vocational teacher development programme handbook 2016

Vocational Teacher Development Programme HANDBOOK 2016–2017

Contents

introduCtion ��2the rationale of the development programme ��2

Activities ��4

CompetenCe CriteriA for voCAtionAl teAChers��7

modules of the development progrAmme for voCAtionAl teAChers ��91. the teacher as an ethical developer (15 cp) ��10

2. the tutor (35 cp) ��13

3. the teacher as an active citizen (10 cp) ��17

the development Continuum of A voCAtionAl teACher �� 19

support for students �� 21

timetAble 2016–2017 �� 24

2

Introduction

The pedagogical programme carries a total of 60 ects credits. Successful completion of the programme gives you a formal pedagogical qualification and entitles you to use the letters AmO (ammatillinen opettaja, vocational teacher) after your name.

The pedagogical study programme for vocational teachers is a process underpinned by inquiry-based devel-opment. It means that at the start of your studies, you will work with your tutor to formulate a personal devel-opment plan (PDP), in which you will record objectives and assignments in line with your personal goals. During the development assignments, you will explore and de-velop your vocational teacher identity, work practices and the associated work environments.

Although the development plan is personalised, the programme’s approach is collaborative. While complet-ing and assessing your development assignments, you will be supported by a peer group of your fellow student teachers. Each student teacher and peer group will be as-signed a tutor. The tutor will support and help you build a meaningful learning process while developing and as-sessing your competencies.

All student teachers share their skills and learning dur-ing common contact learning days, within peer groups and in guided online interactions, including social me-dia. Each peer group formulates a work plan and a sched-ule. The contact day schedules for each learning mode are provided on page 24.

the rationale of the development programme

Inquiry-based development The starting point of the development programme is the teaching practice, in which pedagogical theories and con-cepts are linked to activities, prior experiences and a so-ciocultural approach. The pedagogical studies are im-plemented in accordance with the inquiry-based devel-opment model. Inquiry-based development is about the practice-based rediscovery of personal practice and new experimentation. Development needs arise from a stu-dent teacher’s work practice, workplace communities and the wider world of work.

Figure 1 illustrates the inquiry-based development model adapted to the pedagogical studies for vocational teachers. The model describes the stages of the process: the investigation of the current state of affairs, goal-set-ting, the investigation of theoretical assumptions, experi-mentation, and the sharing of findings.

You will apply the stages as appropriate in each mod-ule and the programme as a whole. During the process, you will use reasoning to identify the development needs, plan the activities, conduct the assessment and decide how the findings will be disseminated. The overall aim is a systematic process of development and competence-building, which includes tutoring and joint assessment of experimentation.

3

Introduction

Social development The value base of the programme is social development, which promotes successful everyday life, high-quality working life, social equality and non-discrimination. So-cial development encompasses truthfulness, community spirit, responsibility and ethics.

Vocational and professional education Vocational and professional education forms the theoreti-cal basis for the development programme. Key themes in-clude vocational learning, teaching and tutoring, profes-sional growth as a lifelong process, and work-based so-cial development as a member of a workplace commu-nity, entrepreneur, professional and a member of society.

Figure 1� Inquiry-based development in vocational teacher studies

ExamInE thE sEttIng and EnvIronmEnt!

identify good practices and areas in need of

development.

sharE your fIndIngs!

discuss, write, describe, use

different types of media...

ExpErImEnt!

put your plans into practice,

assess the outcomes and create

something new.

sEt goals for your work!

formulate questions you need to answer.

draw up a plan, determine what types of

changes are needed in current practices.

ExamInE your own thEorEtIcal

assumptIons!

read literature and build networks.

ExplorE and dEvElop wIth othErs!

4

Activities

Exploration of teacher identity Exploring your teacher identity is part of the ethical com-petence of a vocational teacher. You will examine change that takes place in your professional practice, ways of working and thinking while making the transition from an expert and professional to a vocational teacher. You will identify, analyse and reconstruct your views on growth, learning, students and competencies, and assess the development of your competencies as a teacher. As a vocational teacher, you will examine your relationship with students, the workplace and society at large. You will explore the possibilities and limitations of vocational education in the future.

Personal development plan (pdp) At the start of the programme, you will formulate a per-sonal development plan (pdp). Over the course of your studies, you will have at least three pdp sessions with your tutor to review your plan and assess your progress based on the plan.

The duration of the programme will be determined on a case-by-case basis depending on the student teacher’s development plan and progress. Studies generally cov-er a period lasting approximately eighteen months. Stu-dents may choose to progress faster or opt for a longer term plan. Although the development plan is personal-ised, learning also takes place collaboratively and in peer groups.

Peer activity At the start of the programme, the student teacher’s form peer groups. Each peer group formulates its common learning process by reviewing the assessment criteria for

vocational teachers and the research and development topics described for each module. Using these as the ba-sis, the peer group agrees on common learning themes.

Peer activity also includes peer group mentoring car-ried out at workplaces with colleagues and employer/in-dustry partners. Peer group mentoring provides an ap-proach and method for joint development activity.

Materials The materials of the development programme for voca-tional teachers include some recommended reading, and participants are invited to suggest additional materials. The exact content will be discussed and agreed on with the peer group and the tutor (as part of the pdp). The materials include pedagogical literature, articles, digital materials, interviews with experts, and other stimuli such as art and cultural activities. You will document your use of materials in your competence portfolio.

Arenas for online tutoringThe following tentative plan covers the core structure of the online tools used in this programme. The peer group level and personal level tools for communication are open for negotiations. You may make different choices based on your own preferences.

Group levelMoodle will be used as the official learning management system for this programme. Materials will be shared on Moodle, which is the place where you can reach all the participants through a general discussion forum. Pre and post contact day newsletters are also sent through Moo-dle. You are attending a development programme and there are no traditional assignments. However, there are check points during the process, and even though you may complete your assignments in different environ-

5

ments, you will submit an ”invitation to give feedback”-link on Moodle in the respective assignment dialogue box. The tasks are graded as pass/incomplete. In case you get an incomplete, you will receive feedback on how to improve the submission to get a passing grade. Feedback on passed assignments will be submitted through Moo-dle, and you will be able to follow your course statistics there.

Peer group levelWork in this programme is done in peer groups. Our suggestion for the peer group home base is Google Com-munity (a private community, exclusively for the peer group members and the tutors). Google Community of-fers an easy way to share updates, documents, images, and links, and to set up events. However, if you would rather use e.g. Facebook, Sharepoint or Yammer, we are open to these options. The main point is that each peer group should have an electronic meeting place, which is also open for the tutors.

Personal levelThe inquiry-based development approach applied in this programme requires you to write reflective journals. We strongly recommend that you start a blog for this pur-pose, preferably in Blogger (instructions will be provid-ed), or in Wordpress (if you are already familiar with this platform). Compiling your competence portfolio is much easier if you have collected your work in a blog during your studies.

You might find another document format more suita-ble for some of the tasks. To avoid the problems that can be caused by different word processing programmes and operating systems, we suggest that you use Google Docs (in connection with Google Community) or Office365 when you share your work. Both Google Docs and O365 enable co-writing. Documents will be shared with peer group members by providing a link in the peer group home base, and with tutors by providing a link on Moo-dle in the respective assignment dialogue-box.

Synchronous online meetingsPeer groups will have meetings between the contact days. These meetings can take place face to face or online. Tools like Skype or Google Hangout can be used, or you can use some other service provided by your institutions.

Other toolsThroughout the programme we will have opportunities to share good practices and introduce other tools you and your peers and tutors have found useful.

Competence assessment and the competence portfolio You will use the Personal Development Plan to record your chosen methods for demonstrating your compe-tence and comparing it with the competence criteria for vocational teachers. You will assess your competence in cooperation with your tutor and peer group. You will document the learning process, your practical skills and your command of educational concepts in the compe-tence portfolio. All modules are graded as pass or incom-plete.

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Credit transfer Previously completed university-level education (or equivalent) modules (25 cp) can be substituted for the following modules of the pedagogical programme:

1.3. learning at work (5 cp)

2.1. teaching and learning (5 cp)

3.1. education, society and culture (5 cp)

The modules will be recorded in the transcript in August provided that documentation of the completed studies is submitted with the joint application form. If you will not complete your studies until after the closing of the joint application period, please submit the documentation to the Student Affairs Office.

During the pdp sessions, individual university-level modules, other previous pedagogical studies and experi-ential learning will be assessed based on the competence criteria for vocational teachers.

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Vocational teaching requires a combination of pro-fessional/workplace competence and pedagogical competence. A pedagogically competent vocational teacher works according to ethical principles, guides learning and students, and develops his or her per-sonal practice with a collaborative and socially active approach.

The competence criteria for vocational teachers are presented below.

competence criteria for vocational teachers

1my actIons arE basEd on knowlEdgE of

vocatIonal and profEssIonal EducatIon.

n I develop my practical theory using scientific reasoning.

n I can justify my actions pedagogically.

2my actIons arE EthIcally, EconomIcally,

EcologIcally and socIally justIfIEd.

n I work according to the ethical principles of

vocational teachers.n In my work, I promote human rights and act

according to democratic principles.n In my actions, I recognize and take into account

the impact economic conditions have on my work, and the economic consequences of my work.

3I dEvElop my compEtEncE togEthEr wIth

workplacE rEprEsEntatIvEs, studEnts and

collEaguEs through systEmatIc assEssmEnt

and by usIng varIous documEntatIon mEans.

n I recognize and define development areas.n I introduce experimental solutions to development

areas and justify them theoretically.n I share the results of the development work with

my fellow students, my work community, and in my networks.

8

4I usE and dEvElop lEarnIng-cEntrEd tutorIng,

tEachIng and EvaluatIon mEthods.

n My actions are determined by the competence my students need in the world of work.

n I design study processes which are personalised and negotiable.

n I assess my students through tutoring, and on the basis of their competence.

n I am proficient in tutoring, teaching and assessment in multi-channel learning environments.

5I dEvElop lEarnIng EnvIronmEnts and

procEssEs In coopEratIon wIth thE world

of work, studEnts and collEaguEs.

n I enable learning in varied learning environments and processes.

n I support the personal and collaborative learning processes of my students.

n I use digital tools in a versatile manner.

6I dEvElop IntEractIon skIlls togEthEr wIth

studEnts In dIffErEnt cultural EnvIronmEnts.

n In my encounters I have a student-centred approach and I welcome diverse learning perspectives.

n I take the varied cultural backgrounds of my students into account in personal and group tutoring situations

n I create possibilities for dialogue and I strive for mutual understanding.

7I am famIlIar wIth thE laws and rEgulatIons

rElatEd to vocatIonal EducatIon and thE

world of work and I apply thEm In my work.

n I am able to act and justify my actions according to the laws and regulations that guide my line of work. I am also familiar with the strategy of my organisation and I act accordingly.

n I am familiar with the collective labour agreements of my field and I respect them in my work.

8as a socIally actIvE IndIvIdual, I lay

thE groundwork for futurE vocatIonal

EducatIon.

n I participate in societal discussion on the role of education through different media and in different communities.

n I bring in views on future competencies to my work.

9I guIdE my studEnts In a way that EnablEs

thEm to graduatE and to fInd EmploymEnt,

and strEngthEns thEIr possIbIlItIEs for

EntrEprEnEurshIp.

n I promote my students’ employability and entrepre-neurial skills.

n I support my student’s study processes according to the tutoring plan of the educational institution and the workplace.

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modules of the development programme for vocational teachers

1. thE tEachEr as an EthIcal dEvElopEr (15 cp)

1.1 personal development plan (pdp) and peer group activities 5 cp

1.2 Career counselling 5 cp

1.3 learning at work 5 cp

2. thE tutor (35 cp)

2.1 teaching and learning 5 cp

2.2 observing teaching and tutoring in different contexts 5 cp

2.3. teaching and tutoring in vocational institutions and in workplaces 20 cp

2.4 Competence assessment 5 cp

3. thE tEachEr as an actIvE cItIzEn (10 cp)

3.1 education, society and culture 5 cp

3.2 vocational education in transformation 5 cp

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1. the teACher As An ethiCAl developer (15 Cp)

This module includes the following sub-modules:

1.1 personal development plan (pdp) and

peer group activities (5 cp)

1.2 Career counselling (5 cp)

1.3 learning at work (5 cp)

Work with your peer group to formulate a learning pro-cess for the module following the inquiry-based develop-ment approach. The starting points are the competence criteria for vocational teachers, different settings and en-vironments of vocational learning, the associated peda-gogical activities, and networks available for vocational teachers. Choose which development assignments your group will work on jointly and which assignments will be done individually (according to personal development plans) with peer support.

ExamInE thE sEttIng

and EnvIronmEnt!

sharE your

fIndIngs!

ExpErImEnt!

sEt goals

for your work!

ExamInE your

own thEorEtIcal

assumptIons!


11

1.1 pErsonal dEvElopmEnt plan (pdp) and

pEEr group actIvItIEs (5 cp)

research and development topics

Vocational teacher development programme and compe-tence criteria n Personal development plan (pdp) n Peer group activity plan n Developing teacher identity n Online tutoring and social media as forms of tutoring

with individuals and groups

work methods

PDP The pdp is a way to examine your pedagogical compe-tence and development needs as a vocational teacher. You will have your first pdp session with your tutor at the start of the programme to draw up the plan, which includes n your current pedagogical competence based on the

competence criteria for vocational teachers, n a description of practical theory in your teaching and

tutoring practice (see 2.1), n methods of demonstrating and assessing your peda-

gogical competence, n your development goals in relation to education and

pedagogical competence at the vocational and profes-sional level,

n pedagogical and vocational development needs in your workplace community,

n your professional networks and their development, n the focus areas of your teacher studies in terms of con-

tent and practice, and the use of materials, n development assignments including schedules and

implementation, and n a plan for the formulation of your competence portfo-

lio.

Draft the first version of the pdp as agreed with your tu-tor. You are free to use different types of content includ-ing text, images, video and sound clips. The pdp will be reviewed and supplemented throughout the programme, and it provides the basis for your personal reflection, the development of your teacher identity and your compe-tence assessment.

Another pdp session will take place halfway through the programme so you can review and revise the plan with your tutor. In the final pdp session towards the end of the programme, you will present your competence portfolio. pdp sessions can also take place using various online communication tools. In addition, you should discuss your pdp in your workplace and with your peer group when possible.

Peer activity Peer groups are formed at the start of the programme to help support the implementation and assessment of de-velopment assignments. The peer group members observe and assess each others’ work, propose ideas for new ap-proaches, make visits and study together. The peer group draws up an activity plan, including a schedule, descrip-tion of contents and an agreement on peer learning and support. The peer groups will also work in digital envi-ronments. The same tutor supports the work of the peer group and its members.

materials

To be announced separately.

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1.2 carEEr counsEllIng (5 cp)


n Career paths and future outlooks for vocational students

n “Studification” of work (accredited work-based learning) and workplace-oriented learning environ-ments

n General workplace skills and entrepreneurial approach

n Promotion of entrepreneurship and entrepreneurial competence of vocational teachers.

work methods

Agree with your peer group on how you will approach the above research and development topics. Investigate the career and job opportunities and self-employment in your own field. Your competence will be demonstrated and assessed in a personalised learning process and docu-mented in the competence portfolio.

materials


1.3 lEarnIng at work (5 cp)

Previously completed university-level education (or equivalent) studies can be substituted for this module.


n Learning in your own organisation and in your communities and networks

n Co-creation, its knowledge base and practices

work methods

Identify, define and elaboraten Your most important internal communities and net-

works. n The external communities and networks you need to

build your competence now and in the future (for in-stance customers, former colleagues, specialists in your field, other educational institutions).

n What are the most important development areas in your communities and networks, and how are co-learning and co-creation organised and managed?

In this study module both formal and informal learning in workplaces, communities and networks are investiga-ted. The study module is implemented using a co-ope-rative learning model called inquiry-based learning. The implementation includes two half-day workshops, peer group activities, webinars and study visits.

materials

Materials will be announced in the kick-off workshop.

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2. the teACher tutor 35 Cp

Work with your peer group to formulate a learning pro-cess for the module following the inquiry-based develop-ment approach. The starting points are the competence criteria for vocational teachers, different settings and en-vironments of vocational learning, the associated peda-gogical activities, and networks available for vocational teachers. Choose which development assignments your group will work on jointly and which assignments will be worked on individually (according to personal develop-ment plans) with peer support.


2.1 teaching and learning (5 cp)

2.2 observing teaching and tutoring in different

contexts (5 cp)

2.3. teaching and tutoring in vocational institutions

and in workplaces (20 cp)

2.4 Competence assessment (5 cp)

ExamInE thE sEttIng

and EnvIronmEnt!

sharE your

fIndIngs!

ExpErImEnt!

sEt goals

for your work!

ExamInE your

own thEorEtIcal

assumptIons!


14

2.1 tEachIng and lEarnIng (5 cp)



n Conceptions of human beings, knowledge and learn-ing in teaching and tutoring.

n Practical theories in teaching and learning

work methods

In this module, different learning theories and their ap-plication in the context of vocational learning will be ad-dressed. The module is implemented by using a co-oper-ative learning model called learning by teaching. The im-plementation includes two half-day workshops, online presentations and peer group activities.

materials


2.2 obsErvIng tEachIng and tutorIng

In dIffErEnt contExts (5 cp)


n Different settings and environments of vocational learning and tutoring

n Student well-being services, multidisciplinary and multisectoral cooperation

work methods

Observe vocational learning and tutoring in at least six different environments and settings. Choose the sub-jects based on your personal development objectives. This should include observation of teaching and tutoring ac-tivities carried out by other peer group members and multidisciplinary work.

During observation, you have the opportunity to re-flect and write down what you see and experience. After each observation, discuss your notes with the parties who provided you with the opportunity. Your competence will be demonstrated and assessed in a personalised learning process and documented in the competence portfolio.

materials


15

2.3 tEachIng and tutorIng In vocatIonal

InstItutIons and In workplacEs (20 cp)


n My teaching and tutoring practice in vocational learn-ing environments

n Selection and definition of competence objectives, taking into account each student’s level of ability, cur-ricula and workplace needs

n Teaching and tutoring methods from the point of view of the student’s learning process

n Assurance and assessment of learning and competence n Cooperation with different parties in instructional

planning and delivery n The development of practical theory

work methods

Choose six different teaching and tutoring situations for your development programme. For example, the situa-tions could be part of a specific module, course or sub-module or from a selection of different work environ-ments. Invite members of your peer group to observe and discuss your practice. Your personal tutor will also visit to observe your work practice and talk with you about how to develop your teaching and tutoring practices.

If possible, you should plan the teaching and tutor-ing situations with students, colleagues and workplace representatives. Take into account students’ learning pro-cess as well as your own activity as a teacher and tutor in the plan. The teaching and tutoring situations should in-clude assessment of your practice, for example in coop-eration with students, tutors and the peer group. Provide pedagogical reasoning for your plan and choices based on your practical theory.

You should engage students, colleagues and network contacts in the process in order to develop your teach-ing and tutoring practice and learning environments as effectively as possible. You can also take advantage of peer group mentoring organised with colleagues and work-place partners; this is an approach based on parity and collaborative development methods.

Your competence will be demonstrated and assessed in a personalised learning process and documented in the competence portfolio.

materials


16

2.4 compEtEncE assEssmEnt (5 cp)


n Assessment framework in vocational education n Assessment topics and criteria for competencies

and learning n Competence and learning assessment in practice n Assessment as a form of tutoring – tutoring as

a form of assessment n The ethical aspects of assessment in my personal

work practice

work methods

Examine the concept of assessment in the field of voca-tional education. Develop assessment activities in your work practice, in cooperation with students, colleagues and network contacts whenever possible.

Your competence will be demonstrated and assessed in a personalised learning process and documented in the competence portfolio.

materials


17

3. the teACher As An ACtive Citizen (10 cp)

Work with your peer group to formulate a learning pro-cess for the module following the inquiry-based develop-ment approach. The starting points are the competence criteria for vocational teachers, different settings and en-vironments of vocational learning, the associated peda-gogical activities, and networks available for vocational teachers. Choose which development assignments your group will work on jointly and which assignments will be done individually (according to personal development plans) with peer support.


3.1 education, society and culture (5 cp)

3.2 vocational education in transformation (5 cp)

ExamInE thE sEttIng

and EnvIronmEnt!

sharE your

fIndIngs!

ExpErImEnt!

sEt goals

for your work!

ExamInE your

own thEorEtIcal

assumptIons!


18

3.1 EducatIon, socIEty and culturE (5 cp)


research and development topics:

n The history and future of vocational education and training from the perspective of the individual and so-ciety.

n Vocational education and training, professional cul-ture and education and growth into an active and re-sponsible citizen.

n Education reflecting changes in society.

work methods

This study module will address change processes in ed-ucation from historical, societal and cultural points of view as well as the future trends in vocational education and training. The implementation includes two half-day workshops, peer group activities and examination of var-ious phenomena and discourse in the media and society at large.

materials


3.2 vocatIonal EducatIon In transformatIon

(5 cp)


n The vocational education system and methods of delivery.

n Education policy and national development topics. n Current legislation, agreements and guidelines

governing vocational education. n The framework for performance-based management

and funding of vocational education. n Guidelines for education providers.

work methods

The tutor and the peer group will jointly decide on the delivery method of this module. The peer group decides on research questions, development topics, task alloca-tion, outputs and how they will be processed. Your com-petence will be demonstrated and assessed in a personal-ised learning process and documented in the competence portfolio.

materials


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Vocational teaching requires continuing education and initiation and participation in development processes. The Haaga-Helia School of Vocational Teacher Educa-tion, its continuing education offering and R&D activi-ties offer a range of collaboration opportunities for teach-ing practice development after vocational teacher educa-tion. See http://www.haaga-helia.fi/en/education/school-of-vocational-teacher-education?userLang=en

Qualified teachers can apply to the following pro-grammes: n the vocational special needs teacher programme (60

ects credits), which is open to candidates with a teaching qualification in vocational or core subjects (A 986/1998) and at least six (6) months of experience as a full-time teacher or tutor at a vocational educa-tion institution or a university of applied sciences (ob-tained by the end of the application period). This pro-gramme is available in Finnish.

n the vocational guidance counsellor programme (60 ects credits) is open to candidates with a teach-ing qualification in vocational or core subjects (A 986/1998). This programme is available in Finnish.

continuing education

Our continuing education offering is designed to further develop the competencies of teaching staff and organisa-tions and to come up with new solutions for studying, workplace needs and lifelong learning. In addition, we support educational organisations by providing training and consulting to management teams and employer/in-dustry partners.

The continuing education offering of the School of Vocational Teacher Education includes programmes funded by the National Board of Education, the Ministry of Education and the eu as well as commercial training services. Programmes include short or long term cred-it-based training packages, consulting services, seminars, lecture series or theme days designed and implemented in cooperation with the customer.

research, development and innovation activities (rdI)

The rdi activities of the School of Vocational Teacher Ed-ucation are aimed at generating new models, solutions and tools for vocational learning, tutoring and teaching. We want to be part of the development of future learn-ing environments in cooperation with vocational schools, uas organisations and industry representatives. Our ac-tivities are future-oriented with a focus on anticipating changes in the world of work and serving the needs of vo-cational teacher education and the field at large. Research and development topics related to vocational and uas-level education include e.g.

the development continuum of a vocational teacher

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Accreditation of workplace competencies through com-petence assessments n Learning in cooperation with workplaces n Changes in vocational teaching (new types of work,

employment, flexibility) n Entrepreneurial and network-based approaches n Entrepreneurship pedagogy ICT-oriented solutions

(e.g. gamification) n Multiculturalism and international projects n Inclusion and special needs pedagogy

We give presentations on our project activities and results in various seminars and network meetings, which are publicised on the school’s website. Student teachers are welcome to take part in projects and events. The school’s publications and links to publication sales can be found at www.haaga-helia.fi/fi/aokk/julkaisut.

alumni activities

The alumni of the Haaga-Helia School of Vocational Teacher Education include all our vocational teacher, spe-cial needs teacher and guidance counsellor graduates. En-sure that your details are up-to-date in our alumni da-tabase to receive the latest news and invitations to our events.

Alumni are important stakeholders of our school, and we offer n opportunities for networking with professional peers n topical events n postgraduate and continuing education opportunities n publications related to the development of the prac-

tice of teaching

Get involved and help us develop the practice of teach-ing!

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vocational teacher education since 1950

The development of vocational teacher education is con-nected with economic diversification and the creation of the citizen society. Trade, banking, transport, indus-try and services became established sectors alongside ag-riculture. This led to the creation of institutes preparing students for vocations and the need for vocational teach-ers. Helsinki Business College was founded in 1898. The first students began training as business teachers in 1904. Trainees practised teaching and sat in on lessons.

In the decades following Finland’s independence, vo-cational education developed at a slow pace. After World War II, skills shortage, the post-war baby boom and changes in the economic structure led to concerted ef-forts to develop vocational education. A teacher training unit was established at Helsinki Business College in 1950. The year is celebrated as the start of vocational teacher education at Haaga‐Helia.

Student numbers in vocational education grew fast in the 1960s. Vocational teacher education was provided by various field-specific units across the country. The du-ration and contents of these programmes varied. In or-der to improve the quality of education, new curricu-la were introduced in 1986. Pedagogical studies became

compulsory for all vocational teachers, and the length of the programme was standardised as 40 credit units. Since 1992, student teachers from different fields could enrol at teacher education units.

The Helia School of Vocational Teacher Education was launched in 1997 in a transfer of its teacher education services and part of those of the former Helsinki Nursing School under the Helia Business Polytechnic. The scope of the teacher training programme was set at 35 credit units.

After the 2005 curriculum reform of universities of ap-plied sciences, the scope of the pedagogical programme was set at 60 ECTS credits. Since the 2007 merger of He-lia and Haaga, teacher training has been provided by the Haaga-Helia School of Vocational Teacher Education.

To mark the anniversary in 2010, Haaga‐Helia pub-lished a history of the Haaga‐Helia School of Vocational Teacher Education titled Opettajan ammattiin ja amma-tin opettajaksi. Edited by Sirkka Kortetjärvi‐Nurmi, the book provides an extensive review of the school’s activi-ties and aims. The publication can be purchased by con-tacting julkaisut@haaga‐helia.fi.

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student affairs office

The Student Affairs Office is located at the Pasila Campus in room 7201 on the 7th floor.

You can contact our student affairs secretaries by email at [email protected] and by telephone on +358 (0)40 488 7519 and +358 (0)40 488 7521.

Staff email addresses are formatted as [email protected]

The Student Affairs Office offers advice on practical mat-ters, including n System IDs and passwords n Credit transfer (modules 1.3, 2.1 and 3.1) n Statements for TE Offices and other authorities n Certificates of student status n Certificates, graduation n The student extranet MyNet

The extranet at http://mynet.haaga-helia.fi contains im-portant links for students, including the library’s elec-tronic collections, online dictionaries and login instruc-tions for different systems.

support for students

library

Our library operates at the Pasila campus (3rd floor) and the Porvoo campus (1st floor). See www.haaga- helia.fi/kirjasto for opening hours and the library card applica-tion form.

catering

Reduced rate meals are available at Haaga-Helia campus-es for student teachers.

social benefits

Since pedagogical studies for teachers do not lead to a de-gree, student benefits (e.g. travel discounts and meals) are usually not available to student teachers. Individual cases may be referred to the financial aid committee of Haaga-Helia, [email protected].

2016 lähipäivätcontact days

Toukomay

kesäjun

heinäjul

eloaug

syyssep

lokaocT

marrasnov

jouludec

n ammaTillinen opeTTajankouluTus (60 op) / vocaTional Teacher educaTion (60 cr)

1 vuoden opiskelumuodot / mode of study: 1 year

helsinkiklo 9–16

23.–24.5. 9.6. – 30.–31.8.15.–16.9.27.9.

4.10., 6.10.27.–28.10.

15.11.28.–29.11.

1.12.

viikonloppu, helsinkipe klo 16.30–20.30, la klo 9–16

20.–21.5. – – 26.–27.8. 2.9.,23.–24.9, 27.9.6.10.

28.–29.10.25.–26.11. 1.12.

verkko, helsinkiklo 9–16

23.–24.5. – – 31.8.5.–6.9.27.9.

6.10. 8.11. 1.12.

porvooklo 9–16

23.–24.5. 9.6. – 30.–31.8.15.–16.9.27.9.

6.10.27.–28.10.

15.11.28.–29.11.

1.12.

Turkuklo 9–16

26.–27.5. 7.6. – 24.8.5.9.,15.–16.9.27.9.

6.10.25.–26.10.

24.–25.11. 1.12.

1,5 vuoden opiskelumuodot / mode of study: 1,5 year

helsinkiklo 9–16

19.–20.5. – – –1.9. 8.–9.9.

6.10.17.–18.10.

9.–10.11. –

english groupklo 9–16

16.-17.5. – – 31.8.–2.9. 5.–6.10. 22.–24.11. –

n ammaTillinen eriTyisopeTTajan kouluTus (60 op)

1,5 vuoden opiskelumuoto

helsinkiklo 9–16

19.–20.5. – – 29.–30.8. 19.–20.9. 19.–20.10. 10.–11.11. –

n ammaTillinen opinTo–ohjaajan kouluTus (60 op)


helsinkiklo 9–16

19.–20.5. – – – 6.–7.9. 10.–12.10. 8.–10.11. –

helsingin ryhmät / english group: Ratapihantie 13, Helsinki (Pasila)porvoon ryhmä: Taidetehtaankatu 1, PorvooTurun ryhmä: Lemminkäisenkatu 30, Turku

2017 lähipäivätcontact days

Tammijan

helmifeb

maalismar

huhTiapr

Toukomay

kesäjun

heinäjul

eloaug

syyssep

lokaocT

marrasnov

jouludec

n ammaTillinen opeTTajankouluTus (60 op) / vocaTional Teacher educaTion (60 cr)

1 vuoden opiskelumuodot / mode of study: 1 year

helsinkiklo 9–16

16.–17.1. 14.2. 16.–17.3. 11.4. 11.–12.5.

viikonloppu, helsinkipe klo 16.30–20.30, la klo 9–16

27.–28.1. 24.–25.2. 24.–25.3. 28.–29.4. 12.5.

verkko, helsinkiklo 9–16

– 9.–10.2. – – 12.5.

porvooklo 9–16

16.–17.1. 14.2. 16.–17.3. 11.4. 11.–12.5.

Turkuklo 9–16

24.–25.1. – 8.–9.3. 4.–5.4. 4.–5.5.

1,5 vuoden opiskelumuodot / mode of study: 1,5 year

helsinkiklo 9–16

24.–25.1. 31.1. –21.–22.3.28.3.

26.–27.4. – 5.–6.6. – – 14.–15.9. 25.–26.10. 30.11. –

english groupklo 9–16

– 1.–2.2. 13.–15.3. 20.–21.4. – 8.–9.6. – 21.–22.8. 28.9. – – –

n ammaTillinen eriTyisopeTTajan kouluTus (60 op)


helsinkiklo 9–16

25.–26.1. – 22.–23.3. 27.4. 15.–16.5. – – – 18.–19.9. 30.–31.10. 30.11. –

n ammaTillinen opinTo–ohjaajan kouluTus (60 op)


helsinkiklo 9–16

25.–26.1. – 22.–24.3. 27.–28.4. – 6.–7.6. – 23.–25.8. 12.–13.9.31.10.–2.11.

–30.11.

helsingin ryhmät / english group: Ratapihantie 13, Helsinki (Pasila)porvoon ryhmä: Taidetehtaankatu 1, PorvooTurun ryhmä: Lemminkäisenkatu 30, Turku

Haaga-Helia ammattikorkeakouluAmmatillinen opettajakorkeakouluRatapihantie 13, 00520 Helsinkiwww.haaga-helia.fi/[email protected]. 040 488 7519, 040 488 7521