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

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

2 Welcome to the HAMK School of Professional Teacher Education! This guide is intended to be a practical help for participants in professional teacher education. You will be able to complete your studies in time by doing your part and following this guide. According to yearly feedback, being part of your own student group is very important to our students. The group can support you, encourage you and provide you with new perspectives and experiences. The curricula and implementation plans support group processes. Student groups are an excellent environment for learning, as people from different fields compare their experiences and ideas. Our studies will give you a clear understanding of what it is to be a teacher. The scope of the teacher studies is 60 credits. Our curriculum is competence-based. The implementation plan is built on five competence-based modules, each of which has its own learning outcomes. Reaching the modules learning outcomes will give you the required competence for your future work as a teacher as well as keys to personal and professional development in your career. The modules learning outcomes have been formed into themes through which the studies progress. The themes have concrete criteria that are used to assess your progress in improving your competence as a teacher during the studies. Personal progress in the studies depends on earlier experience as well as personal requirements and situations. We will support you in creating your personal study plan and recognition of your existing competences. We analyse and develop our operation and perform regular quality work. Teacher students have an important role in this. We gather regular feedback through surveys, and feedback received in the annual HAMK management s student hearings will affect the future implementations. An elected student representative takes part in the meetings of the unit's Management Group and is able to influence the larger scheme as well as practical operations. We also gather feedback on the curriculum and implementation plan from our partner institutions to ensure that the plans meet the current and future needs of the labour market. The studies are organised as a process that enriches understanding. Phase by phase, you, as a member of your group, will learn to understand and conceptualise professional activities and practical education work as a professional teacher. Professional teachers are instructors in interaction and networks and members of learning communities. Our studies will give you a broad foundation and the conceptual tools for a sensitive and meaningful profession of a teacher that is based on interaction. We wish you success and motivation in your studies you have made an excellent choice! Seija Mahlamäki-Kultanen Dean Katja Rönkkönen Head of Degree Programme

3 Table of Contents 1. Competence goals of professional teacher education Competence-based curriculum and developing as a teacher Guidance in studies and support for learning Assessment of studies Cooperation with educational institutions and supervising teachers Structure of studies Rules for multiform study Implementation plan ( )... 11

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

5 2 1.1 Competence-based curriculum and developing as a teacher The competence-based teacher education curriculum is formed of five modules: 1) Basic Studies in Education Sciences, 2) Teaching, Guidance and Assessment, 3) Building a Learning Community, 4) Practical Teacher Training and 5). The modules learning outcomes describe the competences required in teaching work and are placed in the NQF system s (National Qualifications Framework) reference levels six and seven. For the competence-based modules and their themes, see Figure 1. At the beginning of their studies, the students assess their competence in relation to the modules competence objectives, reflecting specifically on the assessment criteria of the different modules themes. Based on the assessment of their competences, the students prepare a personal development plan (PDP). They will also keep a learning diary during their studies. The personal development plans are discussed with the tutor lecturer at the beginning of studies. SUBSTANCE KNOWLEDGE Basic Studies in Education Sciences 13 ects Education Sciences as a Discipline 3 ects Learning in Different Developmental Phases 2 ects Key Theories of Learning 4 ects The Finnish Education System 1 ects Education Policy 3 ects Teaching, Guidance and Assessment 15 ects Skills in Planning of Teaching and Guidance 3 ects Skills in Recognising Individual Learning Needs 3 ects Skills in Learning and Competence Assessment 3 ects Teaching and Guidance Method Competence 3 ects Learning Environment Competence 3 ects 11 ects Skills in Digitalisation 2 ects 3 ects Skills in Research, Development and Innovation Activities 6 ects Building a Learning Community 12 ects Self-Knowledge Skills 3 ects Dialogical Skills 3 ects Skills in Multiculturalism 3 ects Skills in Networking in the Field of Education 3 ects Practical Teacher Training 9 ects Teaching in Professional Education 3 ects Practical Teacher Training in an Educational Institution 6 ects SUBSTANCE KNOWLEDGE Figure. 1 Curriculum modules and themes

6 3 The following tables describe the themes and assessment criteria of the modules. 1. Module: Basic Studies in Education Sciences 13 ects Competence objectives: The teacher student is aware of the value base and nature of education sciences as a discipline. He/She is able to recognise the phenomena that can influence learning at different phases of development. The teacher student understands the theoretical basis of learning. The teacher student is familiar with historical and societal starting points that define the work of a teacher. He/She is also able to identify future outlooks in developing the educational system. Themes Education Sciences as a Discipline 3 ects Learning in Different Developmental Phases 2 ects Key Theories of Learning 4 ects The Finnish Education System 1 ects Education Policy 3 ects Assessment criteria - The teacher student understands the nature and the central areas of research within the discipline. - The student is aware of the conceptions of man and understands their impact on a teacher's work. - The teacher student knows the different phases of human development. - The student understands the influence of a person's developmental phases on learning. - The teacher student is aware of the key concepts and orientations related to learning and understands their impact on the work of a professional teacher. - The student analyses the development of his/her own expertise from the perspective of lifelong learning. - The teacher student is familiar with the Finnish education system and its development history. - The teacher student understands the societal tasks of education. - The student is familiar with the decision-making process related to education policy. - The student is familiar with the opportunities of teachers to impact education policy. - The student is aware of the future outlook for developing the education system. 2. Module: Teaching, Guidance and Assessment 15 ects Competence objectives: The teacher student is able to plan teaching and guidance in various learning environments. He/She is able to utilise pedagogic models and teaching methods in their teaching. The teacher student is able to assess the learning and competence of students as well as comply with the principles of recognition and accreditation of prior learning applicable to the relevant level of education. When working as a teacher, the teacher student is able to take the key principles of data protection and copyright into consideration.

7 4 The teacher student recognises and takes into consideration the individual needs of students with regard to the arrangement of specific support and guidance in inclusive education. He/She is capable of engaging in multidisciplinary cooperation to achieve the student's vocational objectives and to promote their well-being. Themes Skills in Planning of Teaching and Guidance 3 ects Skills in Recognising Individual Learning Needs 3 ects Skills in Learning and Competence Assessment 3 ects Teaching and Guidance Method Competence 3 ects Learning Environment Competence 3 ects Assessment criteria - The teacher student is familiar with the competence requirements for work and entrepreneurship in his/her own field and is able to incorporate these into the planning and implementation of teaching and guidance. - The student knows of the qualification requirements of the degree, the curriculum and other guidelines affecting teaching in their field of education. - The student plans his/her teaching and guidance in accordance with the aforementioned documents. - The student draws up a competence-based vocational teaching and guidance plan. - The teacher student is able to identify the individual starting points and learning potential of each student. - The student is able to consider learners' individual needs in the planning and implementation of their teaching. - The student is aware of vocational skills competition activities, is able to recognise students excellence and supports its development. - The student knows the basics of creating an individual education plan (IEP). - The student is familiar with the practices of the educational institution's student welfare system. - The teacher student plans the diverse assessment of students' learning and competence. - The student plans the manner in which feedback is given. - The student follows the principles for recognition and accreditation of prior learning specific to their educational level. - The student supports the development of learners self-assessment skills. - The teacher student guides the learning of a diverse group of learners in a manner that is justified by theory and is ethically sustainable. - The student selects pedagogical models and diverse guidance and teaching methods that best suit his/her teaching work. - The student is familiar with the personalisation practices at the relevant level of education. - The teacher student selects appropriate learning environments and materials for teaching. - The student makes use of the possibilities of technology.

8 5 - The teacher student complies with data protection and copyright-related norms and principles. 3. Module: Building a Learning Community 12 ects Competence objectives: The teacher student is able to assess their performance as a professional teacher. He/She is able to promote students' and the entire learning community s learning, sense of community and well-being through dialogue. The teacher student is able to consider the impacts of cultural diversity on the work of a teacher. The teacher student understands the professional role of a teacher as a developer of the workplace and as a contributor to regional development. The teacher student is able to utilise the different cooperation networks of vocational education and training. Themes Self-Knowledge Skills 3 ects Dialogical Skills 3 ects Skills in Multiculturalism 3 ects Skills in Networking in the Field of Education 3 ects Assessment criteria - The teacher student is aware of his/her own values, attitudes and preconceptions. - The student realistically assesses his/her own characteristics and his/her ability to work as a teacher. - The teacher student is familiar with theories of communication and interaction. - The student chooses the methods of written and verbal communication and interaction that are best suited for the promotion of learning. - The student uses dialogue in both online and contact teaching in a way that enriches the learning experience. - The student acts in a way that promotes community and well-being. - The teacher student is familiar with the characteristics of different cultures and cultural theories related to teaching work. - The student understands and takes into consideration the impact of cultural diversity on the work of a teacher. - The teacher student understands the professional role of a teacher as a developer of the workplace and as a contributor to regional development. - The student recognises various national and international vocational education cooperation networks with employers and other partners and their possible uses.

9 6 4. Module: Practical Teacher Training 9 ects Competence objectives: The teacher student is familiar with the premises for teaching work and knows how to act in the vocational education environment. The teacher student is able to plan, implement and assess vocational education. Themes Teaching in Professional Education 3 ects Practical Teacher Training in an Educational Institution 6 ects Assessment criteria - The teacher student is familiar with the norms, regulations and guidelines that steer vocational education and the work of a teacher. - The student is familiar with the sources of funding for VET teachers. - The student is familiar with the work practices of a professional teacher. - The teacher student prepares a high-quality, feasible plan for the implementation of practical teacher training. - As a teacher, he/she acts in a goal-oriented and situationappropriate manner. - The student assesses the learning and competence of students based on specific criteria. 5. Module: 11 ects Competence objectives: The teacher student is able to use the web-based tools, services and communities in the context of education and training. The teacher student has the skills to assess and develop his/her professional teaching expertise in accordance with the development objectives set individually and together with others. He/She knows how to reflect on his/her own development. The teacher student is able to develop his/her pedagogical expertise through research, development and innovation activities in vocational education. Themes Assessment criteria Skills in Digitalisation 2 ects - The teacher student learns to use web-based tools, services and communities in the context of education and training. Personal Professional Teaching Expertise 3 ects - The teacher student sets personal development objectives for his/her professional growth as a teacher. - The student is committed to peer group work that promotes learning. - The student reflects on the achievement of objectives in a learning diary.

10 7 Skills in Research, Development and Innovation Activities 6 ects - The teacher student develops his/her pedagogical expertise. - The student takes part in a vocational education research or development project in his/her own field or in another appropriate work-based project. - The student gathers, processes, produces and assesses information in a critical manner. - The student reports on and presents his/her RDI work and its results. 1.2 Guidance in studies and support for learning Guidance in studies and support for learning are based on holistic guidance provided to students. The responsibility for the progress of each teacher student in teacher education is assigned to a tutor lecturer at the School of Professional Teacher Education. The teacher in question guides and assesses the student's development as a teacher in accordance with the objectives of the competence-based curriculum s modules. The modules also feature specialist teachers who instruct the students in different thematic areas. Supervising teachers act as experts in the content of teaching and pedagogy during practical teacher training in education institutes. Peer groups that support learning are formed within the student group of each tutor lecturer. The aim of the peer groups is to encourage and support students in the progress of their studies during teacher education. Separate agreements are made in each peer group as concerns the specific methods used to support learning. In professional teacher education, student counsellor is responsible for credit recognition and provide guidance in the planning of personal study paths. She also provides career counselling where needed. Student affairs secretaries provide practical advice in study-related matters and issue official certificates related to studies. Student affairs secretaries also receive the agreement, assessment and invoicing forms related to practical teacher training. For technical support and advice, contact HelpDesk at or by telephone at +358 (0) More detailed information on the guidance services are available on the HAMK website and on the first contact days at the start of studies. 1.3 Assessment of studies Study performance assessment is based on the modules competence objectives and the thematic assessment criteria derived from them. The assessment criteria are used as the foundation of various assignments. Learning assignments include independent assignments, group assignments, plans, reports, group discussions, group tests, development assignments, various reflection and assessment assignments or activating assignments.

11 8 The assessment generates information for the teacher student on his or her achievement of the competence-based objectives of the modules of teacher education. The studies are assessed on the scale of pass / additional work required. Based on individual choices, competence can always be demonstrated on a theme-bytheme basis. A demonstration of competence may cover an entire module s worth of studies. Guidelines concerning the practices of recognition and accreditation of prior learning or learning acquired elsewhere during studies (RPL) are provided on the website of the School of Professional Teacher Education, and possible accreditations are handled by the student counsellor and teachers. The student counsellor is responsible for credit transfers, and the teachers in charge of each theme are responsible for the demonstrations of learning. 1.4 Cooperation with educational institutions and supervising teachers Practical teacher training, as a part of teacher education, has major significance for a student's development as a teacher, as the integration of theory and practice takes place through real-life assignments in accordance with the principles of integrative pedagogy. Themes addressed in the modules are applied in practical teacher training. At the beginning of studies, the teacher student agrees on the practical teacher training period with an institution of vocational education and concludes a written agreement with the organisation. A supervising teacher, who must be pedagogically qualified as a teacher, is appointed for all teacher students undergoing practical teacher training. The task of the supervising teachers is to support, guide and assess the competence of the students and their development as a professional teachers. The role of the supervising teacher as an expert in the field of education, in authentic learning environments and in the application of the theory of vocational pedagogy is central in promoting the learning of the student. The tasks of the supervising teacher are described in more detail in the practical teacher training agreement. Instructions for the different stages and contents of practical teacher training are provided at the very beginning of studies. Placements for practical teacher training are available for example in the partnering institutions of the School of Professional Teacher Education. Contact information of these institutions can be found on the website of the School of Professional Teacher Education. Web-based training (3 ects) will be provided for supervising teachers once a year. Detailed information on the content and scheduling of these training sessions is available on the School of Professional Teacher Education s website. 2. Structure of studies Under the government decree on polytechnics (1129/2014), studies in professional teacher education must include basic studies in educational sciences, studies in vocational pedagogy, practical teacher training and other studies. In the curriculum for teacher education at the HAMK School of Professional Teacher Education studies under the decree in question have been dimensioned as follows:

12 9 Basic Studies in Education Sciences 13 ects Pedagogical Studies 1: Teaching, Guidance and Assessment 15 ects Pedagogical Studies 2: Building a Learning Community 12 ects Practical Teacher Training 9 ects 11 ects. The scope of the studies (60 ects) translates into 1,600 hours of work by the student, out of which, in the case of multiform studies, 200 hours take place in the form of contact teaching. The professional teacher education programme is divided into the following studies: Code Studies Scope Student s (ects) work (h) OPAP16B-1000 Basic Studies in Education Sciences OP00BF17 Education Sciences as a Discipline 3 80 OP00BF18 Learning in Different Developmental Phases 2 53 OP00BF20 Key Theories of Learning OP00BF21 The Finnish Education System 1 27 OP00BF22 Education Policy 3 80 OPAP16B-1003 Pedagogical Studies 1 Teaching, Guidance and Assessment OP00BF24 Skills in Planning of Teaching and Guidance 3 80 OP00BF29 Skills in Recognising Individual Learning Needs 3 80 OP00BF32 Skills in Learning and Competence Assessment 3 80 OP00BF36 Teaching and Guidance Method Competence 3 80 OP00BF40 Learning Environment Competence 3 80 OPAP16B-1004 Pedagogical Studies 2 Building a Learning Community OP00BF43 Self-Knowledge Skills 3 80 OP00BF44 Dialogical Skills 3 80 OP00BF45 Skills in Multiculturalism 3 80 OP00BF46 Skills in Networking in the Field of Education 3 80 OPAP16B-1005 Practical Teacher Training OP00BF47 Teaching in Professional Education 3 80 OP00BF48 Practical Teacher Training in an Educational Institution OPAP16B OP00BF49 Skills in Digitalisation 2 53 OP00BF OP00BF52 Skills in Research, Development and Innovation Activities TOTAL

13 10 3. Rules for multiform study In order to cope with the programme, the teacher students need to focus on their studies on a weekly basis. Multiform studies include contact days and distance learning. Distance learning includes independent studying and taking part in peer group activities. The basic technology requirement is a computer with broadband Internet access. The computer must have basic office software (word processor, presentation planner, and a web browser). Additionally, the user must have administrator access or the right to install other software required for the studies. Achieving the learning outcomes of teacher education requires commitment to studying. There are common rules for studies that both students and teachers must follow. As a consequence of non-compliance, a student may be excluded from a theme. This may cause their studies to be delayed or even completely interrupted. The student shall enrol in the modules and their themes as agreed and in accordance with the set schedule. The student must read every week. The student must respond to personal messages from teachers within one week if a response is required. The student must log in to the module-specific Moodle site within one week of the start of a theme and begin studies. If a student has not begun studying, he/she will be excluded from the implementation. Before removing a student from Moodle, teachers must inform the student in question by . The student shall take active part in distance learning activities and contact day work in accordance with the implementation plan. Absences on contact days are allowed only for compelling reasons. The tutor lecturer or the teacher responsible for the theme must be informed of absences in advance. If a student is unable to attend group s contact day session, he/she may cover the absence with a replacement assignment that is subject to separate agreement. All replacement assignments must be handed in before the end of the module. If a student has been absent from more than 50% of a module's contact days, the module cannot be completed with replacement assignments; the student must attend another peer group's contact sessions. The teachers commit to guiding the students as they work on learning assignment following the module implementation. Both students and teachers commit to complying with privacy, security and copyright rules, regulations and guidelines.

14 11 4. Implementation plan ( ) May June July August September October November December January February March April May Studies Basic Studies in Education Sciences 13 ects Education Sciences as a Discipline 3 ects Learning in Different Developmental Phases 2 ects The Finnish Education System 1 ects Education Policy 3 ects Key Theories of Learning 4 ects Pedagogical studies 1 Teaching, Guidance and Assessment 15 ects Skills in Planning of Teaching and Guidance 3 ects Skills in Recognising Individual Learning Needs 3 ects Skills in Learning and Competence Assessment 3 ects Teaching and Guidance Method Competence 3 ects Learning Environment Competence 3 ects Pedagogical studies 2 Building a Learning Community 12 ects Self-Knowledge Skills 3 ects Dialogical Skills 3 ects Skills in Multiculturalism 3 ects Skills in Networking in the Field of Education 3 ects Practical Teacher Training 9 ects Teaching in Professional Education 3 ects Practical Teacher Training in an Educational Institution 6 ects ects Skills in Digitalisation 2 ects ects Skills in Research, Development and Innovation Activities 6 ects

15 12 CONTACT DAYS 1 Week 19 Thursday - Friday Theme Orientation to the studies Skills in Digitalisation Orientation to Web and ITC tools in HAMK Basic Studies in Education Sciences module Education Sciences as a Discipline Implementation and learning outcomes DISTANCE LEARNING PERIOD 1 Basic Studies in Education Sciences Education Sciences as a Discipline Education research Skills in Digitalisation Web and ITC tools Enrollment to the themes before 2 nd of June CONTACT DAY 2 Week 21 Friday Theme Basic Studies in Education Sciences Education Sciences as a Discipline Education as science Education research DISTANCE LEARNING PERIOD 2 Basic Studies in Education Sciences Education Sciences as a Discipline World views and conceptions of man in education Skills in Digitalisation Web and ITC tools

16 13 CONTACT DAY 3 Week 23 Wednesday Theme Basic Studies in Education Sciences Education Sciences as a Discipline World views and conceptions of man in education Basic Studies in Education Sciences Learning in Different Developmental Phases Developmental psychology DISTANCE LEARNING PERIOD 3 Basic Studies in Education Sciences Learning in Different Developmental Phases, the theme ends Personal development and learning in different stages of life, online sessions during the week 25 Basic Studies in Education Sciences The Finnish Education System, the theme is implemented online from 27 th June 6 th July 2016 How the Finnish education system took shape Basic Studies in Education Sciences Education Policy, the theme is implemented online from 7 th July 29 th July 2016 Key concepts of the theme Current state and prospects of vocational education and training Basic Studies in Education Sciences Key Theories of Learning, the theme begins on 1 st August 2016 Key concepts of learning Professional growth Skills in Digitalisation Web and ITC tools

17 14 CONTACT DAYS 4 Week 33 Wednesday Thursday Theme Basic Studies in Education Sciences Key Theories of Learning Key concepts of learning Professional growth Personal development plan and learning diary Practical Teacher Training Teaching in Professional Education The norms, regulations and guidelines that steer vocational education and the work of a teacher The work practices of a professional teacher DISTANCE LEARNING PERIOD 4 Basic Studies in Education Sciences Key Theories of Learning Different learning theories Own professional growth Practical Teacher Training Teaching in Professional Education Practical teacher training agreement Skills in Digitalisation Web and ITC tools CONTACT DAY 5 Week 34 Friday Theme Basic Studies in Education Sciences Key Theories of Learning Different learning theories Teaching, Guidance and Assessment module Implementation and learning outcomes

18 15 DISTANCE LEARNING PERIOD 5 Basic Studies in Education Sciences Module feedback Teaching, Guidance and Assessment Skills in Planning of Teaching and Guidance The competence requirements of own professional field Practical Teacher Training Teaching in Professional Education Practical teacher training agreement Becoming familiar with the work practices and operational environment of a professional teacher Competence survey and personal development plan Learning diary Peer group agreement CONTACT DAYS 6 Week 38 Monday Tuesday Theme Practical Teacher Training Practical Teacher Training in an Educational Institution Implementation and learning outcomes Teaching, Guidance and Assessment Skills in Planning of Teaching and Guidance Practical Teacher Training Planning competence-based teaching and guidance The qualification requirements of the degree, the curriculum and other guidelines affecting teaching in the field of education Teaching in Professional Education The sources of funding for Vocational education Skills in Research, Development and Innovation Activities Information searching and ematerials RDI activities in the field of vocational education and training

19 16 DISTANCE LEARNING PERIOD 6 Teaching, Guidance and Assessment Skills in Recognising Individual Learning Needs Individual learning needs Practical Teacher Training Teaching in Professional Education Becoming familiar with the work practices and operational environment of a professional teacher Learning diary PDP discussions with the tutor lecturer Skills in Research, Development and Innovation Activities Choosing an RDI project CONTACT DAY 7 Week 40 Friday Theme Teaching, Guidance and Assessment Skills in Recognising Individual Learning Needs Identifying the individual starting points and learning potential of each student Vocational skills competition activities An individual education plan (IEP) Practices of the educational institution's student welfare system

20 17 DISTANCE LEARNING PERIOD 7 Teaching, Guidance and Assessment Skills in Learning and Competence Assessment Diverse assessment of learning and competence Practical Teacher Training Teaching in Professional Education Becoming familiar with the work practices and operational environment of a professional teacher Learning diary PDP discussions with the tutor lecturer Skills in Research, Development and Innovation Activities Working on an RDI project CONTACT DAY 8 Week 44 Monday Theme Teaching, Guidance and Assessment Skills in Learning and Competence Assessment Assessment of learning Assessment of competence DISTANCE LEARNING PERIOD 8 The manners and meaning of giving feedback The principles for recognition and accreditation of prior learning Teaching, Guidance and Assessment Teaching and Guidance Method Competence Familiarisation with different teaching and guidance methods Practical Teacher Training Teaching in Professional Education Online sessions of peer groups for processing assignment: Becoming familiar with the work practices and operational environment of a professional teacher Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project

21 18 CONTACT DAYS 9 Week 46 Thursday Friday Theme Teaching, Guidance and Assessment Teaching and Guidance Method Competence Theoretical justifications for selecting teaching and guidance methods Ethical principles of teaching Pedagogical models Teaching, Guidance and Assessment Teaching and Guidance Method Competence The personalisation practices of the different levels of education Teaching methods in guidance of small and large groups of students DISTANCE LEARNING PERIOD 9 Teaching, Guidance and Assessment Learning Environment Competence Familiarisation with the different learning environments of the education institute Module feedback Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project

22 19 CONTACT DAYS 10 Week 50 Monday Tuesday Theme Teaching, Guidance and Assessment Learning Environment Competence Appropriate learning environments and materials for teaching The possibilities of technology in developing learning environments Data protection and copyright-related norms and principles in teaching Teaching, Guidance and Assessment module s sum up Building a Learning Community module Implementation and learning outcomes DISTANCE LEARNING PERIOD 10 Building a Learning Community Self-Knowledge Skills Self-Knowledge Practical Teacher Training Practical Teacher Training in an Educational Institution Practical teacher training plan Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project

23 20 CONTACT DAYS 11 Week 3 Monday Tuesday Theme Updating personal development plans, goals for spring semester Skills in Research, Development and Innovation Activities Guidance provided Building a Learning Community DISTANCE LEARNING PERIOD 11 Self-Knowledge Skills Self-knowledge and Self-esteem Building a Learning Community Dialogical Skills Dialogue and guiding a group Practical Teacher Training Practical Teacher Training in an Educational Institution Training can be started when supervising teacher and tutor lecturer have approved the training plan Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project CONTACT DAY 12 Week 7 Wednesday Theme Building a Learning Community Dialogical Skills Interaction and group guidance

24 21 DISTANCE LEARNING PERIOD 12 Building a Learning Community Skills in Multiculturalism Cultural theories Practical Teacher Training Practical Teacher Training in an Educational Institution Practicing teacher s work Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project CONTACT DAY 13 Week 10 Wednesday Theme Building a Learning Community Skills in Multiculturalism Cultural diversity DISTANCE LEARNING PERIOD 13 Building a Learning Community Skills in Networking in the Field of Education Personal and PTT organisation s networks Module feedback Practical Teacher Training Practical Teacher Training in an Educational Institution Practicing teacher s work Learning diary Skills in Research, Development and Innovation Activities Working on an RDI project

25 22 CONTACT DAYS 14 Week 14 Monday Tuesday Theme Building a Learning Community Skills in Networking in the Field of Education Cooperation networks, workplace orientation and regional development Building a Learning Community module s sum up DISTANCE LEARNING PERIOD 14 Practical Teacher Training Practical Teacher Training in an Educational Institution Practicing teacher s work Learning diary Skills in Research, Development and Innovation Activities Reporting on RDI project and preparing presentation CONTACT DAY 15 Week 17 Friday Theme Skills in Research, Development and Innovation Activities RDI projects presentations DISTANCE LEARNING PERIOD 15 Practical Teacher Training Practical Teacher Training in an Educational Institution Practicing teacher s work and preparing presentation Preparing personal demonstrations of professional growth Graduation feedback

26 23 CONTACT DAYS 16 Week 20 Thursday Friday Theme Practical Teacher Training Practical Teacher Training in an Educational Institution PTT presentations Demonstrations of professional growth Preannouncement of graduation by the 19th of May GRADUATION DAY Week 22 Friday Theme Graduation ceremony

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