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Teaching Practise 10 cr
In this course you will familiarise yourself with curriculum work and
its implementation in educational institutions and plan and implement
teaching.
Students who are in a teaching position should complete their teaching
practice as part of their normal teaching duties, the others need to
find a school in which to conduct their teaching practice. A supporting
teacher will be appointed at the school when teaching practice is agreed
upon.
Your teaching practise is tutored and feedback given by your supporting
teacher, teacher colleagues and by a peer/narrative friend, and your
teacher educators of the Teacher Education College. A peer tutor is a
student who studies in the teacher education programme. Peers are
observing your teaching at least three times and will give written
feedback.
The teacher trainer will observe your teaching 1-2 times during your
teaching practise period. Students who work as teachers gather feedback
about their practices from their colleagues and their supporting
teacher.
A report needs to be compiled about the teaching practice.
Figure 5. Teaching practice.
Actors
Student
Peer = another student studying in the teacher education programme
Teacher trainer = your own tutor
Colleague = teaching colleague from the same organisation (for those in
teaching positions)
Supporting teacher = a teacher within the organisation where you will
conduct teaching practice (for those NOT in teaching positions)
Learning aims
You will have the willingness and skills to plan and develop the
contents and methods of working life-based learning processes and
learning environments. You will also become familiar with the curriculum
of your own field and you will have the necessary skill and the
aspiration to facilitate learning in a student-centred way focusing on
the desired learning goals. You will be able to create positive
relationships with students and other parties and realistically assess
your own abilities as a facilitator.
Content
the grounds and contents of planning learning and teaching
planning and implementing teaching-learning processes
assessment of your own competencies
Assessment material
the documents related to planning, implementing and assessing teaching
and facilitation of learning
supporting teacher, teacher trainer, teacher colleagues and peer
feedbacks
tutoring and assessment discussions
Assessment criteria
Through working in the seminar, learning circle and completing the
assignment these skills are assessed:
knowledge of learning theories
skills in teaching and tutoring
contextual skills
reflection skills
co-operation and networking skills
interaction skills
skills related to learners
skills to update professional knowledge
information management skills
ICT skills
Teaching practise
10 cr (APOHW105) Required Skills Intermediate Advanced
Knowledge of
learning theories
Student is familiar with various learning theories and by applying
theories of his/her choice is capable of constructing study entities
that have meaningful aims, content and teaching methods
designs meaningful learning situations and processes that promote
learning and which are based on internalised and argued understanding of
learning
consciously analyses and develops the concept behind his/her guidance
and teaching activities related to, for instance, the nature of learning
and the human being, and is able to use this knowledge to create
meaningful learning environments
Skills in teaching
and tutoring
Student facilitates learning in a way that enables students to achieve
the set learning targets. Teaching follows the set plan and assessment
of learning is descriptive in nature.
facilitates learning in a way that enables student orientated working.
The nature of evaluation of learning is constructive enabling
students* self-assessment. Is able to benefit from changing
situations
facilitates learning flexibly and creatively, applying aspects related
to learning situations and environments relevant for reaching learning
goals. Creates possibilities for students* self-directed learning and
cooperation. Evaluation of learning is constructive and is based on
student*s self-assessment
Contextual skills
Student is familiar with the national- and school-based curriculum and
plans teaching according to those aims
plans and implements the curriculum in an innovative way
takes an active role in developing the curriculum of their own field
in co-operation with other parties
Reflection skills
Student is able to realistically evaluate their own development as a
facilitator of learning and sets new professional developmental targets
Cooperation and
networking skills
Student mainly develops one*s own pedagogical skills
develops the organisational pedagogical methods in co-operation with
colleagues
is able to create national and international networks taking an active
role in them to further develop one*s own educational institution
being an innovative pedagogical co-operator and developer
Interaction skills
Student is able to interact ethically and responsibly and from the
learning goals point of view in positive and meaningful way with the
students and other stakeholders
is able to interact ethically and responsibly and in a positive way to
use the students active participation and cooperation in facilitating
learning
is able to interact ethically and responsibly with the students and
other stakeholders to create a positive atmosphere in different
interaction situations
facilitating learning is based on cooperation and positive interaction
Skills related to students
Student acknowledges diverse backgrounds and needs of learners when
planning, implementing and evaluating learning
plans and implements teaching and learning taking into consideration
learners* diverse backgrounds, learning capabilities and needs
has a holistic view of the learners* characteristics and is capable
of developing teaching activities accordingly in cooperation with the
learners and other parties
Skills to update
professional knowledge and information management skills
Student has a good command of the subject knowledge and is able to
structure teaching of that knowledge in a way that promotes learning of
the basic principles
has a good command of the subject knowledge and is able to structure
teaching of that knowledge in a way that promotes logical and coherent
learning situations
is an expert in his/her field and is able to analyse the core
phenomenon of the subject content to construct an orientation basis
together with students
ICT skills is able to use ICT as a social networking tool
Student participates actively in online environments and through
one*s own actions, creates possibilities for positive interaction
is able to use ICT in a meaningful and appropriate pedagogical manner
Assessment scale
Pass: the skills demonstrated in the teaching practice fulfils the
minimum requirements
Fail: the skills demonstrated in the teaching practice does not fulfil
the minimum requirements
Learning assignment
Teaching practice comprises two seperate parts:
Teaching Practise 1
In this assignment you will become familiar with curriculum work and
its implementation in practice. You will also orientate yourself with
the latest literature about teaching and teacher development.
Teaching Practise 2
In this assignment you will plan and implement teaching of 3-5 study
credits and act as a peer tutor to others in the group. The teaching
period can be completed either in one or in two periods depending on
your preference and circumstances. To support your planning for this
assignment get familiar with the literature concerning teacher
development, teaching, guiding and assessment of learning. Work
individually in this assignment but share your results in your learning
circle.
Teaching Practise 1 * Get familiar with the curricula (4 cr)
Your task is to get familiar with the curricula of your own institution
and your specific field of education in practice and to orientate
yourself the latest literature about teaching and teacher development.
Write an essay on your findings.
Instructions to students who work as teachers:
Compare your own experiences of working as a teacher and its
development to the image you get based on the literature. Write an essay
of about 3-5 pages on your observations. Also, explain curriculum
development work of your organisation and report it as agreed with your
teacher trainer.
Instructions to students who are not working as a teacher:
Make yourself familiar with the work of teachers in an educational
institution of your choice. Conduct interview and observations to
discover what kind of tasks teacher*s work comprises. Compare your
findings with the picture you get based on the literature. Write an
essay of about 3-5 pages on your observations.
In addition, get acquainted with how training programmes are planned in
educational institutions and how eligible competence is defined in
curricula. To help you, use both national and institutional curricula or
corresponding documents, interview persons in charge of the matter, and
take part in meetings at the educational institution if possible.
Observe teaching sessions at least three times and make observations on
how curriculum goals are aimed for in practice. Report your findings of
curriculum development as agreed with your teacher trainer.
Learning resources
Your own experiences and observations about reality of teachers*
work.
Literature about (Finnish) teacher development in 2000*s
Teaching Practice 2 - Planning, implementation and assessment of
teaching (6 cr)
In this assignment you will plan and implement teaching of 3-5 study
credits. The teaching period can be completed either in one or in two
periods. Utilize the assignments *Working life, Entrepreneurship and
Competences*, *Learning, tutoring and assessment* as well as the
assignment from Teaching Practice 1 to help you.
The systemic plan for your teaching practise (called framework plan)
needs to be delivered to your teacher trainer, supporting teacher and
peer at least one week before your teaching practice.
A) Framework Plan for teaching practice
Firstly, discuss the following issues for setting your personal aims
and describe background information for teaching practice:
Your targets for the development of your teaching: Describe the goals
that you set for planning and implementing this assignment. What issues
are of concern to you in teaching practice? What are your strengths as
a facilitator of learning? What new information do you want to learn?
What kind of support do you need to achieve your aims?
Background information: Write down the subject and extent of the study
unit; name of educational institution; group; date/s and times;
address/classroom; teacher trainer; supporting teacher; peer.
Plan your teaching sessions by answering to following questions:
1. Desired level of professional (vocational) skills
Define from the basis of national and/or institutional curricula or
national qualifications and your own analysis (utilise your Working
life, Entrepreneurship and Competence *assignment) what kind of
knowledge, professional (vocational) skills and competences are aimed
for by the study unit?
Define from the basis of above-mentioned documents what are the goals
of the study/thematic module?
Define how is the course connected with a larger study module and the
curricula?
2. Content
Describe the contents by which intended aims will be reached (look at
the curriculum).
Draw an overall picture of the central contents of teaching and the
relations between them by e.g. a concept map or an orientation basis.
Describe how do you analyse the contents of individual teaching
sessions?
Plan the division of time between separate content areas
3. Your Pedagogical Principles and Structuring Learning Process
Describe your concept of learning and its consequences for teaching in
practice. Take advantage of the Learning, Tutoring and Assessment
assignment.
Describe how you understand the phases of progress of a student*s
learning process (e.g. models of integral learning process, experiential
learning, problem based learning)
4. Characteristics of Students
Describe the general characteristics of the student group, age,
educational background, stage of professional development, stage of
learning process
Describe how you take into account diverse learners: individual
differences, motivation, and readiness to learn
Describe what procedures and teaching arrangements you will use to
support students* learning
5. Facilitating and Assessing Learning
Describe what kind of teaching and tutoring methods and arrangements
you will use
Describe how you assess your students* learning and evaluate the
achievement of the aims set for the module
6. Self-Evaluation: During the teaching practic describe
What you considered at different stages of teaching practice?
What kind of practices helped achieve your goals?
Did you need to review your goals?
Append teaching materials and assignments that you have used as well as
your self-evaluation as you progress. You may videotape some teaching
practice sessions if possible.
You will find forms for planning, implementing and evaluating teaching
practice in Optima at this link.
B) Lesson plans
Create a number of lesson plans as agreed with your teacher trainer
using the provided lesson plan format for your teacher trainer,
supporting teacher and peers to assess.
Set and agree times when your tutor, supporting teacher and peers are
able to observe your teaching. Observations should last 2 to 8 hours
depending on the topic. Both Frame plan and Lesson plans need to be sent
to your teacher trainer, supporting teacher and peers.
Agree discussion times of videotaped sessions with your learning circle
group.
C) Evaluation Report of Teaching Practise (after completion of the
entire teaching practice)
Complete items 1-5 of your teaching practice plan on the basis of
received feedback and your own observations.
Evaluate strengths and development needs of your planning and
implementing skills of teaching using received feedback, self-assessment
and assessment criteria of teaching.
Discuss how you will develop your teaching in future * what issues
did not arise this time?
Assess yourself as a feedback giver and as a peer tutor.
Append a reflective summary based on the feedback received from your
supporting teacher, teacher colleague, peer tutors and your students.
Assessment by a supporting teacher (for those who are not working as
teachers)
You will get oral and written feedback from a supporting teacher who
works in your teaching practice institution. Discuss feedback that has
been given and bring up your strengths and development needs on the
basis of that feedback into the evaluation report of your teaching
practice. (look at the assessment form for teaching practice)
Assessment by a peer tutor
Discuss feedback that has been given and bring up your strengths and
development needs on the basis of the feedback (look at the assessment
form for teaching practice).
Assessment by a colleague (for those who are working as teachers)
Discuss feedback that have been given and bring up your strengths and
development needs on the basis of feedback (look at your colleague*s
feedback form).
D) Peer Assessment of Teaching Practice
Observe your peer*s teaching at least three (3) times. Take part in
feedback discussions and also give written feedback (look at the
assessment form for teaching practice). You may use the same assessment
form in assessing videotaped sessions.
Literature
Cohen, L., Manion, L. and Morrison, K. 1996. Guide to teaching
practise. London: Routledge.
