Curriculum Development Present PDF

9
CURRICULUM OF TEACHER EDUCATION
9.1
STARTING POINTS OF TEACHER EDUCATION
9.1.1 History and aims of teacher education

Finnish teacher education began in a seminar in Jyvskyl in 1863. The purpose of the
seminar was to educate elementary school teachers. In the 1860s there was controversy
over the aims and contents of the teacher education, and this tension continues to exist
even today. Opinions differ especially on the nature of teacher education: whether it
should focus more on practical or formal skills. This controversy has resulted in the
integration of theory and practice. Teachers job is very practical by its nature, but the
practical activity builds upon deeper understanding.
Teacher education received an academic, science-centered status in the 1970s. Class
teacher students major subject is education. Class teacher education also provides the
qualification for research duties. Subject teacher students have to complete Subject
studies in education as a minor subject.
The three central elements in teacher education are theory, practice and experience. That
is also why constant self-reflection is an important part of the studies. The purpose of the
academic teacher education is to examine these elements and their relations. These
relations form the core of the studies on all courses, especially in the instructed practices.
Practices form the core of the education programme, to which other studies are linked.
Themes in the teaching practice are 1. self-knowledge, 2. theoretical and practical
principles of teaching and learning, 3. pedagogical possibilities and limitations of the
contents of the studies, and 4. professionality. The teaching practice is completed in the
Jyvskyl Teacher Training School for the most part, and partially in field schools.
Teachers shared expertise
Research has proven the significance of shared expertise. Capability to work in groups
and communities is very important, and diverse expertise and understanding is needed in
work communities. On the other hand, there is a demand for common knowledge
foundation and teachers minimum know-how. This conflict causes controversy over the
knowledge and skills that teacher students should learn during their studies.
The Department of Teacher Education does both theoretical and applied research on
school, teacher education, school education, teachership, learning and guidance, as well
as subject-pedagogic research. The emphasis of the research is on:
1)
Research on developing school and teacher education: e.g. developing school,
the foundations, structure and social changes of teacher education.
2)
3)
Research on teachership and the learning process, e.g. subjective and

collaborative construction of teachership, construction of the learning process
in the interaction between teachers and students, the developmental contexts
of learning
Subject-pedagogical research: applied research on curriculums, teaching
methodology, studying and learning.
Personal study plan and portfolio

Each student makes a personal study plan. Students compile their study plans during the
first year, and they will be updated during the third and fifth year of study. Initially, the
study plan is compiled for the course KTKO101 Introduction to University Studies.
Regular discussions with the instructor are also important.
The purpose of the portfolio is to develop students own learning and expertise in
teachership. Students develop their self-knowledge, examine their vocational identity and
evaluate the development of their teachership. Students are encouraged to take
responsibility for their own learning: be aware of their strengths, learning challenges and
professional goals. In addition, the relationship between theoretical knowledge and ones
own teachership is examined. The portfolio is a part of investigative teachership.
9.1.2 Introduction to the curriculum

Studies in education comprise:
- Basic studies, which orientate students to the work and functional environments in
the field of education
- Subject studies, which focus on learning and guidance of learning
- Advanced studies, which focus on the structural conditions of learning as well as
research on them
There are four different currents in the education studies:
1) cultural foundation of education (philosophy, history and anthropology of
education)
2) development and growth milieus (educational psychology)
3) school community and society (sociology of education)
4) guidance of growth and learning (theories and pedagogy of guidance of learning).
In addition to these themes, other central themes are participative education and
multiculturalism. These themes are handled on various courses.
In the course codes the first three characters indicate the department: OKL stands for the
Department of Teacher Education and KTK for the Faculty of Education. The fourth
character indicates whether the course belongs to Orientating studies (O),
Communication studies (V), Basic studies (P), Subjects studies (A) or Advanced studies
(S). POM refers to the multidisciplinary school subject studies.
The code is followed by the course name. The extent of the course is expressed in the
brackets. The aims, modes of study and the department are defined in the curriculum.
Further details can be found in the course programme which varies annually. Students are
advised to check especially the modes of study from the course programme, because the
courses may be organized in an alternative way.
Courses are graded on the pass fail scale or on the numeric scale from 0 to 5. The
numeric scale indicates the following: excellent 5, very good 4, good 3, satisfactory 2,
sufficient 1, fail 0. Basic studies are graded on the pass fail scale (pass = completion at
the level of good, 3). The Pro gradu thesis is graded on a 7-tiered scale.
The average grade of the Subject studies is calculated from the following: 1) contentual
studies and 2) the average of the research method studies and the Bachelors thesis. The
average grade of the Advanced studies is calculated as follows: 1) the average of
contentual studies and the research method studies and 2) the Pro gradu grade.
9.2
STRUCTURE OF THE CLASS TEACHER EDUCATION
9.2.1
Aims and contents of class teacher education
Aims of the Bachelors Degree in teacher education (180 ECTS cr)

Students become acquainted with the philosophy, history, psychology and sociology of
education, as well as the foundations of guidance of learning. Students are introduced to
the school subjects taught in grades 1-6 and the didactics of the subjects. They acquire
versatile competence in information and communication technology and adequate
language and communication skills. Students learn to critically examine scientific
research in the field of education and they are introduced to the central research methods.
Bachelors Degree provides the foundation for the Masters studies and lifelong learning.
Aims of the Masters Degree in Teacher Education (120 ECTS cr)
The aim of the Masters Degree is to provide the theoretical and practical foundation for
the teachers work. Students learn to examine learning, studying and their own teaching
from various theoretical perspectives. During their studies students participate in the
teaching practice and they learn to plan, implement and evaluate learning and teaching.
The aim is to support the students growth into investigative and ethically responsible
teachers and independent and goal-orientated professionals. The studies prepare students
for co-operation with members of the school community, pupils parents and different
interest groups. Masters degree provides foundations for developing the school
institution and evaluating the quality of education.
Masters degree in class teacher education comprises the major subject studies in
education, which include the teachers pedagogical studies and the teaching practices.
Minor subject studies and language and communications studies are also included in the
degree. Masters degree provides the foundation for scientific postgraduate studies.
Education studies include the following compulsory courses:

1) Cultural foundation of education (philosophy, history and anthropology of
education), courses KTKP101 (5 ECTS cr), OKLS110 (3 ECTS cr)
2) Development and growth milieus (educational psychology), courses KTKP102 (5
ECTS cr), OKLA210 (7 ECTS cr, includes OKLA211 and OKL210), OKLS210
(3 ECTS cr)
3) School Community and Society (sociology of education), courses KTKP103 (5
ECTS cr), OKLA411 (3 ECTS cr), OKLS310 (3 ECTS cr)
4) Guidance of growth and learning (guidance of learning: its theories and
pedagogy), courses OKLP410 (6 ECTS cr), OKLS410 (4 ECTS cr)
STUDIES IN CLASS TEACHER EDUCATION

(300 ECTS credits in total: Bachelors degree 180 ECTS cr and Masters degree 120
ECTS cr)
Bachelors degree Masters degree
Study modules
180 ECTS cr
120 ECTS cr
1) Communication and
20 ECTS cr
5 ECTS cr
orientating studies
2) Basic studies in education
25 ECTS cr
3) Subject studies in education
35 ECTS cr
4) Advanced studies in education
80 ECTS cr
5) Multidisciplinary school
60 ECTS cr
subject studies
6) Minor subject studies
25 ECTS cr
35 ECTS cr
7) Elective studies
15 ECTS cr
-
Total
300ECTS cr
25 ECTS cr
25 ECTS cr
35 ECTS cr
80 ECTS cr
60 ECTS cr
60 ECTS cr
15 ECTS cr
THE EXTENT OF THE STUDIES IN THE BACHELORS DEGREE IN

EDUCATION (180 ECTS cr) (ped = teachers pedagogical studies)
COMMUNICATION AND ORIENTATING STUDIES
KTKO101
KTKO102
OKLV110
OKLV210
XRU0502/
XRU0503
Introduction to University Studies and Personal Study Plan

Introduction to Scientific Research
Information and Communication Technology
and Acquiring Information 1
Mother Tongue Communication and Interaction 1
4 ECTS cr
3 ECTS cr
3 ECTS cr
4 ECTS cr
Swedish
Foreign language
3 ECTS cr
3 ECTS cr
BASIC STUDIES IN EDUCATION

25 ECTS cr
THEME 1. Orientation to Teachership and Teachers Working Environments
Common Basic Studies in Education (15 ECTS cr)

Sub-theme
1.1 Introduction to Working as an Educator
KTKP101
Introduction to Education (ped)
KTKP102
Psychological Foundations of Education (ped)
KTKP103
Sociological Foundations of Education (ped)
Basic studies in Education (Teacher education) (10 ECTS cr)
Sub-theme
1.2 Introduction to Teachers Work
OKLP410
Guidance of Growth and Learning (ped)
OKLP510
Instructed Orientation Practice: Towards
a Research-based Growth to Teacher
SUBJECT STUDIES IN EDUCATION
THEME 2. Learning and its supervision
5 ECTS cr
5 ECTS cr
5 ECTS cr
6 ECTS cr
4 ECTS cr
35 ECTS cr
OKLA210
A Developing Individual in Group

A. OKLA211 Foundations for Individual Learning
(3 ECTS cr)
B. OKLA212 Interaction in a Group and Networks
(4 ECTS cr)
7 ECTS cr
OKLA410
Guidance of Learning and the Learning Organization (ped)

A. OKLA411 Learning and Involving Organization
(3 ECTS cr)
B. OKLA412 Planning, Implementation and Evaluation
of Learning (6 ECTS cr)
Research Methodology and Communication
Bachelors Thesis
Maturity Examination
Instructed Basic Practice: Planning as the Basis of
Teaching and Learning (ped)
OKLA511 Instructed Basic Practice 1: Planning,
Implementation and Evaluation of Teaching
Learning Situations (3 ECTS cr)
OKLA512 Instructed Basic Practice 2: Individual
And Group
9 ECTS cr
OKLA610
OKLA620
OKLA621
OKLA510
5 ECTS cr
8 ECTS cr
6 ECTS cr
MULTIDISCIPLINARY SCHOOL SUBJECT STUDIES
60 ECTS cr
MINOR SUBJECT STUDIES
25 ECTS cr
ELECTIVE STUDIES
cr
15 ECTS
MASTERS DEGREE IN EDUCATION (120 ECTS cr) (ped = Teachers

pedagogical studies)
COMMUNICATION AND ORIENTATION STUDIES
OKLV120
OKLV220
5 ECTS cr
Information and Communication Studies and Acquiring

Information 2
Mother Tongue Communication and Interaction 2
ADVANCED STUDIES IN EDUCATION

THEME 3. Structural conditions of learning and their research
3 ECTS cr
2 ECTS cr
80 ECTS cr
Sub-theme
3.1 Educator as a creator and modifier of structural conditions

(35 ECTS cr)
OKLS110
OKLS210
OKLS310
OKLS410
OKLS510
OKLSxxx
Teachers Ethics and Educational Philosophy

3 ECTS cr
Development and Growth Milieus
3 ECTS cr
School Community and Society
3 ECTS cr
Teacher as Researcher of his/her Work (ped)
4 ECTS cr
Instructed Adaptive Practice: Specializing Teachership
(ped)
10 ECTS cr
OKLS511 Minor Subject Practice (5 ECTS cr)
OKLS512 Vertical Class and Optional Practice (5 ECTS cr)
Advanced Instructed Practice: An Inquiring, Experimental Teacher
Developing him/herself as well as Pupils Thinking (ped)
6 ECTS cr
Elective Advanced Studies in Education
6 ECTS cr
Sub-theme
3.2 Teacher as Researcher (45 ECTS cr)
OKLS520
OKLS610
OKLS631
OKLS632
OKLS640
OKLS641
Research Method Studies

Advanced Course in Research Methodology
and Communication
Thesis Studies
Thesis Seminar 1: Planning Research and Collecting Data
Thesis Seminar 2: Data Analysis and Research Report
Pro Gradu Thesis
Maturity Examination
MINOR SUBJECT STUDIES
9.2.2.1
5 ECTS cr
5 ECTS cr
5 ECTS cr
30 ECTS cr
35 cr
Timing of the Class Teacher Studies
STUDY MODULES AND

CONTENT PATHS
BACHELORS
DEGREE
MASTERS
DEGREE
In total
Currents in Education
Cultural Foundation of
Education
(history, philosophy
and anthropology of
education)
Year of study
1st
2nd
3rd
5 cr
4th
3 cr +
3 cr
5th
8 cr +
3 cr
Development and
Growth Milieus
(educational psychology)
5 cr
3 cr +
4 cr
School Community
and Society
(Sociology
of Education)
5 cr
3 cr
3 cr +
3 cr
11 cr +
3 cr
Guidance of Growth
and Learning
(theories and pedagogy
of guidance of learning)
6 cr
6 cr
4 cr +
3 cr
16 cr +
3 cr
Instructed Practice
4 cr
3 cr
Research Method Studies

and the Bachelors Thesis
(method path)
3 cr +
3 cr
3 cr
10 cr
6 cr
26 cr
13 cr
10 cr
35 cr
58 cr
In total
Other study modules

Communication and
Orientating Studies
(communication path)
15 cr +
3 cr
134 cr +
6 cr
14 cr
Minor subject studies
3 cr
3 cr
25 cr
Elective studies *
15 cr in Bachelors degree
Multidisciplinary School
Subject Studies
60 cr
In total
180 cr
25 cr
5 cr
25 cr
10 cr
60 cr
10 cr**
15 cr
60 cr
120 cr
Compulsory studies are marked in bold and optional studies in normal font.
* Elective studies can include any university level courses or study modules
300 cr
** If the student completes only 50 ECTS credits of minor subject studies (2 study
modules of 25 ECTS credits instead of the 60 ECTS credits of subject studies), s/he must
complete 10 credits of elective studies.
PARTICIPATIVE EDUCATION AND MULTICULTURALISM IN THE

EDUCATION STUDIES, MSS STUDIES AND OPTIONAL STUDIES
In the class teacher education the contents of education and multicultural teaching are
integrated. Studies deepen the students understanding of flexible teaching arrangements,
differentiation and individualization. In addition, students learn to support the pupils
learning process and participation in a heterogeneous group.
The studies are organized in the following way: in the Basic studies of education the
focus is on sociology of special education and multicultural school (KTKP103).
Participative education is explored as a part of school pedagogy, and multicultural
teaching groups are introduced (OKLP410). During the teaching practice students
acquaint with participative education (OKLP510). In the Subject studies of education we
pay attention to pupil knowledge and learn to take the pupils individual preconditions
into consideration (OKLA211). On an intensive course students deliberate their own
interaction skills (OKLA212). Co-operational school, multi-professional co-operation
and individual curriculums are also examined (OKLA411). Individualization and
differentiation are discussed on a reading circle (OKLA412). During the teaching practice
students acquaint with participative education (OKLA511). In the Multidisciplinary
school subject studies (MSS studies) the emphasis is on examining participative education
and multiculturalism as a part of the curriculum of comprehensive school (POM11JO)
and teaching a group that is heterogeneous for its Finnish language skills (POM11AI).
In the Advanced studies of education students deliberate participative education and
multiculturalism as a part of their teaching philosophy (OKLS110). Examination of the
teaching philosophy continues in the teaching practice (OKLS520). During the practice
period students acquaint with differentiation and individualization in the minor subject
teaching (OKLS511) and in a vertical class (OKLS512). The contents of participative
education and multiculturalism can also be included in the Elective studies (e.g. minor
subject in multicultural teaching 25 ECTS cr) and in the Alternative advanced studies in
education.
9.2.3
The Basic Texts in Class Teacher Education
SOME BASIC TEXTS USED DURING THE STUDIES

ANTIKAINEN, A., RINNE, R. & KOSKI, L. 2000. Kasvatussosiologia. Helsinki:
WSOY. (basic text for the current of sociology of education)
BOGDAN, R. & BIKLEN, S. 2003. Qualitative research for education. 4th edition.
Boston: Allyn & Bacon. (282 p.). (basic text for the subject and advanced studies of
qualitative research)
ESKOLA, J. & SUORANTA, J. 1998 (or the renewed edition). Johdatus laadulliseen
tutkimukseen. Tampere: Vastapaino. (256 p.). (basic text for the qualitative research
method studies)
GALL, M., GALL, W. & BORG, J. 2003. (or the renewed edition) Educational research.
An introduction. 7th edition. Boston: Allyn & Bacon. (656 p.). (basic text for the
advanced research method studies)
HAKKARAINEN, K., LONKA, K. & LIPPONEN, L. 2004. Tutkiva oppiminen: Jrki,
tunteet ja kulttuuri oppimisen sytyttjin. Helsinki: WSOY. (412 s.). (basic text for
investigative learning)
HIRSJRVI, S., REMES, P. & SAJAVAARA, P. 2002. (or newer editions) Tutki ja
kirjoita. Helsinki: Tammi. (430 p.). (basic text for research communication)
LAHTINEN, M., LANKINEN, T., PENTTIL, A. & SULONEN, A. 2004. Koulutuksen
lainsdnt kytnnss. Helsinki: Tietosanoma Oy. (584 p). (basic text of the Ministry
of Education)
LEHTINEN, E. & KUUSINEN, J. 2001. Kasvatuspsykologia. Helsinki: WSOY. (299 p.).
(basic text for the current of educational psychology)
PETERSON, J. M. & HITTIE, M. 2003. Inclusive teaching. Creating effective schools
for all learners. Boston: Allyn & Bacon. (534 p.). (basic text for participative education)
RINNE, R., KIVIRAUMA, J. & LEHTINEN, E. 2000. Johdatus kasvatustieteisiin.
Helsinki: WSOY. (251 p.). (basic text for the general education studies)
SCHMUCK, R. & SCHMUCK, P. 2001. Group processes in the classroom. 8th edition.
Boston: Mc Graw Hill. (336 p.). (basic text for the Subject and Advanced studies in
educational psychology)
SILJANDER, P. (eds.). 2000. Kasvatus ja sivistys. Helsinki: Gaudeamus. (207 p.).
(basic text for the current of guidance of growth and learning)
WOOLFOLK, A. 2007. Educational Psychology. 10. painos. New York: Allyn & Bacon
(671 p.). (basic text for the current of guidance of growth and learning)
9.3
BACHELORS DEGREE IN EDUCATION
9.3.1
Communication and Orientating studies
KTKO101
INTRODUCTION TO UNIVERSITY STUDIES AND THE PERSONAL

STUDY PLAN
Extent: 4 ECTS cr
Aim: To become acquainted with university studies, the university institution and ones
own study environment. Students also make their personal study plans.
Department: Faculty of Education, the Department of Teacher Education
KTKO102
INTRODUCTION TO SCIENTIFIC RESEARCH
Extent: 3 ECTS cr
Aim: To examine scientific research process especially from the perspective of
quantitative research.
Literature: VALLI, R. 2001. Johdatus tilastolliseen tutkimukseen. Jyvskyl:
PSkustannus. (118 p.)
Mode of study: Lectures, book exam
Prerequisite studies: OKLV210 Mother Tongue Communication and Interaction 1
Assessment: Pass fail
Department: Department of Teacher Education (if the course is not arranged, a
substitutive course will be announced in the course programme)
OKLV110
INFORMATION AND COMMUNICATION TECHNOLOGY AND

ACQUIRING INFORMATION 1
Extent: 3 ECTS cr
Aim: To become acquainted with information and communication technology and learn
to use them in studying and teaching. To examine the development of ones own work
and innovative teaching methods with the help of information literacy, pedagogic and
information-technologic competence and information retrieval skills. Information
retrieval skills are developed in co-operation with the university library. The course
should be integrated with the teaching practices.
Prerequisite studies: The course is integrated with the courses OKLV210 and OKLP510.
Mode of study: Lectures, tutorials, exercises
Literature: To be announced later in the study programme
Department: Department of Teacher Education
OKLV210
MOTHER TONGUE COMMUNICATION AND INTERACTION 1
Extent: 4 ECTS cr
Aim: Students learn about the significance of communication and interaction in the
teachers profession. The aim is to observe interaction between teaching and the school
community. Students develop their analysis skills in communication and they learn to
solve communicational problems. We also practice the skills needed in studying, for
instance by examining texts and discussing spoken, written and visual texts: their aims,
usage and styles. Furthermore, we examine writing as a process.
Mode of study: lectures, tutorials, literature.
Literature: RUBEN, B. D. & STEWART, L. P. 1998. Communication and human
behavior. London: Allyn and Bacon. (4 chapters of your choice)
Integrated with the following courses: OKLV110 Information and Communication
Technology and Acquiring Information 1; OKLP410 Guidance of Growth and Learning;
OKLP10 Instructed Orientation Practice.
SWEDISH XRU0502 / XRU0503, E.G. ACADEMIC SWEDISH / AKADEMISK

SVENSKA
Extent: 3 ECTS cr
Aim: Students acquire a proficiency level in Swedish that is required of state officials in
Finland (as specified by Statute 424/2003, 6 : 1), which is required for appointments in
bilingual tenured positions.
Mode of study: Exercises
Literature: To be announced later in the course programme.
Assessment: According to the conventions of the Language Center
Department: Language Center
FOREIGN LANGUAGE, E.G. XEN002 ACADEMIC READING AND
COMMUNICATION SKILLS
Extent: 3 ECTS cr
Aim: To acquire language skills that enable the students to follow the development of
their own field and work in international environments.
Mode of study: Exercises
Literature: To be announced later in the study programme
Department: Language Center
9.3.2
Basic Studies in Education
Basic studies in education (25 ECTS cr) comprise the common basic studies in education
(15 ECTS cr) and education studies of the teacher education (10 ECTS cr).
The basic studies in education are organized in mixed groups with special pedagogy
students. The 10 ECTS credits are organized as department-specific basic studies. The
aim is to understand education and teachership, practice scientific thinking and discuss
education and its historical development.
THEME 1
Orientation to Educational Work and Functional Environments

(25 ECTS cr)
KTKP101
INTRODUCTION TO EDUCATION
Extent: 5 ECTS cr
Aim: The following issues are discussed: 1) What are the cultural tasks of education? 2)
How are the different functional environments and conventions studied in educational
sciences? 3) What are the typical theories, terminologies and concepts in education?
Literature:
Choose one of the following:
HIRSJRVI, S. ja HUTTUNEN, J. 1995. Johdatus kasvatustieteeseen. Porvoo: WSOY.
OR
RINNE, R. KIVIRAUMA, J. LEHTINEN, E. 2000. Johdatus kasvatustieteisiin. Helsinki:

WSOY. OR
SILJANDER, P. 2002. Systemaattinen johdatus kasvatustieteisiin. Helsinki: Otava.
In addition articles on the history of teachers profession in Finland.
Assessment: Pass - fail
KTKP102
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Extent: 5 ECTS cr
Aim: To introduce the basic concepts and theories in developmental and educational
psychology, as well as the learning and development in different environments.
Mode of study: Lectures, home group teaching, literature.
Literature:
Choose one of the following general texts:
KUUSINEN, J. (eds.) 1995. Kasvatuspsykologia. Helsinki: WSOY.
LEHTINEN, E. & KUUSINEN, J. 2001. Kasvatuspsykologia. Helsinki: WSOY. OR
LEHTINEN, E., KUUSINEN, J. & VAURAS, M. 2006. Kasvatuspsykologia. Helsinki:
WSOY.
And one the following special texts:
KARILA, K., KINOS, J. & VIRTANEN, J. 2001. Varhaiskasvatuksen teoriasuuntauksia.
Jyvskyl: PS-kustannus.
LYYTINEN, P., KORKIAKANGAS, M. & LYYTINEN, H. (eds.) 2003. Nkkulmia
kehityspsykologiaan: kehitys kontekstissaan. Helsinki: WSOY. (applicable parts)
Department: Faculty of Education
KTKP103
SOCIOLOGICAL FOUNDATIONS OF EDUCATION (PED.OP.)
Extent: 5 ECTS cr
Aim: The course acquaints students with the basic concepts and theories in Sociology of
Education by discussing topics related to family, childhood, adolescence, adulthood,
schooling and teaching.
Literature:
Choose one of the following general texts:
ANTIKAINEN, A. 1998. Kasvatus, elmnkulku ja yhteiskunta. Helsinki: WSOY. OR
WSOY. (chapters 1-2, 5-6, 8, 11) OR
TAKALA, T. (eds.) 1995. Kasvatussosiologia. Helsinki: WSOY.
and one of the following special texts:
LAINE, K. 1998. Ameba pulpetissa. Koulun arkikulttuurin jnnitteit. Jyvskyl: Sophi.
LAINE, K. 2001. Koulukuvia. Koulu nuorten kokemistilana. Jyvskyl: Sophi.
SAHLBERG, P. 1998. Opettajana koulun muutoksessa. Helsinki: WSOY.
TOLONEN, T. 2001. Nuorten kulttuurit koulussa: ni, tila ja sukupuolten arkiset
jrjestykset. Helsinki: Gaudeamus.
Integrated with the following courses: KTKP101, KTKP102, OKLP410 and OKLP510

Department: Department of Educational Sciences and the Department of Teacher
Education
BASIC STUDIES IN EDUCATION (TEACHER EDUCATION) (10 ECTS CR)
Sub-theme
1.2. Introduction to Educators Work (10 ECTS cr)
OKLP410
GUIDANCE OF GROWTH AND LEARNING (PED. OP.)
Extent: 6 ECTS cr
Aim: To examine schools teaching and learning concepts, as well as human and
information concepts from the pupils and teachers perspectives. We discuss the
relationship between these concepts and teachers and pupils actions. Students learn to
analyze pedagogical interaction.
Mode of study: lectures, home groups, book exam.
Literature:
KANSANEN, P. 2004. Opetuksen ksitemaailma. Jyvskyl: PS-Kustannus.
SALOVIITA, T. 2006. Yhteistoiminnallinen oppiminen ja osallistava kasvatus. Jyvskyl:
PS-Kustannus.
SALOVIITA, T. 2007. Koulun tyrauha. Opettajan toimintamallit. Jyvskyl: PSKustannus.
WOOLFOLK, A. 2007. Educational psychology. 10th edition. Boston: Allyn & Bacon.
Chapters 1, 1213.
Prerequisite studies: Together with Introduction to Multidisciplinary Studies
Integrated with the following courses: Instructed teaching practice
Department: Department of Teacher Education and the Teacher Training School
OKLP510
INSTRUCTED ORIENTATION PRACTICE: TOWARDS A

RESEARCH-BASED GROWTH INTO TEACHER (PED. OP.)
Extent: 4 ECTS cr
Aim: Students examine their own subjective way of observing and interpreting school.
They also deliberate the foundations of their actions from the perspective of their prior
school and learning experiences. Students evaluate their own ability to understand pupils
and the learning process. We also get acquainted with scientific thinking especially by
observing a class.
Literature: To be announced later in the study programme.
Integrated with the following courses: Home group working and the courses KTKP101
Introduction to Education and OKLP410 Guidance of Growth and Learning, the
introduction part of the multidisciplinary studies as well as communication studies
support the practice.
9.3.3
Subject Studies in Education
You can start the class teachers subject studies as soon as you have completed the most
central basic studies. Subject studies are also organized in mixed groups with special
pedagogy students.
THEME 2
Learning and its guidance (35 ECTS cr)
OKLA210
A DEVELOPING INDIVIDUAL IN GROUP
Extent: 7 ECTS cr
Consists of two courses: OKLA211 Individual Foundations for Learning (3 ECTS cr) and
OKLA212 Interaction Skills in Groups and Networks (4 ECTS cr).
Aim: To examine the individual as a member of a group. We discuss practical knowledge
from individual-psychological, socio-psychological and school-pedagogical views and
from the perspective of participative education.
Prerequisite studies: Basic studies in education
Integrated with the following courses: OKLA510 Instructed Basic Practice, other
studies in the current of Development and Growth Milieus (KTKP102, OKLS210)
A. OKLA211 INDIVIDUAL FOUNDATIONS FOR LEARNING (3 ECTS CR)

Aim: The aim is that students learn to pay attention to the learners individuality in the
social context of the class. Students get acquainted with the central themes in pupil
knowledge and learn about the importance of supporting pupils learning motivation,
emotional development and self-respect. In addition, we examine childrens learning
preparedness and learn to recognize and prevent problems in learning and adjustment
Mode of study: Lectures, tutorials, book exam.
Literature:
KELTIKANGAS-JRVINEN, L. 2006. Temperamentti ja koulumenestys. Helsinki:
WSOY, WS Bookwell. p. 60-178.
SALMELA-ARO, K. & NURMI, J.-E. (eds.) 2003. Mik meit liikuttaa. Jyvskyl:
PSkustannus. p. 54-169.
LAINE, K. 2005. Min, me ja muut sosiaalisissa verkostoissa. Helsinki: Otava. (Chapters
3 6; p. 59-183).
NURMI, J.-E., AHONEN, T., LYYTINEN, H., LYYTINEN, P., PULKKINEN, L. &
RUOPPILA, I. 2006. Ihmisen psykologinen kehitys. Helsinki: WSOY. p. 18-156.
VASTA, R., HAITH, M. N., & MILLER, S. A. 2003. Child psychology. The modern
science. 4th edition. New York: Wiley. (Chapters 12, 13, 14, 16; yht. 120 s.).
WOOLFOLK, A. 2007. Educational Psychology. 10the edition. New York: Allyn &
Bacon.(Chapters 2 - 4).
Assessment: 0-5
B. OKLA212 INTERACTION SKILLS IN A GROUP AND NETWORKS (4 ECTS cr)

Aim: To learn to recognize and evaluate group processes and individuals activity as a
member of a group from the learners and teachers perspectives. Students develop their
interaction skills by working with students, their parents and other interest groups. We
discuss the importance of the group for the learning communitys wellbeing.
Mode of study: lectures, tutorials, written assignment
Literature:
SCHMUCK, R. & SCHMUCK, P. 2001. Group processes in the classroom. 8th edition.
Boston: McGraw Hill. (Chapters 3 - 7).
LAINE, K. 2005. Min, me ja muut sosiaalisissa verkostoissa. Helsinki: Otava. (Chapter
7).
for all learners. Boston: Allyn & Bacon. (534 p.). (Chapter 11).
KARILA, K., ALASUUTARI, M., HNNIKINEN, M., NUMMENMAA, A. R. &
RASKU-PUTTONEN, H. (eds.) 2006. Kasvatusvuorovaikutus. Tampere: Vastapaino.
KAUPPILA, R. 2006. Vuorovaikutus- ja sosiaaliset taidot. Jyvskyl: PS-kustannus.
Assessment: 0-5
OKLA410
GUIDANCE OF LEARNING AND THE LEARNING ORGANIZATION

(PED.OP.)
Extent: 9 ECTS cr
Consists of two courses: OKLA411 Learning and Participative Organization (3 ECTS cr)
and OKLA412 Guidance of Learning: Planning, Implementation and Evaluation (6 ECTS
cr).
Aim: To explore teachers work from education-sociological and school-pedagogical
perspectives, as well as with the help of theories in guidance of learning. The course is
integrated with the teaching practice.
A. OKLA411 A LEARNING AND PARTICIPATIVE ORGANIZATION (3 ECTS CR)
Aim: To explore the nature of a learning organization, as well as the conditions that the
community and society have set for the organization and school community (for instance
the Ministry of Education). Students acquaint with multi-professional co-operation,
networking and co-operation with families.
Mode of study: Lectures, learning exercise and the final seminar.
Literature:
a) Supplementary literature of the Ministry of Education
LAHTINEN, M., LANKINEN, T., PENTTIL, A. & SULONEN, A. 2005. Koulutuksen
lainsdnt kytnnss. Helsinki: Tietosanoma Oy. (applicable parts)
b) Other supplementary literature
WSOY. (applicable parts)

for all learners. Boston: Allyn & Bacon. (applicable parts)
Other supplementary literature handed in on the course.
Integrated with the following courses: OKLA510 Instructed Basic Practice
Department: Department of Special Pedagogy, Department of Teacher Education
B. OKLA412 GUIDANCE OF LEARNING: PLANNING, IMPLEMENTATION AND
EVALUATION (6 ECTS CR)
Aim: To examine planning of teaching as well as guidance and evaluation of learning
from different perspectives. We discuss how learning theories affect the teaching.
Students learn to take into account the diversity of learners when they plan their teaching.
The relationship between teachers actions, students actions and learning results is
analyzed. Furthermore, we examine the construction of communality in teaching and
studying.
Mode of study: lectures, book exam and reading circle
Literature:
1. HAKKARAINEN, LONKA & LIPPONEN 2005 Tutkiva oppiminen. Helsinki: WSOY.
(6th edition / newer) or BRANDSFORD et al. (eds.) 2004. Miten opimme. Helsinki:
WSOY.
2. WOOLFOLK, A. 2007. Educational psychology. 10th edition. Boston: Allyn & Bacon.
Kappaleet 6-11, 1415. (300 p.)
3. PETERSON, J.M. & HITTIE, M.M. 2003. Inclusive teaching. Boston: Allyn & Bacon.
Chapter 1 13 (400 p.)
Prerequisite studies: Basic studies in education, OKLA210 A Developing Individual in
Group
Integrated with the following courses: OKLA510 Instructed Basic Practice
Assessment: 0-5
Department: Department of Teacher Education and the Department of Special Pedagogy
OKLA610
RESEARCH METHODOLOGY AND COMMUNICATION
Extent: 5 ECTS cr
Aim: Students become acquainted with the philosophical and methodological starting
points of qualitative research in education. They practice different data collection and
interpretation methods. The relationship between language and thinking in a research
process is also discussed.
Mode of study: lectures, demonstrations, literature
Alternatively the course KTKA010 Qualitative Research Methods (Department of
Educational Sciences, 5 ECTS cr), see the mode of study and literature separately.
Literature:
TUOMI, J. & SARAJRVI, A. 2002. Laadullinen tutkimus ja sisllnanalyysi. Helsinki:
Tammi.
PATTON, M. 2002 (3rd edition) Qualitative evaluation and research methods. Thousand
Oaks, CA: Sage.

Integrated with the following course: OKLA620 Bachelors Thesis
Assessment: 0-5
OKLAS620
BACHELORS THESIS
Extent: 8 ECTS cr
Aim: Students come up with a research problem that supports their own professional
development. They plan a research project, collect and analyze the data and write a
research report according to the principles of scientific research. Students are also
introduced to the researchers work. The research is linked to other studies and the data is
partly collected in connection with the practice.
Literature: Will be announced later in the course programme.
Prerequisite studies: OKLA610 Research Methodology and Communication
Assessment: 0-5
OKLA621
MATURITY EXAMINATION
Aim: To write a maturity essay that demonstrates language skills in Finnish or Swedish
and acquaintance with the thesis field. Maturity essay is written on the facultys general
examination day. Maturity essay is assessed for both its contents and language.
Prerequisite studies: OKLA620 Bachelors Thesis
OKLA510
INSTRUCTED BASIC PRACTICE: PLANNING AS THE BASIS OF

TEACHING AND LEARNING (PED.OP.)
Extent: 6 ECTS cr
The practice is divided into two courses: OKLA511 and OKLA512. The courses
OKLA210 and OKLA410 support the practice.
OKLA511
INSTRUCTED BASIC PRACTICE 1: PLANNING,

IMPLEMENTATION AND EVALUATION OF TEACHING AND
LEARNING
Extent: 3 ECTS cr
Aim: To attain skills in the planning, implementation and evaluation of teaching and
learning situations. To deepen and examine students own experiential knowledge by
deliberating its relationship with theoretical knowledge.
Mode of study: Planning, implementation and evaluation of lessons individually and in
pairs. Reporting and participating in the guidance sessions organized by the Department
of Teacher Education and the Teacher Training School.
Literature: Will be chosen to support the themes of the exercises.

Prerequisite studies: Basic studies in education, Orientation practice
Integrated with the following courses: OKLA412 Guidance of Learning and the
Learning Organization
OKLA512
INSTRUCTED BASIC PRACTICE 2: INDIVIDUAL AND GROUP
Extent: 3 ECTS cr
Aim: To attain skills in the planning, implementation and evaluation of teaching. To
prepare students to encounter individuals and groups in teaching and learning situations.
Students examine and further develop their own practical knowledge.
Mode of study: Planning, implementation and evaluation of lessons individually and in
pairs. Reporting and participating in the guidance sessions organized by the Department
of Teacher Education and the Teacher Training School.
Integrated with the following course: OKLA210 A Developing Individual in Group
9.3.4 Multidisciplinary School Subject Studies (MSS Studies)

Aim: Students attain professional skills in the multidisciplinary teaching of the subjects
in grades 1-6. The studies also introduce students to participative education and
multiculturalism. The Department of Teacher Education is responsible for all MSS
courses.
Structure of the studies:
The extent of the compulsory courses is 54 ECTS credits. Multidisciplinary studies
should be completed during the first and second year of study for the most part. However,
students can complete a theme entity (minimum 1, maximum 2) only after completing
some compulsory MSS courses (during the second year of study). The theme entities can
be completed also during the third year.
1. MSS Compulsory Courses
In total
INTRODUCTION TO MULTIDISCIPLINARY SUBJECTS
54 ECTS cr
5 ECTS cr
HUMANISTIC SUBJECTS
History and Civics
Religion/ Ethics
Finnish and Literature
12 ECTS cr
3 ECTS cr
3 ECTS cr
6 ECTS cr
MATHEMATIC-SCIENTIFIC SUBJECTS
Mathematics
13 ECTS cr
4 ECTS cr
Science
9 ECTS cr
PRACTICAL AND ARTS SUBJECTS

Visual Arts
Textile Handicraft Education and Technology Education
Physical Education
Music
One optional course from practical and arts subjects
21 ECTS cr
4 ECTS cr
6 ECTS cr
4 ECTS cr
4 ECTS cr
3 ECTS cr
INTEGRATED THEMES ENTITIES
3 ECTS cr
2. Optional MSS Courses
6 ECTS cr
Other remedial*) and/or optional courses

In total
60 ECTS cr
*) Remedial courses can be included in the optional multidisciplinary studies or in the

elective studies.
Compulsory MSS Courses

POM11JO
INTRODUCTION TO MULTIDISCIPLINARY STUDIES
Extent: 5 ECTS cr
Aim: To examine the scientific, social, cultural and historical backgrounds of different
subjects and their relationship with the curriculum and the class teachers work. We
outline the similarities and differences between different subjects and deliberate the
significance of sense perceptions, activity, and learning methods in learning. Students
become acquainted with the foundations of the curriculum of comprehensive education.
We also discuss the attitudes towards different subjects and examine how preschool and
initial teaching support childrens development and learning preparedness.
Mode of study: Lectures, tutorials, exercises.
Literature: Publications and research articles.
HUMANISTIC SUBJECTS
POM11HY
HISTORY
Extent: 3 ECTS cr
Aim: The three central themes in the history studies are: 1) the nature of historical
knowledge, 2) the significance of history for the individual and the community, and 3)
human knowledge. The complexity and relativity of knowledge is critically examined
from different perspectives. Special attention is paid to source-critical reading. The

significance of history is approached through individual and collective identities.
Mode of study: Lectures, tutorials, exercises
Literature: Publications and research articles
POM11US
RELIGION
Extent: 3 ECTS cr
Aim: The focus is on the philosophy of religion teaching. The aim is to critically evaluate
and develop ones own philosophy of religion teaching. Philosophy of religion teaching
is based on understanding the nature of teaching Evangelic-Lutheran religion in
comprehensive school, and analyzing ones own relationship with the subject. We
analyze, interpret and evaluate the foundations of the legislations and curriculums that
define religion teaching. Students become acquainted with the fundamentals of
theological research and they learn to encounter and respect pupils with different
religious backgrounds, as well as their parents. They learn to direct pupils towards a
versatile religious understanding.
Mode of study: Lecture, tutorials and an exercise
Literature: Publications and research articles (will be agreed on the course)
POM11EL
MORAL AND ETHICAL EDUCATION (ALTERNATIVE TO THE

RELIGION COURSE)
Extent: 3 ECTS cr
Aim: To understand moral and ethical education as a school subject and deliberate
students own relationship with it. Students get acquainted with the regulations
concerning the subject, foundations of the curriculum and the subjects position in
schools. Philosophical, psychological, cultural and social concepts and theories are
examined. The teaching contents in different phases are introduced. Students learn to
direct pupils towards versatile educational knowledge.
Mode of study: Lectures, exercise
Literature: Publications and research articles, to be agreed on the course
Prerequisite studies: Upper secondary schools courses on moral and ethical education
or equivalent knowledge and skills.
POM11AI
FINNISH AND LITERATURE
Extent: 6 ECTS cr
Aim: To apply the multidisciplinarity of the Finnish language, literature, communication
sciences and cultural sciences. We discuss the methods that support pupils growth into
active language users who understand the importance of ones own language and culture,
but who also respect other language and cultures. We examine the aesthetic, ethical and
communal meanings of literature and other texts. Students are introduced to the analysis
of spoken, written and visual texts and the pedagogy of interpretation.
Mode of study: Lectures, tutorials, book exam
Literature:
ALHO, I. & KAUPPINEN, A. 2007. Kyttkielioppi. Opetusmoniste / Helsinki:
SKS.
GRNTHAL, S. & PENTIKINEN, J. (eds.) 2006. Kulmakivi. Luokanopettajan kieli ja
kirjallisuus. Helsinki: Otava.
KOROLAINEN, T. (eds.) 2001. Kirjaseikkailu. Lasten- ja nuortenkirjallisuuden opas.
Helsinki: Tammi.
Prerequisite studies: OKLV210, OKLV220
MATHEMATICAL AND SCIENTIFIC SUBJECTS
POM11MA
MATHEMATICS
Extent: 4 ECTS cr
Aim: To understand and evaluate the meaning structures of mathematical culture,
language and methods, and apply them in pedagogical activity. The aim of the course is
that students: 1) understand the significance field-specific mathematical knowledge as a
method of growth and development, 2) learn to recognize, evaluate and analyze the
human, learning and information concepts that convey field-specific mathematical
knowledge, 3) learn about the methods used to convey field-specific mathematical
knowledge and 4) outline the pedagogical operations models that support different
interaction situations.
Mode of study: Lectures and examination, demonstrations and written assignment
POM11YL
SCIENCE
Extent: 9 ECTS CR
Aim: The course comprises the following science subjects: biology, physics, chemistry,
geography and health sciences. These subjects form an integrated entity in which
attention is also paid to sustainable development. The course prepares students to teach
science to grades 1-4 and biology, geography, physics, chemistry and health sciences to
grades 5-6.
Mode of study: Lectures and demonstrations, written assignment, seminar, examination
and species examination.
Literature:
HARLEN, W. & QUALTER, A. 2004. The teaching of science in primary schools.
London:David Fulton Publishers. Excluding the following pages: p. 1-13, p. 219-247.
POM11KU
VISUAL ARTS
Extent: 4 ECTS cr
Aim: Students develop their creative visual thinking and aesthetic awareness. They learn
to understand the manifestations of visual culture in the society: art, media and
environment. Through their own creative processes students deepen the basic knowledge
and skills in the means, methods and materials of visual expression. Students learn to
plan curriculums for art.
Mode of study: Demonstrative teaching, individual learning exercises, book examination
Literature:
FORSMAN A-C. & PIIRONEN L. 2006. Kuvien kirja Kuvataideopetuksen ksikirja
perusopetukseen. Vammala: Tammi.
POM11TS
TEXTILE HANDICRAFT EDUCATION
Extent: 3 ECTS cr
Aim: To become familiar with teaching textile handicraft education in comprehensive
school. Theories, conventions and traditions of textile handicraft education are introduced.
Students also deliberate their own skills and attitudes towards textile handicraft.
Mode of study: Lectures, practices, independent working
Literature: To be announced in the study programme.
Prerequisite studies: Knowledge and skills defined in the curriculum of textile
handicraft education of grades 1-6. Students who have not studied textile handicraft at
school, are advised to take the optional course OTTO100 Textile Handicraft Education.
Integrated with the following course: OKLA510 Instructed Basic Practice
POM11TN
TECHNOLOGY EDUCATION
Extent: 3 ECTS cr
Aim: To examine technology education from the teachers perspective. We analyze
equality and changes in the subject and deliberate the interdependency between societal
changes and technology education. Students become acquainted with the planning of
teaching and technological problem-solving. They also learn to use the machinery safely.
Literature:
AADELI, S., AALTO, R., MYLLYMKI, H., PEKKARINEN, J., POUTALA, M.,
RINTARAHKO, A. & SUURNKKI, T. 2004. Ksityn tyturvallisuusopas teknisen
tyn ja tekstiilityn opetukseen. Helsinki: Opetushallitus. (handbook)
KANTOLA, J. NIKKANEN, P., KARI, J. & KANANOJA, T. 1999. Kasvatus tyn
kautta tyhn. Teknologiakasvatuksen is Uno Cygnaeus. Koulutuksen tutkimuslaitos.
Jyvskyln yliopisto. (20 pages)
KURJANEN, P., PARIKKA, M., RAISKIO, A & SAARI, J. 1995. Oppimisympristj

ja aihepiirej peruskoulun teknologiakasvatukseen. Jyvskyln yliopisto.
Opettajankoulutuslaitos. Opetuksen perusteita ja kytnteit 17. (30 pages)
OPETUSHALLITUS. Perusopetuksen opetussuunnitelman perusteet 2004. Vammala:
Vammalan kirjapaino. (6 pages)
PARIKKA, M. 1990. Teknisen tyn didaktiikkaa, teknisen tyn opetus- ja
oppimistoimintaa. Jyvskyln yliopisto. Opettajankoulutuslaitos. Opetusmonisteita 19.
(20 pages)
TURVATEKNIIKAN KESKUS. 2003. Kodin shkturvallisuusopas. Rauma:
Painorauma. (handbook)
Prerequsite studies: The Remedial Studies in Technology Education (OTNO100) are
recommended for students who have not studied technology education in comprehensive
school.
POM11LI
PHYSICAL EDUCATION
Extent: 4 ECTS cr
Aim: Students acquire the knowledge and skills that are required to teach physical
education to grades 1-6. The aim is to understand the importance of physical education in
supporting childrens over-all development and growth. Students learn to plan physical
education and different functional environments. They also learn to recognize, observe,
guide and evaluate learning difficulties in physical education.
Mode of study: Studying is functional. A competence demonstration and its guidance.
Prerequisite studies: Competence in the physical education of grades 1-6. Students must
have adequate sports skills, which are evaluated before the beginning of the course.
Students are advised to take the optional, remedial course in physical education
(OLIP109).
POM11MU
MUSIC
Extent: 4 ECTS cr
Aim: To understand the historical, national and multicultural perspective of music and
see the musics role in peoples everyday lives. Students aim at deepening their
relationship with music and discovering their musical identity and creative tools as the
basis of their own teachership. Students learn to understand the importance of music as a
school subject and as a hobby.
Mode of study: Group teaching, tutorials, individual work. Exercise and a competence
demonstration. Students also make a personal plan for their music studies.
Literature:
LINNANKIVI, M., TENKKU, L. & URHO, E. 1988. Musiikin didaktiikka. Porvoo:
WSOY.
Music school books in grades 1 6. Other literature upon agreement.
Prerequisite studies: optional course Basics of Music (OMUP902) is recommended for

students who are not familiar with the contents of the music school book of grades 1-2.
Other literature upon agreement.
MSS Optional Courses
The courses vary annually, and some examples are introduced below. See the course
programme for further details.
HUMANISTIC SUBJECTS
POM13AI
FINNISH AS A SECOND LANGUAGE (OPTIONAL)
Extent: 3 ECTS cr
Aim: To acquaint with multicultural teaching, issues in bilingualism and pupils
linguistic rights. To examine Finnish as a language to be learned and the phases in the
development of language skills. Students are introduced to immigrant childrens teaching.
They also receive tools for evaluating immigrants Finnish language skills and
differentiating the teaching in a group that is heterogeneous for its language skills.
Mode of study: Group teaching, school visits and exercises.
Literature: Will be agreed on the course.
Prerequisite studies: POM11AI Finnish Language and Literature
Integrated with the following course: POM11AI Finnish Language and Literature
POM16AI
LITERATURE AND DRAMA (OPTIONAL)
Extent: 3 ECTS cr
Aim: To acquaint with literature and understand its significance. Literature is approached
through drama. We also deliberate the reading of literature and drama.
Mode of study: Lectures and exercises. Maximum group size is 16 students.
POM12AI
EVALUATION OF SPEECH COMMUNICATION SKILLS

(OPTIONAL)
Extent: 3 ECTS cr
Aim: To understand the significance of feedback and evaluation in speech
communication.
Prerequisite studies: OKLM04 Finnish Language and Literature.
Mode of study: Group teaching, an exercise on evaluation
Literature:
VALKONEN, T. 2003. Puheviestinttaitojen arviointi. Jyvskyl Studies in Humanities 7.
(p. 11 - 65, 192 - 217). Other literature to be agreed on the course.
POM15AI
WRITING AND TEXT MAINTENANCE (OPTIONAL)
Extent: 3 ECTS cr
Aim: Students writing is supported. Students become familiar with language
maintenance and the special characteristics of different texts types The contents of the
course is mostly based on the groups wishes.
Mode of study: Group teaching, exercises.
POM31AK
MEDIA EDUCATION (OPTIONAL)
Extent: 3 ECTS cr
Aim: To introduce the theory, concepts and pedagogical foundations of media education.
Students become acquainted with different media texts and they learn to analyze and
interpret them. We discuss how to implement the aims of media education in different
subjects, and vice versa.
Mode of study: Written assignments: planning and presenting a media education project,
media autobiography (or a media journal), evaluation of media texts. Active participation
in the lectures and workshops. Partly a web course.
Assessment: Pass- fail
MATHEMATICAL AND SCIENTIFIC SUBJECTS
POM12MA
MATHEMATICS (OPTIONAL)
Extent: 3 ECTS cr
Aim: To master the basic mathematical knowledge and skills. Students learn to guide the
mathematical thinking of pupils in grades 1-6.
Prerequisite studies: Compulsory courses in upper secondary schools ordinary level
mathematics.
Mode of study: Demonstrative teaching, written assignment
POM12YL
SCIENCE / BASICS OF PHYSICS AND CHEMISTRY (OPTIONAL)
Extent: 3 ECTS cr
Aim: To learn about the nature and production of scientific knowledge. Students get
acquainted with scientific concepts, explanatory models and methods to test them.
Mode of study: Lectures, exercises
POM13YL
SCIENCE (OPTIONAL)
Extent: 3 ECTS cr
Aim: Students develop their skills in science and species knowledge. They plan and
implement an innovative production and/or write a scientific essay about the project
carried out on the course POM11YL.
Mode of study: Lectures, project and its presentation seminar
Prerequisite studies: POM11YL
POM12KU
ART WORKSHOP
Extent: 3 ECTS cr
Aim: To deepen the skills acquired on the course POM11KU. Students are encouraged to
use different forms of visual expression and apply them in art pedagogy.
Mode of study: Demonstrative teaching, independent work, supplementary literature
Integrated with the following course: POM11KU Visual Arts
OTTO100
REMEDIAL STUDIES IN TEXTILE HANDICRAFT (OPTIONAL)
Extent: 3 ECTS cr
Aim: To attain the basic skills in textile handicraft, which are required to teach the
subject in comprehensive school.
Mode of study: Lectures and exercises, independent working
Integrated with the following course: POM11TS Textile Handicraft
OTTP902
DEEPENING SKILLS IN TEXTILE HANDICRAFT
Extent: 3 ECTS cr
Aim: To develop the students skills in planning and making handicrafts.
Mode of study: Lectures and instructed practices, independent working. Studying is

based on the students personal evaluation of his/her textile handicraft skills and his/her
study plan.
Prerequisite studies: POM11TS Textile handicraft Education
OTTP901
HANDICRAFT AT SCHOOL. COMMON ELECTIVE COURSE IN

TEXTILE HANDICRAFT EDUCATION AND TECHNOLOGICAL
EDUCATION (OPTIONAL)
Extent: 3 ECTS cr
Aim: To deepen thinking concerning the comprehensive schools curriculum and
handicraft teaching.
Mode of study: Lectures and instructed practices, independent working
Literature: Foundations of the curriculum of comprehensive education 2004 (applicable
parts), other literature upon agreement.
Prerequisite studies: POM11TS Textile Handicraft Education and POM11TN
Technological Education
Integrated with the following course: OKLA510 Instructed Basic Practice
OTNO100
REMEDIAL STUDIES IN TECHNOLOGICAL EDUCATION

(OPTIONAL)
Extent: 3 ECTS cr
This course is for students who have not studied technological education in
comprehensive school.
Aim: To attain the skills needed for teaching technological education to grades 1-6.
Students analyze themselves as learners of handicraft. We acquaint with problem-based
learning and the principles of functional learning. In addition, students practice the basic
working methods while taking work safety into account.
Literature:
tyn ja tekstiilityn opetukseen. Helsinki: Opetushallitus. (handbook)
HEINONEN, A & PARIKKA, M. 1987. Vetonaula 34, Opettajan kansio. Porvoo:
WSOY. (handbook)
OLIP901
REMEDIAL STUDIES IN PHYSICAL EDUCATION (OPTIONAL)
Extent: 1-3 ECTS cr
Aim: Students analyze themselves as teachers of physical education. They practice the
skills that are needed for the basic studies in physical education.
Mode of study: The course will be carried out together with the Department of Sports
Pedagogy. The extent of the course depends on the students personal study plan.
Lectures, activating teaching.
Prerequisite studies: The course is for students who have completed only the
compulsory PE courses in comprehensive school and upper secondary school, and/or
students who are not qualified to start the basic studies in physical education.
Integrated with the following course: POM11LI
POM12LI
PHYSICAL EDUCATION (OPTIONAL)
Extent: 3 ECTS cr
Aim: To extend the knowledge and skills that are required to teach physical education in
the lower grades of comprehensive school. To discuss the relationship between different
sport forms and childrens over-all physical education. Students are introduced to schoolspecific planning, implementation and evaluation of physical education.
Mode of study: lectures, active observation, competence demonstration and it guidance,
book exam
Literature:
HAKALA, L. 1999. Liikunta ja oppiminen. Jyvskyl: PS-kustannus
Prerequisite studies: POM11LI
POM12MU
MUSIC (OPTIONAL)
Extent: 3 ECTS cr
Aim: To extend the basic knowledge and skills attained in the compulsory music studies.
Students are encouraged to deepen their involvement in music, discover their own
musical identity and creative tools as the basis of their own teachership. Students also
become familiar with multicultural music, for instance.
Prerequisite studies: POM11MU (4 ECTS cr)
Contents: Themes supporting music pedagogy. Various teachers are responsible for the
course, and it is possible to carry out a joint production during the course.
Themes: Guitar / Piano and Technology, Ensemble Playing and Multicultural Music and
Voice maintenance, Ensemble Singing and Creative Expression
Mode of study: Participation in the teaching, applied exercises.
Literature: Music school books of grades 1-6, other literature upon agreement.
OMUP901
PERIODS OF MUSIC AND STRATEGIES OF LISTENING TO MUSIC

(OPTIONAL)
Extent: 3 ECTS cr
Aims: Students are introduced to the history of music and the classification of
instruments. They acquaint with the pedagogy of listening education and develop their
own listening skills.
Prerequisite studies: None.
Contents: To become acquainted with the most important compositions of different eras.
Other major music cultures are introduced according to the comprehensive schools
needs. Students aim at extending their music knowledge and listening routines.
Mode of study: Participation in the teaching, listening to the given exercises and
presenting them, a concert visit and a report.
Literature:
PALAS, R. 1983. Kuuntelen Musiikkia. Otava.
KUITUNEN, M-L. & MOISALA, P.1986. Kansojen Musiikkia. Etnologisia kuvauksia.
Otava.
OMUP902
BASICS OF MUSIC THEORY (OPTIONAL)
Extent: 3 ECTS cr
Aim: Students acquaint with music theory in order to read and understand the music
school books of the lower grades.
Contents: Students become acquainted with the basics of music theory. The course is
intended especially for students who have completed only the minimum requirements of
music education during their school years. Students are advised to take this course before
starting the common basic studies in music.
Mode of study: participation in the teaching, exercises individually and in groups,
analysis of music theory in school books, an assignment.
Literature:
SAARINEN, ROMANOWSKI & LAITINEN 1988. Musiikkitaito I, Musiikin teorian ja
sveltapailun peruskurssin oppijakso 1/3. Fazer Musiikki OY. Helsinki. (or a comparable
text)
MSS Integrated theme entities

Extent: 3-6 ECTS cr
Aim: To examine the subjects and teaching in comprehensive school. We seek new
integrative and creative approaches to the research and expression of different
phenomena.
Mode of study: One integrated subject area is compulsory, students may choose which
course they want to take. Students can also choose another subject area and include it in
the elective multidisciplinary studies.
Content: We always adopt various perspectives on the courses. The subject areas are the
same as in comprehensive school:
1) Growth as a human being
2) Cultural identity from a global perspective
3) Communication and media skills
4) Participative citizenship and entrepreneurship
5) Traffic and Safety
6) Human and technology
The subject areas vary annually and the courses mentioned below represent some
examples. See the course programme for further details.
Some examples of the subject entities are introduced below. The courses that are
arranged each year will be announced in the course programme.
Growth as a Human Being
- POM11AK Growth as a Human Being
- POM12AK Formation of Identity Contemporary Phenomena in the Society
Cultural Identity and Internationality
- POM22AK Cultural Education: Diversity of the Built Environment
- POM23AK Global Citizenship Maturity Test
- POM25AK Cultural Identity from a global perspective subject area. On the
Trail of Finnish Culture
- POM26AK Multicultural Handicraft
Communication and Media Skills
- POM31AK Communication and Media Skills
Participative Citizenship and Entrepreneurship
- POM41AK Participative Citizenship and Entrepreneurship
Responsibility for Environment, Welfare and Sustainable Future
- POM51AK Responsibility for Environment and Sustainable Future
- POM52AK Global Environment Problems
Traffic and Safety
- Traffic and Safety
Human and Technology
- POM71AK Human and Technology
9.4
MASTERS DEGREE IN EDUCATION
Communication and Orientating Studies (5 ECTS cr)

OKLV210
INFORMATION AND COMMUNICATION TECHNOLOGY AND

ACQUIRING INFORMATION 2
Extent: 3 ECTS cr
Aim: To examine the significance of information and communication technology in

learning and in the teachers work. We also discuss the opportunities that information and
communication technology have brought for the Finnish education system while the
population structure has changed. The challenges of technology for pupils ethical
education are also discussed.
Mode of study: Lectures and tutorials, independent working.
Literature: Current articles on information and communication technology and its
importance in learning.
OKLV220
MOTHER TONGUE COMMUNICATION AND INTERACTION

SKILLS 2
Extent: 2 ECTS cr
Aim: To examine the process of developing into a teacher in an expert seminar. We
specify and deepen teachers professional identity by discussion and shared expertise.
Mode of study: Expert seminar, independent working
Prerequisite studies: Subject studies in education, OKLS510 Applied Instructed Practice;
OKLS511 Minor Subject Practice; OKLS110 Teachers Ethics and Educational
Philosophy
9.4.1 Advanced Studies in Education
THEME 3.
Structural Conditions of Learning and Supporting them (35 ECTS cr)
Sub-theme 3.1 Educator as a creator and modifier of structural conditions (35 ECTS cr)
OKLS110
TEACHERS ETHICS AND EDUCATIONAL PHILOSOPHY
(common course with special pedagogy students)

Extent: 3 ECTS cr
Aim: To become aware of the ethical aspect of teaching and differentiate ones own
education and teaching philosophy. To evaluate the student's personal qualities as a
teacher on the basis of his/her teaching practice experiences. The aim is that students
understand the limits and responsibilities of professionalism. The course also deals with
the feelings aroused in students by the experience of entering working life and becoming
a responsible adult. The course is integrated with the Pro gradu thesis, if possible.
Mode of study: Lectures, tutorials.
Literature:
CAMPBELL, E. 2003. The ethical teacher. Maidenhead: Open University Press.
HUHMARNIEMI, R., SKINNARI, S. & THTINEN, J. (eds.) 2001. Platonista

transmoderniin: juonteita ihmisyyteen, ihmiseksi kasvamiseen, oppimiseen, kasvatukseen
ja opetukseen. Turku: Suomen kasvatustieteellinen seura.
ITKONEN, M. 1999. Esteettinen kasvatus: filosofisia lhtkohtia. Helsinki: Kirjayhtym.
PUOLIMATKA, T. 1995 / 1996. Kasvatus ja filosofia. Helsinki: Kirjayhtym.
TIRRI, K. 1999. Opettajan ammattietiikka. Porvoo: WSOY.
VRRI, V.-M. 2002. Hyv kasvatus kasvatus hyvn. Tampereen yliopistopaino.
KAIKKONEN, P. 2004. Vierauden keskell. Vierauden, monikulttuurisuuden ja
kulttuurienvlisen kasvatuksen aineksia. Jyvskyln yliopistopaino.
Prerequisite studies: Subject studies in education, in connection with the course
OKLS520 Advanced Instructed Practice: An Inquiring, Experimental Teacher
Developing Him/Herself as well as Pupils Thinking
Department: Department of Teacher Education and the Department of Special Pedagogy
OKLS210
DEVELOPMENT AND GROWTH MILIEUS
Extent: 3 ECTS cr
Aim: To examine the themes in the current of Development and Growth Milieus.
Students specialize and choose the contents according to their own interests (e.g. welfare
and everyday life of children/youths; intervention in risk development; educational
partnership; challenges of interactive relationships; groups and their guidance; childrens
emotional life; encountering crises; special issues in learning). Integrated with the
Bachelors thesis if possible.
Mode of study: alternatives:
a) reading circle: lectures, tutorials and a written assignment or
b) a book exam (see the course programme)
Literature: Literature on the chosen theme.
Prerequisite studies: Subject studies in education.
Integrated with the following courses: KTKP102, OKLA210 and OKLS520 Advanced
Instructed Practice.
Assessment: 0-5
OKLS310
SCHOOL COMMUNITY AND SOCIETY
Extent: 3 ECTS cr
Aim: To examine the themes in the current of School Community and Society. Students
specialize and choose the contents according to their own interests. The course is
integrated with the Bachelors Thesis, if possible.
Mode of study: Lectures, learning exercise and seminar.
Literature: Literature on the chosen theme.
Prerequisite studies: Subject studies in education
Integrated with the following courses: OKLS512 Vertical Class and Optional Practice
Assessment: 0-5
OKLS410
TEACHER AS RESEARCHER OF HIS/HER WORK (PED. OP.)
Extent: 4 ECTS cr
Aim: To introduce students to didactic research and development work according to their
own interests. To become familiar with the central approaches in the research and
evaluation of teaching. Integrated with the Bachelors Thesis if possible.
Mode of study: Exercises, demonstrations and assignments
Literature:
BLACK, P., HARRISON, C., LEE, C., MARSHALL, B. & WILIAM, D. 2003.
Assessment for learning. Putting it into practice. Maidenhead: Open University.
EDUCATION AT A GLANCE. OECD Indicators. Newest Edition. Centre for
educational research and innovation. Indicators of education systems. Paris: OECD.
HALL K. & BURKE, M. W. 2003. Making formative assessment work. Effective
practice in the primary classroom. Maidenhead: Open University.
HOPKINS, D. 2004. A teachers guide to classroom research. 3rd ed. Maidenhead: Open
University.
KOPPINEN, M.-L., KORPINEN, E. & POLLARI, J. 1999. Arviointi oppimisen tukena.
Porvoo: WSOY.
OJANEN, S. 2000. Ohjauksesta oivallukseen: ohjausteorian ksittely. Helsinki:
Palmenia.
Latest scientific articles.
Prerequisite studies: Subject studies in education, integrated with the course OKL510
Instructed Adaptive Practice
Assessment: 0-5
OKLS510
INSTRUCTED ADAPTIVE PRACTICE: SPECIALIZING

TEACHERSHIP (PED. OP.)
Extent: 10 ECTS cr
The practice consists of the minor subject practice and optional practice. The courses
OKLS310 School Community and Society and OKLS410 Teacher as Researcher of
his/her work support the practice.
OKLS511
MINOR SUBJECT PRACTICE (5 ECTS CR)
Extent: 5 ECTS cr
Aim: To become familiar with teaching ones minor subject in comprehensive school.
We discuss the educational, communal and social perspectives in supporting pupils
development. Students plan, implement and evaluate extensive teaching and learning
entities. They are also introduced to schools differentiation and evaluation conventions.
Mode of study: Working in the classroom for five weeks. Instructed and independent
planning of lessons. Getting to know the pupils of the practice class. Practice lessons and
feedback discussions. Getting acquainted with pupil evaluation and the schools
evaluation conventions. Observing other students practice lessons. Writing a practice

report.
Literature: No book exam, but students are expected to acquaint with the pedagogical
and educational literature of their minor subject.
Prerequisite studies: Instructed practices OKLP510, OKLA511 and OKLA512 and
minor subject studies
Integrated with the following courses: OKLS410 and minor subject studies
OKLS512
VERTICAL CLASS AND OPTIONAL PRACTICE
Extent: 5 ECTS cr
Aim: To become acquainted with teaching a vertical class. Students are also introduced
to the opportunities that the multidisciplinary teacher qualification offers for working in
different sectors of education.
Mode of study: Introduction lecture, seminar, feedback discussion, teaching, getting to
know the practice places and writing a report.
Literature: A list of literature will be given in the practice info.
Integrated with the following courses: OKLS310 School Community and Society and
OKLS410 Teacher as Researcher of his/her Work
OKLS520
ADVANCED INSTRUCTED PRACTICE: INQUIRING,

EXPERIMENTAL TEACHER DEVELOPING HIM/HERSELF AS
WELL AS PUPILS THINKING (PED.OP.)
Extent: 6 ECTS cr
Aim: In the practice students take independent responsibility for the teachers work.
They work with pupils and plan, implement and evaluate extensive teaching entities.
Students deepen their pedagogical communication skills and adopt an investigative
approach to the teachers work. Furthermore, students deepen their investigative
teachership by coming up with a vocational research problem and solving it.
Mode of study: Active observation and problem-centred learning (getting acquainted
with school work), a competence demonstration and its guidance (practice lessons and
guidance), research-based written assignment (defining a research problem and reporting).
Literature: Literature on the research problem.
Prerequisite studies: Subject studies in education and OKLS511 Adaptive Instructed
practice, part A.
Integrated with the following courses: The following courses support the practice:
OKLS210 Development and Growth Milieus (to be completed at the same time with the
practice), OKLS110 Teachers Ethics and Educational Philosophy and OKLA411
Guidance of Learning and the Learning Organization.

OKLSXXX
ALTERNATIVE ADVANCED STUDIES IN EDUCATION
Extent: 6 ECTS cr
Aim: To introduce educational themes that are related to science and professionality.
Students can choose courses from the departments alternative advanced studies or other
departments. Also other students in the Faculty of Education can apply for the alternative
advanced studies in education.
Mode of study: Alternative advanced studies in education (in total 6 ECTS credits) are
compulsory for class teacher students completing the Masters Degree. One course is
organized annually for each theme (educational philosophy, sociology of education,
educational psychology, guidance of growth and learning, multiculturalism, participative
education and the method path). The courses will not be arranged if less than 8 students
participate in the contact teaching. In addition to contact teaching, courses that only
include a book exam might be organized. See further details in the annual course
programme.
Prerequisite studies: Bachelors Thesis
Integrated with the following courses: Advanced practices
The courses listed below represent some examples of the courses.
Educational Philosophy:
OKLS161 Viewpoints to the History of School and Education in the 20th Century, 3
ECTS cr
OKLS162 Issues in Educational Philosophy, 3 or 6 ECTS cr
OKLS470 Guidance of Dialogic Learning, 6 ECTS cr
Sociology of Education:
OKLS364 Work Welfare in Teachers Profession, 3 ECTS cr
Educational Psychology:
OKLS261 Learning Difficulties in Reading and Writing (and Supporting them), 3 ECTS
cr
OKLS262 Interaction Skills and Emotions as Constructors of Communality, 3 ECTS cr
OKLS464 Special Issues Concerning Health Education and Childrens Health, 3 ECTS
cr
Guidance of Growth and Learning:
OKLS363 Parent School Cooperation, 3 or 6 ECTS cr
OKLS462 Neigbourhood School Village School, 3 or 6 ECTS cr
OKLS463 Pedagogical Currents in Europe, 3 or 6 ECTS cr
OKLS465 Integrative Teaching, 3 or 6 ECTS cr
OKLS468 Curriculums and Evaluation in Teachers Work, 3 or 6 ECTS cr
OKLS469 Teacher as Researcher, 3 or 6 ECTS cr
Multiculturalism:
OKLS466 Cultural Identity and Internationality / Intercultural Studies, 3 or 6 ECTS cr
OKL0360 International Students School practice, 2 ECTS cr
Participative Education:
OKLS473 Issues in Participative Education, 3 or 6 ECTS cr (book examination)

OKLS472 Approaches to Following the Learning Process, 3 ECTS cr
Method path:
OKLS661 Conversation Analysis, 3 ECTS cr
Sub-theme 3.2 Teacher as Researcher (45 ECTS cr)
OKLS610
ADVANCED COURSE IN RESEARCH METHODOLOGY AND

COMMUNICATION
Extent: 5 ECTS cr
Aim: To deepen students knowledge on the argumentation and methods used in theses,
the practical implementation as well as research communication. We examine research in
teachers work and professional researchers job description. Students start preparing for
the writing of the Bachelors Thesis and specialize according to their own interests. The
course is integrated with the thesis.
Mode of study: alternative mode of study
lectures and demonstrations or
book examination or
choose at least one course in quantitative research methodology (4 ECTS cr) and another
course either in quantitative or qualitative research methodology
Literature: book exam, alternatives: a) or b)
a) Raatikainen, P. 2004. Ihmistieteet ja filosofia. Helsinki: Gaudeamus sek
Nummenmaa, L. 2006. Kyttytymistieteiden tilastolliset menetelmt. Helsinki: Tammi.
or
b) Gall, M.D., Gall, J.P. & Borg., W.R. 2003. Educational Research, An Introduction. 7.
painos tai uudempi. Boston: Allyn & Bacon.
Prerequisite studies: Bachelors Thesis
Assessment: 0-5
ADVANCED THESIS STUDIES IN EDUCATION:

OKLS631, OKLS640 and OKLS641
OKLS631
THESIS SEMINAR 1: PLANNING RESEARCH AND COLLECTING

DATA
Extent: 5 ECTS cr
Aim: Students deepen their understanding of the purpose of research and the stages of a
research process. They acquaint with data collection methods and acquire skills in
research communication, e.g. information literacy and argumentation. Students compile
their research plans and collect data.
Literature:
GALL, M., GALL, W. & BORG, J. 2003. (or a renewed edition) Educational research.
An introduction. 7th ed. Boston: Allyn & Bacon. (656 p.). (basic text for the advanced
research method studies)
HOPKINS, D. 2004. A Teachers guide to Classroom Research. Third Edition.
LANKSHEAR, C. & KNOBEL, M. 2004. A Handbook for Teacher Research From
design to implementation. Open University Press.
Prerequisite studies: Bachelors Thesis, OKLS610 Advanced Course in Research
Methodology and Communication
OKLS632
THESIS SEMINAR 2: DATA ANALYSIS AND RESEARCH REPORT
Extent: 5 ECTS cr
Aim: To become acquainted with the analysis methods and apply them in the data
collected for the thesis. To apply research-methodological skills: report about research
and write a research report. Students present a sketch of their thesis and other students act
as opponents.
Literature:
DENZIN, N. & LINCOLN, Y. (eds.) 2000. Handbook of qualitative research.
GALL, M., GALL, W. & BORG, J. 2003. (or the renewed edition) Educational research.
An introduction. 7th ed. Boston: Allyn & Bacon. (656 p.). (basic text for the advanced
research method studies)
PATTON, M. 2002. Qualitative research & evaluation methods.
Prerequisite studies: Bachelors Thesis, OKLS631 Planning Research and Collecting
Data
OKLS640
PRO GRADU THESIS
Extent: 30 ECTS cr
Aim: To write a thesis based on theoretical, empirical and/or archive material,
differentiate it according to the chosen methods and theories, and report about the thesis.
Instructed but independent working.
Assessment: 7-tiered scale
OKLS641
MATURITY EXAMINATION
Aim: Major students maturity essay for the Masters degree. Students write a maturity
essay that demonstrates language skills in Finnish or Swedish and acquaintance with the
thesis field. If the language skills have already been demonstrated in the Bachelors
degree, there is no need to demonstrate them again for the Masters degree. Instead, the
student writes a review (4-6 pages) about the thesis results. Maturity essay is written on
the facultys general examination day. Maturity essay is assessed for both its contents and
language.
Prerequisite studies: OKLS631, OKLS632, OKLS640
9.4.2 Minor Subject Studies in Class Teacher Education

The minor subject studies that are part of the Bachelors and Masters degrees are
introduced below. Students can also choose minor subjects from other subject
departments. Class teacher education includes 1 or 2 minor subjects: 25 ECTS credits are
included in the Bachelors degree and 35 ECTS credits in the Masters degree.
Minor subject studies in one school subject (60 ECTS cr) usually provide the subject
teacher qualification to teach the subject in question. If the student completes two minor
subject entities of 25 ECTS credits, s/he must complete the 10 remaining ECTS credits
(e.g. elective advanced courses).
The Department of Teacher Education is responsible for all the courses, unless otherwise
indicated.
BASIC STUDIES IN DRAMA EDUCATION (25 ECTS cr)
ODKP110
BASIC STUDIES IN DRAMA EDUCATION
Extent: 3 ECTS cr
Aim: Students are introduced to drama education studies and the study group.
Mode of study: Lectures, demonstrative teaching, literature, book examination
Literature:
HEIKKINEN, H. 2004 ja myhemmt painokset. Vakava leikillisyys
draamakasvatuksen perusteita opettajille. Helsinki: KVS.
ODKP120
BASIC STUDIES IN THEATRICAL EXPRESSION
Extent: 3 ECTS cr
Aim: To learn the basics of drama and theatrical expression and the common concepts in
them.
Mode of study: Lectures, demonstrative teaching, performance
ODKP130
PROJECT: FROM ATEXT INTO THEATRE
Extent: 5 ECST cr
Aim: To become acquainted with the practical theatre work by working on a production.
Mode of study: Lectures, demonstrative teaching, exercises, supplementary literature,

performance.
Literature: AALTONEN, J. 2002. Ksikirjoittajan tykalut. Helsinki: SKS.
ODKP140
GENRES IN DRAMA EDUCATION
Extent: 4 ECTS cr
Aim: To become acquainted with the different genres in drama education: performing,
involving and applied drama.
Mode of study: Lectures, practices, seminar, learning exercise
Literature:
HEIKKINEN, H. 2004 and newer editions. Vakava leikillisyys draamakasvatuksen
perusteita opettajille. Helsinki: KVS.
NIEMIST, R. 1998. Ryhmn luovuus ja kehitysehdot. Helsinki: Helsingin yliopiston
Lahden tutkimus- ja koulutuskeskus.
ODKP150
INVOLVING DRAMA EDUCATION: PROCESS DRAMA
Extent: 5 ECTS cr
Aim: To become acquainted with process drama in the integration of different subjects.
Mode of study: Lectures, exercises, supplementary literature, performance (a process
drama workshop in elementary school)
Literature:
OWENS, A. & BARBER, K. 1998. Draama toimii. Helsinki: JB kustannus.
OWENS, A. & BARBER, K. 2002. Draamasuunnistus prosessidraaman arviointi ja
reflektointi. Helsinki: Draamaty.
ODKP160
PERFORMING DRAMA EDUCATION
Extent: 5 ECTS cr
Aim: To develop the students theatrical expression in practical projects and to deepen
discussion on the directors and actors work from drama educations perspective (e.g.
children and youths theatre, amateur theatre).
Mode of study: Lectures, practices, supplementary literature, performance (a play for
grades 1-6)
Literature:
AALTONEN, J. 2002. Ksikirjoittajan tykalut. Helsinki: SKS.
LEIKKONEN, J. 2001. Alkuharjoitteista roolin rakentamiseen. Teoksessa P. Korhonen,
& A. stern (eds.) Katarsis draama, teatteri ja kasvatus. Jyvskyl: Atena.
WESTON, J. 1999. Nyttelijn ohjaaminen. Helsinki: Nemo.
SUBJECT STUDIES IN DRAMA EDUCATION

ODKA210
HISTORY OF DRAMA EDUCATION AND THEATRE
Extent: 3 ECTS cr
Aim: To learn the basics of drama education and the history and development of western
theatre in the 20th century. To become familiar with the central figures in drama and
theatre education.
Mode of study: Lecture, exercises, book examination OR
Exercises, web course, supplementary literature
Literature:
WICKHAM, G. 1992. Teatterihistoria. Helsinki: Painatuskeskus.
BRAANAAS, N. 1999. Dramapedagogisk historie og teorie. Trondheim: Tapir.
Prerequisite studies: Basic studies in drama education
Assessment: 0-5
ODKA220
ADVANCED COURSE IN THEATRICAL EXPRESSION
Extent: 3 ECTS cr
Aim: To continue studying the fundamentals of improvisation theatre and dance
expression in the framework of drama education.
Mode of study: Lectures, exercises, performance
ODKA230
PROJECT: ANALYSING AND DRAMATIZING A CLASSIC PLAY
Extent: 4 ECTS cr
Aim: To continue with the themes handled on the course History of Drama Education
and Theatre. To examine concepts in theatre aesthetics and learn to recognize different
styles, trends and general development features in drama education and theatre.
Mode of study: Lectures, exercises, supplementary literature, performance.
Literature:
COHEN, R. 1986. Nyttelemisen mahti. Kuusamo: Tampereen yliopisto.
HOTINEN, J.-P. 2001. Draaman analyysista ihmettelevn ja performatiiviseen
lukemiseen. Pari skeemaa uudesta dramaturgiasta. Teoksessa H. Reitala & T. Heinonen
(eds.).Dramaturgioita. Helsinki: Palmenia, 201-221.
Assessment: 0-5
ODKA240
SPECIAL AREAS AND RESEARCH OF DRAMA EDUCATION
Extent: 3 ECTS cr
Aim: To introduce students to the research of drama education; research areas and the
use of drama in social contexts.
Mode of study: Lectures, seminar, essay

Literature: Will be chosen on the basis of the special area.
ODKA250
APPLIED DRAMA EDUCATION: WORKSHOP THEATRE
Extent: 4 ECTS cr
Aim: To examine involving and applied drama education with the help of workshop
theatre.
Mode of study: Lectures, practices, performance (drama workshop in secondary school /
upper secondary school)
Literature:
CLIFFORD, S & HERRMAN A, 1999. Making a Leap, Theatre of Empowerment.
London: Jessica Kingsley.
HEIKKINEN, H & VIIRRET T.-L. (eds.) 2003. Draaman teill tutkimus TIE projektista. Jyvskyl: Jyvskyln yliopisto.
JACKSON, T. 1993. Learning through Theatre new perspectives on Theatre in
Education. London: Routledge.
ROHD, M 1998. Theatre for Community, Conflict & Dialogue. Portsmouth: Heinemann.
Assessment: 0-5
ODKA260
DRAMA PROJECT
Extent: 5 ECTS cr
Aim: To further develop skills in drama teaching and directing/acting with the help of
drama projects.
Mode of study: Lectures, problem-centred learning, exercises
Literature: Will be chosen according to the drama project.
Assessment: 0-5
ODKA270
OPTIONAL COURSES
Extent: 3 ECTS cr
Aim: The aim of these courses is to deepen students familiarity with drama education
according to their own interests. Optional courses extend ones genre knowledge and
deepen familiarity with ones own research area.
Mode of study: Exercises, essay OR supplementary literature, essay
Literature: Will be chosen according to the students special area
ODKA280
DIPLOMA WORK OF DRAMA EDUCATION
Extent: 6 ECTS cr
Aim: To carry out a diploma work individually or in pairs or groups. The aim is that
students choose a research problem on drama education that supports their own
professional development. They deepen their knowledge on the research area and make a
written or an artistic and written research on the chosen subject.
Mode of study: Teaching, seminar and
a) written diploma work OR
b) written diploma work and book examination OR
c) written diploma work and performance
Literature:
AALTOLA, J. & VALLI, R. (eds.) 2001. Ikkunoita tutkimusmetodeihin I & II. Jyvskyl:
PSkustannus.
HIRSJRVI, S., REMES, P. & SAJAVAARA, P. 1996. Tutki ja kirjoita. Helsinki:
Kirjayhtym
Other literature according the students thesis subject
Assessment: 0-5
ODKA290
SEMINAR: DRAMA EDUCATOR AS A RESEARCHING

TEACHER/ARTIST
Extent: 4 ECTS cr
Aim: To deepen the students knowledge and critically discuss how different human,
learning, art and information concepts affect drama education.
Mode of study: Seminar, supplementary literature, essay
Literature:
HEIKKINEN, H. 2005. Draamakasvatus opetusta, taidetta, tutkimista! Jyvskyl:
Minerva.
OJANEN, S. 2000. Ohjauksesta oivallukseen. Helsinki. Palmenia.
SAVA, I. 1993. Taiteellinen oppimisprosessi. Teoksessa I. Porna & P. Vyrynen (eds.)
Taiteen perusopetuksen ksikirja. Helsinki: Suomen kuntaliitto, 15-43.
SLJ, R. Oppimiskytnnt, sosiokulttuurinen nkkulma. Helsinki: WSOY.
BASIC STUDIES IN PRESCHOOL AND INITIAL TEACHING (25 ECTS cr)

OEAP110
DEVELOPMENT-PSYCHOLOGICAL FOUNDATIONS OF PRE- AND

INITIAL EDUCATION
Extent: 8 ECTS cr
Aim: To acquaint with the development features of pre- and initial teaching aged
children (their motoric, linguistic, cognitive, social, emotional and moral development as
well as the development of their self-image and observations), the motivational
foundation of learning (emotional experiencing, self-respect), development of self-control,
evaluation of learning preparedness and working methods, problems in development (e.g.

linguistic delay, disturbances of attention, problems in behavior and motoric
development.)
Mode of study: Lecture, exercises and demonstrative teaching, research-based written
assignment, book exam
Literature: CRAIN, W. C. 1992 tai 2000. Theories of development. Concepts and
applications. (3. rev. ed). Hillsdale, NJ: Prentice Hall.
OEAP200
PEDAGOGICAL FOUNDATIONS OF PRE- AND INITIAL

TEACHING
Extent: 12 ECTS cr
Aim: To become acquainted with the following issues: child-based pedagogy of pre- and
initial teaching, integration of curriculums, practical and arts subjects as a method of
supporting childrens development, encountering childrens parents and co-operation
with parents, multiprofessional co-operation.
Mode of study: Lectures, exercises and demonstrative teaching, active observation and
research-based written assignment, supplementary literature, artifact
OEAP300
PEDAGOGY OF INITIAL TEACHING STUDY SKILLS
Extent: 5 ECTS cr
Aim: To become acquainted with the developmental foundation of study skills (literacy,
ability to write, mathematics and science), learning to read and write, teaching
mathematical-scientific thinking as a part of the development of thinking skills and
logical thinking, as well as guidance of the thinking process.
Mode of study: Lectures, research-based written assignment and supplementary
literature.
JULIET PROGRAMME MINOR SUBJECT 35 ECTS credits

Jyvskyl University Language Integration and English Teaching Programme
The overall aim of the Juliet programme is to equip students with the necessary English
language skills, background knowledge and practical experience to allow them to work
confidently and competently as language teachers in the lower grades (classes 1-6) of the
Finnish comprehensive school. The two key areas of the Juliet programme are: (1)
English language and (2) English language teaching and learning. Students successfully
completing the Basic studies (Juliet I, 25 ECTS cr, to be completed in years 1-3 of studies)
will gain a general teaching qualification that entitles them to teach English in the lower
stage of the Finnish comprehensive school. Completion of the Advanced studies (Juliet II,
10 ECTS cr, to be completed in years 4-5 of studies) entitles students to teach other
subjects in English in the lower grades. Languages of instruction in the Juliet programme
are English and Finnish.
JULIET I (25 ECTS cr)

OJUP110
LANGUAGE SUPPORT 1
Extent: 4 ECTS cr
Aim: Students develop their English language skills so that they are qualified to teach
English in the lower grades of the Finnish comprehensive school and other subjects in
English. Students develop their own English language skills in pronunciation, grammar
and vocabulary. They also become acquainted with similar themes in the English
teaching of the lower grades. In addition, we deal with the special linguistic
characteristics and problems of different aged Finns.
Mode of study: Lecture, practices, independent working, final examination
Literature:
PEACOCK, M. English pronunciation. Opetusmoniste. Other hand-outs, books and
articles.
Prerequisite studies: passing of the Juliet entrance examination
Integrated with the following courses: OJUP120, OJUP130
Assessment: 0-5
OJUP120
LANGUAGE IN CONTEXT 1
Extent: 4 ECTS cr
Aim: Students use and develop their English skills in instructed communication
situations. The course focuses on the British social and cultural life, which is observed
also in the light of literature. With the help of active language practice students deepen
their knowledge on the current societal and cultural issues.
Mode of study: Lectures, practices, independent working
Literature:
OAKLAND, J. 2002. British civilization An introduction. London: Routledge
FOX, K. 2005. Watching the English The hidden rules of behaviour. London: Hodder
& Stoughton Paperbacks and material given by the teacher. Monolingual dictionary (for
instance Oxford Advanced Learner's Dictionary).
Prerequisite studies: passing of the Juliet entrance examination
Integrated with the following course: OJUP110, OJUP140
Assessment: 0-5
OJUP130
LANGUAGE SUPPORT 2
Extent: 4 ECTS cr
Aim: To further develop students English language skills. Special attention is paid to the
pedagogization of ones language skills to meet the needs of English teaching in the
lower grades of the Finnish comprehensive school. Students learn how teachers can
support and guide the development of pupils language skills.
Mode of study: Lectures, exercises, independent working, final examination
Literature: Hand-outs
Prerequisite studies: OJUP110, OJUP120
Integrated with the following course: OJUP140
Assessment: 0-5
OJUP140
LANGUAGE IN CONTEXT 2
Extent: 4 ECTS cr
Aim: To become acquainted with spoken and written communication in English. With
the help of versatile exercises students develop their skills in oral communication, writing
and reading. We also deal with the language usage in the context of American society and
culture.
Mode of study: Lectures, exercises, independent working
Literature:
MAUK, D & OAKLAND, J. 2002. American civilization An introduction. Routledge,
And material given by the teacher
Prerequisite studies: OJUP110, OJUP120
Assessment: 0-5
OJUP150
LEARNING A FOREIGN LANGUAGE
Extent: 5 ECTS cr
Aim: To get acquainted with learning and acquiring a foreign language from the
perspective of Finnish language teaching in comprehensive school. Students acquaint
with the individual and development-psychological factors and other factors that affect
the pupils learning. We deliberate how these factors should be taken into consideration
in language teaching. In addition, we examine childrens language learning in traditional
foreign language teaching and in content teaching in a foreign language.
Mode of study: Lectures, exercises, independent working, final exam
Literature:
Research-based articles
Assessment: 0-5
OJUP160
TEACHING A FOREIGN LANGUAGE
Extent: 4 ECTS cr
Aim: Students get acquainted with English teaching in the lower grades of the Finnish
comprehensive school with the help of instructed observation and their own teaching
practice. Students are introduced to the pedagogical principles of practical language
teaching, linguistic guidance of classroom working, versatile working methods and

different working materials for learners and teachers. Different aspects of the language
teachers work are introduced, as well as the factors that support and guide language
teaching (e.g. the foundations of the curriculum and the European framework).
Mode of study: Lectures, exercises, independent working, final exam
Literature:
Research-based articles
Supplementary literature:
HUGHES, G., MOATE, J., & RAATIKAINEN, T. (2004). ETC. English Teaching
Companion. Helsinki: Tammi.
Prerequisite studies: OJUP150
Integrated with the following studies: OKLS510 Adaptive Instructed Practice (English)
Assessment: 0-5
OJUP170
LANGUAGE PRACTICE
Extent: 4 ECTS cr (Optional, elective course; recommended for students of the Juliet
programme)
Aim: Students spend two or three weeks in Great Britain, in the Norwegian Study Centre,
where they participate in the courses that deal with contemporary Britain. Students also
complete a short teaching.practice period at a local school.
Mode of study: Lectures, exercises, teaching practice, final report
Literature: hand-outs given by the NSC teachers
Prerequisite studies: OJUP110-160
Department: Department of Teacher Education, co-operation with the Norwegian Study
Centre, University of New York
JULIET II (10 ECTS cr)
Note that Juliet II starts in autumn 2008, when further details on the contents of the
courses are announced.
OJUP120
CONTENT AND LANGUAGE INTEGRATED TEACHING
Extent: 6 ECTS cr
Aim: Content and language integrated teaching means using a foreign language as a
language of instruction, in addition to the traditional language teaching. On this advanced
course students get acquainted with different implementation methods of teaching in a
foreign language in the lower grades of the Finnish comprehensive school. Students
acquaint with the pedagogy of teaching in a foreign language with the help of their own
practice and the theoretical studies supporting the practice. We discuss learning and
teaching in a foreign language on different grades and the special features of different
subjects. Furthermore, students learn to choose appropriate materials for teaching in a
foreign language.
OJUP220
OPTIONAL COURSES
Extent: 4 ECTS cr
Aim: The courses vary annually, and they support teachership in English in different
ways. We discuss the English language and culture, as well as learning and teaching a
foreign language in the lower grades. Courses include, for instance: English as an
international language and the use of modern teaching and communication technology in
language teaching.
OJUP230
NATIONAL LANGUAGE TEST, ADVANCED LEVEL
Extent: 2 ECTS cr (Optional, recommended for Juliet II students)

Aim: Students get ready for taking the national language test in English and aim at
achieving the language competence level 5 in it. This level of language competence is
required of teachers who teach school subjects in a foreign language in pre- and initial
teaching. The Department of Teacher Education tries to pay the degree fee.
MINOR SUBJECT STUDIES IN VISUAL ARTS (25 ECTS CR)

OKUP110
PEDAGOGY OF ART
Extent: 5 ECTS cr
Aim: To examine the nature and development of visual expression. Students develop
their skills in planning focused art education. We discuss different pictorial exercises and
the use of pictures and environment in teaching.
Mode of study: Lectures and demonstrations, book examination (270 p.), independent
working including a study project.
Literature:
KUVIEN KESKELL, eds. Kettunen, K., Hiltunen, M., Laitinen, S. & Rastas, M. 2006.
Helsinki: LIKE (100 pages of selected articles)
EFLAND, A. D., FREEDMAN, K. & STUHR, P. 1998. Postmoderni taidekasvatus: ers
lhestymistapa opetussuunnitelmaan. Helsinki: Taideteollinen korkeakoulu.
OKUP120
ART HISTORY, CULTURE OF IMAGE AND PICTURE ANALYSIS
Extent: 5 ECTS cr
Aim: To introduce students to the development of visual arts and architecture from
prehistory to this day. Students learn to discuss pictures and use the terminology of visual
arts. We outline the diversity of pictorial culture and the use and meanings of different
images, and the means of expression. In addition, we try out different kinds of picture
analyses.
Mode of study: Art history lectures and demonstrations, book exam (130 p.), partially a
web course including demonstrations (16 h) and literature.
Literature:
TOLONEN, M. 1998. Matka taiteen historiaan. Helsinki: Kirjayhtym
SEDERHOLM, H. 2000. Tmk taidetta? Porvoo/Helsinki/Juva. Wsoy (some parts)
RSNEN, M. 2000. Sillanrakentajat: kokemuksellinen taiteen ymmrtminen. Helsinki:
Taideteollinen korkeakoulu (some parts)
OKUP130
PICTORIAL EXPRESSION AND THINKING
Extent: 5 ECTS cr
Aim: To develop students expressional skills in drawing and painting. Colour theories
are introduced. We try out graphical methods that are suitable for school. Students
deepen their pictorial thinking with the help of exercises. In addition, we explore
different design and material alternatives.
Mode of study: Demonstrations and lectures, independent working
OKUP140
THREE-DIMENSIONAL SHAPE AND PERCEIVING SPACE
Extent: 5 ECTS cr
Aim: To examine built environment and natural environment, as well as to analyze
material environment and architecture. To explore and create three-dimensional spaces
and shapes. To use methods of sculpture, ceramics and environmental arts that are
suitable for school.
Mode of study: Lectures, demonstrations and a field trip, book exam (90 p.),
independent working
Literature:
KORPELAINEN, H., KAUKONEN, H. & RSNEN, J. 2004. Arkkitehtuurin
ABC. Lytretki rakennettuun ympristn. Helsinki: SAFA, Suomen arkkitehtiliitto.
OKUP150
MEDIA PEDAGOGY
Extent: 5 ECTS cr
Aim: To develop critical media and image literacy and analyze different types of media
pictures. To examine the fundamentals of pictorial narration and expression and graphic
design by making videos, photographs and comics. We try out the means and methods
that are suitable in school.
Mode of study: Lectures and demonstrations, book exam (230 p.), independent working
Literature: HERKMAN, J., 2002. Audiovisuaalinen mediakulttuuri. Tampere:
Vastapaino.
MINOR SUBJECT STUDIES IN PHYSICAL EDUCATION (25 ECTS CR)
OLIP110
MOTORIC LEARNING AND SPECIAL FEATURES OF PHYSICAL

EDUCATION DIDACTICS
Extent: 4 ECTS cr
Aim: To introduce students to physical-motoric development. To understand the
connections and meanings of physical-motoric development as a part of growth and
development. Students acquaint with the foundations of learning motoric skills and their
cognitive, emotional and social meanings. Students also become acquainted with the aims,
contents, planning and evaluation of physical education in comprehensive school. The
aim is that students become familiar with the guidance process of physical education and
learn the didactic special features of the guidance of physical education.
Mode of study: Lectures, competence demonstration and its guidance, motivating
observation, book examination.
Literature:
GALLAHUE, D., OZMUN, J. 1998. Understanding Motor Development, infants,
children, adolescents, adults. Boston (MA): McGrawHill, 90 p.
HEIKINARO-JOHANSSON, P. (eds.) 2003. Nkkulmia liikuntapedagogiikkaan.
Helsinki: WSOY, 28 p.
SEGERCRANZ, T. (eds.) 2001. Turvallisuus ja tysuojelu liikunnan opetuksessa.
Helsinki: Opetushallitus.14 p
Integrated with the following courses: OLIP130, OKLS511
OLIP120
INDIVIDUAL AND SOCIAL INFLUENCES OF SPORTS
Extent: 3 ECTS cr
Aim: To become acquainted with the individual and social importance of sports. To
introduce the anatomic-physiological foundations of sports. Students learn to understand
the health impacts of sports for the individual and the society, as well as the social
meanings of a sports hobby. They also acquaint with the most common sports injuries
and first aid.
Mode of study: Lectures, competence demonstration and its guidance, book exam
Literature: Students choose the source literature.
Integrated with the following course: OKLS510
OLIP130
SPORT SKILLS AND EXERCISE IN VARIOUS FUNCTIONAL

ENVIRONMENTS
Extent: 16 ECTS cr
Aim: To become acquainted with physical education in comprehensive school: the aims,
implementation and evaluation. To gain experience in sports in different functional
environments and to become aware of the safety risks. Students develop their personal
sport skills and learn to understand their significance in the guidance of learning. The aim
is to become acquainted with different methods of guiding sports and gain experience in
guidance. Students become acquainted with the fundamentals of learning, movement
mechanics and the learning environment.
Mode of study: Lectures, competence demonstration and its guidance, book examination
Literature:
ANTTILA, E. 1994 Tanssin aika. Helsinki: Kirjayhtym
KIVIMKI, A-M. 1981 Taitoluistelu. Espoo: Weilin & Gs (45 p)
KOSKINEN, P. 1984. Uinnin opetuksen perusteet. Jyvskyl: Gummerus (p.13-45)
LUMELA,P. Teoksessa HEIKINARO-JOHANSSON, P. (eds.) 2003. Nkkulmia
liikuntapedagogiikkaan. Helsinki: WSOY (p.184-22)
RIH, J. 2006. Maastohiihto / alppihiihtomateriaali (circa 30 p.)
TIITINEN, S, VARSTALA, A. 1989. Jyvskyl: Gummerus. (p. 54-79)
WERNER, P.H. 1994. Teaching Children Gymnastics. Columbia: University of South
Carolina (p. 3-44)
Integrated with the following course: OKLS511
OLIP140
ADAPTIVE PHYSICAL EDUCATION AND INDIVIDUALIZED

TEACHING
Extent: 2 ECTS cr
Aim: To learn to encounter difference in situations related to physical education. To
become acquainted with adaptive and individual teaching of physical education. To gain
experience in adaptive guidance of teaching. Students learn to apply the methods of
guidance and individualization according to the groups needs.
Mode of study: Lectures, competence demonstration and its guidance, active observation,
research-based written assignment.
Literature: Students choose their source literature.
Prerequisite studies: POM11LI and OLIP130
MINOR STUDIES IN MULTICULTURAL TEACHING (25 ECTS CR)

MOPP110
CULTURE, IDENTITY AND GLOBAL WORLD
Extent: 5 ECTS cr
Aim: To become acquainted with the concepts of culture, identity, ethnicity and
difference and understand their meaning for individuals and communities in the
globalizing world. To understand how ideological views affect peoples actions and
thinking. Students learn to observe and differentiate discussion on cultural differences,
religions and ethnicity. They also create their own value foundation as the basis for
multicultural teaching.
Mode of study: Group teaching, exercises and literature.

MOPP120
DIVERSITY IN THE FINNISH SOCIETY AND SCHOOL
Extent: 5 ECTS cr
Aim: To become acquainted with the central features of the Finnish society and culture,
especially different cultural identities (national, ethnic, local etc.) and their construction
in the Finnish society. Students learn to critically analyze the features of their own
society and culture and they learn to perceive their own way of life as foreign. We
deliberate the significance of cultural differences and prejudices for human relationships
and the school. The aim is to perceive language as a social and cultural phenomenon and
understand the challenges of intercultural communication.
MOPP130
TEACHING MULTICULTURAL AND MULTILINGUAL GROUPS
Extent: 5 ECTS cr
Aim: To become acquainted with immigrant teaching in the Finnish education system
and the challenges of teaching. To learn about the linguistic, cultural and pedagogical
support of pupils. To understand the significance of functional bilingualism for the
individual, community and the Finnish society. Students learn to evaluate the teaching
materials and pupils support needs. In addition, they learn to plan material for a group
that is heterogeneous for its Finnish language skills.
Prerequisite studies: POM11AI Finnish Language and Literature; POM13AI Finnish as
a Second Language.
MOPP140
LEARNING AND TEACHING FINNISH AS A SECOND LANGUAGE
Extent: 5 ECTS cr
Aim: To recognize the phases in language learning, understand the challenges of learning
Finnish and learn to explain regularities in the language. Students learn to differentiate
the features of the pupils language skills and evaluate the pupils skills and progress.
Students also become acquainted with S2 learning materials: they learn to compile own
material and they acquire the basic skills for S2 teaching.
Mode of study: Group teaching, exercises, literature.
Prerequisite studies: POM11AI Finnish Language and Literature; POM13AI Finnish as
a Second Language
MOPP150
MULTICULTURAL PRACTICE AND PROJECT COURSE
Extent: 5 ECTS cr
Aim: To deepen the students understanding of intercultural interaction and
multiculturalism of the Finnish society and school. Students gain practical experience in
multicultural teaching and multi-professional co-operation. They also learn to encounter
and support pupils.
Mode of study: Orientating group or individual meetings, practice plan, practice and
practice report.
MINOR STUDIES IN MUSIC (25 ECTS CR)
Aim: Students are provided with the necessary skills for teaching music at the lower level
of the Finnish comprehensive school. They develop their musical skills and knowledge so
that they can teach grades 1-6 and also grades 7-9. In addition, students become
acquainted with the theories, conventions and alternative approaches in music pedagogy.
OMUP110
KNOWLEDGE IN MUSIC
Extent: 5 ECTS cr
Aim: To acquire the basic knowledge needed for music teaching: understanding the
existing teaching material as well as production of ones own teaching material.
History of Music
Theory of Music and Analysis of Harmony
Music Technology
Mode of study: Active participation, including lectures and demonstrations; exercises
and group work.
1. History of Music 2 ECTS cr
2. Theory of Music and Analysis of Harmony 2 ECTS cr
3. Music Technology 1 ECTS cr
OMUP120
SKILLS IN MUSIC
Extent: 12 ECTS cr
Aim: To acquire the confidence on which pedagogical thinking and planning of teaching
are based. Students may plan their studies in order to achieve a certain competence level
in some special area.
Piano playing
Ensemble playing and voice formation
Guitar playing
Ensemble playing (band)
Solfa and arrangement
Mode of study: in themes 1-4 working independently and in small groups, practicing
skills. In theme 5 exercises individually and in small groups.
1. Piano playing 4 ECTS cr

2. Ensemble playing and voice formation 3 ECTS cr
3. Guitar playing 1,5 ECTS cr
4. Ensemble playing 1,5 ECTS cr
5. Solfa methods and arrangements 2 ECTS cr
OMUP130
MUSIC PEDAGOGY
Extent: 8 ECTS cr
Aim: To examine special issues in music teaching from a didactic point of view.
To understand the significance of pedagogical thinking and insightful applications in the
teachers work.
Pedagogy 3
School instruments
Choir
Alternative course:
Multicultural music
Piano pedagogy
Childs musical development
Extended course in ensemble playing
Some other course
Mode of study: Group working. Teaching will be organized together with the
Department of Music and partially in mixed groups.
1. Didactics 2,5 ECTS cr
2. School Instruments 2 ECTS cr
3. Choir 2,5 ECTS cr
4. Alternative course 1 ECTS cr
Literature:
LINNANKIVI, M., TENKKU, L. & URHO, E. 1988. Musiikin didaktiikka. Porvoo:
WSOY.
HONGISTO-BERG, M., LINDEBERG-PIIROINEN, A. & MKINEN, L. 1993. Hip
hoi, musisoi! Musiikki varhaiskasvatuksessa. Espoo: Fazer Musiikki ja Tampere:
Tammer-Paino Oy.
AHONEN, K. 2004. Johdatus musiikin oppimiseen. Finn Lectura. Tampere: TammerPaino Oy.
FERRIS, J. 1985 tai 1988 (2nd edition). Music: the art of listening. Dubuque, Iowa:
Brown. (+cassettes)
STOLBA, K. MARIE. 1998. The Development of Western Music: an anthology. Boston:
McGraw Hill. (Kasetit kts. Ferris).
HARDGRAVES, D. J. 1986. The Developmental Psychology of Music. Avon:
Cambridge University Press. OR
HARDGRAVES, D. J. 1996. The Development of Artistic and Musical Competence.
New York: Oxford University Press (pages 145170) and
SLOBODA, J.A. 1985. The Musical Mind. The Cognitive Psychology of Music. Oxford:
Clarendon Press (pages 194238) and
PAANANEN, P. 1997. Lapsen lyllinen kehitys ja musiikin keksiminen.

Musiikkikasvatus, Finnish Journal of Music Education. Vol. 2, No 1.
Department: Department of Teacher Education and the Department of Music
MINOR STUDIES IN TEXTILE CRAFT EDUCATION (25 ECTS cr)

Aim: Students examine handicraft, deepen their own relationship with handicraft and
develop their handicraft skills. On the courses we examine the historical, artistic,
ecological, multicultural, technological and financial meanings of handicraft. The
contents of the courses are examined and differentiated as part of the students own
professionality and expertise.
Courses:
OTTP110 Introduction to Craft Science
OTTP120 Visual Design
OTTP130 Textile Materials
OTTP140 Design and Construction of Woven and Knitted Textiles
OTTP150 Sewing Techniques
OTTP160 Pattern Design
OTTP170 Product Design Project
OTTP110
3 ECTS cr
3 ECTS cr
3 ECTS cr
6 ECTS cr
4 ECTS cr
3 ECTS cr
3 ECTS cr
INTRODUCTION TO CRAFT SCIENCE
Extent: 3 ECTS cr
Aim: To introduce students to the concepts, phenomena and functional field of handicraft
and textile craft. To gain a general overview of the research field of craft science and its
relationship with other sciences. We examine the nature of handicraft from historical and
cultural perspectives, as well as from the makers and the consumers views.
Mode of study: Lectures 6 h, study visits 4 h, seminars 8 h, fieldwork 10 h, literature
(circa 100 pages), independent working 52 h.
Literature:
KUPIAINEN, T. (eds.) 2004. Ksill tehty. Helsinki: Edita, pages 15-28, 41-53,
73-81, 91-102.
LUUTONEN, M. 2002. Ksitytuotteisiin ja -palveluihin liitetyt merkitykset. Teoksessa
Luutonen, M. & yvri, A. (eds.) Ksin tehty tulevaisuus. Helsinki: Sitra, pages 72-109.
In addition 20 pages of a text chosen by the student.
OTTP120
VISUAL DESIGN
Extent: 3 ECTS cr
Aim: Students develop their planning skills and apply the principles of visual arts in the
planning of textiles (e.g. chromatics, design, construction of image). Students also learn
to use computer in textile design and they become acquainted with Finnish textile arts,
design and folk ornametics.
Mode of study: Lectures 8 h, instructed practices 24 h and literature (40 pages).
Independent working 48 h. Students are encouraged to experimental and investigative
activity.
Literature: Chosen together with students. Hand-outs.
Integrated with the following courses: Other minor courses in textile craft.
OTTP130
TEXTILE MATERIALS
Extent: 3 ECTS cr
Aim: To become acquainted with textile materials and apply textile knowledge in the
planning, making, acquisition, use and care of textile products.
Independent working 54 h. Students are encouraged to experimental and investigative
activity.
Literature: Various texts will be chosen.
OTTP140
DESIGN AND CONSTRUCTION OF WOVEN AND KNITTED

TEXTILES
Extent: 6 ECTS cr
Aim: To become acquainted with weaving and knitting. To acquire skills in independent
information retrieval and in the quality control of handicraft processes and productions.
Independent working 100 h.
Literature: Various texts will be chosen.
OTTP150
SEWING TECHNIQUES
Extent: 4 ECTS cr
Aim: To become acquainted with the planning and production of sewing embroidery, as
well as the methods, materials and structures. To acquire skills in the quality control of
handicraft processes and products.
Mode of study: Lectures 12 h, instructed practices 36 h, literature (40 pages),
independent working 60 h.
Literature:
KARHU, P., MALMSTRM, M. & MANNILA, T. 1996. Hyv sauma. Tekstiilityn
ksikirja. Keuruu: Otava. (applicable parts).
KDEN TAIDOT 1-4. 20022003. Helsinki: Weilin & Gs. (applicable parts).
Hand-outs.
OTTP160
PATTERN DESIGNS AND MANUFACTURING PROCESSES IN

CLOTHING
Extent: 3 ECTS cr
Aim: To become acquainted with the planning and manufacturing processes of clothes.
Students develop their spatial conceptualization and understanding of structures. Students
also become acquainted with dressing as a historical and cultural phenomenon and as a
period piece.
Mode of study: Lectures 10 h, instructed practices 28 h, study visit 2 h and literature (40
pages). Independent studying 40 h.
Literature:
KARHU, P., MALMSTRM, M. & MANNILA, T. 2003. Hyv sauma. Otava. (the part
on clothing)
KDEN TAIDOT 1-4. 2002-2003. Helsinki: Weilin & Gs. (the part on clothing).
Hand-outs.
OTTP170
PRODUCT DESIGN PROJECT
Extent: 3 ECTS cr
Aim: To become acquainted with creative handicraft process, its management and critical
evaluation. To understand the nature of a textile product and get acquainted with the
principles of setting up an exhibition.
Mode of study: Lectures 4 h, instructed practices 20 h, literature (40 pages) and a
portfolio. Independent studying 56 h.
Literature:
KETTUNEN, P. 2001. Muodon palapeli. Helsinki: WSOY. (applicable parts)
OR students choose 40 pages from different texts that are related to their project.
TECHNOLOGY EDUCATION MINOR SUBJECT STUDIES (25 ECTS CR)

Aim: To deepen the holistic planning of teaching and versatile know-how in the subject.
Students continue deliberating the interdependencies between social changes and
technology education. We also deliberate the challenges of participative education. In
addition, students become acquainted with the construction of machinery and different
technological systems. Students acquire the necessary skills to work as pedagogical
experts and teachers of technology education.
Courses:
OTNP110 Material and Production Technology I
OTNP112 Material and Production Technology II
OTNP114 Electrotechnology
OTNP116 Automatics and Devise Construction
OTNP118 Pedagogy
6 ECTS cr
6 ECTS cr
4 ECTS cr
3 ECTS cr
3 ECTS cr
OTNP120 Project Integrating Technology
3 ECTS cr
Literature:
tyn ja tekstiilityn opetukseen. Helsinki: Opetushallitus. (p. 7 75)
AHONEN, T. 1991. Maalaustyt. Pintaksittelyn perusteet. Helsinki: Rakentajain
kustannus (p. 825, 40136, 173213)
FAGERSTEDT, K., PELLINEN, K., SARANP, P. & TIMONEN, T. 1996. Mik puu
mist puusta. Helsinki: Yliopistopaino. (90 pages)
GARRATT, J. 1997. Design and technology. Second edition. University Press:
Cambridge. (15 pages)
INTERNATIONAL TECHNOLOGY EDUCATION ASSOCIATION. 2000. Standards
for technological literacy. Content for the study of technology. Reston, Virginia: ITEA.
(p. 90138)
LAVONEN, J., LIND, M., ANTILA, T. & AUTIO, O. 1995. Elektroniikka omaksi. Aine
ja energia. Porvoo: WSOY. (10 pages)
MALI, J. 1980. Kotimaisten puulajien ja tuontipuulajien tekniset ominaisuudet ja kytt.
Valtion teknillinen tutkimuskeskus, puulaboratorio. Tiedonanto 3. Espoo, 44 (p.155)
OPETUSHALLITUS. Perusopetuksen opetussuunnitelman perusteet 2004. Vammala:
Vammalan kirjapaino. (6 pages)
SCOTT, E. 1997. Suuri puutykirja. Tammi. (p. 150223)
MINOR STUDIES IN SCIENCE (25 ECTS cr)
OYLP110
BASICS OF PHYSICS AND DIDACTICS OF PHYSICS
Extent: 5 ECTS cr
Aim: To deepen and expand knowledge on the fundamental contents and methods of
physics. Students deepen their knowledge on natural phenomena by getting acquainted
with the concept formulation, theories and models also on quantitative level. Special
attention is paid to the experimental nature of science. Students become familiar with the
research knowledge on teaching and learning physics, and they learn to apply that
knowledge in school teaching.
Mode of study: Lectures, practices
OYLP120
BASICS OF CHEMISTRY AND DIDACTICS
Extent: 5 ECTS cr
Aim: To deepen and extend knowledge on the contents and methods of science. Special
attention is paid to the experimental nature of science. Students scientific perspective is
widened by introducing them to the history of science, the foundations of adaptive
science as well as technological applications and environmental issues. Students practice

independent, investigative learning by observing important contemporary phenomena,
such as environmental problems. Students become acquainted with research knowledge
on teaching and learning science and they learn to apply it in school teaching.
Mode of study: Activating lectures, exercises
Prerequisite studies: POM12YL Science
OYLP130
FIELD COURSE IN ECOLOGY
Extent: 2 ECTS cr
Aim: Students learn about the structure, function and species of the most important
domestic ecosystems.
Mode of study: participation in the terrain course (1.5 ECTS cr) and writing a report (0.5
ECTS cr)
BIOA124
SCHOOL LABORATORY WORKS IN BIOLOGY
Extent: 2 ECTS cr
Aim: Students learn to plan and implement pupil works. They also learn to use literature
and internet sources as a support of the teachers work.
Mode of study: Participation in the practices (2 ECTS cr)
OYLP140
GEOGRAPHY
Extent: 5 ECTS cr
Aim: To deepen the students familiarity with the fundamental contents and methods of
science. Students deepen their knowledge on scientific phenomena by getting acquainted
with the concept formation, theories and models. Students scientific perspective is
expanded by introducing them to the history of geography. The aim is to understand the
foundations of geography, the latest information and environmental problems. Students
get familiar with teaching geography and the research knowledge related to teaching.
They also learn to apply that knowledge in school teaching by planning teaching and
learning entities based on didactic research.
Mode of study: Lectures, exercises, teaching scientific argumentation, written
assignment, trip, seminar
OYLP151
BASICS OF ENVIRONMENT PROTECTION
Extent: 3 ECTS cr
Aim: To acquire the basic knowledge on the state of the environment and the factors
affecting it.
Mode of study: Book examination
Literature:
Hakala, H. & Vlimki, H. 2003: Ympristn tila ja suojelu Suomessa. Gaudeamus,
Helsinki. (applicable parts) or a book with equivalent contents.
OYLP150
HEALTH SCIENCE AND HUMAN BIOLOGY
Extent: 3 ECTS cr
Aim: Students become acquainted with the knowledge foundation and concepts in health
science and human biology and they learn to understand the aims of health science in
grades 1-6.
Mode of study: Lectures, tutorials, source literature of the lectures, written assignment
MINOR STUDIES IN FINNISH LANGUAGE AND LITERATURE (25 ECTS CR)
OAIP110
LANGUAGE: STRUCTURE, MEANING AND USE OF LANGUAGE
Extent: 7 ECTS cr
Aim: Students deepen their knowledge on the structure and use of the Finnish language
and learn to make conclusions about the special features of the language and different
text types. We outline and evaluate the aims of language teaching in school. Students
learn to use the structural language knowledge in order to develop the pupils language
comprehension and linguistic thinking.
Mode of study: Group teaching, course work, other exercises and a final assignment.
OAIP120
LANGUAGE: LANGUAGE AND IDENTITY
Extent: 4 ECTS cr
Aim: To understand the importance of language for the individual and the community.
Language is examined as a part of thinking, socialization and interaction. The emphasis is
on the diversity of language and culture. Students learn to evaluate different forms of biand multilingualism from the perspective of the individual and the community.
Mode of study: Group teaching, exercises.
Literature: Will be chosen to support the themes of the exercises

OAIP211
LITERATURE, CULTURE AND MEDIA
Extent: 7 ECTS cr
Aim: Students deepen their knowledge on different literature types and eras, for instance
childrens and youths literature. Students are introduced to the interpretation and
teaching methods of literature. Furthermore, we deliberate the schools position in
relation to the media world. Students learn about pedagogical operations models in order
to analyze multilayered culture and different forms of media communication. Students
also practice producing different types of media texts.
Mode of study: Group teaching and course works.
Integrated with the following courses: it is possible to integrate this course with
Guidance of Textual Skills.
OAIP111
GUIDANCE OF TEXTUAL SKILLS
Extent: 4 ECTS cr
Aim: To examine literacy and ability to write as a part of information acquisition,
communal participation and internal growth process. Students learn about the phases in
the process of learning to read and write. Students also learn to support those phases by
discussion, planning of writing, constant evaluation and feedback. In addition, various
text types and different means of reading and writing are introduced.
Mode of study: Group teaching, exercises
OAIP320
SPEECH COMMUNICATION
Extent: 3 ECTS cr
Aim: To develop skills in different areas of speech communication. Students learn to
understand the significance of speech communication in different communicational
contexts.
Mode of study: Group teaching and exercises
9.4.3 Class Teacher Studies for Finnish Sign Language Users
The purpose of the programme which aims at a Masters Degree in Education is to ensure
the constitutional right of sign language using children to be educated in their own
language with the help of qualified teachers using sign language.
The term class teacher using sign language refers to teachers who teach children in their
own language. They teach children in basic education groups by using sign language.
Until now students using sign language have not been taught by qualified teachers for
whom sign language is their mother or fist language. The purpose of the education is to
meet this need.
The basic idea of the education is to train qualified teacher who are able to organize and
develop sign language learning as a mother tongue and Finnish as a second language.
They know the principles of arranging bi-/multilingual and cultural learning (the
languages and cultures of the sign language community and the Finnish speaking
community) in order to achieve the learning goals of comprehensive school.
During the education students gather knowledge and skills and they will become
qualified, pedagogically competent teachers at the lower level of the Finnish
comprehensive school for children using sign language. They will use the principles of
renewable learning and will have the skills to develop their work through research. One
perspective of the teacher researcher perspective is that a teacher trained this way can
do research and write articles, and provide information and culturally suitable learning
material for developing the field of teaching/learning in sign language.
Students get acquainted with intercultural communication as well, in order to be able to
act as equal members of a working community with two languages. They learn to solve
misunderstandings and conflicts caused by different cultures in a constructive and cooperative manner.
The education prepares students to keep up with the constantly changing field of
information and communication technology and network education. Education can
include, for instance, virtual schools in sign language with distant teaching and learning
techniques, as well as networking.
The education raises students awareness of the different, international dimensions of the
sign language community; its history and culture, the significance of sign language and
its internationalism. Students learn how to deliver the ingredients of their community and
culture to pupils. The study entities of culture and international education are central
areas of the education programme. In this context the principles of multicultural teaching
become familiar.
Structure of the education
The major subject in the Class Teacher Programme of Finnish Sign Language Users is
education (140 ECTS cr.). In addition to the language and communication studies (25
ECTS cr), minor subject studies are also included in the programme. The minor subject
studies consist of multidisciplinary school subject studies (60 ECTS cr) and the study
entities of sign language as a mother tongue (25 ECTS cr) and Finnish as a second
language (25 ECTS cr)
A central part of the education is an integrated entity of language and communication
studies, sign language as a mother tongue studies and Finnish as a second language
studies. This study module prepares the teachers-to-be to function as competent,
multilingual and multicultural teachers.
The education is intended for students to whom Finnish sign language is their mother or
first language. The former refers to those students whose one or both parents uses sign
language. The latter refers to those who have used sign language since their early
childhood and who have used sign language with their hearing parent and family
members since childhood. The prerequisite for the education is the matriculation exam or
corresponding studies.
The education is organized as class teacher education, and its foundations and aims are
parallel to the class teacher education programme, which aims at the Masters Degree in
Education. The education is not special class teacher education for the hearing-impaired.
9.5
CURRICULUM OF TEACHERS PEDAGOGIC STUDIES IN THE

SUBJECT TEACHER EDUCATION PROGRAMME
Teachers pedagogical studies in subject teacher education programme provide the

multidisciplinary qualification to teach in different educational institutions. Subject
knowledge as well as knowledge about education, learning and teaching are integrated in
the studies. Students develop their own teaching philosophy through reflective, dialogic
and practical activity. The purpose of the programme is to help the teacher-to-be develop
into a professional in the planning, implementation, evaluation and development of
teaching.
Teachers pedagogical studies provide the general teacher qualification. During the
programme students learn to understand that the development of teachership is a lifelong
process. They also learn to see how social changes reflect on the school and the teaching
work. Therefore, students can constantly develop themselves as educators and teachers.
Students who have successfully completed the pedagogical studies can work in various
teaching and studying environments. The education emphasizes active citizenship, social
equality and intercultural understanding.
Subject teacher students first complete the Bachelors degree and then the Masters
degree. Both degrees include teachers pedagogical studies so that 25 ECTS credits of
pedagogical studies are included in the Bachelors degree, and 35 ECTS credits in the
Masters degree. In order to participate in the pedagogical courses that are included in the
Masters degree, student must first complete the pedagogical courses that are part of the
Bachelors degree. Subject departments are responsible for the school subject studies, and
the Department of Teacher Education is responsible for the pedagogical studies. Subject
departments, Department of Teacher Education, the Teacher Training School and other
practice schools accepted by the Faculty of Education carry out the degree education in
co-operation.
9.5.1 Study blocks and their timing
STUDY BLOCKS
Teachers Pedagogical
Basic Studies
1st year
Currents of Education
Cultural Foundation of
Education
(history of education,
educational philosophy,
educational anthropology)
2nd year
Teachers Pedagogical
Subject Studies
3rd year
4th year
KTKP101
5 ECTS cr
OPEA110
3 ECTS cr
Development and
Growth Milieus
(educational
psychology
KTKP102
5 ECTS cr
OPEA210
6 ECTS cr
School Community
and Society
(Sociology of
Education)
KTKP103
5 ECTS cr
Guidance of Growth
And Learning
(theories and pedagogy
of guidance of learning)
OPEP410
5 ECTS cr
OPEA410
4 ECTS cr
Practice
OPEP510
5 ECTS cr
OPEA510 5 ECTS cr
OPEA520 7 ECTS cr
OPEA530
OPEA540 3 ECTS cr
Research Method
Studies
(method path)
OPEA610 3 ECTS cr
Other study blocks (integrated with Basic and Subject studies)

Portflio path
Path of multiculturalism
Path of participative education
In total
25 ECTS credits
35 ECTS credits
The studies comprise the basic and bubject studies (60 ECTS credits in total). In the
Teachers Pedagogical Basic Studies (25 ECTS cr) students orientate to the work and
functional environments in the field of education. In the basic studies we examine the
different functional environments and the integration of different educational
perspectives. Basic studies comprise the common part of the Faculty of Education
(Introduction to Educators Work) and the department-specific part (Introduction to
Teachers Work). In the pedagogical subject studies (35 ECTS cr) the focus is on
learning and its guidance, which is approached from various perspectives. The aim is to
acquire a versatile understanding of the different forms of learning and guidance of
learning as a multilayered phenomenon. Teachers pedagogical studies are equal to the
Basic and Subject studies in education, and after completing them students may proceed
to the Advanced studies in education.
Basic Studies (25 ECTS cr)
1 ECTS credit equals to 27 hours of work, of which max. 14 hours is contact teaching.
THE COMMON BASIC STUDIES IN EDUCATION (15 ECTS CR)
Introduction to Educators Work
KTKP101
Introduction to Education
KTKP102
Psychological Foundations of Education
KTKP103
Sociological Foundations of Education
5 ECTS cr
5 ECTS cr
5 ECTS cr
EDUCATION STUDIES IN THE TEACHER EDUCATION PROGRAMME 10 ECTS CR

Introduction to Teachers Work
OPEP410
Guidance of Growth and Learning
5 ECTS cr
OPEP510
Instructed Orientating Practice
5 ECTS cr
Subject Studies (35 ECTS cr)
OPEA210
OPEA410
OPEA110
OPEA610
OPEA510
OPEA520
A Developing Individual in Group

Guidance of Learning and the Learning Organization
Educators Ethics and Educational Philosophy
Research Methodology and Communication
Instructed Basic Practice
Instructed Advanced Practice
Choose one of the following courses:

OPEA530
Instructed Adaptive Practice
OPEA540
Instructed Specializing Practice
6 ECTS cr
7 ECTS cr
4 ECTS cr
3 ECTS cr
5 ECTS cr
7 ECTS cr
3 ECTS cr
3 ECTS cr
Timing of the studies in different student groups

A) Students chosen directly to
teacher education programme
B) Other students
in the University
C) Post-graduate students
applying for the Pedagogical
through entrance exam
of Jyvskyl
Subject Studies
1st year of study:

Common Basic Studies in
Education KTKP101
103 (15 ECTS cr)
Before applying for the

pedagogical subjects studies
students must complete
at least 15 ECTS credits of
Basic studies in education
(e.g. KTKP101-103) and
60 ECTS cr of major
subject studies and take
an aptitude test.
Students who have completed

the higher university degree,
must complete the Basic
studies in education (15 cr)
and take an aptitude test
before applying for the
pedagogical subject studies.
2nd year of study:

OPEP410 and OPEP510
(10 ECTS cr)
3rd year of study:

Major subject studies
(including the Bachelors
Thesis)
4th year of study:
Pedagogical subject studies
35 ECTS cr
5th year of study:
Major subject studies
(including the Pro Gradu
Thesis)
Students first complete the

supplementary module of
the pedagogical basic
studies 10 ECTS cr
(OPEP410 and OPEP510).
Students continue to the
Subject studies as soon as
they have completed the
supplementary modules.
Students first complete the

supplementary module of the
pedagogical basic studies
10 cr (OPEP410 and OPEP510)
Students continue to the
Subject studies as soon as
they have completed the
supplementary modules.
A. These students continue to the subject studies after completing the basic
studies.
B. Students who have completed the basic studies elsewhere, supplement their
studies after receiving the study right for the pedagogical subject studies.
Assessment
The aim of the assessment is to support the students growth into teachers. Students set
professional goals for themselves, observe their own development, get feedback on their
studies and learning and evaluate their own pedagogical thinking. In the assessment
attention is paid to the understanding of educational and subject-pedagogical theories and
using them in practical teaching, as well as interaction with pupils, other students and
teachers. In the assessment stress will be laid on the construction of ones own teaching
philosophy and investigative approach. Equal emphasis is put on social skills,
communication and interaction skills as well as working in varying teaching and work
environments.
The teachers pedagogical studies (60 ECTS cr) will be graded on the scale pass fail. A
Pass implies completion of the course at the level of good. The successful completion of
the teachers pedagogical studies will be mentioned in the degree certificate as follows:
the studies completed acceptably; an accepted completion implies at least a level of good.
9.5.2 Teachers Pedagogical Basic Studies

The pedagogical basic studies (25 ECTS cr) comprise the common basic studies (15
ECTS cr) and the basic studies in teacher education (10 ECTS cr).
Orientation to the work and functional environments in the field of education
Introduction to Educators Work
COMMON STUDIES IN EDUCATION 15 ECTS CR
KTKP101
INTRODUCTION TO EDUCATION
Extent: 5 ECTS cr
Aim: The following issues are discussed: 1) What are the cultural tasks of education? 2)
How are the different functional environments and conventions studied in educational
sciences? 3) What are the typical theories, terminologies and concepts in education?
Literature:
HIRSJRVI, S. ja HUTTUNEN, J. 1995. Johdatus kasvatustieteeseen. Porvoo: WSOY.
OR
RINNE, R. KIVIRAUMA, J. LEHTINEN, E. 2000. Johdatus kasvatustieteisiin. Helsinki:
WSOY. OR
SILJANDER, P. 2002. Systemaattinen johdatus kasvatustieteisiin. Helsinki: Otava.
In addition, articles on the history of teachers profession in Finland.
Department: Faculty of Education and the Department of Teacher Education
KTKP102
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Extent: 5 ECTS cr
Aim: To introduce the basic concepts and theories in developmental and educational
psychology, as well as learning and development in different environments.
Mode of study: Lectures 10 h (common lecture of the faculty), home group teaching 16
h
Prerequisite studies: KTKP101
Literature:
a) choose one of the following general texts:
KUUSINEN, J. (eds.) 1995. Kasvatuspsykologia. Helsinki: WSOY.
LEHTINEN, E. & KUUSINEN, J. 2001. Kasvatuspsykologia. Helsinki: WSOY. OR
LEHTINEN, E., KUUSINEN, J. & VAURAS, M. 2006. Kasvatuspsykologia. Helsinki:
WSOY.
b) and the following special text:
LYYTINEN, P., KORKIAKANGAS, M. & LYYTINEN, H. (eds.) 2003. Nkkulmia
kehityspsykologiaan: kehitys kontekstissaan. Helsinki: WSOY. (applicable parts)

Department: Faculty of Education and the Department of Teacher Education
KTKP103
SOCIOLOGICAL FOUNDATIONS OF EDUCATION (PED.OP.)
Extent: 5 ECTS cr
Aim: The course acquaints students with the basic concepts and theories in Sociology of
Education by discussing topics related to family, childhood, adolescence, adulthood,
schooling and teaching.
Mode of study: Lectures 14 h (common lectures of the faculty 10 h and departmentspecific lectures 4 h), home group teaching 16 h
Prerequisite studies: KTKP101-KTKP102
Literature:
a) choose one of the following general texts:
ANTIKAINEN, A. 1998. Kasvatus, elmnkulku ja yhteiskunta. Helsinki: WSOY. OR
WSOY. (chapters 1-2, 5-6, 8, 11) OR
TAKALA, T. (eds.) 1995. Kasvatussosiologia. Helsinki: WSOY.
b) and one of the following special texts:
LAINE, K. 1998. Ameba pulpetissa. Koulun arkikulttuurin jnnitteit. Jyvskyl: Sophi.
OR
LAINE, K. 2001. Koulukuvia. Koulu nuorten kokemistilana. Jyvskyl: Sophi. OR
SAHLBERG, P. 1998. Opettajana koulun muutoksessa. Helsinki: WSOY. OR
TOLONEN, T. 2001. Nuorten kulttuurit koulussa: ni, tila ja sukupuolten arkiset
jrjestykset. Helsinki: Gaudeamus.
Department: Department of Educational Sciences and the Department of Teacher
Education
EDUCATION STUDIES IN THE TEACHER EDUCATION PROGRAMME 10 ECTS CR
Introduction to Teachers Work
OPEP410
GUIDANCE OF GROWTH AND LEARNING
Extent: 5 ECTS cr
Aim: To examine the foundations of school education; teaching and learning concepts as
well as world and human concepts from the pupils and teachers perspectives. Students
analyze the foundations and development of teachership from the perspective of their
own identity and multiculturalism.
Contents and mode of study: Students get acquainted with the features of the learning
process and pedagogical and subject-didactic operations models that support pupils
learning. We also examine different learning theories, pedagogization of the subject as
well as the teachers profession.
Basics of Guidance of Learning I, 2 ECTS cr
Lectures 20 h and learning exercises
Subject Pedagogy, 3 ECTS cr

Max. 42 hours of contact teaching
Recommended timing: Students who have been selected directly to the teacher
education programme through entrance exam: 2nd year of study, 1st or 4th period. Other
students: during the Subject studies, the 1st period.
Prerequisite studies: the common basic studies in education KTKP101-KTKP103 (15
ECTS cr)
Integrated with the following course: OPEP510
Basics of the Guidance of Learning I, lectures 20 h (not for students of physical
education).
OPEP510
INSTRUCTED ORIENTATING PRACTICE: 5 ECTS CR
Aim: To support the students career choices. Students analyze their conceptions of the
school, teacher and class. They learn to observe the class community, study environment
and the diversity of pupils from the perspective of teaching and learning. Students
develop their teachership and they set themselves goals as educators and teachers.
Contents and mode of study:
School as a work environment and pupil knowledge 3 ECTS cr.
Students become acquainted with the school community, co-operation between school
and parents as well as the teachers work. They are introduced to the function of the class
community and the central methods of learning. Lectures 12 h and group work 22 h.
Subject pedagogy 2 ECTS cr.
Students reflect on their own teaching and learning experiences and deliberate the
relationship between the studies in their own field and school teaching.
Subject-specific contact teaching max. 24 h, of which study circle working at least 10 h.
Three teaching sessions by each student.
Recommended timing: students chosen directly to the teacher education programme
through entrance exam: 2nd year of study (either 1st or 4th period), other students: during
the subject studies (1st period)
Prerequisite studies: Basic studies in education KTKP101-103 (15 ECTS cr)
Department: Teacher Training School and the Department of Teacher Education
Integrated with the following course: OPEP410
9.5.3 Subject Studies in the Teachers Pedagogical Studies

OPEA210
A DEVELOPING INDIVIDUAL IN GROUP
Extent: 6 ECTS cr
Aim: To evaluate the class as a social community while taking into account each
learners individuality in it. Students get acquainted with the connections between the
development of emotional life, motivation and thinking. They also learn to recognize and
evaluate group processes and the individual as a member of a group from the pupils and
teachers perspective.
Contents and mode of study: We examine the methods of supporting individuals selfconfidence as well as difficulties in learning and adaptation. Furthermore, we examine
the importance of a group for the pupils and teachers welfare.
Participative education 3 ECTS cr
1) Reading circle (Peterson etc. 2003): Orientating lecture to the reading circle 2 h,
5 reading circle meetings (10 h), and the final meeting 2 h
2) Lectures 10 h and a web assignment: Individual pupil encountering in a group
4 h, pedagogy of groups that are heterogeneous for their Finnish language skills 6 h
Subject Pedagogy 3 ECTS cr
Max. 42 hours of contact teaching
Recommended timing: 2nd and 3rd period
Prerequisite studies: Pedagogical basic studies in education (25 ECTS cr)
Literature:
PETERSON, J. M. & HITTIE, M. 2003. Inclusive teaching. Creating effective
schools for all learners. Boston: Allyn & Bacon. Luvut 112
Integrated with the following courses: OPEA510 and OPEA520
OPEA510
INSTRUCTED BASIC PRACTICE
Extent: 5 ECTS cr
Aim: Students learn to individualize the aims and contents of their teaching. They
observe pupils as different individual learners and members of the group. Students
become acquainted with various learning environments and different working methods.
They also acquaint with the foundations of the evaluation of learning: students learn to
evaluate their own actions and become aware of their responsibility as educators.
Content and mode of study:
Learning in various learning environments 1 ECTS cr.
Students are introduced to various learning environments and the pedagogical use of
information and communication technology. Contact teaching max. 16 hours, which
includes two instructed group listenings.
Pedagogical planning, implementation and evaluation 4 ECTS cr.
Students plan and implement lessons in different learning environments. 14 sessions of
students own teaching, subject-specific contact teaching 24 hours, of which study circle
working min. 8 h.
Recommended timing: Students chosen directly to the teacher education programme
through entrance exam: 1st and 2nd period, students supplementing their studies: 2nd
period
Prerequisite studies: Pedagogical basic studies in education
OPEA410
Extent: 7 ECTS cr
Aim: To understand the multidisciplinarity of the teachers work and learn to see the
school as an institution. The perspective to the studies is subject-pedagogical. Students
examine the guidance of learning, subject pedagogy, different learning environments,
function of the school community and the legislations that guide it, as well as
communality in the society.
Contents and mode of study: Becoming acquainted with guidance of learning as a
process that affects the entire person, as well as with the planning, implementation and
evaluation of guidance of learning in different learning environments. We analyze
teachers actions, examine school as a working community and evaluate the conditions
that home and society have set for school work and education. We also examine the
impact of supplementary educators (especially media) on peoples growth and
development. Curriculum and school legislation are examined as guiding documents of
school work, and the curriculum as a means of integrating the school community.
Guidance of Learning and the Learning Organization 3 ECTS cr (3rd or 4th period)
1) Collaborative School and Basics of Guidance of Learning II, lectures 18 h
2) Ministry of Education
3) Civil Influencing and Media Education, lectures 6 h, group work and
participation in a media education project
Subject Pedagogy 4 ECTS cr (1st period)
1) Lectures 20 h
Note that the subject pedagogy lectures are integrated with subject pedagogy in
the following subjects: music, history, philosophy, psychology and health
education.
2) Max. 36 hours of contact teaching in subject groups, exercises
Literature:
LAHTINEN, M., Lankinen, T., Penttil, A. & Sulonen, A. 2005. Koulutuksen
lainsdnt kytnnss. Helsinki. Tietosanoma Oy (applicable parts). Other literature
will be announced on the course.
Integrated with the following course: OPEA510, OPEA520, OPEA530/540 and
OPEA110
OPEA610
RESEARCH METHODOLOGY AND COMMUNICATION
Extent: 3 ECTS cr
Aim: Students become acquainted with the methodological starting points of the research
of learning and its guidance. They are introduced to the principles of quantitative and
qualitative research on education and teaching work. The focus is on teachers as
researchers of their work.
Contents and mode of study: We examine different research methods that teachers can
use in investigating their own work. Students learn to interpret research results and they
become familiar with the different text types in research communication. A small-scale
research is carried out during the course, to which student collect data on the course
OPEA520. Lectures 10 h, group meetings max. 10 h, Investigative Teacher seminar max.
8 h, independent working.
Recommended timing: 2nd and 4th period
Prerequisite studies: Pedagogical Basic Studies in Education (25 ECTS cr)
Integrated with the following course: OPEA520
OPEA110
TEACHERS ETHICS AND EDUCATIONAL PHILOSOPHY
Extent: 4 ECTS cr
Aim: Students are introduced to the ethics of teaching and education. They learn to
differentiate their own educational philosophy and continue developing it.
Contents and mode of study: To examine the important philosophical issues in
teachers work. We differentiate the ethical conflicts in teachers work and get familiar
with multiculturalism in education and teaching work. Students deliberate their own
teachership on the basis of their teaching practice experiences. We also discuss the
feelings aroused in students by the experience of entering teachers job.
Lectures 2 ECTS cr
Three lecture entities, of which students choose one. 10 h
Spring conference 8 h
Subject group teaching 2 ECTS cr
Group working, including exercises and presentation of the portfolio max. 20 h
Recommended timing: 4th period
Integrated with the following courses: KTKP102 and OPEA520
OPEA520
ADVANCED INSTRUCTED PRACTICE
Extent: 7 ECTS cr
Aim: Students orientate to work independently and develop their interaction skills. They
deliberate the theoretical, philosophical and ethical principles of their own teaching and
education work. They develop their skills in pupil evaluation, learn to evaluate their own
actions and become aware of the societal dimension of the teachers work.
Contents and mode of study:
Investigative Approach to Teachers Work 1 ECTS cr
Students plan a teaching experiment based on theoretical starting points, which they
implement in their own teaching during the course. The teaching experiment will be
documented, reported and reflected together with other students, the instructor and a
lecturer from the Department of Teacher Education. Two instructed group listenings are
included in the course.
Encountering a Different Learner 2 ECTS cr
Students learn to encounter different learners and recognize learning difficulties. Six
sessions of students own teaching, subject-specific contact teaching max. 18 h.
Deepening the Evaluation of Learning and Teaching 2 ECTS cr
Students deepen their ability to evaluate learning and they practice giving evaluation
feedback. They plan and implement teaching and report about it. Six sessions of students
own teaching and subject-specific contact teaching 18 h.
Ethical Foundation of ones Teaching and Education Work and Social Responsibility 2
ECTS cr
Attention is paid to the ethical foundation and social responsibility of teaching and
education work. Six sessions of ones own teaching and subject-specific contact teaching
max. 18 h.
Recommended timing: 3rd and 4th period
Prerequisite studies: Pedagogical basic studies in education (25 ECTS cr) and teaching
practice period OPEA510
Department: Department of Teacher Education and the Teacher Training School and the
schools they co-ordinate.
Integrated with the following courses: OPEA410, OPEA110 and OPEA610
It is possible to include some courses in the minor subject studies according to the
students personal study plan.
One of the following courses must be chosen: OPEA530 or OPEA540
OPEA530
INSTRUCTED ADAPTIVE PRACTICE
Extent: 3 ECTS cr
Aim: Students extend and deepen their knowledge on teaching and school work in
different educational institutions. They become acquainted with the schools activity
culture and examine the school as a learning organization. Students learn to plan
activities, allocate resources and share the responsibilities in a work community. They
also become acquainted with the co-operation between school and parents as well as the
connections between school and the society. In practical pedagogy students deepen their
skills in managing teaching, guidance of learning and group processes. Furthermore, they
deliberate the ethical principles and value-philosophical background of teachers work
and gain practical experience in encountering the diversity of learners.
Content and mode of study:
Planning the practice 8 h
Students compile a personal study plan in co-operation with a pedagogy lecturer from the
Department of Teacher Education.
Working in a Work Community min. 12 h
Observing the work community and implementation of curriculum, interviewing a
member of the staff, participating in the schools events.
Pedagogy in practice min. 34 h.
Following the teaching, planning and implementing ones own teaching (at least 6
sessions) and guidance discussions.
Reporting and the final seminar min. 14 h (students own work 80 h in total).
Recommended timing: 2nd, 3rd or 4th period
practice courses OPEA510 and OPEA520.
This course can be substituted by full-time teaching work that has lasted for one term or
longer. In addition, students applying for substitution must participate in a feedback
discussion. If you wish to apply for substitution, please contact the co-ordinator of the
subject teacher education by September 30th.
OPEA540
INSTRUCTED SPECIALIZING PRACTICE
Extent: 3 ECTS cr
Aim: Students deepen their pedagogical knowledge in a special area of their choice as a
campus practice in the University of Jyvskyl (e.g. preschool teaching, special teaching,
integrated basic teaching, high school teaching, pupil guidance, management of school,
university teaching). The course supports students own professional growth.
Contents and mode of study: Students compile a personal plan in co-operation with the
lecturer of didactics.
Planning the practice 8 h.
Students compile a personal study plan in co-operation with the lecturer of didactics.
Working in a work community min. 12 h.
Observing the work community and the implementation of curriculum, interviewing a
member of the staff and participating in the schools events.
Pedagogy in practice min. 34 h.
Observation of teaching, planning and implementation of ones own teaching (at least 6
teaching sessions) and guidance discussions.
Reporting and final seminar min. 14 h (students work 80 h in total)
80 hours of students work according to the study plan.
Recommended timing: 2nd, 3rd or 4th period
practice courses OPEA510 and OPEA520
Department: Department of Teacher Education, subject departments, Language Center
and the Teacher Training School
9.5.4 Supplementations and substitutions in the teachers pedagogical studies

Students may supplement previously completed studies in education / adult education /
special pedagogy. Students who have completed the subject studies in education (60
ECTS cr) for the pedagogical studies in education (subject teacher education), can
substitute 28 ECTS credits. These students supplement their studies by pedagogically
emphasized studies (12 ECTS cr) and the instructed teaching practices (20 ECTS cr).
Substitutions must be agreed with the pedagogy lecturer of ones own department.
If a student has
previously completed,
Previous studies
compensate,
Student must
complete:
IN TOTAL
a) Basic Studies 25
ECTS cr
15 ECTS cr
10 ECTS cr and the Subject

Studies 35 ECTS cr
60 ECTS cr
b) Subject Studies
28 ECTS cr
pedagogically emphasized
60 ECTS cr
60 ECTS cr
studies 12 ECTS cr
and practices 20 ECTS cr
If a student has not completed the studies and s/he has started the teachers pedagogical
studies according to the old curriculum, substitutions and supplementations must be
agreed with the pedagogy lecturer.
Criteria for discontinuing, retaking or supplementing the studies
Students own legal protection is emphasized in the criteria. In addition, the emphasis is
on students physical and mental wellbeing, other students right to learn, safe studying,
as well as the teachers right to carry out his/her teaching task.
A. Discontinuing immediately and temporarily
If the student participates in teaching situations under the influence of
drugs/alcohol or narcotic substances.
B. Discontinuing temporarily
If the student is pregnant or has a long-term illness (medical certificate), and the
mentioned factors threaten the students own health or other students health.
If the guidance group discovers another reason why the student is unable to study
(as a result of which other students feel threatened and the student needs
professional help; e.g. severe mental illness).
C. Student must retake or partially retake a course
If s/he repeatedly neglects his/her participation, or his/her other studies or work
duties considerably distract the students own studying, or other students and/or
the instructors work.
If s/he does not master the basics of the course even after several lessons (learning
becomes impossible, lessons are repeatedly dangerous/chaotic).
If a considerable part of the course is not completed (due to absence or personal
issues).
D. Compensating individual lessons or other responsibilities
Because of the students short-term illness when s/he is not present on lessons on
which something crucial is handled.
If the students has not prepared for the classes or s/he neglects the studies in some
other way (e.g. indifference towards timetables, not doing the required
assignments).
Courses are supplemented according to an agreement made with the teachers and
instructors. If the student has plenty of courses to be supplemented, there may be a delay
in the completion of the pedagogical studies.
Substitution of studies
SUBSTITUTING STUDIES IN MUSIC EDUCATION
The following courses can be substituted by studies in music education in the Department
of Music:
1) Pedagogical Basic Studies in Education (subject teacher education) substituting part 8
ECTS cr:
KTKP102
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION 5 ECTS CR
Substitutive course: MKPP030 Music Pedagogy II 3 ECTS cr substitutes the course

home group working of the course KTKP102 (3 ECTS cr).
OPEP410
GUIDANCE OF GROWTH AND LEARNING 5 ECTS CR
Substitutive courses: MKPP010 Pedagogy of Music Education / 3 ECTS cr and

MKPP020 Pedagogy of Multicultural Music Education 2 ECTS cr
Note that in spite of the course name, these are pedagogical studies, not major studies in
music education.
2) Pedagogical Subject Studies in Education (subject teacher education), substitutive
part 6 ECTS cr:
OPEA610
RESEARCH METHODOLOGY AND COMMUNICATION 3 ECTS CR
Substitutive course: MKPA021 Pedagogy of Music History 3 ECTS cr
OPEA210
A DEVELOPING INDIVIDUAL IN GROUP 6 ECTS CR
Substitutive course: MKPP022 Pedagogy of Ensemble Playing 3 ECTS cr
OPEA550
INSTRUCTED ADAPTIVE PRACTICE IN MUSIC
The course substitutes the pedagogical studies of master students of music (60 ECTS cr).
This course substitutes the course OPEA510 (annually for five students).
Extent: 5 ECTS cr
Aim: Students gain experience in integrated music teaching. School is examined as a
learning organization, through which students acquaint with different forms of cooperation and connections with the society. The course supports students own
professional growth by developing his/her skills in teaching, guidance of learning,
management of group processes and special pedagogical areas.
Contents and mode of study: To become acquainted with the music teaching in
comprehensive school and upper secondary school, its special features, challenges,
learning difficulties, differentiation and prevention of marginalization.
Literature: Will be chosen according to the students personal study plan.

Recommended timing: According to the students study plan.
SUBSTITUTIVE STUDIES IN PHYSICAL EDUCATION

The following courses can be substituted by studies in the Department of Sport Sciences:
Students who have started their studies in 2004 or before that:
KTKP101
INTRODUCTION TO EDUCATION (5 ECTS CR)
Substituted by: 4 ECTS cr/ LPE106 Pedagogy and Didactics of Sports I

To be completed: 1 ECTS cr / Introduction lectures (KTK) and literature studies as study
circle working (Department of Teacher Education)
KTKP102
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION (5 ECTS CR)
Substituted by: 3 ECTS cr / LPS101 Foundations of Sport Psychology

To be completed: 2 ECTS cr / Introduction lectures (KTK) and literature studies as study
circle working (Department of Teacher Education).
KTKP103
SOCIOLOGICAL FOUNDATIONS OF EDUCATION (5 ECTS CR)
Substituted by: 3 ECTS cr /LPE224 Physical Education in Early Childhood Education

and in Preschool and Initial Teaching or LPE227 Physical Education in Adulthood and
Old Age.
To be completed: 2 ECTS cr / Introduction lectures (KTK) and literature studies as
reading circle working (Department of Teacher Education)
OPEP510
GUIDANCE OF GROWTH AND LEARNING (5 ECTS CR)
Substituted by: 1 ECTS cr /LPE103 Physical Education of Special Groups

To be completed: 4 ECTS cr according to the requirements of the Department of
Teacher Education
OPEA210
A DEVELOPING INDIVIDUAL IN GROUP (6 ECTS CR)
Substituted by: 2 ECTS / LPE221 Interaction Skills in Teaching and Guidance or

LPE.220 Self-knowledge in Teaching and Guidance
Teacher Education
OPEA410

(7 ECTS CR)
Substituted by: 3 ECTS cr / LPE216 Pedagogy and Didactics of Sports II

Teacher Education
OPEA610
RESEARCH METHODOLOGY AND COMMUNICATION (3 ECTS

CR)
Substituted by: 3 ECTS cr / LPE218 Research Methodology of Sport Sciences, part I

Students who have started their studies in 2005 or after that:
KTKP101
INTRODUCTION TO EDUCATION (5 ECTS CR)
Substituted by: 3 ECTS cr/ LPE.P001 Introduction to Sport Pedagogy

KTKP102
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION (5 ECTS CR)
Substituted by: 3 ECTS cr / LPE.A009 Sports Supporting Wellbeing in the Course of

Life 1: Growth, Development and Getting Old and LPS.Y001 Basics of Sport Psychology
KTKP103
SOCIOLOGICAL FOUNDATIONS OF EDUCATION (5 ECTS CR)
Compensated by: 3 ECTS cr / LYT.P002 Sports in the Society and LPE.A010 Sports
Supporting Wellbeing in the Course of Life 2: Sports in Early Childhood Education and
in Preschool and Initial Tecahing or LPE.A011 Sports Supporting Wellbeing in the
Course of Life 3: Sports in Adult Age and Old Age.
reading circle working (Department of Teacher Education).
OPEP410
GUIDANCE OF GROWTH AND LEARNING (5 ECTS CR)
Substituted by: 1 ECTS cr/LPE.A008 Adaptive Physical Education

To be completed: 4 ECTS cr according to the requirement of the Department of Teacher
Education
OPEP510
INSTRUCTED ORIENTATING PRACTICE (5 ECTS CR)
Substituted by: 1 ECTS cr / LPE.A005 School as a Social Environment

Teacher Education and the Teacher Training School
9.6
GUIDANCE AND COUNSELLING STUDIES
There are two ways to qualify as a study counsellor and an expert in guidance: 1)
Masters Programme in Guidance and Counselling (120 ECTS cr) and 2) separate
professional studies in pupil guidance and study counselling (60 ECTS cr). A lower
university degree or a higher vocational degree is required of the applicants of the
Masters Programme in Guidance and Counselling. Applicants must also have
completed a study entity of 60 ECTS credits in education, adult education, educational
psychology, educational sociology or early childhood education. In addition, applicants
who have completed the previously mentioned degree, 60 ECTS credits of special
pedagogy studies and the Basic studies in education, are also eligible to apply. Students
in the Masters programme complete the guidance-orientated advanced studies in
education, pedagogical studies, professional studies in guidance and counselling and
possibly some other studies. The studies include a network practice. The programme
spans for two years and it leads to the Masters Degree in Education (min. 120 ECTS cr)
and the qualification to work as a study counsellor.
A higher university degree and completed teachers pedagogical studies are required of
the applicants of the professional studies in pupil guidance and study counselling (60
ECTS cr). Students in the programme acquire qualification in student and pupil
counselling by completing the separate professional studies in guidance and counselling
(60 ECTS cr). The education spans for three terms.
The starting point of the guidance and counselling studies is an extensive investigative
and developing expertise in guidance, which is structured with the help of these key
competence areas:
1) Interaction in guidance
2) Social awareness
3) Network co-operation
With the help of these key areas students extend their understanding of guidance work.
They learn about the interaction between the counsellor and the pupil, encountering cooperation partners and building new co-operational networks. In addition, social links to
guidance work are introduced.
The education focuses not only on extensive expertise in guidance and the key
competence areas, but also on multi-contextual competence. The key areas are examined
and developed during the studies from a multidisciplinary perspective while taking into
account the students own learning and work history.
Each student compiles a personal study plan with the help of the instructor. In the study
plan students previously acquired skills are taken into account and his/her development
aims are outlined. The aim is to seek new development areas and question the students
thinking and operations models. Students learn to build their own personal guidance
thinking and philosophy as the basis for their counsellor identity.
The studies emphasize multicultural guidance, higher degree guidance, working life
guidance, theoretical and philosophical issues in guidance, guidance in comprehensive
school and secondary school, as well as issues in guidance, gender and differences.
The curriculum of guidance and counselling studies will be published separately in
address http://www.jyu.fi/edu/laitokset/okl/koulutusala/ohjausala/koulutus/peruskoulutus.

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9

CURRICULUM OF TEACHER EDUCATION

STARTING POINTS OF TEACHER EDUCATION

9.1.1 History and aims of teacher education

Research on teachership and the learning process, e.g. subjective and

Personal study plan and portfolio

9.1.2 Introduction to the curriculum

STRUCTURE OF THE CLASS TEACHER EDUCATION

Aims and contents of class teacher education

Aims of the Bachelors Degree in teacher education (180 ECTS cr)

Education studies include the following compulsory courses:

STUDIES IN CLASS TEACHER EDUCATION

THE EXTENT OF THE STUDIES IN THE BACHELORS DEGREE IN

Introduction to University Studies and Personal Study Plan

BASIC STUDIES IN EDUCATION

Common Basic Studies in Education (15 ECTS cr)

A Developing Individual in Group

Guidance of Learning and the Learning Organization (ped)

MULTIDISCIPLINARY SCHOOL SUBJECT STUDIES

MINOR SUBJECT STUDIES

MASTERS DEGREE IN EDUCATION (120 ECTS cr) (ped = Teachers

Information and Communication Studies and Acquiring

ADVANCED STUDIES IN EDUCATION

3.1 Educator as a creator and modifier of structural conditions

Teachers Ethics and Educational Philosophy

3.2 Teacher as Researcher (45 ECTS cr)

Research Method Studies

MINOR SUBJECT STUDIES

Timing of the Class Teacher Studies

STUDY MODULES AND

Research Method Studies

Other study modules

Minor subject studies

PARTICIPATIVE EDUCATION AND MULTICULTURALISM IN THE

The Basic Texts in Class Teacher Education

SOME BASIC TEXTS USED DURING THE STUDIES

BACHELORS DEGREE IN EDUCATION

Communication and Orientating studies

INTRODUCTION TO UNIVERSITY STUDIES AND THE PERSONAL

INTRODUCTION TO SCIENTIFIC RESEARCH

INFORMATION AND COMMUNICATION TECHNOLOGY AND

MOTHER TONGUE COMMUNICATION AND INTERACTION 1

SWEDISH XRU0502 / XRU0503, E.G. ACADEMIC SWEDISH / AKADEMISK

Basic Studies in Education

Orientation to Educational Work and Functional Environments

RINNE, R. KIVIRAUMA, J. LEHTINEN, E. 2000. Johdatus kasvatustieteisiin. Helsinki:

PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

SOCIOLOGICAL FOUNDATIONS OF EDUCATION (PED.OP.)

Assessment: Pass - fail

1.2. Introduction to Educators Work (10 ECTS cr)

GUIDANCE OF GROWTH AND LEARNING (PED. OP.)

INSTRUCTED ORIENTATION PRACTICE: TOWARDS A

Subject Studies in Education

Learning and its guidance (35 ECTS cr)

A DEVELOPING INDIVIDUAL IN GROUP

A. OKLA211 INDIVIDUAL FOUNDATIONS FOR LEARNING (3 ECTS CR)

B. OKLA212 INTERACTION SKILLS IN A GROUP AND NETWORKS (4 ECTS cr)

GUIDANCE OF LEARNING AND THE LEARNING ORGANIZATION

PETERSON, J. M. & HITTIE, M. 2003. Inclusive teaching. Creating effective schools

RESEARCH METHODOLOGY AND COMMUNICATION

Oaks, CA: Sage.

INSTRUCTED BASIC PRACTICE: PLANNING AS THE BASIS OF

INSTRUCTED BASIC PRACTICE 1: PLANNING,