a teacher, the teacher student is able to take the key principles of data protection and copyright into consideration.

8 5 The teacher student is able to utilize pedagogical models and methods in teaching. He/She is able to assess the learning and competence of students as well as comply with the principles of recognition and accreditation of prior learning applicable to the relevant level of education. Themes Planning of Teaching and Guidance 5 ects Learning Environments 3 ects Teaching and Guidance Methods 5 ects Assessment criteria - The teacher student is familiar with the competence requirements for work and entrepreneurship in his/her own field and is able to incorporate these into the planning and implementation of teaching and guidance. - The student knows of the curriculum practices, qualification requirements and/or curriculum of the degree, and other guidelines affecting teaching in their field of education. - The student is familiar with the personalisation practices at the relevant level of education. - The student is able to identify the individual starting points, learning potential and the needs for special support of each student. - The student is able to consider learners' individual needs in the planning of their individual pathways of learning. - The student is aware of vocational skills competition activities, is able to recognise students excellence and entrepreneurship and supports the development. - The teacher student selects appropriate learning environments and materials for teaching. - The student begins to use digital tools, services and communities in the context of vocational education and training. - The student complies with data protection and copyrightrelated norms and principles. - The student makes use of the possibilities of working life cooperation in teaching. - The student makes use of the possibilities of technology in teaching. - The teacher student guides the learning of a diverse group of learners in a manner that is justified by theory and is ethically sustainable. - The student selects pedagogical models that best suit his/her teaching work. - The student utilises the guidance and teaching methods that best suit his/her teaching work in different situations.

9 6 Assessment 4 ects - The teacher student is familiar with diverse assessment methods and practices of students' learning and competence. - The student follows the principles for recognition and accreditation of prior learning specific to their educational level. - The student knows methods that support the development of learners self-assessment skills. 3. Module: Competence of Building a Learning Community 12 ects Competence objectives: The teacher student is able to assess his/her own personal qualities and performance as a professional teacher. He/She is able to promote students' and the entire learning community s learning, sense of community and well-being through dialogue. He/She is able to consider the impacts of cultural diversity on the work of a teacher. The teacher student understands the professional role of a teacher as a developer of the workplace and as a contributor to regional development. He/She is able to utilise various cooperation networks of vocational education and training. Themes Assessment criteria Self-Knowledge 3 ects - The teacher student is aware of his/her own values, attitudes and preconceptions. - The student realistically assesses his/her personal characteristics and abilities to work as a teacher. Dialogue 3 ects - The teacher student is familiar with theories of communication and interaction. - The student chooses the methods of written and verbal communication and interaction that are best suited for the promotion of learning. - The student uses dialogue in both online and contact teaching in a way that enriches the learning experience. - The student acts in a way that promotes community and well-being. Interculturality 3 ects - The teacher student is familiar with the characteristics of different cultures and cultural theories related to teaching work. - The student understands and takes into consideration the impact of cultural diversity on the work of a teacher. Networks in the Field of Education 3 ects - The teacher student understands the professional role of a teacher as a developer of the workplace and as a contributor to regional development.

10 7 - The student recognises various national and international vocational education cooperation networks with employers and other partners and their possible uses. Literature: Self-Knowledge Moore, C "The Resilience Breakthrough: 27 Tools for Turning Adversity Into Action". Austin, Texas: Greenleaf Book Group Press. Seligman, M "Flourish: A Visionary New Understanding of Happiness and Well-being". New York: Free Press. Interculturality Deardorff, D The Sage Handbook of Intercultural Competence. Thousand Oaks, Calif: Sage Publications. Hofstede, G Cultures and Organizations: Software of the Mind, 3rd ed. (earlier editions will also suffice). Helsinki: WSOY. 4. Module: Practical Teacher Training 9 ects Competence objectives: The teacher student is familiar with the premises for teaching work and knows how to act in the vocational education environments. The teacher student is able to plan, implement and assess vocational education. Themes Assessment criteria Orientation to Practical Teacher Training 3 ects Practical Teacher Training in an Education Institute 6 ects - The teacher student is familiar with the norms, regulations and guidelines that steer vocational education and teacher s work. - The student is familiar with the sources of funding for VET teachers. - The student is familiar with the work practices of a professional teacher. - The teacher student draws up a competence-based vocational teaching and guidance plan for the implementation of practical teacher training. - The student implements his/her plan in the field of vocational education. - As a teacher, he/she acts in a goal-oriented and situation-appropriate manners. - The student assesses the learning and competence of students based on specific criteria.

11 8 5. Module: Developing Personal Expertise in Pedagogy 9 ects Competence objectives: The teacher student has the skills to assess and develop his/her professional teaching expertise in accordance with the development objectives set individually and together with others. He/She knows how to reflect on his/her own development. The teacher student is able to develop his/her pedagogical expertise through research, development and innovation activities in vocational education. Themes Personal Professional Teaching Expertise 3 ects Skills in Research, Development and Innovation Activities 6 ects Assessment criteria - The teacher student sets personal development objectives for his/her professional growth as a teacher. - The student is committed to peer group work that promotes learning. - The student reflects on the achievement of objectives in a learning diary during the teacher education. - The teacher student develops his/her pedagogical expertise. - The student takes part in a vocational education research, development or innovation project in his/her own field or in another appropriate project developing the cooperation between the working life and education. - The student gathers and produces pedagogical information in a critical manner. - The student documents his/her RDI work and presents its results in a communicatively feasible way. 1.2 Guidance in studies and support for learning Guidance in studies and support for learning are based on holistic guidance provided to students. Teacher students themselves are key actors in their own professional growth. The responsibility for the progress of each teacher student in teacher education is assigned to a tutor teacher at the School of Professional Teacher Education. The teacher in question guides and assesses the student's development as a teacher in accordance with the objectives of the competence-based curriculum s modules. The modules also feature specialist teachers who instruct the students in different thematic areas. Supervising teachers act as experts in the content of teaching and pedagogy during practical teacher training in education institutes. Peer groups that support learning are formed within the student group of each tutor teacher. The aim of the peer groups is to encourage and support students in the progress of their

12 9 studies during teacher education. Separate agreements are made in each peer group as concerns the specific methods used to support learning. In professional teacher education, student counsellor is responsible for credit recognition and provide guidance in the planning of personal study paths. She also provides career counselling where needed. Student affairs secretary provides practical advice in study-related matters and issues official certificates related to studies. For technical support and advice, contact ServiceDesk at or by telephone at +358 (0) (on weekdays 8.00 a.m p.m.). More detailed information on the guidance services are available on the HAMK website and on the first contact days at the start of studies. 1.3 Assessment of studies Study performance assessment is based on the modules competence objectives and the thematic assessment criteria derived from them. The assessment criteria are used as the foundation of various assignments. Learning assignments include independent assignments, group assignments, plans, reports, group discussions, group tests, development assignments, various reflection and assessment assignments or activating assignments. The assessment generates information for the teacher student on his or her achievement of the competence-based objectives of the modules of teacher education. The studies are assessed on the scale of pass / additional work required. Based on recognition of prior competence and personal situation, competence can be demonstrated on a theme-by-theme basis. A demonstration of competence may cover an entire module s worth of studies. More specific guidelines concerning the practices of recognition and accreditation of prior learning or learning acquired elsewhere during studies (RPL) are provided on the website of the School of Professional Teacher Education, and possible accreditations are handled by the student counsellor and teachers. The student counsellor is responsible for credit transfers, and the teachers in charge of each theme are responsible for the demonstrations of competence. 1.4 Cooperation with educational institutions and supervising teachers Practical teacher training, as a part of teacher education, has major significance for a student's development as a teacher, as the integration of theory and practice takes place through real-life assignments in accordance with the principles of integrative pedagogy. Themes addressed in the modules are applied in practical teacher training. At the beginning of studies, the teacher student agrees on the practical teacher training period with an institution of vocational education and concludes a written agreement with the organisation. A supervising teacher, who must be pedagogically qualified as a teacher, is appointed for all teacher students undergoing practical teacher training. The task of the supervising teachers is to support, guide and assess the competence of the students and their development as professional teachers. The role of the supervising teacher as an expert in the field of education, in authentic learning environments and in the application of the

13 10 theory of vocational pedagogy is central in promoting the learning of the student. The tasks of the supervising teacher are described in more detail in the practical teacher training agreement. Instructions for the different stages and contents of practical teacher training are provided at the very beginning of studies. Placements for practical teacher training are available for example in the partnering institutions of the School of Professional Teacher Education. Contact information of these institutions can be found on the website of the School of Professional Teacher Education. It is also possible to conduct your practical teacher training period abroad. We provide you with possibilities to teach e.g. in our strategic international partnering universities VIA University College in Denmark or Feevale University in Brazil. 2 Structure of studies Under the government decree on polytechnics (1129/2014), studies in professional teacher education must include basic studies in educational sciences, studies in vocational pedagogy, practical teacher training and other studies. In the curriculum for teacher education at the HAMK School of Professional Teacher Education studies under the decree in question have been dimensioned as follows: Basic Studies in Education Sciences 13 ects Pedagogical Studies 1: Teaching, Guidance and Assessment Competence 17 ects Pedagogical Studies 2: Competence of Building a Learning Community 12 ects Practical Teacher Training 9 ects Developing Personal Expertise in Pedagogy 9 ects. The scope of the studies (60 ects) translates into 1,600 hours of work by the student, out of which, in the case of multiform studies, 200 hours take place in the form of contact teaching.

14 11 The professional teacher education programme is divided into the following studies: Code Studies Scope (ects) Student s work (h) OPAP18B-1000 Basic Studies in Education Sciences OP00CB27 Education Sciences as a Discipline 3 80 OP00CB29 Learning in Different Developmental Phases 2 53 OP00CB31 Key Theories of Learning OP00CB33 Education as a Societal Function OPAP18B-1002 Pedagogical Studies 1 Teaching, Guidance and Assessment Competence OP00CB35 Planning of Teaching and Guidance OP00CB37 Learning Environments 3 80 OP00CB39 Teaching and Guidance Methods OP00CB41 Assessment OPAP18B-1003 Pedagogical Studies 2 Competence of Building a Learning Community OP00CB43 Self-Knowledge 3 80 OP00CB45 Dialogue 3 80 OP00CB47 Interculturality 3 80 OP00CB49 Networks in the Field of Education 3 80 OPAP18B-1004 Practical Teacher Training OP00CB51 Orientation to Practical Teacher Training 3 80 OP00CB53 Practical Teacher Training in an Education Institute OPAP18B-1005 Developing Personal Expertise in Pedagogy OP00CB55 Personal Professional Teaching Expertise 3 80 OP00CB57 Skills in Research, Development and Innovation Activities TOTAL Rules for multiform studies In order to cope with the programme, the teacher students need to focus on their studies on a weekly basis. Multiform studies include contact days and distance learning. Distance learning includes independent studying, taking part in peer group activities, practicing teacher s work and developing one s own pedagogical expertise. The basic technology requirement is a computer with broadband Internet access. The computer must have basic office software (word processor, presentation planner, and a web browser). Additionally, the user must have administrator access or the right to install other software required for the studies.

15 12 Achieving the learning outcomes of teacher education requires commitment to studying. There are common rules for studies that both students and teachers must follow. Non-compliance with these rules may cause delay or interruption of studies. The student must every week and respond to personal messages from teachers within one week if a response is required. The student must also follow other interaction channels as agreed e.g. Yammer. The student must follow the agreements made together with study group and peer group. The student shall enrol in the modules and their themes as agreed and in accordance with the set schedule. The student must log in to the module-specific Moodle site within one week of the start of a theme and begin studies. The student shall take active part in distance learning activities and contact day work in accordance with the implementation plan. Absences from contact days are allowed only for compelling reasons. The tutor teacher or the teacher responsible for the theme must be informed of absences in advance. If a student is unable to attend group s contact day session, he/she may cover the absence with a replacement assignment that is subject to separate agreement. All replacement assignments must be handed in before the end of the module. If a student has been absent from more than 50% of a module's contact days, the module cannot be completed only with replacement assignments; the student must contact the tutor teacher and agree on special arrangements. The teachers commit to guiding the students as they work on learning assignment following the module implementation. Both students and teachers commit to complying with privacy, security and copyright rules, regulations and guidelines.

16 13 Web materials fee Studies in the School of Professional Teacher Education programmes are not subject to tuition fees. Instead, we charge students a web materials fee to cover internet usage, printing and IT during the studies, as well as the study material. In particular, the fee is used to develop and maintain the online environment and its functions. The fee for Professional Teacher Education students is EUR 110. The payment will be payed to the account of Häme University of Applied Sciences by 31 October Häme University of Applied Sciences Ltd IBAN: FI Amount: 110 Invoice reference: Professional Teacher Education web materials fee / students name The fee can also be payed to Visamäki library. If your institution / other employer pays your fee, please send the billing information to the Student Affairs Office: aokk-opintotoimisto@hamk.fi. The reference should mention the name of the student in order to avoid any objection after the due date. Unpaid invoices will be transferred to the collection agency after two remarks.

17 14 4 Implementation plan ( ) May June July August September October November December January February March April May Studies Basic Studies in Education Sciences 13 ects Education Sciences as a Discipline 3 ects Learning in Different Developmental Phases 2 ects Education as a Societal Function 4 ects Key Theories of Learning 4 ects Pedagogical Studies 1 Teaching, Guidance and Assessment competence 17 ects Learning Environments 3 ects Assessment 4 ects Teaching and Guidance Methods 5 ects Planning of Teaching and Guidance 5 ects Pedagogical Studies 2 Competence of Building a Learning Community 12 ects Self-Knowledge 3 ects Dialogue 3 ects Interculturality 3 ects Networks in the Field of Education 3 ects Practical Teacher Training 9 ects Orientation to Practical Teacher Training 3 ects Practical Teacher Training in an Educational Institute 6 ects Developing Personal Expertise in Pedagogy 9 ects Personal Professional Teaching Expertise 3 ects Skills in Research, Development and Innovation Activities 6 ects

18 15 CONTACT DAYS 1 Week 18 Thursday Friday Theme Orientation to the studies Competence based curriculum and its implementation Orientation to the studies Learning environments and common practices in IPTE programme Personal Professional Teaching Expertise Self-assessment and reflection as a tool for developing expertise Learning diary Education Sciences as a Discipline Orientation info DISTANCE LEARNING PERIOD 1 Education Sciences as a Discipline Learning Assignment 1: Education research Personal Professional Teaching Expertise Self-assessment of competencies and personal development plan Reflection of learning experiences throughout studies (learning diary) Enrolment to the themes before CONTACT DAY 2 Week 21 Friday Theme Education Sciences as a Discipline Education as a science Education research DISTANCE LEARNING PERIOD 2 Education Sciences as a Discipline Learning Assignment 2: World views and conceptions of man in education Personal Professional Teaching Expertise Personal Development Plan

19 16 CONTACT DAY 3 Week 24 Tuesday Theme Education Sciences as a Discipline World views and conceptions of man in education Learning in Different Developmental Phases Developmental psychology DISTANCE LEARNING PERIOD 3 Learning in Different Developmental Phases, theme ends Learning Assignment 3: Personal development and learning in different stages of life, online session during the week 25 Education as a Societal Function, theme is implemented online between Learning Assignment 4: How the Finnish education system took shape, online session during the week 27 Learning Assignment 5: Key concepts of education policy Learning Assignment 6: Current state of education policy and influencing policy, online session during the week 30 Key Theories of Learning, theme begins Learning Assignment 7: Key concepts of learning CONTACT DAYS 4 Week 33 Thursday Friday Theme Key Theories of Learning Key concepts of learning Orientation to Practical Teacher Training and Practical Teacher Training in an Education Institute Goals and implementation of the themes Personal Professional Teaching Expertise and Skills in Research, Development and Innovation Activities Orientation info RDI Common reflections about self-assessment and its practical implications Organising peer groups and designing common learning process

20 17 DISTANCE LEARNING PERIOD 4 Key Theories of Learning Learning Assignment 8: Learning theories Personal Professional Teaching Expertise Personal development discussion with tutor teacher CONTACT DAY 5 Week 36 Wednesday Theme Teaching, Guidance and Assessment Competence module Orientation Info Key Theories of Learning Learning theories DISTANCE LEARNING PERIOD 5 Basic Studies in Education Sciences Module feedback questionnaire Learning Environments Learning Orientation to Practical Teacher Training Practical teacher training agreement Familiarisation with the work practices and operational environment of a professional teacher (presentation ) Personal Professional Teaching Expertise Personal development discussion with tutor teacher

21 18 CONTACT DAY 6 Week 39 Tuesday Theme Assessment Learning Learning Environments Different kinds of learning environments Digital tools Data protection and copyright related norms DISTANCE LEARNING PERIOD 6 Assessment Learning Orientation to Practical Teacher Training Familiarisation with the work practices and operational environment of a professional teacher (presentation ) CONTACT DAY 7 Week 41 Friday Theme Teaching and Guidance Methods Orientation info Assessment Assessment of learning Assessment of competence Feedback supporting development Principles of recognition and accreditation DISTANCE LEARNING PERIOD 7 Teaching and Guidance Methods Learning Skills in Research, Development and Innovation Activities Planning RDI work Guidance with tutor teacher and RDI expert teacher

22 19 CONTACT DAY 8 Week 45 Wednesday Theme Planning of Teaching and Guidance Orientation info Teaching and Guidance Methods Pedagogical Methods DISTANCE LEARNING PERIOD 8 Planning of Teaching and Guidance Learning CONTACT DAY 9 Week 49 Tuesday Theme Planning of Teaching and Guidance Qualification requirements in one s own field Curriculum and personalisation process DISTANCE LEARNING PERIOD 9 Orientation to Practical Teacher Training Preparing presentations of the orientation assignments Orientation to Skills in Research, Development and Innovation Activities Selection of RDI Topics CONTACT DAY 10 Week 51 Monday Theme Orientation to Practical Teacher Training Presentations and discussion of the orientation assignments Skills in Research, Development and Innovation Activities RDI topics and guidance

23 20 DISTANCE LEARNING PERIOD 10 Teaching, Guidance and Assessment Competence module Module feedback questionnaire Practical Teacher Training in an Education Institute PTT Plan Skills in Research, Development and Innovation Activities RDI Plan CONTACT DAY 11 Week 2 Tuesday Theme Competence of Building a Learning Community module Orientation Info Skills in Research, Development and Innovation Activities RDI Plan presentations and guidance Practical Teacher Training in an Education Institute PTT Plan presentations and guidance DISTANCE LEARNING PERIOD 11 Self-Knowledge Learning Assignment Practical Teacher Training in an Education Institute Practical teacher training can be started when the tutor teacher and the supervising teacher have accepted the PTT plan Implementation of the PTT plan Skills in Research, Development and Innovation Activities Implementation of the RDI work CONTACT DAY 12 Week 6 Thursday Theme Dialogue Orientation info Self-Knowledge Self-knowledge and self-awareness in a teacher's profession Wellbeing and stress-management

24 21 DISTANCE LEARNING PERIOD 12 Dialogue Learning Assignment CONTACT DAY 13 Week 10 Friday Theme Interculturality Orientation info Dialogue Dialogical attitude and methods in practice Group guidance DISTANCE LEARNING PERIOD 13 Interculturality Learning Assignment CONTACT DAY 14 Week 13 Tuesday Theme Networks in the Field of Education Orientation info Interculturality Intercultural Competence Cultural Theories DISTANCE LEARNING PERIOD 14 Networks in the Field of Education Learning Assignment Practical Teacher Training in an Education Institute Videos for presenting practical teacher training and peer feedback

25 22 CONTACT DAY 15 Week 17 Thursday Theme Networks in the Field of Education Cooperation networks, workplace orientation and regional development DISTANCE LEARNING PERIOD 15 Competence of Building a Learning Community module Module feedback questionnaire Personal Professional Teaching Expertise Preparation for the presentations of professional growth Skills in Research, Development and Innovation Activities Preparation for the presentations of the RDI activities Videos for presenting RDI activities (optional) Preannouncement of graduation by CONTACT DAY 16 Week 21 Wednesday Theme Skills in Research, Development and Innovation Activities Presentations of RDI activities Personal Professional Teaching Expertise Demonstrations of professional growth Graduation feedback questionnaire GRADUATION DAY Week 23 Friday Theme Graduation ceremony