Pedagogical Education for University Teachers in Finland

The world of work and occupations are changing rapidly as globalisation and digitalisation make headway. Today the occupation and its necessary competence requirements stopped being acquired once and forever. Modern professions become dynamic, should constantly reinvent themselves and be maintained by upgrading the competence. Consequently, the pedagogical competence of HEI teachers must also meet the new requirements, and the teachers should continuously widen the scope of their interests. Professional teacher training in Finland is internationally acknowledged thanks to high professionalism of instructors and due to the fact that training is based on research. The article analyses the scientific foundation of professional teacher training in Finland, its implementation and relationship with the changing world of work drawing on the example of the curriculum of HAMK University of Applied Sciences. The analysis of the curriculum shows that pedagogical studies for in-work learners meet the requirement of dynamism. They require involvement and active participation of the learners in the teaching process and its implementation receives positive student feedback.. The curriculum focuses on developing the teacher’s work and provides an idealistic view on what it is to work as a teacher. A strive for continuous professional growth stems from pedagogical competence.

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Feedback-based Learning Through Online Feedback Systems in Higher Education

Proceedings of the 3rd International Conference on Higher Education Advances ◽

10.4995/head17.2017.5388 ◽

2017 ◽

Author(s):

Paula Figas ◽

Alexander Bartel ◽

Georg Hagel

Keyword(s):

Applied Sciences ◽

Higher Education ◽

Teaching And Learning ◽

Feedback System ◽

Student Feedback ◽

Feedback Systems ◽

Quality Of Teaching ◽

University Of Applied Sciences ◽

Online Feedback

From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented.

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LAST YEAR UNIVERSITY STUDENTS’ MOTIVES FOR LEARNING AND THE WAYS TO INCREASE THEIR MOTIVATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol1.4863 ◽

2020 ◽

Vol 1 ◽

pp. 266

Author(s):

Jelena Jermolajeva ◽

Svetlana Silchenkova ◽

Larissa Turusheva

Keyword(s):

Applied Sciences ◽

Academic Motivation ◽

State University ◽

University Teachers ◽

Leading Role ◽

Study Programme ◽

University Of Applied Sciences ◽

Creative Self ◽

The University

Monitoring and analysing the students’ academic motivation allows the university teacher to look at the results of her/his work from another aspect and reflect on the ways of increasing the effectiveness of teaching. The aim of the study is to analyse and compare the groups of the learning motives of last year students at the Universities of Riga (EKA University of Applied Sciences) and Smolensk (Smolensk State University), on the basis of which propose the ways to increase their motivation. In the international survey, which was carried out in December 2018 – June 2019, 101 students participated. Descriptive statistics was used for the data processing. Data analysis shows that in both samples the group of professional motives plays a leading role in the students’ learning motivation. In Latvia, the second and third places are to communication and creative self-realisation motives, in the Smolensk sample – social and communication motives, respectively. The results of the study can be used by university teachers and study programme directors for improving the management of education and raising the quality of the pedagogical process.

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Development of Communication Competence in Pre-Service Vocational Education Teacher Training

Higher Education Studies ◽

10.5539/hes.v11n4p31 ◽

2021 ◽

Vol 11 (4) ◽

pp. 31

Author(s):

Daniel Etzold ◽

Marc Krüger

Keyword(s):

Applied Sciences ◽

Teacher Training ◽

Vocational Education ◽

Communication Competence ◽

Teaching Skills ◽

University Of Applied Sciences ◽

The One ◽

The University ◽

Insight Into

This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master’s degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.

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Teacher Training's Needs in University Context: A Case Study of a Chilean University of Applied Sciences

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i09.21389 ◽

2021 ◽

Vol 16 (09) ◽

pp. 119

Author(s):

Diego Gormaz-Lobos ◽

Claudia Galarce-Miranda ◽

Hanno Hortsch ◽

Carolina Vargas-Almonacid

Keyword(s):

Applied Sciences ◽

Teacher Training ◽

Online Teaching ◽

Teaching And Learning ◽

New Technologies ◽

Academic Staff ◽

Face To Face ◽

University Of Applied Sciences ◽

Teacher Training Programs ◽

Teaching Learning

Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

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La experiencia del prácticum en educación infantil. Una narración en primera persona

Revista Practicum ◽

10.37042/practicum.2019.4.2.4 ◽

2019 ◽

pp. 60-76

Author(s):

Victor Amar

Keyword(s):

Early Childhood ◽

Teacher Training ◽

Early Childhood Education ◽

Professional Growth ◽

Childhood Education ◽

The Third ◽

Formative Experience ◽

Narrative Methodology ◽

Very High

The chances of success of the internship in early childhood education, which takes place in the third degree, are very high. However, there may be circumstances that may befall the teacher-training student, which in a way turn the formative experience into a pretext for personal and professional growth. In order to know and understand its practice, we use narrative methodology. It is the most suitable way we have found to share his voice, giving him epistemological authority and being a pretext to improve from his experience. Her words lead us to understand that she wants to be a teacher, and that she learns in any situation, even though her tutor is in a context and with a very particular reality. The conclusion is in continuous construction as the student has learned, disapproved and reappeared with the practice; from being a student of practice to becoming one in practice.

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