Teacher Education College INTERNATIONALLY ORIENTED TEACHER EDUCATION (60 ECTS) Study Guide

Teacher Education College INTERNATIONALLY ORIENTED TEACHER EDUCATION (60 ECTS) Study Guide 2017-2018

CONTENT GENERAL INFORMATION... 3 TEACHER S COMPETENCES AND PEDAGOGICAL SOLUTIONS... 4 VOCATIONAL TEACHER EDUCATION STUDIES... 9 Personal Development as a Vocational Teacher 7 cr (AMAK2017)... 10 Lifelong Learning 8 cr (AKOE2017)... 12 Education and Society 8 cr (AKKT2017)... 13 The Teacher s Developing Work Environment 8 cr (AAOT2017)... 14 Facilitating Learning 14 cr (AOHO2017)... 17 Developing Pedagogical Skills and Competences 15 cr (AAOK2017)... 19 ASSESSMENT OF LEARNING PROCESS AND COMPETENCES... 20 ACCREDITATION... 20 ON THE LEARNING ENVIRONMENTS AND STUDYING... 20 SCHEDULING THE STUDIES... 20 2

GENERAL INFORMATION Welcome to the Vocational Teacher Education This document includes the following sections of study guide: Teacher s Competences and Pedagogical solutions Vocational Teacher Education Studies Assessment of learning process and competences Accreditation On the learning environments and studying Scheduling studies The whole Stydy guide is published online at https://studyguide.jamk.fi/en/tec/ and includes also the curriculum for this programme, basic information concerning practicalities within the Teacher Education College, guidelines for studying, information about financial and social study support, as well as information about those services which can support you during your studies. In compliance with the statute governing Finnish polytechnics (546/2013), the aim of this training is to provide you with: 1) knowledge and skills to facilitate the learning of all students; 2) the ability to develop teaching practices taking into consideration the developmental aspects of different professions and working life in general. Each of the five vocational teacher education colleges in Finland has interpreted these aims differently, creating their own curriculum. This study guide introduces our interpretation. Within the European Union the general framework for teachers competences is being drafted to provide commonality across the community. Accordingly, teachers should have the capability to: 1) effectively use knowledge gained from various information sources and utilize technology; 2) co-operate with other parties students, colleagues and other partners; 3) function at local, regional, national, European and global levels. The competence areas set for teacher education, which are the basis for our curriculum, support this European framework. This guide describes the modules and study units that comprise vocational teacher education. All study units have learning aims, content, assessment materials and criteria. 3

TEACHER S COMPETENCES AND PEDAGOGICAL SOLUTIONS The aim vocational teacher education studies is to provide students with the skills and knowledge to guide learning for different kinds of students and develop their own field of teaching, taking developments in occupations and working life into account. (Statute 1129/2014 6) The curriculum of the Teacher Education College of the JAMK University of Applied Sciences is competence-based. The key competence areas are facilitating learning and creating future. The role of vocational teacher education is to develop and assess the relevant skills in these competence areas. Another purpose of the teacher education is to support the students to develop their role and identity as a vocational teacher. Thus, the third component in teacher education is developing the teacher identity. Figure 1. Teacher Competences 4

The competence area of facilitating learning comprises the following three competences that are developed and assessed through various learning tasks: facilitating learning skills, which refer to teachers awareness of the theoretical and philosophical starting points pertaining to learning as well as the ability to plan, implement and assess meaningful learning processes, taking the diversity of students into account, learning environment skills, which refers to the ability of teachers to develop and renew a variety of safe and accessible learning environments suitable for vocational learning in cooperation with other relevant parties, as well as the ability to work in these learning environments while promoting learning. It also means the ability of teachers to utilise different digital resources in a manner that supports learning, and interaction skills, which means the ability of the teacher to act in different interactive relationships and partner networks in a in meaningful and ethically sound manner with regard to the goals set for learning. The competence area of creating future comprises: future orientation, which refers to the ability and desire of teachers to be involved in making the future of vocational learning, working life and society based on an understanding of the relationships between them. It also means the investigative and critical approach of teachers to existing practices and structures as well as the courage to think and carry out things in a new way to develop social equality, democracy and human rights, and developmental skills, which refer to teacher's ability to develop their own activities, as well as those of their community, together with others, in the manner required by foreseeable changes. It also refers to the ability and desire to develop vocational learning, working life and entrepreneurship at the regional, national and international levels by actively working in partner networks that are relevant in each case. The competence area of developing the teacher identity is comprised of reflection skills, which means the teacher's ability to recognise and critically assess their basic notions, values and attitudes related to their role as a teacher as well as their own thought patterns and work methods. It also refers to the ability to assess the ethical principles behind the teachers own actions and thinking, and agency skills, which refer to the proactive approach of teachers to building their own vocational development path as well as their ability to set goals for their own vocational development. It refers to the ability of teachers to make different decisions related to their work, based on knowledge of vocational pedagogy. It also includes the ability to participate in building communal knowledge and the ability to act in a variety of partner networks to develop the teachers own actions and those of their work community. 5

Backgrounds of the pedagogical solutions used in vocational teacher education The pedagogical activities of the Teacher Education College are based on three elements: using meaningful learning tasks as a basis for learning; building learning partnerships in learning and creating new knowledge; and utilising digital opportunities to support the first two elements. The first two elements form the methodological core of learning and guidance. Various digital tools and resources serve these two basic elements of meaningful learning. Digital technology provides an opportunity for interaction that is independent of time and place in learning and cooperative creation of new knowledge. A digital environment also provides an opportunity for more extensive, diverse and modern information seeking. Learning tasks The use of meaningful learning tasks as the key, but not the only, source of learning is based on the principles of constructivism. The main thing is that learners themselves have the opportunity to direct the way that questions are worded in a manner that meets their own learning needs. These types of tasks make it possible to actively adapt and build knowledge. This gives learners the opportunity to be active in forming their own knowledge structures with the support of guidance and feedback related to the learning tasks. Through learning tasks, learners make their own interpretations of the newly created information and build new knowledge based on their previous knowledge and experiences. The notion of knowledge is therefore dynamic in nature. The purpose of learning tasks is to create new knowledge and understanding of the matters and phenomena being studied by integrating new ideas, information and concepts into learners existing knowledge structures. Meaningful and challenging learning tasks create the type of knowledge that is new to the learner and, by itself, produces new knowledge structures. In learning tasks, new knowledge is not only produced but also used in real contexts when possible. The principle of authenticity, i.e. the relevance of the tasks to actual situations in working life, is key from the perspective of the quality of learning tasks. Learning tasks develop learners proactive approach to their own learning, thereby enabling them to take charge of their own learning. This is one of the essential capabilities from the perspective of lifelong learning. Learning partnerships The interaction between people is an important factor that boosts learning. Social interaction plays a key role in forming individual learning and shared understanding as well as the production of new knowledge between individuals. 6

Learning partnerships are based on an interactive notion of the relationship between an individual and their environment. Interactive relationships therefore play a key role in learning experiences. They are formed by the relationships between students, the relationships between teachers and students as well as other social networks that have common learning goals. These partnerships form a key basis in pedagogical activities. The partnership between teachers and students is built on the principles of equality, transparency, mutual responsibility and mutual learning. Building trust is a shared task. The active creation of learning partnerships as part of the learning process produces capabilities that enable the development of cooperative problem-solving skills. In line with the humanistic image of humans, this curriculum understands that humans have the potential for growth, development and self-realisation. However, the relationship structures that affect the self are complex. Building and maintaining the current state of the self, identity and knowledge are key aims in all education. Utilisation of digital opportunities The significance of education as a source of learning has decreased with the use of new technology. New technology is constantly changing our work, organisations, society and lives. New technologies enable new possibilities for communication between people that is independent of time and place. It also makes it possible to find, create and use information in a whole new way. It creates an entirely new operating environment for humans. From the perspective of the competence of students, the scope and depth of learning are important dimensions. It is essential that students are assisted in finding, learning and creating new information by using digital tools and resources. It is now possible to get access to digital tools and resources practically everywhere, which makes it possible to create connections independent of time and place for creating and sharing ideas. Digital tools make it possible to provide continuous feedback and thereby support making learning and creating new information visible to all relevant parties. Digital tools and resources not only serve the cooperative building and sharing of new information but also the seeking of the information required for it. The advancement of digitalisation is already transforming working life and society in such a way that all citizens are required to adopt new ways of thinking and have the ability to use digital tools. They are becoming the primary way of doing things, whether in the role of an employee or citizen. 7

Pedagogical principles of vocational teacher education The following pedagogical principles of vocational teacher education are drawn from the overview above: the key starting points for learning are meaningful learning tasks, instructional and consultative interventions that support them as well as assessment methods and feedback which promote learning. learning occurs in various partnership networks which enable the cooperative creation of new knowledge, multifaceted peer learning as well as receiving and giving feedback. digital opportunities are utilised in learning, creating new knowledge, the related cooperative and interactive relationships as well as information seeking that serves them. 8

VOCATIONAL TEACHER EDUCATION STUDIES Vocational teacher education studies consist of 60 credits comprising the elements below The Basics of Educational Sciences, Studies in Vocational Pedagogy, Teaching practice, Other studies (Statute 1129/2014 2 and 3) Vocational Teacher Education studies are structured as the studies specified in the statute in the following manner. Figure 2. Vocational Teacher Education Studies. The Basics of Educational Sciences consist of two courses: Lifelong Learning (8 cr) Education and Society (8 cr) Studies in Vocational Pedagogy include: Teacher s Developing Work Environment (8 cr) Developing Pedagogical Skills and Competences (15 cr) 9

The Course for Teaching practice is called Facilitating Learning (14 cr) The Other studies include Personal Development as a Vocational Teacher (7 cr) Personal Development as a Vocational Teacher 7 cr (AMAK2017) Personal Development as a Vocational Teacher course starts at the very beginning of your studies and lasts throughout your studies. In this course, you will set yourself objectives related to teacher education and your own professional development, follow the progress of your studies, participate in the discussion of your learning circle and finally evaluate the outcomes of your studies. Personal Development as a Vocational Teacher course is a part of the Other Studies of the Vocational Teacher Education Studies. With the learning tasks of this course, you will improve your reflective skills, agency skills and interaction skills. You will find the learning assignments of this course in the Optima online learning environment before the orientation days. Objectives The student will set themselves objectives related to teacher education and develop their professional agency as a teacher, based on their own premises. The student will assess and document their learning process for others and give feedback to other students to support their learning. The student will assess their competence in relation to their own objectives and those of the teacher education. They will set new objectives for their professional development. Learning tasks In the beginning of the teacher education, you will use your Personal Learning Plan (PLP) to assess your own premises and orientation for teacher education. With the PLP, you will also 10

plan and assess the progress of your studies in the beginning and throughout your studies. You will also compile a portfolio during your studies. You will collect important experiences and learning outcomes in the portfolio. In addition to the PLP and the portfolio, you will also keep a reflection diary. It is a personal diary, but you can attach ideas and other important things from the diary to your portfolio. In addition to the three aforementioned media, one of the learning tasks of this course is participation in the learning circle activities. In this small group of students, you will present your study objectives and your progress to other students. In your learning circle, you will receive peer guidance and feedback related to your studies and you will also act as a peer tutor and give feedback. In the final phase of your studies, you will self-assess and summarise your studies and have a final assessment discussion with your trainer. For this discussion, you will collect assessment material based on your portfolio and reflection diary. Learning process assessment In this course, we will promote and evaluate reflection skills, agency skills and interaction skills. The tools for evaluating the learning process are the various self-assessment tasks and the feedback from the peer assessment and the teacher trainer. The assessment decision is made by the teacher trainer once all the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment materials consist of the PLP, the portfolio and the learning circle work, as well as the final assessment discussion and the material related to it. Figure 3. Developing Teacher Identity 11

Lifelong Learning 8 cr (AKOE2017) In this online course, you will learn the essential foundations and concepts of education. In addition, you will learn about learning as a phenomenon and create your own principles for facilitating learning meaningfully. The Lifelong Learning course is a part of the Basic Studies in Education. The learning tasks of the Lifelong Leaning course will lead you to observe learning as a phenomenon. With the tasks, you will primarily develop theoretical knowledge and understanding related to the facilitating learning skills.. The learning tasks will challenge you to evaluate your own premises as a learning facilitator and give feedback on the views that the other students have about the themes of the course. Thus, this course will also promote and assess reflection skills. You will find the learning assignments of this course in the Optima online learning environment before the orientation days. Intended learning outcomes The student will understand the application opportunities that the studies on human learning and development have on facilitating learning. The student will be prepared to follow the current studies and reports related to teaching and facilitating learning. The student will be capable of utilising the knowledge of human development and learning in supporting and facilitating the professional growth of their own students and developing their own identity as a teacher. Acquiring competence You can acquire the competence required by this course by participating in the online course and doing the four learning and assessment tasks. You may already have acquired the competence required by this course by completing the basic studies or achieving the approbatur grade in Education, Adult Education or Vocational Education or by completing the corresponding studies in the JAMK Teacher Education College prior to the Teacher Education Studies. You can also complete the aforementioned basic studies during your Teacher Education Studies and acquire the competence this way. Demonstrating competence You can demonstrate the competence required by this course by doing the learning and assessment tasks in an approved manner. 12

You can also substitute this course with either having completed basic studies or the approbatur grade in Education, Adult Education or Vocational Education or by having completed the corresponding studies in the JAMK Teacher Education College. When you want to substitute the course with prior studies, send the Accreditation Application for Teacher Education (published in September 2017) and the certificate of the substituting studies to the Study Counsellor of the Teacher Education College. Assessment of the learning process and competence In this course, we will assess the facilitating learning skills and reflection skills. The tools for assessing the learning process are various self-assessment tasks, a test evaluating your knowledge and the peer assessment feedback. The assessment of competence is criterion referenced and the assessment decision is made by the teacher trainer once all the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment material consists of the learning tasks of the course. Education and Society 8 cr (AKKT2017) Intended learning outcomes The student will understand the basic concepts of education sociology and analyse the matters related to education as social and cultural phenomena from the perspective of education sociology. Acquiring competence You can acquire the competence required by this course by participating in the online course and doing the learning tasks in it. You may already have acquired the competence required by this course by completing the basic studies or achieving the approbatur grade in Education, Adult Education or Vocational Education or by completing the corresponding studies in the JAMK Teacher Education College prior to the Teacher Education Studies. You can also complete the aforementioned basic studies during your Teacher Education Studies and acquire the competence this way. 13

Demonstrating competence You can demonstrate the competence required by this course by doing the learning and assessment tasks in an approved manner. You can also substitute this course with either having completed basic studies or the approbatur grade in Education, Adult Education or Vocational Education or by having completed the corresponding studies in the JAMK Teacher Education College. When you want to substitute the course with prior studies, send the Accreditation Application for Teacher Education (published in September 2017) and the certificate of the substituting studies to the Study Counsellor of the Teacher Education College. Assessment of learning process and competence In this course, we will assess future skills and reflective skills. The tools for assessing the learning process are learning tasks and self-assessment task as well as the peer assessment feedback. The assesment of competence is criterion referenced and the assessment decision is made by the teacher trainer once all the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment material consists of the learning tasks of the course. The Teacher s Developing Work Environment 8 cr (AAOT2017) In this online course, you will learn about the teacher s work environment and the various regulations related to it. You will also observe the opportunities for developing vocational learning. The Teacher s Developing Work Environment course is a part of the Vocational Pedagogical Studies. Teachers shape the future through their work. Shaping the future requires a strong futureoriented approach and the people s and work communities desire to evolve and develop vocational education. The development of vocational education is based on sufficient knowledge and understanding of the social and educational environment. In this course, you will learn about the Finnish national education system, the guidance system for vocational education and higher education, the legislation regulating the functions of the educational institutions, the strategies and policies of the institutions, and regional development. The learning tasks of the course will challenge you to observe your own work environment and its changes and development needs now and in the future through a critical approach, predictions and collaboration. 14

With the learning tasks of the course, you will primarily develop the knowledge and understanding related to future orientation and developmental skills. This course will also promote and evaluate reflection skills. You will find the learning assignments of this course in the Optima online learning environment before the orientation days. Intended learning outcomes The student will understand the Finnish national education system and has learned about the guidance and planning systems related to vocational education and higher education. They are aware of the opportunities and future directions of developing vocational learning and competence and they want to develop vocational education, professional life and entrepreneurship as a part of their work and work community by actively operating within networks. The student will recognise the various dimensions and challenges in the equality of vocational education and teaching. They are also aware of the role that international cooperation has in the everyday operations of the institutions and how they are implemented. Acquiring competence You can acquire the competence required by this course by participating on the online course and doing the learning tasks. You may have already acquired or be currently acquiring the competence required by this course in your own work in vocational education, for example. Demonstrating competence You can demonstrate the competence required by this course by doing the learning and assessment tasks in an approved manner. You can also demonstrate your competence for this course through the recognition of prior learning. To recognise your prior competence and learning, read the learning outcomes, assessment criteria and learning tasks for this course. Assess your own competence in relation to them. Create materials that demonstrate that you already possess the competence required by this course. Write a report for the assessment of the materials, justifying how the materials demonstrate that your competence matches that required by the course. Send the accreditation application, your materials and your report to the instructor of this course for your prior competence to be recognised and assessed. The Accreditation Application for Teacher Education will be published in September 2017. 15

Assessment of the learning process and competence In this course, we will assess future orientation, developmental skills and reflection skills. The tools for assessing the learning process are self-evaluation and peer assessment. The assessment of competence is criterion referenced and the assessment decision is made by the teacher trainer once all the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment material consists of the learning tasks of the course. 16

Facilitating Learning 14 cr (AOHO2017) Throughout this course you will work both individually and cooperatively within a learning circle. You will get to know the contemporary vocational education learning environments and you have also an opportunity to develop your facilitating learning skills. At the beginning you need to familiarize yourself with the course objectives, content and assessment criteria. On the basis of that you need to identify your own skills and competences, and define your own aims to further develop your skills as a learning facilitator. This course includes practice periods that require you to plan, implement, and assess a series of teaching activities. You can complete this individually or in combination with members of your learning circle. If you are a beginner as a teacher, your objective may be developing the basic competence related to the planning and implementation of facilitating learning. However, if you already master the basic questions related to the planning and implementation of facilitating learning, your objective may well be developing one area of learning facilitation even further. If you, according to your own self-assessment, already possess the skills and knowledge of a competent teacher and master the competence which is the learning outcome of this course, you can attain the study credits for this course by demonstrating your competence. The implementation of the series of teaching can be planned and implemented either individually or within your peers in a learning circle. These practice periods will also be video recorded according to the instructions that will be given at the seminars. The members of the learning circle will be your peer tutors. Each trainee teacher needs to analyse others teaching and participate in feedback discussions. It is important that all have an opportunity to learn from each others experiences. You will get feedback from your mentor, colleagues, peers, and your teacher trainer. Throughout the course, you should write your reflection diary and collect material for your portfolio. This course promotes the student s facilitating learning skills, learning environment skills, interaction skills, agency skills and reflection skills. These skills are also assessed within this course. The course covers the Teaching practice of Vocational Teacher Education. The course work begins in autumn 2017 and is guided by your teacher trainer. You will find the learning assignments of this course in the Optima online learning environment before the orientation days. 17

Intended learning outcomes The student is aware of the phenomena related to learning and learning through interaction. The student knows the different learning environments of vocational learning and knows how to plan, implement and assess meaningful and theoretically and ethically sound learning situations and modules in relevant, appropriate environments. The student understands the significance of assessing learning process and learning outcomes and knows how to reflect upon their own activities as a facilitator of learning. Acquiring competence If you have just started or are just about to start working as a teacher, you can acquire the competence required in the course by completing the learning tasks included in the course. You will start the course by getting to know different learning environments in vocational education, teacher s work and the student groups together with your student colleagues. You will familiarise yourself with the different cognitive and theoretical starting points of learning and the facilitation of learning through literature, various online materials and tutoring sessions. For the purposes of developing your learning facilitation skills, you will plan, implement and assess a sufficiently extensive teaching project. If you have already worked as a teacher, you can use the learning tasks in this course to develop your learning-facilitation competence based on your personal learning plan. You will plan, implement and evaluate a sufficiently extensive teaching project and, in the framework of the project, focus on developing an area that is particularly meaningful to you as a teacher. For this purpose, you will acquire the required skills and knowledge by familiarising yourself with the relevant literature and online materials and participating in tutoring sessions which discuss the basic questions related to the facilitation of learning. You may already have acquired the competence indicated as the learning outcome of this course by working as a teacher and studying pedagogy. Demonstrating competence You can demonstrate the competence which is the targeted learning outcome of this course in various ways, depending on your personal starting points and objectives. If you already have extensive experience of teaching, development competence and a strong knowledge of pedagogic theories, you can verify your competence with demonstrations. Demonstrations consist of your demonstration portfolio and concrete planning and implementation of learning facilitation. Based on your demonstration portfolio and demonstrations on learning facilitation, your teacher trainer shall make a decision on whether the course can be accredited as a whole or whether you should complement your competence in some areas. 18

If you have already worked as a teacher, you can agree with your trainer on the kinds of learning tasks and other evaluation materials with which you can demonstrate your mastery of the learning outcomes of the course. The assessment materials shall always contain the planning and implementation of a concrete learning facilitation situation. If you have just started or are just about to start working as a teacher, you can demonstrate your competence as required in the course by completing learning tasks included in the course. The essential assessment materials shall always contain the planning and implementation of a concrete learning facilitation situation. Assessment of the learning process and competence During this course facilitating learning skills, learning environment skills, interaction skills, agency skills and reflection skills are assessed. The assessment materials for the learning process consist of the learning tasks of the course, observations, self-assessment tasks and feedback from peer assessment. You will receive guidance and feedback from the supervising teacher of your teaching practice institution, your teacher colleagues, peer tutors and your teacher trainer at the Teacher Education College. The assessment of competence is criterion referenced and the assessment decision is made by the teacher trainer once the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment material consists of the learning tasks of the course or the demonstration material. Developing Pedagogical Skills and Competences 15 cr (AAOK2017) You can develop your pedagogical skills and competences in the direction you want as a part of Teacher Education. The aim is that you will learn about a subject supporting the objectives of Teacher Education and your own learning objectives and thus expand or deepen your pedagogical competence. The scope of these studies is a total of 15 ECTS credits. The studies can consist of single courses of at least 15 credits or several courses of at least 5 credits each. The Teacher Education College offers many courses, usually worth 5 credits each, out of which you can compile your own studies. You can also suggest that 15 credits worth of studies 19

completed in another institution after 1 January 2015 be included in your studies. The suggested studies must be such that their objectives and contents support the objectives of Teacher Education. If you wish to accredit these studies in such a way, send the Accreditation Application (published in August 2017) and a certificate of the studies being accredited to the Study Counsellor of the Teacher Education College. You can also accredit these studies through the recognition of prior learning. You can have 5, 10, or 15 credits worth of prior competence you have acquired in working life or in another environment accredited. To have your prior competence recognised, you will need to assess, describe and demonstrate your competence according to separate instructions. Your teacher trainer will evaluate your competence and make the decision about the accreditation based on the materials you provide. Planning the development of pedagogical competence is a part of the Personal Learning Planning in the beginning of the studies. The studies offered by the Teacher Education College can be taken any year during your studies. The courses offering changes each academic year. In 2017 2018, the Teacher Education College will offer the following courses: In English: Cultures and communication (5 cr) International summer school (5 cr) Solution-focused coaching as a tool foor teachers in the digital era (5 cr) In Finnish: Erityinen tuki ammatillisessa koulutuksessa ja opettajan osaamisena (5cr) Menetelmiä monikulttuuriseen ohjaukseen (5cr) Monipuoliset verkko-oppimistehtävät (5 cr) Ohjaus oppimisprosessissa (5 cr) Opettamisen taitoja liikkuvalla kuvalla (5 cr) Oppimisen ja osaamisen arviointi (5 cr) Sosiaalinen media pedagogisissa ratkaisuissa (5 cr) Uraohjausvalmiudet opettajan työsssä (5 cr) Uudet oppimisympäristöt (5 cr) Valmentava opettajuus ja oppimisen ohjaamisen työpaikalla (5 cr) Verkko osaksi opetusta (5 cr) Videoiden käyttö ohjauksessa ja itse arvoinnin tukena (5 cr) Yrittäjyyskasvatus opettajan osaamisena (5 cr) Further details of each course will be published in online version of Study Guide at https://studyguide.jamk.fi/en/tec/ 20

ASSESSMENT OF LEARNING PROCESS AND COMPETENCES At the Vocational Teacher Education College facilitating learning and assessment is a constructive, open and continuous dialog between the trainees and the teacher educators. Assessment of learning process takes place in relation to the set aims of different courses. Assessment decisions are criterion-referenced; assessment decisions (pass/failed) are made from the basis of criteria of required competence which is described in the context of each course. Passing a course requires that the criteria of competence is fulfilled. Assessment is based on assignments, observations, discussions and other qualitative data, and thus, it is qualitative. The aims set for each competence area also form the basis of facilitating the learning process. Tutoring during the learning process, different types of feedback and other assessments are based on both the defined aims of each competence area and learning aims set by trainee teachers themselves. Thereby, the aim of assessment is to be constructive. Trainee teachers self-assessment has an important role at all stages of the studies. A self-assessment task is included in each assignment. The student, the Teacher Education College instructors, fellow students and the teacher tutors or colleague teachers supporting the development of facilitating learning and working in different institutions will participate in the evaluation. The following image illustrates the tasks of the various evaluators. Figure 4. Assesment 21

ACCREDITATION At the Vocational Teacher Education College facilitating learning and assessment is a constructive, open and continuous dialog between the trainees and the teacher educators. Assessment of learning process takes place in relation to the set aims of different courses. Assessment decisions are criterion-referenced; assessment decisions (pass/failed) are made from the basis of criteria of required competence which is described in the context of each course. Passing a course requires that the criteria of competence is fulfilled. Assessment is based on assignments, observations, discussions and other qualitative data, and thus, it is qualitative. The aims set for each competence area also form the basis of facilitating the learning process. Tutoring during the learning process, different types of feedback and other assessments are based on both the defined aims of each competence area and learning aims set by trainee teachers themselves. Thereby, the aim of assessment is to be constructive. Trainee teachers self-assessment has an important role at all stages of the studies. A self-assessment task is included in each assignment. The student, the Teacher Education College instructors, fellow students and the teacher tutors or colleague teachers supporting the development of facilitating learning and working in different institutions will participate in the evaluation. The following image illustrates the tasks of the various evaluators. Accreditation You can accredit competence you have acquired in other studies, in working life or in other contexts. The forms of accreditation are replacement, inclusion and recognition of prior learning. Substitution Substitution refers to substituting the courses/studies with corresponding courses/studies completed elsewhere in the same field of study. The following Teacher Education courses can be accredited through substitution: Lifelong Learning (8 cr) Education and Society (8 cr) 22

Inclusion Inclusion refers to the inclusion of courses/studies completed elsewhere in the studies. You can include 5 15 credits worth of studies completed elsewhere in Developing Pedagogical Skills and Competence (15 credits) if the studies support your personal objectives for Teacher Education and they have been completed after 1 January 2015. The Teacher Education College will make the decision about the inclusion of the studies you have suggested. Recognition of prior learning The starting point of recognition of prior learning is the learning described as a curricular objective, which you have acquired in any way, in any place, and at any time. The Teacher Education studies that can be accredited through the recognition of prior learning are the following: Teacher s Developing Work Environment (8 cr) Developing Pedagogical Skills and Competences (15 cr) In order to have the competence related to Teacher s Developing Work Environment accredited, you will assess, describe and demonstrate your competence in a manner described in the course description. The Teacher Education College will assess your competence and make the decision about the accreditation based on the materials you provide. For Developing Pedagogical Skills and Competences, you can have 5, 10, or 15 credits worth of prior competence you have acquired in working life or in another environment accredited. To have your prior competence recognised, you will need to assess, describe and demonstrate your competence according to separate instructions. The Teacher Education College will assess your competence and make the decision about the accreditation based on the materials you provide. The evaluation decisions for replacements and inclusions are made by the Guidance Counsellor (contact information) When recognising prior learning, the evaluation decision will be made by your teacher trainer. The instructions and forms for the substitution and inclusion of studies and recognition of prior learning can be found online at jamk.fi/aokk/opinto-oppaat. 23

Figure 5. Crediting at the Teacher Education College 24

ON THE LEARNING ENVIRONMENTS AND STUDYING Your learning environment consists of your fellow students, vocational higher education and/or secondary education and the working life related to them and the guidance and online environment offered by the Teacher Education College. Vocational teacher studying is multimodal. Multi-modal studying combines learning circles, tutoring days, development of facilitating learning and assessment competences through practical activities, online studying and independent studies. Learning circles are collaborative groups formed by 4 to 6 students. Your study group will meet and stay in touch throughout the studies. The essential purpose of the study groups is to work on the learning assignments related to various courses together. The members of a learning circle will agree on their methods and schedules together. In order for your learning circle to function, it is important to discuss openly about how you plan to complete the assignments so that even in a bigger group you can remain realistic and fair when working together towards a mutual goal. Tutoring days are for guidance meetings for whole student group or individual learning circles conducted by the teacher trainer. The tutoring days will focus on the learning assignments for the Developing the Teacher Identity and Facilitating Learning courses. Tutoring days will also be organised as webinars or other kinds of online meetings as agreed by the teacher trainer and the group. Participation in these days is an essential part of the studies. During these days, you will have the opportunity to share the experiences and outcomes of the learning tasks with your peer group. Participating in the work during the tutoring days produces important assessment material for assessing students' interaction skills. That's why it's essential that student participates in the tutoring days as agreed by the student and the teacher trainer. The Facilitating Learning course will be done through practical activities, by facilitating a learning process either in an educational institution of your choice or another suitable learning environment. Usually the students find their organisation of placement by themselves. However, the Teacher Education College can assist the student in finding an appropriate placement, if necessary. After having agreed the teaching practise placement tentatively, student of the Teacher Education College fills in a practical training plan in the ASIO student administration system > Practical training plan/contract. During a practical training period the student is to act according to the common practices and rules of the work place and is subject to its work safety legislation. The indemnity liability is in 25

compliance with the Act on indemnification (1423/91). An accident insurance regulated by law is in effect during a practical training period corresponding to the study programme's curriculum. If the student receives a salary for the training period, he is then considered to be attached to the organisation and subject to the workmen s compensation insurance. To study online, you will need a computer and an internet connection. The operating system of your computer does not really matter as long as you know how to use it. We recommend that you have a fixed broadband internet connection. We have noticed that the reliability and speed of mobile-based connections can occasionally cause problems, for example in real-time online meetings. You must also have headset with a microphone available (we recommend USB headset). This way you can ensure smooth participation in online meetings. A smart mobile device a smartphone or a tablet is a useful tool for a multi-modal student but will not be sufficient by itself. On the significance of planning your own work For the most part, multi-modal studying is based on independent work and work in a learning circle. Multi-modal studies require you to have an active approach to studying, motivation, and the desire to take responsibility for your own learning. Every learner is an active agent! Onlinefocused multi-modal studying also calls for rudimentary IT skills. One of the best-liked features in multi-modal studying is its flexibility when it comes to timetables. However, multi-modal studying is not completely time or location-independent. Instead, you must occasionally be at a certain place at a certain time to attend tutoring days and learning circle group work. When planning your studies and estimating the time they will take, remember to factor in the time required by independent study. Among other things, independent studying involves doing various learning assignments. Each course includes assignments, and these might be challenging. Determining your own study resources and planning ahead are the keywords in time management. With the help of these, you can draw up a flexible and above all realistic timetable that you can easily commit to. However, life is impossible to predict, and that is why sometimes we come face to face with unexpected events or situations that we cannot avoid. If such events or situations have a largescale impact on your studies, or simply hinder you from handing in an individual assignment, you should contact your trainer immediately. 26

Your own role as a student is crucial for your learning: learning takes work and the main responsibility for your learning lies with you. At its best, learning is also fun, and the trainers will support and help you so that you can have the best possible conditions for studying. (Blek, T., Haapakoski, M., Häkkinen, S., Nukari, E. & Seriola, L. Monimuoto-opiskelijan käsikirja. Avoimet oppimateriaalit. Jyväskylän ammattikorkeakoulu. CC BY NC SA) 27

SCHEDULING THE STUDIES The scheduling of the studies will be based on the personal learning plans of the students. The length of studies is usually 1 to 2 academic years depending on the student s background and individual study plan. The education is offered as part-time multimodal studies with a possibility to full-time studies as well. In compliance with the law, the students have the right to study for three years. The table below shows the periods in which it is possible to complete specific courses to make it easier to plan the scheduling. The time reserved to complete the courses varies from three months to one year. The Development of Professional Competence course will last throughout the studies. The table has separate dates for full-time and part-time students. Figure 6. Scheduling the studies 28