Curriculum Vocational Teacher Education

Transcription

1 v Curriculum 2016 Vocational Teacher Education 1

2 Preface Dear teacher student I wish to welcome you to vocational teacher studies at Tampere University of Applied Sciences! You are embarking with your fellow teacher students on an interesting journey, which leads to your professional growth into a teacher. factors which guide your choices, actions and learning. In addition to the other teacher students and pedagogical experts, you will also have at your disposal the internet and all collaborative tools and learning environments offered by the social media which will support your learning process. As teacher, you will never be finished but instead will be growing continuously. Vocational teacher education provides you with tools for finding your own, individual teacher identity and growing as a teacher. A teacher works with their persona and developing in your work is also developing as a person. Consciously we teach what we know, unconsciously we teach who we are (Hamacheck, 1999). Participatory pedagogy relies on the principles of progressive inquiry and authentic learning, and it emphasises the importance of independent thinking and reflection. We create learning environments, which enable you to think about and expand your concepts of, learning and being a human. You can integrate your own experiences, and theoretical studies and combine that into new, which you can further refine using methods of collaborative building in your small group. You will learn to assess and analyse your own actions and the Teaching has moved from traditional classroom education towards directing the learning process. This change can be seen in the concept of a learning environment as well as in the changing roles of teacher and student. Any environment becomes a learning environment if we operate there according to pre-set learning goals. I hope that you, as a future teacher, understand the significance of participatory methods and want to actively share and develop your skills and promote collaborative activities in your own organisation. Pirjo Jaakkola Head of Vocational Teacher Education 2

3 Contents Curriculum 2016 Vocational Teacher Education Preface 2 Introduction: Vocational teacher education engages you in learning 4 1 Structure of teacher education Core competences of a vocational teacher Aims and contents of teacher education 7 2 Study Modules Module A Basic Studies in Education (10 cr) Module B Teaching and learning in the 21st century (10 cr) Module C Inspiring teaching and learning (10 cr) Module D Modern pedagogical models (10 cr) Module E Teaching online and building collaborative learning communities (10 cr) Module F Diversity, legislation and development project (10 cr) 23 3 Principles of studying Participatory pedagogy and authentic learning as bases for assessment Personal study plan Learning Diary Accreditation in vocational teacher education 29 alice hampson 3

4 INTRODUCTION Vocational teacher education engages you in learning V ocational teacher education is education aimed at teachers and future teachers of universities of applied sciences and vocational institutes. It offers the pedagogical qualifications required for vocational education as well as for general education. This education constitutes the teacher s pedagogical studies mentioned in the qualifications requirements. The changes, which have taken place in society and the working life, combined with the quick increase in the amount of information, have driven the educational system into a new situation. Vocational institutes and universities of applied sciences must prepare their students for encountering new situations, developing new ways of working and challenging practices as well as working on the limits of their own abilities. The routine application of skills and problem minimisation are not enough in teachers work anymore. Instead, teachers must also enhance and renew their skills and. Collaboration in various working environments, developing operations and creating new ideas are skills that place challenges for vocational teacher education as well. Our aim as the School of Vocational Teacher Education (TAOK) at Tampere University of Applied Sciences is to involve both our teacher students and their work communities in finding and getting inspiring learning experiences. We involve them in working alongside our staff in building our curriculum. The most important goal of both the curriculum and teaching is, after all, to support the growth of teacher students identities as teacher students and as teachers through content, methods and our whole working culture. The first chapter of this curriculum introduces vocational teacher education. This chapter offers answers to the question: What goals and contents does teacher education include? Chapter two focuses on the study modules and themes. Chapter three introduces the theoreticalbackground and principles of teacher education. Here you can find the answers to the question: Why is participatory pedagogy best suited as the pedagogical and philosophical cornerstone of teacher education? 4

5 1 Structure of teacher education 1.1 CORE COMPETENCES OF A VOCATIONAL TEACHER A ct on Vocational Teacher Training decrees the extent of vocational teacher education to be 60 credits. Vocational teacher education consists of basic studies in educational sciences, vocational pedagogical studies, practical teaching training and other studies. In TAOK vocational pedagogical studies, practical teaching training, basic studies in educational sciences and elective pedagogical studies are all closely connected to each other. Vocational teacher education supports its students growth as educational facilitators and educators as well as members of their work community and society. The cornerstone of teacher education is a conception of man, and learning, which emphasises teacher students own participation, collaborative building and assessment as well as developing new ways of working. This type of reflective, exploratory, developing and entrepreneurial way of working is called participatory pedagogy. In the core of participatory pedagogy is the support for teacher students work on their identity building. The growth into a skilled teacher is foremost about building one s identity. Identity means the various meanings a person can attach to themselves or the meanings others attach to them. Important factors in the formation of an identity: people have more than one identity identities are constantly being produced in collaboration with other people identity is formed and reformed through stories. A teacher s identity is based on their whole life experience and depicts their own image of themselves as professionals. It contains the beliefs, interests, values, aims, future goals and ideas of where they feel they belong as teachers. The identity building of a teacher student is an interactive process between the students and the communities in which they operate. During teacher education, teacher students expand and improve their abilities in assessment, facilitation, partnership, cultural awareness and wellbeing. These five core competences represent the multidimensional nature of teachers work as well as the idea of how teachers work is changing towards facilitation and communality. All competences include thinking about and justifying teachers ethical principles and values, working in an ethically responsible manner in various environments and taking responsibility of supporting their students identity building and growth into professionals of their own field of education. 5

6 Assessment competences include assessing the learning and skills of students and student groups in various learning environments and at different stages of the learning process. Teachers must also be able to assess themselves as members of various communities, student groups and interest groups. An important part of a teacher s work is also assessing and improving the working life orientation of the studies, curriculum and processes of their educational institute. Vocational teachers must also be able to acquire, process and critically assess information in various learning environments. Cultural competences mean recognising the importance of and then utilising students life situations, various working life and professional field factors as well as internationality. In order to meet the demands of student centred work, teachers must use student groups diversity in learning. Recognising, assessing and developing teachers own organisations and various learning environments also qualify as cultural competences. It is important for teachers to recognise their educational institutes role in the Finnish and international education context. Partnership competences mean working as responsible members in different communities, networks and interest groups. This means working in learning partnerships with students and student groups, in teams and groups in educational institutes and developing working life collaboration. The networked manner of working requires teachers to share their expertise also in cross-institutional collaboration. Wellbeing competences focus on the safety of learning- and working environments. Taking care of oneself, self-direction and self-development as well as taking care of others and supporting their wellbeing help in the realisation of individual and communal wellbeing. The basis for wellbeing competence is student centred design as well as recognising the factors which improve or reduce wellbeing in various working environments. Facilitation competences include the design, implementation, instruction and assessment of various processes which support the learning of students and student groups. Facilitation emphasises interaction, which supports students and student groups learning, working and problem solving skills. Teachers also need to be able to assess and develop environments which support learning and are appropriate for facilitation. Teachers also need to know the laws, regulations and instructions governing teachers work and understand how teachers can influence society. andrew pons tim gouw 6

7 1.2 AIMS AND CONTENTS OF TEACHER EDUCATION Vocational teacher education (60 credits) comprises six modules, which are further divided into themes. It also includes elective pedagogical studies. Module A: Basic Studies in Education The aim of the basic studies in educational sciences is to improve teacher students understanding of the phenomena they encounter in their work as teachers. Module B: Teaching and Learning in the 21st Century The aim of this module is to develop the teacher students skills in modern high-quality learning and teaching. Module C: Inspiring Teaching and Learning This module focuses on inspiring teaching and learning as well as personal development as a teacher. This is the first module of teaching planning. Module D: Modern Pedagogical Models The viewpoint in this module is in the examination, experimentation and renewal of current and modern pedagogical models. This is the second module of teaching planning including pedagogical models and modern technology. Module E: Teaching Online and Building Collaborative Learning Communities This module comprises themes such as planning of online facilitation, creating of online learning environments, training towards online education applications design, and working as a multi-skilled teacher. Module F: Diversity, Legislation and Development Project In this module the teacher students develop new pedagogical solutions within their own work environments taking into account diversity of students and legislation on education. SEMINARS AND LEARNING DIARY The core process of teacher education is working on one s identity. This process starts with the drafting of a personal study plan (PSP). Participatory pedagogy supports identity building through the whole process, and the teacher students will assess their own learning and abilities especially in the seminars held at the end of each module. The teacher students also plan how to use what they have learned as their studies continue. Collaboratively they find and produce viewpoints on how to approach working in various learning and working environments. In order to make their identity building and abilities more visible, the teacher students also compile a Learning Diary in order to improve both their own identities as teachers as well as communal pedagogical practices. The aim is for the teacher students to enhance and expand 7

8 their competences as teachers as well as develop their work and new pedagogical practices. TEACHING PRACTICE (14 CR) The work of a vocational teacher is educating, networking, developing, collaborating and participating in and influencing society. Being a teacher today includes much more than merely traditional classroom education. Teachers work is constantly changing and becoming more wide-ranging and diverse and therefore it is important for the teacher students to familiarise themselves with the different forms and sectors of teachers work. Teaching practice consists of creating and maintaining a teaching practice plan observing various learning situations, students, learning environments, work communities and networks acting as a teacher and a facilitator receiving feedback from an instructing teacher working in small groups seminar work. teaching practice period. They also include the practice locations and the time schedule in the plan. The teacher students can start their teaching practice after the plan has been approved by the group teacher. The teacher students gather material from their practical teaching experiences into the course blog. ELECTIVE STUDIES The elective pedagogical studies of teacher education are studies which support the teacher students identity building and offer different perspectives to pedagogy. Some elective studies are offered during the studies by TAOK. However, teacher students can also find elective studies elsewhere. Accreditation: Elective pedagogical studies may be substituted, included or accepted through the recognition and validation of prior learning (RPL). Teaching practice focuses on different aspects of a teacher s work: learning environments (Module B), teaching and facilitation (Modules C & D), networking, and online facilitation practice (Module E). At the beginning of their studies the teacher students draw up a teaching practice plan. In the plan the teacher students describe their personal goals for the gratisography victor hanacek gratisography 8

9 2 Study Modules 2.1 MODULE A: BASIC STUDIES IN EDUCATION (10 CR) T he aim of the basic studies in education is to improve the teacher students understanding of the phenomena they encounter in their work as teachers. The teacher students will be able to describe, analyse, assess and justify teachers work through educational concepts and theories. Basic studies in education consist of three themes: Human development and professional identity in learning and facilitation (4 cr), Education and learning in different work environments (3 cr), and Schools and education in society (3 cr). The methods used include on-line learning, seminars, lectures as well as individual and group work. THEME 1: HUMAN DEVELOPMENT AND PROFESSIONAL IDENTITY IN LEARNING AND FACILITATION When working as a teacher it is important to understand theories which affect human development and learning. This theme focuses on human development and how a professional identity and personality are formed. Objectives Teacher students analyse a person s growth and lifecycle through major educational psychology theories are able to describe various human development theories compare different approaches to personality can describe the formation of a personal and professional identity recognise and assess the basis for learning of diverse learners at various ages. Core questions What perspectives do educational and developmental psychology bring to a teacher s work? What should be considered when teaching and facilitating diverse people of different ages? How does a professional identity develop alongside a personal identity? How do you consider learners age, diversity and personalities in your teaching practice plan, practice lessons and observations? What is life cycle? 9

10 THEME 2: EDUCATION AND LEARNING IN DIFFERENT WORK ENVIRONMENTS The basis for a teacher s work is an extensive of learning and education. This theme looks at education and various learning theories which form the basis for learning and teaching. Objectives Teacher students study educational literature and understand how it relates to education and teaching describe the research approaches of education and methodological starting points of education and teaching analyse the learning process through pedagogical literature and learning theories and are able to write their own preliminary practical theory for teaching. Core questions What are education and learning in different environments? What factors are connected to learning and education design? What learning conceptions exist and how do they direct a teacher s work? How is learning taken into account when thinking about learning environments? What viewpoints does educational research offer to a teacher s work? THEME 3: SCHOOLS AND EDUCATION IN SOCIETY A teacher s work always reflects its era, its impressions and ideologies. A teacher works as an individual, member of their work community and member of society. This theme focuses on the historical, sociological and philosophical perspectives of education and teaching. Objectives Teacher students recognise the concepts of educational sociology and understand their significance to education and teaching assess how the actions and changes in society have had an impact on education and teaching know the philosophy behind the ethical and value questions in teachers work and are able to see their own work as a part of a historical and philosophical continuum assess how educational equality has been realised in education and teaching know the philosophic and historical trends of teaching know the history of liberal and vocational education systems can describe the principles of a few alternative pedagogical trends and alternative educational practices used in Finland and internationally. 10

11 Core questions What perspectives does educational sociology bring to a teacher s work? How does a teacher assess their work based on ethical and value questions? What perspectives does educational philosophy offer to teachers and teachers work? How has teachers work changed and what historical turns and movements have existed before? What different pedagogical ideologies are implemented in the Finnish and international education? How has the conception of teaching and learning changed as society has changed? Module implementation: Students work individually and in small groups on their contact education days, in other small group meetings and online. ASSESSMENT TABLE FOR MODULE A. Module a Descriptive Applied Integrated present theoretical and experience based as separate entities combine theoretical data with their own experiences and observations find new ways of looking at things through integrating theoretical, practical and self-regulated reflect their observations and recognise what competences and they still need reflect on their observations, actions and experiences and assess their significance to their own competences and reflect not only on their own actions and experiences but also on different operational practices, entities and strategies as well as develop and change them in a target-oriented way 11

12 2.2 MODULE B: TEACHING AND LEARNING IN THE 21ST CENTURY (10 CR) This module comprises the basics of high-quality learning and teaching. The module also includes learning environment practice (3 cr). Objectives Teacher students can describe the major learning theories and use their basic concepts understand how people learn are aware of their own practical theory for teaching know what factors contribute to a good learning environment and working culture. Core questions How can different work environments be assessed and transformed into learning environments? What is an authentic, constructivist learning environment which supports different types of learning like? What factors contribute to wellbeing in learning and working environments? Module implementation: Students work individually and in small groups on their contact days, in other small group meetings and online. The module also includes learning environment practice: seven learning environment observations or interviews and an analysis of working culture. FIGURE 1. Viewpoints for learning environments 12

13 LEARNING ENVIRONMENT PRACTICE (3 CR) Learning is not confined to the institutes which offer education. Instead, it can happen anywhere. It is important for a teacher to recognise different learning environments, and to design and use them appropriately in their own teaching. In the learning environment practice the teacher students learn about different learning environments and what their pedagogical affordances are, learning situations, students as well as how educational institutes enable learning through their operational cultures. Core questions How can my field of education create learning environments which promote learning? How can a teacher have an impact on different learning and working environments as well as the construction of the operational culture in an educational institute? How can accessibility be advanced in learning environments? Objectives Teacher students describe and evaluate various working and learning environments used in vocational education evaluate different learning environments and what do they offer for the students own field of education recognise various operational cultures in educational institutes and justify how they affect a teacher s work. pixabay jazmin gaynor jo szczepanska 13

14 ASSESSMENT TABLE FOR MODULE B. Module b Descriptive Applied Integrated present theoretical and experience based as separate entities combine theoretical data with their own experiences and observations find new ways of looking at things through integrating theoretical, practical and self-regulated reflect their observations and recognise what competences and they still need reflect their observations, actions and experiences and evaluate their significance to their own competences and reflect not only their own actions and experiences but also different operational practices, entities and strategies as well as develop and change them in a target-oriented way Evaluation competences describe and evaluate various environments which support learning and growth as well as the operating cultures of educational institutes work in different educational institutes following their established practices evaluate the significance of operational environments and practices for the actions of a teacher and a student from a pedagogical viewpoint question the operational environments and practices in organisations and suggest alternative ways of action Partnership describe the importance of communal and collaborative approach in the teacher s work participate in the functions of their educational institute depending on their profession work diversely in different groups of the educational institute and evaluate their work and choices develop and change the interaction and work procedures of the educational institute to be more collaborative and interactive Facilitation competences can identify various support processes for learning and growth which are used in educational institutes evaluate the support processes for learning and growth in different work, learning and growth environments take an active part in implementing the processes which support learning and growth develop the educational institute s support processes in a way which support interaction and students own initiative Cultural can describe how different operational cultures, differences and diversity are visible and what their significance is for operational, growth and learning environments evaluate importance of the diversity of operational cultures in the actions of a community take an active part in changing operational, learning and growth environments into more flexible and culturally open ones work fluently in different cultural contexts and use different ways of interaction (also virtual) promote cultural diversity and bring new cultural influences to the community Wellbeing recognise the factors which affect the wellbeing, security and accessibility of different working environments act as members of the school organisation in a manner which promotes wellbeing, security and accessibility offer justified development suggestions and intervene with the practices which decrease wellbeing, security and accessibility communally develop and change different operational environments into ones which promote wellbeing, security and accessibility 14

15 2.3 MODULE C: INSPIRING TEACHING AND LEARNING (10 CR) This module comprises inspiring teaching and learning as well as personal development as teacher. This is the first module of teaching planning (4 cr), and it also includes 3 cr of elective studies. Module implementation: Students work individually and in small groups on their contact days, in other small group meetings and online. The module also includes an applied component: planning of teaching, teaching practice with peer feedback and instructing teacher s feedback. Objectives Teacher students know the principles of constructively aligned curriculum planning know how to plan teaching and learning know how to design competence-based objectives and assessment can assess their own work can describe and apply various teaching and learning methods (part I) can describe and apply various assessment methods. Core questions What is constructively aligned teaching? What are the most common teaching and learning methods in your discipline and how could they be developed? How do pedagogical choices affect the objectives, contents and assessment of learning? How does the diversity of students affect the objectives, contents and assessment of learning? victor hanacek 15

16 TEACHING AND FACILITATION PRACTICE (4 CR IN MODULE C AND 3 CR IN MODULE D) During the teaching and facilitation practice the teacher students maintain and develop their own strengths and recognise the areas which require improvement as teachers and facilitators. The practice utilises the theoretical viewpoints for teaching and facilitation covered during teacher education. A teacher s work consists of teaching and facilitation as well as meeting diverse types of learners. Teaching and facilitation practice consists of planning, implementing, facilitating and evaluating teaching. Objectives Teacher students set learning goals, design and implement a course as defined in the curriculum and evaluate how the goals were met design, implement, facilitate and evaluate the processes which support the learning of individual students and student groups give constructive feedback to other teacher students about the design and implementation of teaching construct and develop various learning environments and learning paths in collaboration with the students evaluate their own interaction skills and reflect on the matters which affect them recognise their own strengths and areas of development as teachers and facilitators. Core questions How do the curriculum and/or the foundation of the degree direct the design and implementation of teaching? What is constructively aligned education planning? How do students experiences and the individuality of learning direct the design process? How do you operate using participatory pedagogy? What are reflective, exploratory, developing and entrepreneurial teaching and facilitation? How does a teacher facilitate diverse students who might require special support? How does a teacher recognise the teaching methods which suit different learning situations and the teacher s own personality and are able to implement and develop them? What types of teaching and evaluation methods can promote the students self-direction, initiative and taking responsibility of their own professional growth? How does a teacher use and apply various forms of assessment? 16

17 ASSESSMENT TABLE FOR MODULE C. Module c Descriptive Applied Integrated present theoretical and experience based as separate entities combine theoretical data with their own experiences and observations find new ways of looking at things through integrating theoretical, practical and self-regulated reflect their observations and recognise what competences and they still need reflect their observations, actions and experiences and evaluate their significance to their own competences and reflect not only their own actions and experiences but also different operational practices, entities and strategies as well as develop and change them in a target-oriented way and evaluate their significance to their own competences and Evaluation competences describe the principles and practices of designing, implementing, facilitating and assessing which support learning connect the teaching and facilitation choices they have made with the curriculum and the degree goals evaluate the choices made in curriculums and teaching methods in supporting the students learning and professional growth question their own and the educational organisations pedagogical choices and justifications and suggest alternative methods of teaching and facilitation Partnership gives justifications for individuality, student centred design and action in learning and facilitation uses teaching methods which support the interaction between students considers individual learning processes when supporting the students professional growth and identity building develop and change the learning environments and pedagogical practices of the educational institute in collaboration with the students Facilitation competences describe the importance of individuality in the design of teaching, learning and studies act in a responsible and goal-oriented manner in the design, implementation, facilitation and assessment of the processes which support learning fluently use various teaching and assessment methods in their teaching and facilitation develop and renew the practices of teaching and facilitation into more flexible and individual ones Cultural can describe how differences and diversity are visible in their work as teachers and facilitators evaluate importance of the students diversity in teaching and facilitating work in a way which takes in to account how the students life histories and life situations connect to their interests and choices develop and promote the solutions which relate to flexible study paths and individual learning methods (also virtual) Wellbeing describe various factors of pedagogical security take in their teaching and facilitation into account factors which affect security both on individual and group levels implement the principles of pedagogical safety in their teaching and facilitation promote the introduction of methods which support individual and communal wellbeing 17

18 2.4 MODULE D: MODERN PEDAGOGICAL MODELS (10 CR) This module comprises modern teaching and learning methods. The viewpoint is in the examination, experimentation and renewal of current and modern pedagogical models. This is the second module of teaching planning including pedagogical models and modern technology. This module also includes 3 cr of elective studies. Core questions: What are the benefits and challenges of various pedagogical models? How does the curriculum guide teaching and learning? What is reflective, investigative and entrepreneurial approach in education? What are the emerging trends in education and how will they affect learning and teaching? Objectives: Teacher students can compare various pedagogical models can give examples of the use of modern education technologies know how to plan and guide self-directed learning and professional growth can demonstrate understanding of lifelong learning master a range of teaching and learning methods (part II) can design and implement participatory learning activities in various learning environments and contexts. Module implementation: Students work individually and in small groups on their contact days, in other small group meetings and online. The module also includes teaching and facilitation practice in applying new methods in teaching practice. 18

19 ASSESSMENT TABLE FOR MODULE D. Module d Descriptive Applied Integrated present theoretical and experience based as separate entities combine theoretical data with their own experiences and observations find new ways of looking at things through integrating theoretical, practical and self-regulated reflect their observations and recognise what competences and they still need reflect on their observations, actions and experiences and evaluate their significance to their own competences and reflect not only on their own actions and experiences but also different operational practices, entities and strategies as well as develop and change them in a target-oriented way Evaluation competences compare pedagogical models understand when and where to apply specific pedagogical models choose teaching methods according to the objectives in the curriculum evaluate the choices made in curricula and teaching methods in supporting the students learning and professional growth develop the curriculum question their own and the educational organisations pedagogical choices and justifications and suggest alternative methods of teaching and facilitation Partnership can explain the need for student centred design and action in learning and facilitation uses teaching methods which support the interaction between students is able to describe and discuss various student-centered pedagogical models considers both individual learning processes and interaction between students when designing and implementing participatory learning activities uses collaborative educational technologies in a learning environment develops and improves the learning environments and pedagogical practices of the educational institute in collaboration with students and staff, using educational technology where beneficial Facilitation competences describe and give examples of pedagogical models act in a responsible and goal-oriented manner in the design, implementation, facilitation and assessment of the processes which support learning fluently use various teaching and assessment methods and pedagogical models in their teaching and facilitation develop and renew the practices of teaching and facilitation into more flexible and individual ones guide self-directed learning and professional growth design and implement participatory learning activities in various learning environments and contexts Cultural understand the importance of the students diversity in teaching and facilitation can demonstrate understanding of the meaning of lifelong learning in various cultures. work in a way which takes into account how the students life histories and life situations connect to their interests and choices develop participatory learning activities in various cultural learning environments and contexts. describe various factors of pedagogical security in different pedagogical models implement the principles of pedagogical safety in their teaching and facilitation promote the introduction of methods which support individual and communal wellbeing Wellbeing can give examples of how modern education technologies promote wellbeing can demonstrate understanding of wellbeing in lifelong learning take in their teaching and facilitation into account factors which affect security both on individual and group levels can design and implement participatory learning activities in various learning environments and contexts that promote wellbeing. 19

20 2.5 MODULE E: TEACHING ONLINE AND BUILDING COLLABORATIVE LEARNING COMMUNITIES (10 CR) This module focuses on technology enhanced teaching and learning and comprises themes such as planning of online facilitation, creating of online learning environments, multi-skilled teaching, networking and training towards online education applications design. This module also includes teaching practice (2 cr) and networking practice (2 cr). Objectives: Teacher students can describe the characteristics of online facilitation and learning can demonstrate understanding of theories underpinning learning communities are digitally literate know the principles of instructional design and can plan meaningful e-learning can apply education technologies, social media tools in teaching and facilitation know how to operate in a global collaborative learning environment online build and foster learning communities and communities of practice have developed their professional identity as an online facilitator and teacher have increased their professional networks. Core questions: What is a learning community? What is a community of practice and learning as social participation? How can you support collaborative learning in an online environment? How can a teacher make use of application design in planning teaching and learning? What factors contribute to meaningful e-learning? How can you incorporate the idea of learning everywhere and all the time in communities into a seamless flow of learning for students? Why are multi-professional networks important in education? Module implementation: Students work individually and in small groups on their contact education days, in other small group meetings and online. The module also includes teaching practice (2 cr) in applying modern education technology in teaching and facilitation online and offline. In addition, the module includes networking practice (2 cr). 20

21 NETWORKING PRACTICE (2 CR) ONLINE FACILITATION PRACTICE (2 CR) Networking practice emphasises the teacher students active working in networks and communities. The teacher students learn about the diversity of teaching and facilitation, take part in societal forums and recognize their own role in the experiences of their own students. Objectives Teacher students build and develop their professional and regional networks work and evaluate their own actions in the multi-professional networks of their educational institutes and fields of education recognize and describe the transitional stages of their field of education know how to work in groups and teams and recognize both their own strengths and their areas of improvement as members of a group can act as instructors of workplace learning or practical training, and understand the importance of working life as a learning partner recognize and describe various support methods for professional growth. Online facilitation practice emphasises the teacher students ability to plan meaningful e-learning and to apply education technologies and social media tools in teaching and facilitation. Objectives Teacher students know the principles of instructional design and can plan meaningful e-learning can apply education technologies, social media tools in teaching and facilitation know how to operate in a global collaborative learning environment online build and foster learning communities and communities of practice. 21 pixabay

22 ASSESSMENT TABLE FOR MODULE E. Module e Descriptive Applied Integrated present theoretical and experience based as separate entities combine theoretical data with their own experiences and observations find new ways of looking at things through integrating theoretical, practical and self-regulated reflect their observations and recognise what competences and they still need reflect their observations, actions and experiences and evaluate their significance to their own competences and reflect not only their own actions and experiences but also different operational practices, entities and strategies as well as develop and change them in a target-oriented way and evaluate their significance to their own competences and Evaluation competences know the criteria for meaningful online learning offer examples of teachers as actors on community and society evaluate how the changing working life affects the work of a vocational teacher can evaluate various implementations of online learning use research reports when evaluating and justifying how the teachers work and the teacher s own field of education change and what competences that change requires question the changes in the work life and education actively develop technology enhanced teaching and learning in their own field of education. Partnership describe the internal and external networks of the educational institute as well as how various parties collaborate in the different stages of a student s study path participate in the work of an internal and external network of an educational institute expand their personal networks by taking part in the work of various professional groups and networks work actively in network collaboration and develop the practices and methods of network collaboration create relationships which develop their own work as well as that of the educational institute Facilitation competences give examples of new forms of learning, studying and facilitation in a virtual learning environment evaluate the support forms of professional growth from the viewpoint of the constantly changing needs of their own field participate in the support processes for online education and justify the development suggestions (both for the organisation and their own learning) which arise from multiprofessional collaboration develop and change the practices and support processes of online education and facilitation as a part of network collaboration Cultural describe how the change in the working life will be evident in the operational cultures of educational institutes and the work of both students and teachers find information about different cultural perspectives while operating in diverse communities work as members of various communities in a manner which promotes cultural diversity work fluently in various cultural contexts and promote the development of new forms of collaboration and communal ways of working (also virtual) Wellbeing describe how technology enhanced teaching and learning affect the wellbeing of students and teachers evaluate and justify the importance of developing various collaboration forms in the work of both teachers and students work as members of various communities in a manner which promotes wellbeing and offer justified development suggestions take part in the communal development by creating contact networks which promote wellbeing 22

23 2.6. MODULE F: DIVERSITY, LEGISLATION AND DEVELOPMENT PROJECT (10 CR) This module comprises the implementation of new pedagogical solutions within the student s own work environment (and maybe as a small group in the immediate community). The module consists of three themes: Diversity of learners (3 cr), Finnish legislation on education (2 cr), and Development project (5 cr). Module implementation: The students work individually and in small groups on their contact days, in other small group meetings and online. Core questions How can a teacher take into consideration students individuality and ways to orient themselves to studying and learning? What kinds of skills are required from the teacher and other employees in order to carry out flexible design and implementation of studies? How can the safety of studying and the educational institute be secured? DIVERSITY OF LEARNERS (3 CR) This theme focuses on teaching and facilitation in a manner which decreases the risk of exclusion and promotes inclusive practices at an educational institute. Objectives Teacher students recognise and evaluate concepts relating to flexibility in studies know the support procedures for special needs students in their own organisation know the signs of typical problems that may complicate learning consider diversity of learners in planning and implementation of teaching work in a manner which decreases the risk of exclusion and promotes inclusive practices at an educational institute. victor hanacek 23

24 FINNISH LEGISLATION ON EDUCATION (2 CR) The theme concentrates on legislation concerning Finnish teachers, students and learning and counselling processes in vocational schools and universities of applied sciences. Objectives Teacher students know which laws affect their work are able to interpret some most important laws concerning Finnish teachers can follow teacher s ethical principles. Core questions In what situations in teachers work can of legislation be useful? What are teachers responsibilities according to the Finnish law? What are your most important ethical principles as a teacher? DEVELOPMENT PROJECT (5 CR) The aim of the development project is to demonstrate the competences built during teacher education and to apply them in developing the pedagogical practices of a work community. Objectives: Teacher students recognise the development needs in their own work and/or their work community and are able to outline a suitable development project utilize and develop their own professional expertise in carrying out the development project make use of their expertise as teachers in dealing with their study group as well as with their work community and interest groups creatively maintain a culturally sensitive and working-life oriented approach describe and assess the results and findings of the development project in a written report assess the development process, their own research and development skills as well as their own and the study group s learning. Assessment: The development project requires at least applied. matthew wiebe 24

25 ASSESSMENT TABLE FOR MODULE F. Module f Descriptive Applied Integrated present theoretical and experience based as separate entities reflect their observations and recognise what ompetences and they still need combine theoretical data with their own experiences and observations reflect on their observations, actions and experiences and evaluate their significance to their own competences and find new ways of looking at things through integrating theoretical, practical and self-regulated reflect not only on their own actions and experiences but also different operational practices, entities and strategies as well as develop and change them in a target-oriented way Evaluation competences describe the principles and practices of designing, implementing, facilitating and assessing which support learning describe the salient features of ethical assessment evaluate the choices made in curriculums and teaching methods in supporting the flexibility of students learning and professional growth can assess students learning in an ethical manner question their own and the educational organisations pedagogical choices and justifications and suggest alternative methods of teaching and facilitation critically evaluate the ethical principles of their educational institute. Partnership gives justifications for individuality, student centred design and action in learning and facilitation considers individual learning processes when supporting the students professional growth and identity building develop and change the learning environments and pedagogical practices of the educational institute to better accommodate diversity of learners understand the importance of the students diversity in teaching and facilitation fluently use various teaching and assessment methods considering diversity of learners develop and renew the practices of teaching and facilitation into more flexible and individual ones Facilitation competences describe the importance of individuality in the design of teaching, learning and studies act in a responsible and an ethical manner in the design, implementation, facilitation and assessment of learning guide students to follow the laws and ethical principles in their work know the legislation guiding teachers work Cultural can describe how differences and diversity are visible in their work as teachers and facilitators evaluate importance of the students diversity in teaching and facilitation work in a way which takes into account how the students life histories and life situations connect to their interests and choices develop and promote the solutions which relate to flexible study paths and individual learning methods (also virtual) Wellbeing describe various factors of pedagogical safety take in their teaching and facilitation into account factors which affect safety both on individual and group levels implement the principles of pedagogical safety in their teaching and facilitation promote the introduction of methods which support individual and communal wellbeing 25

26 3. Principles of studying TAOK has developed models which combine education with work. These take into account teacher students own starting points and goals. Work methods, which meet teachers everyday lives, are used in teaching and studying: collaborative working methods, group and team work, shared expertise, critical thinking and assessment which supports human agency. Participatory pedagogy focuses on supporting students participation and human agency understanding the importance and use of peer groups taking into account students own starting points and goals accepting that learning happens everywhere and all the time continuous use of reflection and assessment. 3.1 PARTICIPATORY PEDAGOGY AND AUTHENTIC LEARNING AS BASES FOR ASSESSMENT A teacher s role has changed from delivering information to facilitating and enabling learning and to designing learning environments. The ideology behind participatory pedagogy requires a new approach to learning. Instead of doing individual and disconnected tasks and learning contents by heart, larger issues, phenomena and problems which arise in a teacher s work are emphasised. The focus is on actions, collaborative building, skills and alternative perspectives. Participatory pedagogy is an extensive approach which combines different pedagogical strategies. It makes use of different types of activating, exploratory and problem- and phenomenon-based pedagogical models and methods. It is not in itself a single method. Human agency means teacher students ability to plan, facilitate, implement and assess their own processes for learning and studying. Participation, on the other hand, is related to the experiences of being able to affect the expectations and demands placed on oneself and others and also to create those expectations. Participatory pedagogy uses the principles of authentic learning. Authentic learning consists of experiences, which are meaningful for the learner, as well as situations where students can practise in the actual environments where they will later be needing their competences. Thus studying focuses on the reality of a vocational teacher s work. In authentic learning teacher students encounter real phenomena in a vocational teacher s work. This connects teacher students to their community of practice and experts working culture. The functional approach is investigative learning, which also supports the development of thinking competences and metacognitive skills. Authenticity is not a single method, but instead authenticity is realised in a dynamic interaction between the learner, the action, the tasks and the learning environments. 26

27 The methods used in vocational teacher education foster collaborative and cooperative work. In addition, learning tasks are open so that they enable multi-professional and multidisciplinary work. Instead of answering individual questions, teacher students participate in the formation of learning tasks. While searching for the answers, they take advantage of not only their own experiences but also expert and expert communities. The use of information and communication technologies as well as social media are an important part in collaboration and building. Assessment in participatory pedagogy does not focus on the end result ony (assessment of learning), but instead happens all the time as part of the learning process. Assessment supports learning and it focuses on the future (assessment for learning). Assessment emphasises teacher students own activeness and reciprocity and includes self-, peer- and working life assessments. Various expert networks are also used to support assessment. FIGURE 2. Principles of authentic learning (Herrington 2006, variation) The leading principle behind authentic learning is for teacher students to work on topics, issues and problems, which develop and strengthen of an expert s way of working. Authentic learning is working-life oriented allowing teacher students to investigate the phenomena in vocational education from different angles and as a part of teachers professional networks. An important part of a teacher s work today and in the future is assessment of various work environments and work practices. Here assessment is seen as a way of thinking or an operational philosophy, which is not only related to students actions. The aim of assessment is investigating, developing and changing operations (assessment as learning). The assessment criteria are based on integrated epistemology and are categorized into descriptive, applied and integrated. 27

28 Descriptive present theoretical and experience based as separate entities reflect their observations and recognise what competences and they still need Applied combine theoretical data with their own experiences and observations reflect their observations, actions and experiences and assess their significance to their own competences and Integrated find new ways of looking at things through integrating theoretical, practical and self-regulated reflect not only on their own actions and experiences but also on different operational practices, entities and strategies as well as develop and change them in a target-oriented way In descriptive, the theoretical and experiential are disconnected. In reflection, techniques and methods dominate, such as Do I know Is this right The focus is on finding, maintaining and establishing one s own way of working. are examined critically and new working methods and strategies are consciously developed. The important questions include Why is this done in such a manner? Who can benefit from this and how?, What will be the result of this?, Are there other ways to do this? In applied, theoretical sources, viewpoints and concepts are used as justification for assessment. Applied refers to the ability to choose a suitable approach and methods for different situations. It also means the ability to let go of something that does not meet its purpose or lead to intended results in a given situation. The approach or method can be changed flexibly depending on the topic and situation at hand. It is important to find answers to such questions as What does this relate to?, What is this a part of? In teacher education, assessment is based on learning objectives set for each module as well as teacher students own goals. The assessment criteria for learning and competences are the competences in the curriculum: assessment competences, cultural competences, facilitation competences, partnership competences and wellbeing competences. The assessment methods are self-assessment, peer assessment within the teacher student group, work community assessment and the assessment carried out by TAOK teachers (teacher educators). In teaching practice the teacher trainer s feedback is an integral part of assessment for learning. In integrated, multiple theoretical source materials, perspectives and concepts are used critically. Also issues and phenomena 28

29 3.2 PERSONAL STUDY PLAN As the governing principle of teacher education is reflective, exploratory, developing and entrepreneurial work, teacher students can have an active part in designing and assessing their own learning. Each teacher student creates their own personal study plan. It is open in nature and it is assessed and reformed as the studies progress. The personal study plan sets teacher students own goals within the objectives of teacher education, and finds new opportunities for learning. The aim of the individual study plan is for teacher students to describe their own learning history describe their starting points for being a vocational teacher set meaningful and realistic learning goals for themselves plan their own learning process and scheduling take responsibility for the success of the learning process develop new working methods which promote learning for themselves and the study group assess the progress of their own and their study group s learning. The learning diary describes, among other things goal-orientedness reflection how what has been learned is applied and integrated into action a summary of how and what kind of changes have taken place in the student s competences thoughts and plans on how the student will develop their professionalism, identity and competences as a teacher in the future. 3.4 ACCREDITATION IN VOCATIONAL TEACHER EDUCATION Accreditation of prior and experiential learning: Students may apply for exemption from module/s on the basis of prior achievement of the relevant learning outcome, whether certificated or by experiential learning. In practice this means inclusion of university level pedagogical studies or a portfolio of evidence provided by the student 3.3 LEARNING DIARY An important part of participatory pedagogy is the documentation of one s own learning. Documentation is a studying and learning method where teacher students take on an active role in producing, acquiring and managing information as well as planning, monitoring and assessing their learning. In practice this takes the form of a learning diary that teacher students keep all through their studies. It describes and summarises the process of their learning and professional development. 29

30 Tampere University of Applied Sciences Vocational Teacher Education Kuntokatu 3, FI Tampere FINLAND tel v 2016