07.09.2018

Courses in Education

Please note that courses for 2018/2019 have been updated. For some courses the exact timetables are not yet available.

Please note that only courses marked with ALL on the course programme are available for exchange students from other faculties. Most of the courses are only for students registered at the Faculty of Education and Psychology. The number of available places in most courses is limited.

Jump to courses in spring 2019

Autumn 2018

 

MCE0210 Education in Finland, 3 ECTS credits

Open for ALL STUDENTS

Credits:

3 ECTS

Outcomes:

Upon completion of the course, the students are able to

- describe different aspects of the Finnish education system

Mode of study:

Lectures about Finnish education system (e.g. early childhood education, basic education, special education, adult education, teacher education)

Literature:

 TBA

Assessment:

0-5

 
MCE0220 Issues in Education, 5 ECTS credits
ALL STUDENTS
Outcomes: 

Upon completion of the course, students will

  • - have greater awareness of current research trends and the educational research being conducted nationally, i.e. in Finland, as well as internationally
  • - have a better understanding of the topics addressed in the lectures through the reflective assignment
  • - be able to synthesise personal experiences and critical thinking
  • - have the readiness to exhibit their research-related skills through academic reading and writing

Contents:
 

Finnish and international research projects

 Literature:  To be announced at the beginning of the course. 
 Assessment:  0 -5.

Active participation in teaching and completing and passing learning assignments.

Mode of study: Visiting lectures.

Participation in contact teaching and independent study, learning assignments.

 

MCE02150 Guide to Finnish Education, 5 ECTS credits
N.B. Mostly online studying

Contents:

MOOCs EDUO101 - EDUO105
Finnish early childhood education legislation, different levels curriculums, main principles of pedagogy
The structure and principles of Finnish Education system.
Finnish teacher as autonomous reflective practitioner.
Cornerstones of Finnish teacher education.
Support and guidance on Finnish legislation
Special education and guidance and counselling in Finnish curriculums and best practices.
Finnish special teacher education and guidance education
Status and function of education policy in Finnish society, educational leadership in Finnish education system, education and tasks of educational leaders in Finland
Upper secondary VET education as a system: general upper secondary training, dual qualifications, initial and further vocational education and training and apprenticeship training
Profound work orientation and collaboration with workplaces and competence based approach/ learning outcomes
Qualifications and competences of the teachers and other supporting staff, teacher education for VET teachers, SEN teachers and study counselors and training of workplace instructors
Vocational pedagogy: recognition of competences and prior learning, personalized study paths, learning and assessment of vocational knowledge and skills

Learning outcomes:

After this course you
• understand the nature of Finnish education
• are familiar with the Finnish early childhood education system and its main principles and values
• understand the meaning of play, the principles of child-centred pedagogy, meaning of educational partnership, teamwork and learning environment in Finnish ECEC system
• know the operational principles and structures of Finnish school
• understand the characteristics of Finnish teacher hood
• understand the nature of support, guidance and counselling in Finland
• understand the significance of educational leadership in educational systems
• are familiar with the Finnish upper secondary education and training system and various pathways for the learners
• understand the characteristics and nature of the vocational pedagogy

Modes of study:

Online teaching and learning, assignments.

Evaluation:

PASS/FAIL

 

KTKO104 Information and Communication Technology, 3 ECTS credits
N.B. Choose group LuokaS2018 Juliet (in English)
Contents:

The most important tools (e.g. word processing, spread sheets, software), cloud services, learning environments, the use and meaning of ICT, ethical principles, information search, video editing

Learning outcomes:

Upon completion of the course, students should

  • be able to use the university ICT services and tools
  • be able to use cloud services both individually and in groups
  • know how to use ICT ethically as a student and as an expert in the field of education
  • have a good understanding of the role of ICT in the work of an expert in education
  • be able to use different ICT applications
  • be competent in the basics of information search
Modes of study:

Contact teaching and small group working 26 h.

Completion mode:

Participation in contact teaching and independent study, learning assignments.

Course workload:

3 ECTS cr. equal 81 hours of work.

Schedule:

Autumn, periods 1-2.

Literature:

To be announced at the beginning of the course.

Evaluation:

Pass/fail
Active participation in teaching and completing and passing learning assignments.

 

MCE0240 International Education Policies and Practices, 3 ECTS credits
Contents:

International education cooperation, global education policies and programmes

Learning outcomes:

Upon completion of the course, students will have

  • - knowledge about international organisations promoting global education cooperation and about the main global processes and reports
  • - understanding of the complexities, priorities and gaps in the development of global education
  • - competence in utilising global and thematic education reports, critically analysing their content and connecting local/national education processes with global development
  • - understanding of different educational topics on the global level
Modes of study:

Seminar sessions 40 h (including a two-day international participatory seminar).

Completion mode:

Participation in contact teaching and independent study, learning assignments.

Literature: Thematic reports of international organisations (available online) and related academic articles, to be announced at the beginning of the course.
Evaluation: 0 - 5.

Active participation in teaching and completing and passing learning assignments.

 
OKLV221 Communication and Interaction 2, 2 ECTS credits

N.B. Group 2 is taught in English

Learning outcomes:

After the completion of the course, the student will be able to:
- analyse the process of growing into a teacher
- understand that expertise is constructed and shared in collaboration,  in networks creating   and constructing   knowledge
- discuss expertise in education, and share ideas of this expertise
- focus and deepen his/her own and collective professional identity as a teacher

Mode of Study: group work, assignment and/or exam
Literature: TBA
Assessment: pass/fail. Active participation, completion of assignments.
 
ERIA229 Supporting Socioemotional Development and Welfare, 3 ECTS

Learning objectives:

  • importance of individual and environmental factors on socio-emotional development and well-being
  • assessing various factors of social interaction
  • analyse and adapt one’s activities according to the needs of the individual and group,
  • apply various models of operation to support the development and well-being of an individual/a group  
Contents:

-  connections between socio-economic well-being, development and learning

  • child’s/pupil’s resources and utilising them
  • interaction between the child/pupil  and surroundings
  • models of operation
Mode of Study: Lectures, independent study, written assignments.
Literature: Kauffman, James M. & Landrum, Timothy J. Characteristics of emotional and behavioral disorders of children and youth.
Pearson.
Assessment: 0 - 5. Active participation, completion of assignments.
 

ERIS303 Disability studies in education, 5 ECTS

Current events:

Detailed instructions for the reading circle meetings and the final assignment can be found from Koppa (ERIS303 Disability Studies in Education) on Friday 7.9.2018.

Contents:

Accessibility, emancipatory education, disability culture and arts, disability 
consciousness 

 

Learning outcomes:

Upon completion of the course, students will be able to 
- identify the theoretical presumptions and pedagogical applications of Disability Studies in Education 
- assess the accessibility and usability of various learning environments 
- apply the principles of emancipatory and transformative education in teaching 
- utilise the elements of disability culture and arts in instruction 
- critically analyse the representations of disability in school text books, children’s literature and other learning material 
- use pedagogical means to influence children’s and adolescents’ disability consciousness and attitudes towards disability

Modes of study:

Lecture (info) 1 h

Reading circle 12 h + Writing the final assignment (group essay)

Completion mode:

Info lecture: formation of reading circle groups (4 students per group)

Reading circles: four meetings for studying together

Independent work: reading and preparing for reading circle group meetings. Writing the final assignment (group essay).

Final assignment: one essay/reading circle group. The mode of writing will be discussed and decided in reading circle meetings. The final essay is a synthesis of the conceptual, theoretical and empirical information discussed during the reading circle group meetings, and it will be graded. All group members will be assigned the same grade. The group essay will be returned to Koppa ("Return assignments" box). Deadline for the final assignment: 30.11.2018.

Literature:
  1. Gabel, S. L. (Ed.). (2005). Disability studies in education: Readings in theory and method. New York: P. Lang. 
  2. Other material to be announced at the beginning of the course (See Koppa!)

 

 
OKLS474 Issues in Inclusive Education, 3 ECTS 
Learning outcomes:

Upon completion of the course the student will be able to
-          explain key terminologies associated with the education of students with disabilities in general education
-          discuss some of the major arguments for and against special education and inclusion.
-          describe teachers’ attitudes towards inclusion and the factors that affect teacher attitudes
-          identify and explain some key inclusive classroom practices and instructional strategies
-          identify and discuss some of the benefits of inclusion
-          describe inclusive education in their countries

Contents:

-          a look at the Historical Context for Mainstreaming and Inclusion
-          reservation about Special Education and building Support for Inclusion
-          research related to Inclusion and Programme Effectiveness
-          inclusive practices and classroom instructional strategies in Inclusive Settings

     
Mode of Study: Independent study. eExam.
Literature:

McLeskey (Eds.) 2007. Reflections on inclusion: Classic articles that shaped our thinking. Arlington: Council for Exceptional Children.

Assessment: 0 - 5. Examination.
 

ERIA1010 Learning disabilities as a pedagogical challenge, 5 ECTS
N.B. Independent study, eExam

Contents:

-  general principles for support on specific learning difficulties
-  support on reading and writing difficulties
-  support on mathematics learning difficulties
-  support on attention difficulties
-  support on behavioural problems 
-  support on motor disorders

 

 

Learning outcomes:

After the completion of this course, the student will be able to:
- understand the importance of assessment in choosing the support methods and in the improvement of skills
- understand the general principles of efficient support for learning
- analyse support methods for specific learning difficulties
 

Registration:

1. Read the materials.
2. When you think you have a sufficient command of the contents, register for the exam on eExam exam.app.jyu.fi 
Please read the instructions for using the system first: https://www.jyu.fi/itp/en/eexam-guide/
N.B. Towards the end of the semester the system gets crowded, book your exam time well in advance!

Modes of study:

Independent study, eExam

Completion mode:

eExam. eExam can be taken anytime between September 6th 2018 and May 31st 2019.

Course workload:

5 ECTS credits equal 135 hours of student work.

Literature:

Barnett, A.L. (2008). Motor assessment in developmental coordination disorder: From identification to intervention. International Journal of Disability, Development and Education 55 (2), 113–129.

Berch, D. B. & Mazzocco, M.M.M. (ed.)  (2009). Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Paul H. Brookes: Baltimore, MD. Luvut 1 (Historical and Contemporary Perspectives on Mathematical Learning Disabilities), 2 (Defining and Differentiating Mathematical Learning Disabilities), 3 (Prevalence of Developmental Dyscalculia), 17 (Early Intervention for Children at Risk of Developing Mathematical Learning Difficulties) & 16 (Influence of Gender, Ethnicity, and Motivation on Mathematical Performance).

Blank, R. (2012). Information for parents and teachers on the European academy for childhood disability (EACD) recommendations on developmental coordination disorder. Developmental Medicine & Child Neurology, 54 (11), e9. 

Fletcher, J.M., Lyon, G.R., Fuchs, L.S. & Barnes, M.A. (2007). Learning disabilities. From identification to intervention. Guilford Press: New York, NY. Chapters 4 (Assessment of Learning Disabilities), 8 (Mathematics Disabilities) & 10 (Conclusions and Future Directions).  

Huemer, S. (2009). Training reading skills. Towards fluency. Jyväskylän yliopisto. Jyväskylä Studies in Education, Psychology and Social Research 360. Jyväskylä: Jyväskylä University Printing House.

Pfiffner, L. J., Barkley, R. A., & DuPaul, G. J. (2006). Treatment of ADHD in school settings. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment, 3, 547-589.

Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44 (1), 65-75.

 

 EDUA100 Introduction to Educational Research, 5 ECTS credits
Contents: Introduction to educational research. Questions addressed will be what is educational research, what topics are studied and in which contexts, how research problems or questions are defined, how to plan a research project and how to find good advice when starting research.
Mode of Study:

seminar meetings, videos, small experiments and literature reading circle assignments

Literature:

SAGE Research Methods online, and selected chapters of Conrad, C.F. & Serlin, R.C. (2011)The SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry (Second Edition). Suter, W.N. (2012) . Introduction to Educational Research: A Critical Thinking Approach (Second Edition).

 
POMM1031 Core module: Visual Arts, 3 ECTS

N.B. Choose group R1 Juliet -17

Learning outcomes:

- understanding the nature and role of visual arts in basic education
- understand the effect of visual culture on visual expression and interpretation
- knowing how to use visual arts tools and materials
- understanding the development stages of visual expression
- being able to provide realistic and constructive feedback
- strengthen one's own visual expression and ideas of art

Mode of Study: Demonstrations
Mode of Completion: assignments, portfolio
Assessment: 0-5
 

POMM1032 Applied module: Visual Arts, 2 ECTS
N.B Choose group SR1 Juliet -17

POMM1041 Core Module: Craft, 3 ECTS
N.B Choose group R1 Juliet -17
 

POMM1005 Integrative Cross-curricular Themes, 4 ECTS; Cultural Heritage Education
Please note that only group "Cultural Heritage Education" is taught in English.



VAAM1450 Integrating Arts and Physical Education, 4 ECTS
Contents: VAAM1450 Integrating Arts and Physical Education, 4 ECTS, Integrating Arts and Physical Education - Korppi
The integration of arts and physical education. The contents of visual arts, music, physical education and children's literature.
Learning outcomes: After accomplishing the course, the student has theoretical and practical knowledge on applying and integrating the methods and contents of arts and physical education. The student also understands the meaning of these subjects for children.

Modes of study: Lectures, small group teaching
Modes of completion: Active participation, assignments.
Assessment:  0 - 5.

 

VKTS1029 Children’s Social-Emotional Development and Well-being in Early Childhood, 5 ECTS N.B. Independent study only
Contents: The key aspects of children’s social-emotional development, practical support of social-emotional development in early childhood education, and deepening theoretical and practical understanding of a specific area of social-emotional development.
Learning outcomes: Upon completion of the course the student will
be familiar with the key aspects of children’s social-emotional development that affect children’s well-being and their relationships
know the main theoretical concepts of social-emotional development, developmental risk factors and early identification and support
know how early intervention can be implemented through the application of scientific concepts.
Mode of study: Contact teaching 14 h
Mode of Completion: Participation in contact teaching and independent study, learning assignments.
Literature: LEWIS, M., HAVILAND-JONES, J. & BARRETT, L. F. (eds.).2008 or newer. Handbook of Emotions. 3rd edition or newer New York: Guilford Press. (soveltuvin osin). Available: www.ebrary.com
DURLAK, J. A., DOMITROVICH, C. E., WEISSBERG, R.P., & GULLOTTA, T. P. (eds.). 2015. Handbook of Social and Emotional Learning. Research and Practice. New York: Guilford Press. (partly)
Contemporary articles.
Assessment:
0-5. Active participation in teaching and completing and passing learning assignments.
 
KTKS201 Qualitative Special Methods Studies, 5 ECTS credits
N.B. Groups in English:
Qualitative Content Analysis (autumn)
Etnography and Visual Methods (spring)

 

EDUS390 Introduction to Guidance and Counselling, priority for international students, 5 ECTS
EDUS390 Introduction to Guidance and Counselling, 5 ECTS, priority for EDUMA & MPEL students - Korppi
Contents:
  • the concepts of guidance and counselling and their relation to other concepts such as pedagogy and therapy
  • guidance and counselling services as a societal support system
  • guidance and counselling fields and occupations
  • life-long and life-wide guidance and counselling
  • theoretical approaches in guidance and counselling with an emphasis on humanistic and constructivist approach
Learning outcomes:

Upon completion of the course students will

  • have understanding of the nature of guidance and counselling services and occupations and their relations to other forms of helping
  • have understanding of and be able to describe guidance and counselling as part of the societal support system, along with its main theoretical approaches
Modes of study:

Lectures and related activities 8 h. 

Completion mode:

Participation in contact teaching and independent study, learning assignments.

Course workload:

The work load of 5 ECTS equals 135 hours of work.

Literature:

Suggested alternatives listed; in addition, journal articles and other sources for the essay to be discussed during lectures.

Dryden, W. (2011). Counselling in a nutshell (Second edition ed.). London; Thousand Oaks, CA ; New Delhi ; Singapore: Sage.

Feltham, C., & Dryden, W. (2006). Brief counselling: A practical, integrative approach (2nd ed ed.). Buckingham: Open University Press.

McLeod, J. (2009). An introduction to counselling (4th ed.). Maidenhead: McGraw Hill/Open University Press. 

Contact information:

Sauli Puukari
sauli.puukari@jyu.fi

Evaluation:
Assessment:

0-5

Assessment criteria:

Active participation in teaching and completing and passing learning assignments.


EDUS392 Career Guidance and Counselling, 5 ECTS
N.B. Independent study

 

OJU02200 Learning environments enhancing student-involving interaction, 5 ECTS
Contents and Learning outcomes:

The goal of the course is to give a general understanding of physical learning environments (i.e., schoolscapes). The course raises awareness to the role schoolscapes play in institutional interaction of various kinds (classroom interaction, organizational cultures of communication, and narrated local/national/global history). Addressing the ethics of schoolscape design, agency relations in creating and using social spaces are discussed in detail.  The course helps the students to build strategies for the conscious design and development of physical learning environments.

Mode of Study: Seminar meetings.
Completion mode: Assignments, presentations.
Assessment: 0 - 5. 

- actively participate in the course activities;
- read the assignments;
- carry out a mini schoolscape project, present it in the closing conference, and report it in a short essay/video/vlog/blog post…;
- write the learning diary.

 

OJUP1040 The Language of Education and Pedagogy, 5 ECTS

OJUP1060 Foreign Language Pedagogy, 5 ECTS

OJUP2030 Language, Literature and Culture 5 ECTS

KLAS1519 Educational Leadership, 5 ECTS
Contents: Educational leadership as a field of research and as a discipline; leadership from the point of view of the organization and the community; leadership from the point of view of the individual
Learning outcomes: Upon completion of the course, students will be able to
- locate educational leadership as a field of research and as a discipline
- examine leadership from the point of the organisation and the community
- examine leadership from the point of view of the individual
- evaluate leadership from the point of view of their professional identity and its evolution
Literature:
Study materials approved in curriculum

To be specified in the Study Programme

Evaluation:
Grade scale

0-5

Assessment criteria

Active participation in teaching and completing and passing learning assignments/exam.



KLAS1209 Educator's Professional Ethics and Moral Education, 5 ECTS
Contents: - basic concepts and theories in (professional) ethics
- main approaches in moral education
- children’s and disabled people’s rights and status
- indoctrination and the paradox of education, justice and respect for individual autonomy
- ethical questions related to dialogue, power and evaluation, moral agency, moral emotions and reflection on one’s own ethical thinking
Learning outcomes: Upon completion of the course, students will be able to
- analyse central concepts and theoretical viewpoints related to the professional ethics of educators
- evaluate various approaches in ethical education and apply them in their own work
- compare arguments and counter-arguments related to various ethical questions
- critically evaluate the their professional ethical principles and value framework and their personal view on being an educator
Modes of study:

Contact teaching 24 h. International students participate the first three lectures and the seminar group 4 (this is the only group, where the language is English). Theme of the seminar group is "Ethical issues concerning children and families".

Completion mode:

Participation in three lectures of your choice and writing a lecture diary, participation in seminars (required to pass the course), seminar presentation and writing a seminar diary. 

 

Literature:
Materials

To be specified at the beginning of the course.

Evaluation:
Grade scale

0-5

Assessment criteria

Active participation in teaching and completing and passing learning assignments.



KLAS1309 Cultural Diversity in Education and Pedagogy, 5 ECTS
Contents: Intercultural communication, cultural and ethnic diversity, identity, culturally responsive teaching, racism, prejudice, discrimination, participation, equality
Learning outcomes: Upon completion of the course, students will
- be able to recognise and evaluate their own cultural values and actions and the relevance of these relevance in pedagogy
- have the tools to theoretically analyse cultural diversity
- be able to apply the theories acquired during the course to education and pedagogy
- have greater awareness of the opportunities and challenges for pedagogy brought by increasing cultural diversity
- have the readiness to promote social justice in cultural diverse educational settings through their theoretical and practical knowledge
Modes of study:

Lectures 12 h

Seminar 6 h

Independent study

Completion mode:

Participation in contact teaching and independent study, learning assignments.

Literature:
Materials

Following literature and other study materials mentioned in the study programme.

Nieto, S. 2010. Language, culture and teaching. Critical perspectives. New York: Routledge. (e-book)

Kerwin, L.B.  (toim.) 2010. Cultural Diversity : Issues, Challenges and Perspectives. New York : Nova Science Publishers cop. (e-book)

Launikari, M. & Puukari, S. (toim.) 2005. Multicultural Guidance and Counselling. Theoretical Foundations and Best Practices in Europe. Helsinki: CIMO; Jyväskylä: University of Jyväskylä, Institute for Educational Research. http://urn.fi/URN:ISBN:951-39-2121-2

 

Evaluation:
Grade scale

0-5

Assessment criteria

Active participation in teaching and completing and passing learning assignments.



KLAS1409 Learning and 21st Century Competences, 5 ECTS
Contents: Core skills needed in working life, creativity, sense making in learning, collaborative learning.
Learning outcomes:

Upon completion of the course the student will

  • have a fuller understanding of the nature of learning and the competencies needed in future learning environments
  • be able to apply theories of collaborative learning and creativity in changing teaching and learning situations
Modes of study:

Contact teaching 24 h.

Completion mode:

Participation in contact teaching and independent study, learning assignments.

Literature:
Materials

Following literature and other study materials mentioned in the study programme.

Hämäläinen, R. & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6(3), 169–184. http://dx.doi.org/10.1016/j.edurev.2011.08.001

Arvaja, M. (2015). Experiences in sense making: Health science students’ I-positioning in an online philosophy of science course. Journal of the Learning Sciences, 24(1), 137-175.

De Wever, B., Hämäläinen, R., Voet, M. & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students' collaboration. The Internet and Higher Education. 25, 37–44. doi:10.1016/j.iheduc.2014.12.002

Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Towards a script theory of guidance in computer-supported collaborative learning. Educational Psychologist,48(1), 56-66.

Evaluation:
Grade scale

0-5

Assessment criteria

Active participation in teaching and completing and passing learning assignments.

 

ERIA3010 Special Education Learning Environments, 5 ECTS credits
Contents: ERIA3010 Special Education Learning Environments, 5 ECTS - Korppi
 
Special education learning environments, special education practices
Learning outcomes: Upon completion of the course, students will
- have understanding of how the school functions as a learning environment
- be able to observe and analyse different teaching and learning methods
- be able to communicate and interact with pupils with special needs
- be able to reflect on special education practices in different countries
Completion mode: Participation in contact teaching and/or independent study, learning assignments and/or exam.
Literature: TBA
Assessment:  0 - 5. Active participation in teaching and completing and passing learning assignments/exam


OKLS513 Teaching Practice for International Students
N.B. Limited number of participants. Please notice this course is meant for the exchange students of the Department of Teacher Education
Learning outcomes: - to become acquainted with the Finnish system of education in general
- to become acquainted with Finnish teacher education and teaching practice
- to experience a Finnish primary school
- to make known one’s own culture
Contents: Finnish school system, teaching practice, teacher training school
Mode of Study: Observation of lessons, participation in the work of the school
Mode of completion:

Teaching practice report

Assessment: pass/fail
 
VKTM3100 Early Childhood Education Practice, 6 ECTS credits
Contents: The current Curricula of ECEC and pre-primary education of Finland; the core elements of the Finnish ECEC pedagogy
Learning outcomes: After the course the student:
- Gets understanding of the Finnish ECEC in theory and in practice
- Understands the main principles of the Finnish ECEC and pre-primary curricula
- Understands the meaning of teamwork and educational collaboration
- Understands the principles of child-centred pedagogy and the meaning of play
- Understands the importance of learning environment of ECEC concerning indoor and outdoor activities
- Develops the following pedagogical skills: observation, planning, teaching, reflection
Completion mode: Participation in contact teaching, practice, observation and independent study, learning assignments.
Literature: MOOC course of ECEC.
National core curriculum for pre-primary education 2014. Helsinki: Finnish National Board of Education 2016:6.
The current version of the National Curriculum Guidelines on Early Childhood Education and Care in Finland 2016. Helsinki: Finnish National Board of Education.
The specific articles negotiated with the teacher of the course.

Further information:
- This course is especially for those students whose major subject is early childhood education.
- The course contains 10 days practice in a daycare center
Assessment: Pass/Fail. Active participation in meetings and practice in a day care center. Completing and passing learning assignments.
 

Spring 2019

ERIS303 Disability Studies in Education, 5 ECTS

ERIS301 Neuro-Cognitive Interventions of Learning disabilities, 5 ECTS credits

OKLS474 Issues in Inclusive Education, 3 ECTS (independent study)

MCE0210 Education in Finland, 3 ECTS
Open for ALL STUDENTS

MCE0220 Issues in Education, 5 ECTS
Open for ALL STUDENTS

MCE0260 Entrepreneurial Learning and Project Management in Education, 5 ECTS

OJUP1010 Creative and Cultural Language development, 5 ECTS

OJUP1020 Academic language Development 1, 5 ECTS

OJUP2020 Issues in Intercultural and International education, 5 ECTS

OJUP1030 Varieties of English, 5 ECTS

OJU02200 Learning environments enhancing student-involving interaction, 5 ECTS credits, Strategies for the conscious design of physical learning environments

KTKS2010 Qualitative Special Method Studies, 5 ECTSN.B. Groups in English:
Ethnography (spring), Dialogical approach to qualitative analysis (spring)

KAIA042 Perspectives on Learning and Development, 5 ECTS

OKLV120 Information Technology and Acquiring Information 2, 3 ECTS credits
N.B. Group 5 Juliet is taught in English

EDUS390 Introduction to Guidance and Counselling, priority for international students, 5 ECTS

POMM1042 Crafts, 2 ECTS (N.B. Group R1 Juliet is in English)

EDUS1050 Teaching in Multilingual and Multicultural Settings, 5 ECTS (March - May)

CIPA213 Developmental Language Related Disorders, 5 ECTS

ERIA3010 Special Education Learning Environments, 5 ECTS

OKLS513 Teaching practice, 6 ECTS

VKTM3100 ECEC practice, 6 ECTS

OKLS466 Cultural Identity and Internationality, 3 ECTS
Learning outcomes: Upon completion of the course the student will:
- have a basic understanding of issues of indigenous education
- be able to write and speak about issues concerning the language of instruction
- have a critical awareness of Education for All and the Millennium Development Goals
- have a theoretical and historical understanding of cultural identity
- consider the relationship of education and cultural identity
- articulate and explore his/her own cultural identity
Contents: Teaching and learning in an international context, education policy and diversity, cultural identity and education.
Modes of study: Lectures and seminars 22 h. The work load of 3 ECTS equals 81 hours of work.
Completion mode: Learning assignment.
Literature: TBA
Assessment: 0 - 5.

 

 
EDUS1060 Entrepreneurial Learning and Management in Education, 5 ECTS
Contents: Entrepreneurship education and its various pedagogical approaches. Developing entrepreneurial attitudes, theoretical background and practical tools for successful project management in the field of education.
Learning outcomes: Upon completion of the course, students will
-    have understanding of the main concepts related to entrepreneurship education, work life skills and project management
-    know how to implement the pedagogy of entrepreneurship education and be able to evaluate practices in educational project management
-    be able to analyse entrepreneurial attitudes
-    be familiar with the critical failure and success factors in project management
-    be able to create and reflect on their entrepreneurship education plan
Completion modes: Participation in contact teaching and/or independent study, learning assignments and/or exam.
Mode of Study: Contact teaching 26 h.
Assessment: Active participation in teaching and completing and passing learning assignments/exam.
 0–5