The core competence fields of teachers’ work are assessment competence, cultural competence, teaching and facilitation competence, partnership competence and wellbeing competence. They form a framework for all competence objectives.

Teacher students
- construct their personal study plan which includes objectives for their studies and update their personal study plan and objectives during their studies
- reflect on, evaluate and develop their human, knowledge and learning conceptions
- reflect on and evaluate their teaching competence growth at the end of each study module
- during their studies construct a portfolio on their teacherhood growth and teacher identity
- construct a development project
- identify development needs in their work, work community and professional field and define a related development project
- develop their professional competence by completing a development project
- describe and evaluate the development project results and conclusions in a written report
- evaluate their development process, research and development competence as well as their and the group’s learning.

The key course contents are the personal study plan, portfolio and a development project. The personal study plan supports and promotes planning of studies. The portfolio is a description of teacher students’ teacher identity and competence growth. The development project is a manifestation of concrete pedagogical competence accumulating in the teacher education studies. All these are long-term processes which continue from one study module to another. Construction of the personal study plan and portfolio is started at the beginning of the studies. The development project is started a bit later in accordance with the personal study plan objectives.

Key questions:
What curriculum-based core competences are the most familiar and strangest to you? Please note that the core competences are defined differently in each study module.
What kind of a study plan would connect your objectives to the curriculum objectives?
What is ment by a teacher´s conception of man, knowledge and learning?
How can you make yourself more conscious of your own conception of man, knowledge and learning? (Practical theory of teaching)
What kind of a portfolio would demonstrate your teacher competence best?
What kind of pedagogical development challenges do you identify in your educational institution, some other organisation or a project? How could your pedagogical expertise be connected to the development objective?

HYVÄKSYTTY

Opettajaopiskelija

- yhdistää teoreettista tietoa omiin kokemuksiinsa ja havaintoihinsa

- reflektoi omaa toimintaansa, kokemuksiaan ja havaintojaan ja arvioi niiden vaikutusta tietämiseensä ja osaamiseensa

- osallistuu aktiivisesti ryhmän oppimisprosessiin jakamalla asiantuntijuuttaan, hakemalla tietoa ja luomalla kollaboratiivisesti tietoa niin verkossa kuin kontaktitapaamisissa

- analysoi ja arvioi oppimistuloksia ja tehtyjä valintoja.



HYLÄTTY

Mikäli opettajaopiskelija ei ole saavuttanut osaamistavoitteita eikä ole täydentänyt osaamistaan sovitulla tavalla, opintojakso arvioidaan hylätyksi.



(Opintokokonaisuus arvioidaan suhteessa opintokokonaisuuden tavoitteisiin. Opintojakso arvioidaan suhteessa opintojakson tavoitteisiin. Opintokokonaisuuden/opintojakson itsearvioinnissa käytetään opetussuunnitelman kolmiportaista arviointikriteeristöä: kuvaileva osaaminen, soveltava osaaminen ja integroitunut osaaminen.) (not translated)

Toteutus:
Opintojaksolla käytetään itsenäistä ja ryhmissä tapahtuvaa työskentelyä kontaktipäivinä, muissa pienryhmätapaamisissa ja verkkotyöskentelyssä. (not translated)