Vocational Teacher Development Programme

Vocational Teacher Development Programme

INTRODUCTION... 2 The rationale of the development programme... 2 Working mode & activities... 3 COMPETENCE REQUIREMENTS AND COMPETENCE CRITERIA FOR VOCATIONAL TEACHERS... 5 MODULES OF THE DEVELOPMENT PROGRAMME FOR VOCATIONAL TEACHERS... 7 Vocational and professional education... 8 Teaching practice development project... 9 Networks and communities development project... 12 CONTACT DAYS AND THEIR TENTATIVE THEMES... 14 THE DEVELOPMENT CONTINUUM OF A VOCATIONAL TEACHER... 15 SUPPORT FOR STUDENTS... 16

Introduction The vocational teacher education programme is a competence-based development programme. Studies are tied to the practical work of vocational teachers, and to the competences, which are required in the society and in the world of work. Successful completion of the programme gives you a formal pedagogical qualification and entitles you to use the letters AmO (ammatillinen opettaja, vocational teacher) after your name. The pedagogical programme carries a total of 60 ects credits. At the start of your studies, you will negotiate with your tutor to formulate a personal development plan (PDP). Your development plan is based on the self-evaluation of your competences and the competence criteria of this programme. In your PDP you will record objectives and development task, which are in line with your personal goals. During the development projects, you will explore and develop your vocational teacher identity, work practices and the associated work environments. Although the development plan is personalised, the programme s approach is collaborative. While completing and assessing your development projects, you will be supported by a peer group of your fellow student teachers. Each student teacher and peer group will be assigned a tutor. The tutor will support and help you build a meaningful learning process. The aim of the tutoring process is to support the student teacher s own choices and development needs. Learning, tutoring and assessment are core themes of the programme, but equally important themes are ethics, democracy and human rights, the teacher as an influencer in the society, entrepreneurship in teacher s work and in students future career, and the changes digitalization brings to teachers work. All student teachers share their skills and learning during common contact days, within peer groups and in online interactions, including social media. The studies are structured so that contact days and peer group activities form a one-year group process. However, the duration of the programme will be determined on a case-by-case basis depending on the student teacher s personal development plan and progress. Participants may choose to progress faster or opt for a longer term plan. The contact day schedule is provided on page 24. Social development (Sivistys) The value base of the programme is social development, which promotes successful everyday life, high-quality working life, social equality and non-discrimination. Social development encompasses truthfulness, community spirit, responsibility and ethics. Vocational and professional education Vocational and professional education forms the theoretical basis for the development programme. Key themes include vocational learning, teaching and tutoring, professional growth as a lifelong process, and work-based social development as a member of a workplace community, an entrepreneur, a professional and a member of society. Competence-based development and personalisation Competence-based development means that the basis for teaching and assessment is competence attainment. The focus shifts from teaching to planning, tutoring and supporting the student s learning process. The student teacher and the tutor plan together the learning process. In the personal development plan they recognize the student teacher s prior competence, and her/his development needs in regard to the competence criteria of the program. The PDP also covers where and when the competence will be acquired and demonstrated. In vocational teacher education the competence criteria are interpretations of the kind of competences vocational teachers will need in different work environments now and in the future. These criteria will be discussed, interpreted and defined during the vocational teacher education. Inquiry-based development The pedagogical studies are implemented in accordance with the inquiry-based development model. The model describes the stages of the process (Figure 1). You will apply the stages as appropriate in each of the two projects and the programme as a whole. The overall aim is a systematic process of development, which includes tutoring and joint assessment of experimentation. 2

EXAMINE THE SETTING AND ENVIRONMENT! Identify good practices and areas in need of development. SHARE YOUR FINDINGS! Discuss, write, describe, use different types of media... EXPLORE AND DEVELOP WITH OTHERS SET GOALS FOR YOUR WORK! Formulate questions you need to answer. Draw up a plan, determine what types of changes are needed in current practices. EXPERIMENT! Put your plans into practice, assess the outcomes and create something new. EXAMINE YOUR OWN THEORETICAL ASSUMPTIONS! Read literature and build networks. Figure 1. Inquiry-based development in vocational teacher studies Working mode & activities Exploration of teacher identity Exploring your teacher identity is part of the ethical competence of a vocational teacher. You will examine change that takes place in your professional practice, ways of working and thinking while making the transition from an expert and professional to a vocational teacher. You will identify, analyse and reconstruct your views on growth, learning, students and competencies, and assess the development of your competencies as a teacher. As a vocational teacher, you will examine your relationship with students, the workplace and society at large. You will explore the possibilities and limitations of vocational education in the future. Personal development plan (PDP) At the start of the programme, you will formulate a personal development plan (PDP). Over the course of your studies, you will have at least three PDP discussions with your tutor to review your plan and assess your progress based on the plan. You will also assess your progress with the members of your peer group. Peer group action plan (PGAP) Student teachers work in peer groups and formulate a peer group action plan (PGAP). Each peer group formulates its common learning process by reviewing the assessment criteria for vocational teachers, the research and development topics described for each project, and the PDP process of its members. Members of the peer group act as peer tutors for each other. Peer group meetings take place between contact days (Note that the dates for these meetings are not in the schedule, instead they will be agreed upon by the members of the peer group) Peer activity may also include peer group mentoring carried out at workplaces with colleagues and employer/industry partners. Peer group mentoring provides an approach and method for joint development activity. Materials The materials of the development programme for vocational teachers include some recommended reading, and participants are invited to suggest additional materials. The exact content will be discussed and agreed upon with the peer group and the tutor (as part of the PDP, PGAP). The materials include pedagogical literature, articles, digital materials, interviews with experts, and other stimuli such as art and cultural activities. Competence assessment Competence assessment is based on the competence criteria of a vocational teacher and the participant s personal development plan. Assessment will take place in teacher s work, through observation and discussions, and the documentation you provide. Also contact days are an opportunity to demonstrate competences like interaction competence, tutoring competence and ability to verbalize pedagogical activity. You will use the Personal Development Plan to record your chosen methods for demonstrating your 3

competence and comparing it with the competence criteria for vocational teachers. You will assess your competence in cooperation with your tutor and peer group. You will receive qualitative feedback during your studies. Competence will be assessed in regard to the competence criteria (p. 5-6). Contact days & Distance learning activities There are 18 contact days during which the themes of the programme will be elaborated. Attending contact days is an essential part of the studies. Distance learning activities between contact days are designed so that they bridge the themes of the contact days. During distance learning periods, the peer groups will carry out study circles, and plan, implement and assess together activities like collaborative workshops and peer group mentoring sessions. The work on the two development projects is carried out during distance learning periods as well. The study modules of vocational and professional education (1.3, 2.1 & 3.1) will be implemented online. Arenas for online tutoring The following tentative plan covers the core structure and the online tools used in this programme. The peer group level and personal level tools for communication are open for negotiations. You may make different choices based on your own preferences. Personal level The competence portfolio is an integral part of competence demonstration in this programme. In it you collect samples, which demonstrate your competence development throughout the vocational teacher education process. The steps of the portfolio process are: 1. Compiling the basic portfolio: all the material that the student teacher produces during the vocational teacher studies (learning journal) 2. Examining and analysing the contents of the basic portfolio: selection, organization, assessment and reflection 3. Displaying the portfolio: using chosen tools In the English programme compiling the portfolio takes place in the form of a reflective learning journal. You will not write separate assignments, instead the process is documented in one Google Doc learning journal, which is shared with your tutor. In the learning journal you will document your project plans, findings, and reflections (on contact days, materials, own implementations, observations etc.), but also the feedback you get from your students, colleagues, your tutor and members of your peer group. You are encouraged to display the takeaways of your learning journal using different online gadgets, which we will introduce in the Candy Box. Peer group level Our suggestion for the peer group home base is Google Community (a private community, exclusively for the peer group members and the tutors) in combination with Google Drive. Google Community offers 4 an easy way to share updates, documents, images, and links. However, if you would rather use e.g. Facebook, Sharepoint, Yammer or Trello, we are open to these options. The main point is that each peer group should have an electronic meeting place, which is also open for the tutors. Group level Moodle will be used as the official learning management system for this programme. Materials will be shared on Moodle, you can reach all the participants through a general discussion forum on Moodle, and you should contact tutors through Moodle, not by email. Pre and post contact day newsletters are also sent through Moodle. The vocational teacher education programme is a development programme, and there are no traditional assignments nor tests. However, there are check points during the process, and even though you may complete your tasks in different environments, you will submit an invitation to give feedback -link on Moodle in the respective Assignment dialogue box. The tasks are graded as pass/incomplete. In case you get an incomplete, you will receive feedback on how to improve the submission to get a passing grade. You will also be able to follow your completion statistics there. Synchronous online meetings and webinars Peer groups will have meetings between the contact days. These meetings can take place face-to-face or online. Tools like Skype or Google Hangout can be used, or you can use some other services provided by your institutions. You will attend and facilitate webinars in Adobe Connect. Quality assurance In the vocational teacher education programme quality assurance is an integral part of the learning process. During the studies the peer groups assess the process and the tutoring they receive. Student feedback is collected in the form of a survey towards the end of the programme. This feedback is part of the quality system of the school of vocational teacher education. Credit transfer Previously completed university-level education (or equivalent) modules of 25 cp can be substituted for the following modules of the pedagogical programme: 1.3 Learning at work (5 cp) 2.1 Teaching and learning (5 cp) 3.1 Education, society and culture (5 cp) The modules will be recorded in the transcript in August provided that documentation of the completed studies is submitted with the joint application form. If you will not complete your studies until after the closing of the joint application period, please submit the documentation to the Student Affairs Office. In the PDP sessions, individual university-level modules, other previous pedagogical studies and experiential learning can be recognised and validated based on the competence criteria for vocational teachers.

Competence requirements and competence criteria for vocational teachers Competence requirements Competence criteria 1 2 As a vocational teacher, my actions are based on knowledge of vocational and professional education. I develop my practical theory using scientific reasoning. I am able to provide pedagogical reasoning for my actions. Competence development and demonstration As a vocational teacher, my actions are ethically, economically, ecologically and socially justified I work according to the ethical principles of vocational teachers. In my work, I promote human rights and equality and act according to democratic principles. I recognize and take into account the impact economic conditions have on my work, and the economic consequences of my work. Competence development and demonstration 3 4 As a vocational teacher, I develop my competence together with workplace representatives, students and colleagues through systematic assessment and by using various documentation means. As a vocational teacher, I use and develop learning-centred tutoring, teaching and assessment methods collaboratively with industry representatives, students and colleagues. I recognize and define development areas. I introduce experimental solutions to development areas and justify them theoretically. I share the results of the development work with my fellow students, my work community, and in my networks. Competence development and demonstration My actions are determined by the competence my students need in the world of work. I am familiar with the concept and practices of personalised vocational education and I design study processes which are personalised and negotiable. I assess my students through tutoring, and on the basis of their competence. I am proficient in tutoring, teaching and assessment in different types of learning environments. Competence development and demonstration 5

5 As a vocational teacher, I develop learning environments and processes by contributing to networks and communities. I develop the personal and collaborative learning processes of my students in cooperation with industry representatives, students and colleagues. I use digital tools and justify the use pedagogically. Competence development and demonstration 6 As a vocational teacher, I develop my interaction skills with an open-minded and creative attitude and I value diversity. I give my students time, attention and respect in all encounters. I create possibilities for dialogue as part of teaching and tutoring. I take the varied cultural backgrounds of my students into account in personal and group tutoring situations Competence development and demonstration 7 8 As a vocational teacher, I am familiar with the laws and regulations related to vocational education and the world of work and I apply them in my work. I recognize and define development areas. I am able to act and justify my actions according to the laws and regulations that guide my line of work. I am also familiar with the strategy of my organisation and I act accordingly. I am familiar with the collective labour agreements of my field and I respect them in my work. I share the results of the development work with my fellow students, my work community, and in my networks. As a vocational teacher, I am an active member of society and lay the groundwork for future vocational education. I follow societal discussion on the role of education. I bring in views on future competencies to my work. Competence development and demonstration Competence development and demonstration 9 As a vocational teacher, I guide my students in a way that enables them to graduate and to find employment and strengthens their possibilities for entrepreneurship I promote my students employability and entrepreneurial skills. I support my student s study processes according to the tutoring plan of the educational institution and the workplace. Competence requirements Competence criteria Competence development and demonstration 6

Modules of the development programme for vocational teachers 1. THE TEACHER AS AN ETHICAL DEVELOPER (15 cp) 1.1 Personal development plan (PDP) and peer group activities 5 cp 1.2 Career counselling 5 cp 1.3 Learning at work 5 cp 2. THE TUTOR (35 cp) 2.1 Teaching and learning 5 cp 2.2 Observing teaching and tutoring in different contexts 5 cp 2.3 Teaching and tutoring in vocational institutions and in workplaces 20 cp 2.4 Competence assessment 5 cp 3. THE TEACHER AS AN ACTIVE CITIZEN (10 cp) 3.1 Education, society and culture 5 cp 3.2 Vocational education in transformation 5 cp These are the modules displayed in the certificate supplement. However, the English programme is implemented through two development projects: Teaching practice project and Networking and communities project. The modules are embedded in these two projects. Vocational and professional education modules 1.3 Learning at work, 2.1 Teaching and learning and 3.1 Education, society and culture are implemented online as separate modules for those of you, who have not completed prior university-level pedagogical studies (25 cp) or equivalent (p. 4). However, the contents of these three modules do contribute to the development of the two projects. 7

Vocational and professional education 1.3 LEARNING AT WORK Previously completed university-level education (or equivalent) studies can be substituted for this module. Learning in your own organisation and in your communities and networks Co-creation, its knowledge base and practices Identify, define and elaborate Your most important internal communities and networks. The external communities and networks you need to build your competence now and in the future (for instance customers, former colleagues, specialists in your field, other educational institutions). What are the most important development areas in your communities and networks, and how are colearning and co-creation organised and managed? In this study module both formal and informal learning in workplaces, communities and networks are investigated. This module is implemented online. Its working activities include peer group activities, study visits, online presentations and workshops. The module takes place in the spring semester 2018 and its learning outcomes contribute to the Networks project. 3.1 EDUCATION, SOCIETY AND CULTURE Previously completed university-level education (or equivalent) studies can be substituted for this module. The history and future of vocational education and training from the perspective of the individual and society. Vocational education and training, professional culture and education and growth into an active and responsible citizen. Education reflecting changes in society. This study module will address change processes in education from historical, societal and cultural points of view as well as the future trends in vocational education and training. This module is implemented online. Its working activities include peer group activities and examination of various phenomena and discourse in the media and society at large. The module takes place in the spring semester 2018 and its learning outcomes contribute to the Networks and communities project. Materials Materials will be announced in the kick-off session of each module. 2.1 TEACHING AND LEARNING Previously completed university-level education (or equivalent) studies can be substituted for this module. Conceptions of human beings, knowledge and learning in teaching and tutoring. Practical theories in teaching and learning In this study module, different learning theories and their application in the context of vocational learning will be addressed. This module is implemented online. Its working activities include peer group activities, online presentations and workshops. The module takes place in the fall semester 2017 and its learning outcomes contribute to Teaching practice project. 8

Teaching practice development project The Teaching practice development project will be documented in a learning journal, which follows the inquirybased cycle. In this project the core content is from the following study modules: 1.1 Personal development plan (PDP) and Peer group activities 5 cp 2.1 Teaching and learning 5 cp 2.2 Observing teaching and tutoring in different contexts 5 cp 2.3 Teaching and tutoring in vocational institutions and in workplaces 20 cp 2.4 Competence assessment 5 cp The Personal Development Plan (PDP) underpins all your work in the vocational teacher education programme. Thus even module 1.1 is partly covered in this project. Module 2.1 Teaching and learning also contributes to the project for those of you attending vocational and professional education. You will first examine the settings and environment by writing an Orientation essay. Based on the essay you will set goals for your work, and draft the first version of your Personal Development Plan (PDP). Since the vocational teacher education programme is peer group-based, you will also draft a Peer Group Action Plan (PGAP). Next, you will examine your own theoretical assumptions, and choose the literature you will cover in study circles with your peer group, and individually. Note that study module 2.1 Teaching and learning (or equivalent) also provides building blocks for your theoretical understanding. The process is not linear and you may take several iteration rounds before submitting your Action plan for teaching practice development project. In it you draft, what experiments you will implement. During the implementation process you will share your findings using various dissemination tools. Portfolio Display EXAMINE THE SETTING AND ENVIRONMENT! Orientation essay PDP & PGAP SHARE YOUR FINDINGS! EXPLORE AND DEVELOP WITH OTHERS SET GOALS FOR YOUR WORK! Implementation, self-reflection & feedback EXPERIMENT! EXAMINE YOUR OWN THEORETICAL ASSUMPTIONS! Notes on materials (individual & study circle), 2.1 Action Plan Figure 2 Teaching Practice Project ORIENTATION ESSAY - Examine the setting and environment Vocational teacher's competence criteria according to the Handbook Recognition and analysis of your own competences Competence Recognition of the Vocational Teacher s Work and Operational Environment Write in the Google Doc learning journal an orientation essay where you cover the research and development topics. A template for the learning journal will be provided on Moodle. The essay is about setting the scene, positioning yourself, finding preliminary aims and getting familiar with literature. Next steps will later be addressed in PDP & PGAP. For more instructions, see the learning journal template and Orientation Essay Assignment on Moodle. 9

THE PERSONAL DEVELOPMENT PLAN 1 - Set goals for your work In the PDP process you will deepen your understanding of the themes of the orientation essay, and develop new approaches to your work as a teacher in collaboration with your peers. Selection and definition of competence objectives, taking into account each student s level of ability, curricula and workplace needs Peer group activities You will build on the orientation essay and make more concrete plans for your personal development. This will take place in the first PDP discussion with your tutor. You will document your PDP in the learning journal. The PDP forms the framework of the studies and provides the tools for competence assessment. You will also draft the first version of your Peer Group Action Plan (PGAP). In it you will document your peer group activities. A template for the PGAP will be provided on Moodle. For more instructions, see the learning journal template and PDP & PGAP Assignment on Moodle. LITERATURE AND OTHER MATERIALS - Examine your own theoretical assumptions Choose materials, which will help your development in line with your personal development goals and the competence criteria of this programme. The suggested materials include pedagogical literature, articles, digital materials, interviews with experts, and other stimuli such as art and cultural activities. You are also welcome to include materials of your choice. Philosophy of learning (in 2.1) Learning theories (in 2.1) Teaching, assessment and/or tutoring skills, methods and tools Document your chosen materials (both individual and study circle materials) in the learning journal. Share your study circle input (discussion triggers you write on your materials and memos of the discussions) also in the peer group Google Community. For more instructions, see the learning journal template and Study Circle 1 Assignment on Moodle. For 2.1, see separate instructions. TEACHING PRACTICE ACTION PLAN Planning teaching and learning processes in various learning environments Personalisation, recognition & validation of prior learning Selection and definition of competence objectives, taking into account each student s level of competence, curricula and workplace needs Teaching and tutoring methods from the point of view of the student s learning process Collaborative methods in classroom teaching Diversity in learning: special needs vocational education and encountering students in culturally diverse contexts Cooperation with different parties in instructional planning and delivery Student well-being services, multidisciplinary and multisectoral cooperation The development of practical theory In the action plan you will outline how you intend to implement: Observing vocational learning and tutoring in at least six different environments and settings Teaching, tutoring and assessment in at least six different situations Collaborative workshops during the contact days Plan for observations Choose the situations based on your personal development goals. Observe teaching/tutoring sessions in vocational upper secondary level institutions, universities of applied sciences, adult education institutions, workplaces etc. Observe preferably also sessions of your peer group members, and multidisciplinary work. The different settings can include e.g. classroom, lab, workshop, simulations, on-the-job learning, skills demonstrations, online classes and thesis supervision. Provide the first draft of what you will observe in the learning journal. Plan for your own teaching practice implementation Again, choose the situations based on your personal development goals. The situations can be teaching/tutoring sessions in vocational upper secondary level institutions, universities of applied sciences, adult education institutions, workplaces etc. The different settings can include e.g. classroom, lab, workshop, simulations, on-the-job learning, skills demonstrations, online classes and thesis supervision. Provide a prelimi- 10

nary draft of what you are going to teach and where. One of the six situations should be longer, so that you can demonstrate your planning competence (e.g. 1 cp of student work). Provide also a timeline for the implementation. Draft a rough pedagogical script (lesson plan) in your learning journal for every teaching or tutoring session including learning outcomes, content, methods, If possible, you should plan the teaching and tutoring situations with students, colleagues and workplace representatives. Take into account students learning process as well as your own activity as a teacher and tutor (=parallel planning). Provide pedagogical reasoning for your plan and choices based on your practical theory. The teaching and tutoring situations should include assessment of your practice, for example in cooperation with students, tutors and the peer group. For many of you, the first concrete action to take can be to find a place for teaching practice. Which schools to contact? How to find contact people? Sometime the participants assume that the teaching practice place is arranged for them by School of Vocational Teacher Education, and are disappointed to find out that this is not the case. On the long run it is for the participant s own good that the vocational teacher studies offer an opportunity to contact potential employers and offer a chance to demonstrate one s competence in teaching practice. This opportunity would be missed, if teaching and tutoring competence were demonstrated in a laboratory school. Collaborative workshops Together with a peer you will design the pedagogical script for a collaborative workshop, which you will facilitate during the contact days. You will choose a collaborative method, which can help reach the learning outcomes you set. The themes of the collaborative workshops are e.g.: Encountering students in culturally diverse contexts Students with special needs in vocational (higher) education Entrepreneurship Democracy and human rights Laws and regulations in teacher s work For more instructions, see the learning journal template, and the Teaching practice action plan and Collaborative workshops Assignments on Moodle. TEACHING PRACTICE IMPLEMENTATION - Experiment On top of deepening the competencies already mentioned in the Teaching practice action plan, you will focus on: Implementing teaching and tutoring in different vocational learning environments Assessment framework in vocational education Assessment topics and criteria for competencies and learning Competence and learning assessment in practice Assessment as a form of tutoring tutoring as a form of assessment The ethical aspects of assessment Polish your pedagogical scrip for each situation. Include also an assessment plan. Note that the teaching methods should be chosen so that they support reaching the learning outcomes. Assessment criteria and assessment methods should be in line with the learning outcomes. If you do not currently work as a teacher, it might be challenging to secure a position, where you can implement the longer session including 1 cp of student work. In that case you should implement at least some hours of the larger unit. Invite members of your peer group to observe and discuss your teaching practice. Your personal tutor will also visit to observe your teaching practice and give you feedback. Document in the learning journal the pedagogical script, your own reflections on the implementation, and the feedback you received. Document also the takeaways of the observations and of the collaborative workshops For more instructions, see the learning journal template and Teaching practice implementation Assignment on Moodle. TEACHING PRACTICE WRAP-UP - Share your findings Examining and analysing the contents of the basic portfolio: selection, organization, assessment and reflection Displaying the portfolio: using chosen tools Write a comprehensive assessment of the Teaching practice development project in the learning journal. Choose the items you want to share with your peers in the vocational teacher education programme, your colleagues at school or in other workplaces etc. Decide what tools would best be suited to display your portfolio. Have a peek in the Candy box on Moodle to find cool tools for disseminating your work! For more instructions, see the learning journal template, and the Teaching practice comprehensive assessment Assignment on Moodle. 11

Networks and communities development project The Networks and communities development project will be documented in the learning journal, which follows the inquiry-based cycle. In this project the core content is from the following study modules: 1.1 Personal development plan (PDP) and Peer group activities 5 cp 1.2 Career counselling 5 cp 1.3 Learning at work 5 cp 3.1 Education, society and culture 5 cp 3.2 Vocational education in transformation 5 cp The Personal Development Plan underpins all your work in the vocational teacher education programme. Thus even module 1.1 is partly covered in this project. Modules 1.3 Learning at work and 3.1 Education, society and culture contribute to the project for those of you attending vocational and professional education. Portfolio Display EXAMINE THE SETTING AND ENVIRONMENT! PDP & PGAP SHARE YOUR FINDINGS! EXPLORE AND DEVELOP WITH OTHERS SET GOALS FOR YOUR WORK! Implementation, self-reflection & feedback EXPERIMENT! EXAMINE YOUR OWN THEORETICAL ASSUMPTIONS! Notes on materials (individual & study circle), 1.3 and 3.1 Action Plan Figure 3 Communities and Networks Project THE PERSONAL DEVELOPMENT PLAN 2 - Examine the setting and environment - Set goals for your work Reviewing what you have accomplished in the Teaching practice development project and setting goals for the Networks and communities development project. 12 Selection and definition of competence objectives for work in internal and external networks and communities. Peer group activities Updating the PDP The second PDP discussion with your tutor In the second PDP discussion with your tutor you will discuss the takeaways of the first project and set goals for your second project. You will document your PDP in the learning journal. The PDP forms the framework of the studies and provides the tools for competence assessment. Update the first chapter of your learning journal (examine the setting and the environment). This time, focus on what is your starting point in regard to the networks and communities of the vocational teacher. For more instructions, see the learning journal template and PDP & PGAP Assignment on Moodle. LITERATURE AND OTHER MATERIALS - Examine your own theoretical assumptions Choose materials, which will help your development in line with your personal development goals and the competence criteria of this programme. The suggested materials include literature on VET in Nordic countries, career counselling and entrepreneurship, articles, digital materials, interviews with experts, and other stimuli such as art and cultural activities. You are also welcome to include materials of your choice.

Learning in your own organisation and in your communities and networks (1.3) Co-creation, its knowledge base and practices (1.3) The history and future of vocational education and training from the perspective of the individual and society (3.1) Vocational education and training, professional culture and education and growth into an active and responsible citizen (3.1) Mega trends Guidelines for education providers VET reform in Finland Entrepreneurship & entrepreneurship education Document your chosen materials (both individual and study circle materials) in the learning journal. Share your study circle input (=triggers you write on your materials and memos of the discussions) also in the peer group Google Community. For more instructions, see the learning journal template and Study Circle 2 Assignment on Moodle. For 1.3 and 3.1, see separate instructions. NETWORKS & COMMUNITIES ACTION PLAN Career paths and future outlooks for vocational students Studification of work (accredited work-based learning) and workplace-oriented learning environments General workplace skills and entrepreneurial approach Promotion of entrepreneurship and entrepreneurial competence of vocational teachers. The vocational education system and methods of delivery Education policy and national development topics Current legislation, agreements and guidelines governing vocational education. The framework for performance-based management and funding of vocational education. Career counselling Bazar The empirical part of career counselling involves e.g. interviews, observations (if the aim is mainly to analyze the themes), or active participation (if the aim is to develop something related to career counselling). You will decide in the peer group, what your focus is, and how you will share the findings of the empirical part. There is a double agenda in this activity: you will get familiar with the career counselling, studification etc. practices in different vocational institutions, but you will also have an opportunity to advance your own career options by having an excuse to visit schools (particularly those of you not working as a teacher at the moment may find this part of the project most helpful). The only rule is that you have to construct the Bazar presentation around an artefact other than a Power- Point presentation. Document your plan in the learning journal (and in the PGAP, when applicable). Remember to keep the plan in line with your development goals. Entrepreneurship exhibition The School of Vocational Teacher Education will arrange an exhibition on entrepreneurship education in spring 2018. This event will be arranged in cooperation with Suomen Yrittäjät ry. (Federation of Finnish Enterprises). In the exhibition you will have an opportunity to demonstrate your entrepreneurship education practices. Those of you who are not involved in entrepreneurship education will tour the exhibition and collect ideas. More detailed info on the event will be available in fall 2017. Document your plan in the learning journal (and in the PGAP, when applicable). Remember to keep the plan in line with your development goals. Future of VET seminar Vocational education and training is undergoing a rapid change. Unfortunately there is very little topical material in English concerning e.g. the legislation (UAS, upper secondary level vocational education, vocational adult education), VET reform, terms of employment etc. That is why you will arrange a seminar on these topics. Plan together who does what, and document the plan in the learning journal (and in the PGAP). Remember to keep the plan in line with your development goals. For more instructions, see the learning journal template, and the Bazar, Entrepreneurship exhibition and Future of VET seminar Assignments on Moodle. In the action plan you will outline how you intend to implement: Career counselling Bazar Entrepreneurship project with your students Future of VET seminar 13

NETWORKS & COMMUNITIES EMPIRICAL PART - Experiment For research and development topics, see Networks & Communities Action Plan. You will have an opportunity to demonstrate your competence in three practical activities: the Bazar, Entrepreneurship exhibition and Future of VET seminar. We recommend that in case your role is that of an observer in Entrepreneurship exhibition, you assume a role of an organiser in the Future of VET seminar. Document your own reflections and the feedback you receive in the learning journal. For more instructions, see the learning journal template, and the Bazar, Entrepreneurship exhibition and Future of VET seminar Assignments on Moodle. NETWORKS & COMMUNITIES WRAPUP - Share your findings Examining and analysing the contents of the basic portfolio: selection, organization, assessment and reflection Displaying the portfolio: using chosen tools Write a comprehensive assessment of the Networks and communities development project in the learning journal. Choose the items you want to share with your peers in the vocational teacher education programme, your colleagues at school, your partners at the workplaces etc. Decide what tools would best be suited to display your portfolio. Be creative! Avoid PowerPoint presentations. Have a peek in the Candy box on Moodle to find cool tools for disseminating your work! For more instructions, see the learning journal template, and the Networks and communities comprehensive assessment Assignment on Moodle. Takeaways and next steps At this point it is time to meet in the third PDP discussion with your tutor to discuss the takeaways of the entire vocational teacher education programme, and your next steps as a formally qualified vocational teacher. The third PDP discussion with your tutor Portfolio presentation Student teacher feedback survey Congratulations! Contact Days and their tentative themes Note: 1.3, 2.1 & 3.1 online, schedule to be informed later 14 8. - 9.5.17 Orientation to the programme, forming the peer groups 13. - 14.6.17 Getting organized, strengthening team work & learning to use digital tools 14. - 15.9.17 Kick-off for Teaching Practice: Designing teaching & learning, Learning environments 9. - 10.11.17 Teaching Practice: Assessment, Collaborative Workshops 13. - 14.12.17 Teaching Practice: Tutoring, Collaborative Workshops 23. - 24.1.18 Kick-off Networks & Communities: Collaborative Workshops 6. -7.3.18 Networks & Communities: Career counselling Bazar 11. - 12.4.18 Networks & Communities: Entrepreneurship exhibition, Future of VET seminar 7. - 8.5.18 Portfolio breakfast, Feedback survey, Next steps, Graduation* *If you choose to graduate in the fall, there is an option to celebrate graduation in November 2018

The development continuum of a vocational teacher Vocational teaching requires further education a participation in development processes. The Haaga-Helia School of Vocational Teacher Education, its further education offering and R&D activities offer a range of collaboration opportunities for teaching practice development after vocational teacher education. See our website. Qualified teachers can apply to the following programmes: The vocational special needs teacher programme (60 ects credits), which is open to candidates with a teaching qualification in vocational or core subjects (A 986/1998) and at least six (6) months of experience as a full-time teacher or tutor at a vocational education institution or a university of applied sciences (obtained by the end of the application period). This programme is available in Finnish. The vocational guidance counsellor programme (60 ects credits) is open to candidates with a teaching qualification in vocational or core subjects (A 986/1998). This programme is available in Finnish. Further education Our further education offering is designed to further develop the competencies of teaching staff and organisations and to come up with new solutions for studying, workplace needs and lifelong learning. In addition, we support educational organisations by providing training and consulting to management teams and employer/industry partners. The further education offering of the Haaga-Helia School of Vocational Teacher Education includes programmes funded by the Finnish National Agency for Education, the Ministry of Education and Culture, and the EU as well as commercial training services. Programmes include short or long term credit-based training packages, consulting services, seminars, lecture series or theme days designed and implemented in cooperation with the customer. Research, development and innovation The RDI activities of the School of Vocational Teacher Education are aimed at generating new models, solutions and tools for vocational learning, tutoring and teaching. We want to be part of the development of future learning environments in cooperation with vocational schools, UAS organisations and industry representatives. Our activities are future-oriented with a focus on anticipating changes in the world of work and serving the needs of vocational teacher education and the field at large. related to vocational and UAS- level education include e.g. Accreditation of workplace competencies through competence assessments Learning in cooperation with workplaces Changes in vocational teaching (new types of work, employment, flexibility) Entrepreneurial and network-based approaches Entrepreneurship pedagogy ICT-oriented solutions (e.g. gamification) Multiculturalism and international projects Inclusion and special needs pedagogy We give presentations on our project activities and results in various seminars and network meetings, which are publicised on the school s website. Student teachers are welcome to take part in projects and events. The school s publications and links to publication sales can be found at www.haaga-helia.fi/fi/aokk/julkaisut. Alumni The alumni of the Haaga-Helia School of Vocational Teacher Education include all our vocational teacher, special needs teacher and guidance counsellor graduates. Ensure that your details are up-to-date in our alumni database to receive the latest news and invitations to our events. Alumni are important stakeholders of our school, and we offer Opportunities for networking with professional peers Topical events Postgraduate and further education opportunities Publications related to the development of the practice of teaching Get involved and help us develop the practice of teaching! 15

Vocational teacher education since 1950 The development of vocational teacher education is connected with economic diversification and the creation of the citizen society. Trade, banking, transport, industry and services became established sectors alongside agriculture. This led to the creation of institutes preparing students for vocations and the need for vocational teachers. Helsinki Business College was founded in 1898. The first students began training as business teachers in 1904. Trainees practised teaching and sat in on lessons. In the decades following Finland s independence, vocational education developed at a slow pace. After World War II, skills shortage, the post-war baby boom and changes in the economic structure led to concerted efforts to develop vocational education. A teacher training unit was established at Helsinki Business College in 1950. The year is celebrated as the start of vocational teacher education at Haaga Helia. Student numbers in vocational education grew fast in the 1960s. Vocational teacher education was provided by various field-specific units across the country. The duration and contents of these programmes varied. In order to improve the quality of education, new curricula were introduced in 1986. Pedagogical studies became compulsory for all vocational teachers, and the length of the programme was standardised as 40 credit units. Since 1992, student teachers from different fields could enrol at teacher education units. The Helia School of Vocational Teacher Education was launched in 1997 in a transfer of its teacher education services and part of those of the former Helsinki Nursing School under the Helia Business Polytechnic. The scope of the teacher training programme was set at 35 credit units. After the 2005 curriculum reform of universities of applied sciences, the scope of the pedagogical programme was set at 60 ECTS credits. Since the 2007 merger of Helia and Haaga, teacher training has been provided by the Haaga-Helia School of Vocational Teacher Education. To mark the anniversary in 2010, Haaga Helia published a history of the Haaga Helia School of Vocational Teacher Education titled Opettajan ammattiin ja ammatin opettajaksi. Edited by Sirkka Kortetjärvi Nurmi, the book provides an extensive review of the school s activities and aims. The publication can be purchased by contacting julkaisut@haaga helia.fi. 16

Support for students Student affairs office The Student Affairs Office is located at the Pasila Campus in room 7201 on the 7th floor. You can contact our student affairs secretaries by email at aokk@haaga-helia.fi and by telephone on +358 (0) 40 488 7384. Staff email addresses are formatted as firstname.lastname@haaga-helia.fi The Student Affairs Office offers advice on practical matters, including System IDs and passwords Credit transfer (modules 1.3, 2.1 and 3.1) Statements for TE Offices and other authorities Certificates of student status Certificates, graduation Library Our library operates at the Pasila campus (3rd floor) and the Porvoo campus (1st floor). See www.haagahelia.fi/ kirjasto for opening hours and the library card application form. Catering Reduced rate meals are available at Haaga-Helia campuses for student teachers. (However, no Kela discount) Social benefits Since pedagogical studies for teachers do not lead to a degree, student benefits (e.g. travel discounts and meals) are usually not available to student teachers. Individual cases may be referred to the financial aid committee of Haaga-Helia, opintotuki@haaga-helia.fi. The extranet at http://mynet.haaga-helia.fi contains important links for students, including the library s electronic collections, online dictionaries and login instructions for different systems. 17

Haaga-Helia ammattikorkeakoulu Ammatillinen opettajakorkeakoulu Ratapihantie 13 00520 Helsinki http://www.haaga-helia.fi aokk@haaga-helia.fi Tel. 040 488 7384 or 040 488 7395