Working life orientation in teacher education - upc.edu.pe · PDF fileMapping the outcomes of...

11/08/2017

20.6.2017 Annual Congress of Teaching Talent , UPC Dr. Ilkka Uronen, Haaga-Helia School of Vocational Teacher Education

VOCATIONAL TEACHER EDUCATIONWITH FINNISH TOUCH

Working life orientation in teacher education

Key contents of the presentation:




Mapping the outcomes

1.Designing competence-based teacher education

2. Facilitating competence-based learning

3.Pedagogy and working life

What we know about the future?

Mapping the outcomes of competence-based learning




Educating teachers, who understand the 1. basic requirements:

theoretical background of learning

practices in learning processes

methods of research, development and innovation

diverse of modern learning environments

Mapping the outcomes of competence-based learning



Educating teachers, who understand the 2. present requirements:

importance to facilitate individual ways of learning

cooperation with the workplaces in curriculum-based learning

importance of creating and maintaining networks

role of a teacher more like a coach, mentor, trainer orfacilitator


Competence-based learning is a holistic and learner-focused approach.

personalized learning process working life needs

flexible curriculum


VOCATIONAL TEACHER EDUCATION WITH FINNISH TOUCH

1. Designing competence-based teacher education


The changing perspective from teaching to learning focuses on three main aspects:

students become strongly responsible designing, implementing and assessing of their own educational process.

quality of teaching and learning develops through versatile assessment andcontinuous development.

mutual agreement between teacher and students about the aims and goals in theshared learning process.





This requires following skill set from a teacher:

deep understanding about learning process and methods

knowledge about different learners

willingness to learn

skills to utilize new technology








Personal Study Plan (PSP) including prior learning

Learning in a student peer group(“Pedacircus”)

Collective process of

PSPworking in peer groups and theoretical lectures, work based learning, etc.

Theoretical lectures, learning practice period, work-based learning, etc.



Change from teacher to facilitator, means:

a change in teacher’s role and in basic attitude to work. => Responsibility inlearning shifts from teacher to learner.

holistic understanding about student’s skills, knowledge, aims, goals andcharacteristics.

personal study plans (PSP) for diverse students.

utilizing recognition of prior learning (RPL).



VOCATIONALTEACHER EDUCATION WITH FINNISH TOUCH


Recognition of prior learning (RPL) provides possibility to utilize student’sformer studies and skills in curriculum:

recognizing as a part of personal study plan (PSP).

possibility for the student to skip learning modules entirely, if he or she has the competence demanded in curriculum.

increasing number of teacher students coming from working life.





Recognizing prior learning (RPL) provides benefits, but also challenges:

turns the conventional assessment situation on its head

assessment is personalized

implications for costs and validity





Objectives and methods for recognizingprior learning:

Working life orientation in teacher educationVOCATIONALTEACHER EDUCATION WITH FINNISH TOUCH

Portfolios, diplomas, reflective essays, student feedback, essays, discussions, teaching practice period, etc.


Holistic perception of competence as result of present and a prior skills, knowledge and experience.

Main objectives to empower1. individual and 2. shared learning process.


Work-integrated learning:

deals not only the learning environment

also deals about how to transfer, exploit andmake explicit the underlying patterns

has become an area of interest for thehigher education sector.

produces positive consequences andbenefits for higher education

3. Pedagogy and working life



General academic benefits of work-integratedlearning:

improved academic performance

enhancement of interdisciplinary thinking




Personal benefits of work-integrated learningfor teachers:

growing professional identity

new networks and skills

improved knowledge of new learningenvironments




Organizational benefits of work-integratedlearning:

positive working environment

transparency

better leadership and

increasing teamwork



What we know about the future ?




The designing of learning processes and learning environments always involves value choices that reflect the conceptions of teacher communities and individual teachers regarding the desired outcomes.





By nature, teaching constitutes a deeply value-based and ethical activity. New learning environments and their utilization function to expand rapidly the traditional concept of teaching and learning.





Central goals in higher teacher education at the near future couldbe framed as:

1.Innovating new learning solutions at the interface of working life and higher education.2. Investing in individually designed and facilitated studies.3. Acting student-focused and facilitate learning.4. Creating networks with in higher education and withcompanies.4. Taking over the new digital learning platforms and out-of-classroom learning methods.

References and futher reading

• Brennan, J. and Little, B. (2006). Towards a Strategy for Workplace Learning: Report of a study to assist HEFCE in the development of a strategy for workplace learning. (London: Centre for Higher Education Research & Information).

• Brocbanck, A. and McGill, I. (2007). Facilitating reflective learning in higher education. (New York: McGraw Hill,Society for research for higher education).

• Brodie, P. & Irving, K. (2007). Assessment in work based learning: investigating a pedagogical approach to enhance student learning. (Assessment and Evaluation in Higher Education 32, no. 1: 11-19).

• Costley, C. and Portwood, D. (2000) Work-based learning and the university – new perspectives and practices. (Staff & Educational Development Association).

• Lave, J. and Wenger, E. (1991). Situated Learning. Legitimate peripheral participation (Cambridge: University of Cambridge Press)

• Whitmore J. (2009). Coaching for performance: growing people, performance and purpose. (London: NicholasBrealey Publishing, 4. edition)




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