Curriculum 2010-2011 - HAAGA-HELIA ammattikorkeakoulu

Contents
Getting started 2
Continuous Development and the Vocational Teacher 2
The Structure of the Program in Vocational Teacher
Education 3
The Principles of Guidance Counseling and
Collaboration 3
Team Activity 3
Distance and Online Study 4
Contact Days 4
Attendance and Absences in Contact Days 4
International Exchange 4
Credit Transfer in the School of Vocational Teacher
Education 4
Pedagogical Studies 5
Plagiarism 7
Developing and Assessing Competence 7
Competence Areas for Vocational
Teachers 9
Guidance Counseling Competence 10
Organizational and Networking Competence 11
Research and Development Competence 12
PEDAGOGICAL STUDIES IN THE VOCATIONAL
TEACHER EDUCATION PROGRAM 13
Basic Studies in Pedagogy (25 cr) 15
ED1 Introduction to Pedagogy 16
ED2 Teaching and Learning 16
ED3 Learning at Work 16
ED4 Toward a Research-Oriented Approach 16
Studies in Vocational Pedagogy (35 cr) 17
1. Identifying Competence and the Development Plan 18
2. The Vocational Teacher as a Guidance Counselor;
Teaching Practice 22
3. The Organizations and Networks of the Vocational
Teacher 27
4. Researching and Developing Vocational Education 30
The Developmental Continuum of
the Vocational Teacher 33
Continuing Education 33
Research and Development 33
Alumni Activity 34
Frameworks of Vocational Teacher
Education 35
The Fields of Activity of the Vocational Teacher 35
The Choices of Vocational Teacher Education and
the Fields of Activity 35
The History of HAAGA-HELIA School of Vocational
Teacher Education 37
Student Services 38
SCHEDULE 42
1

Getting started
This is the study guide of HAAGA-HELIA School of Vocational
Teacher Education. The guide contains the curriculum
that covers 60 credit points of pedagogical studies,
learning assignments as well as information on how
studies proceed and other important matters
concerning learning.
The studies include development of one’s work environment,
completing assignments, teamwork, distance
and online study, reading literature on pedagogy and
attending contact days.
The frameworks, choices and backgrounds of the vocational
teacher education are described in the chapter
titled “Frameworks of Vocational Teacher Education.”
Continuous Development and the Vocational Teacher
haaga-helia School of Vocational Teacher Education is
founded on the belief that teaching is continuous development
of one’s competences and work environment.
Perhaps you are entering the vocational teacher education
program as a new teacher or with many years of experience.
Maybe you have not taught at all or you conduct
training within a company. The participants in the
teacher education program not only bring along teaching
experience, but also many kinds of work experience,
as well as competences and expertise from different fields.
As a result of the different backgrounds of the participants,
the vocational teacher education studies take on a
slightly different path for each individual.
It might be the case that you have clear wishes with
regard to your studies, which have become apparent to
you in your teaching, and which you wish to investigate
further. On the other hand, you can begin studies with
an open mind to search for your teacher identity. In the
beginning of the studies, together we will look at which
matters are important for you and your workplace and
what you wish to develop during your studies. This inquiry
will form the basis of your personal development
plan or pdp. With the aid of assignments and the pdp,
each participant’s study path is customized both in terms
of content and activity.
2

In order to develop work and learning, students will
become familiar with the approach and methods of developmental
research. In their developmental projects,
students are expected to research and develop their own
work in relation to vocational education and the demands
of the employment sector.
The Structure of the Program in Vocational
Teacher Education (60 cr)
The pedagogical studies consist of the basic studies in
pedagogy (25 cr) and studies in vocational pedagogy (35
cr), which includes teaching practice.
Studies taught in English can be completed in 1½
years. The basic studies in pedagogy are to be completed
alongside studies in vocational pedagogy.
The Principles of Guidance Counseling
and Collaboration
When the pedagogical studies begin, students will be divided
into teams of 4-6 members. Team formation is determined
on the basis of such factors as a common workplace,
the same teaching field or level, the same residential
area or a common area of interest such as:
n Guidance counseling competence
n Organizational and networking competence
n Research and development competence
n Pedagogy for entrepreneurs
n Multiculturalism
n Special needs learner
n The teacher’s authority and ethics
n Creative practices
The team plans, implements and assesses its learning together
as well as guides the progress of its members’ studies.
The team has relative freedom to organize its studies
and internal collaboration. In order to strengthen its activity,
the team is to complete its own development plan,
known as a Team Development Plan (tdp).
Every student and team will be assigned a guidance
counselor from the teaching staff at haaga-helia aokk
(Ammatillinen opettajakorkeakoulu = School of Vocational
Teacher Education). If you have questions concerning
studies or your studies get delayed or interrupted,
always first contact your guidance counselor. The purpose
of the guidance counselor and the team is to support
your studies, and in this manner, also the development of
your work environment. However, completion of studies
in accordance with the Personal Development Plan (pdp)
is ultimately your responsibility.
During studies, you will be studying in different teams
with English- and Finnish-speaking teacher students.
When completing assignments, you are also working in
collaboration with your workplace. In addition, you have
the possibility to take part in r&d activity at haaga-helia
School of Vocational Teacher Education.
Team Activity
In practice, the aim of the team is:
n to inspire and encourage learning
n to make its own Team Development Plan (tdp)
n to support its members in the progress of their studies
n to complete assignments together (where applicable)
n to observe teaching and counseling situations of its
members
n to participate in the teaching practice of its members
and in the planning, implementation and assessment
of each other’s developmental projects
3

The team can also decide to conduct a joint developmental
project.
Distance and Online Study
In between contact days, students work in their own
workplaces. The online learning platform is used for
working on assignments as well as for sharing and developing
different matters and perspectives related to the
teacher’s work. Part of the learning materials, instructions
and feedback is available online.
In addition to developing the content of studies, the
purpose of online study is to develop general internet
skills, such as learning to technically command at least
one online platform, to improve virtual communication
skills and interacting in an expert network.
Contact Days
In the contact days for studies in vocational pedagogy,
students, guidance counselors and other experts act as
an r&d community. The contact days are forums of vocational
competence, in which the development of students’
workplaces and their related innovations is addressed
with the aid of assignments. Additionally, expert
lectures may cover topics such as education policy and
education systems, the relation between education and
work, curricula and the planning of teaching, guidance
counseling and assessment as well as the guidance of special
needs groups.
Attendance and Absences in Contact Days
For acceptable completion of the pedagogical studies, the
student must be present and actively take part in contact
days marked in the schedule.
If the student must be absent for part or all of a contact
session, he/she is to report the absence in advance
to both the guidance counselor as well as his/her own
team. Together with the guidance counselor and team,
it is to be agreed as to how the absence can be compensated
through earlier completion of work so that it benefits
the whole group and covers the topics outlined in
the curriculum. If the student has absences amounting to
more than 3 days in the 1.5 year period of study, the student
is to meet with his/her guidance counselor to discuss
whether the student should transfer to a starting group in
the next semester or to discuss what are the student’s resources
and possibilities to continue studies according to
the schedule of his/her original group.
International Exchange
Students have the opportunity to complete part of their
vocational teacher education studies in an international
exchange. The exchange can be part of either the School
of Vocational Teacher Education, one’s own educational
institute or an exchange the student has personally arranged.
The exchange is to be agreed according to the
Personal Development Plan (pdp) and with the Director
of the School of Vocational Teacher Education on the basis
of an application.
Credit Transfer in the School of
Vocational Teacher Education
Competence acquired earlier or elsewhere through studies
and work experience can be converted into credits toward
the degree in the School of Vocational Teacher Education.
The forms of conversion are substitution, inclusion
and accreditation of prior learning.
Substitution means that studies in the degree at the
4

School of Vocational Teacher Education can be replaced
by studies completed elsewhere that are in the same field
of study and similar in content. Inclusion means that
studies completed elsewhere are included in the studies of
the degree at the School of Vocational Teacher Education.
The basis for recognizing prior learning is the competence
objectives of the curriculum and the competence
areas of the vocational teacher stated therein. The process
of credit transfer at the School of Vocational Teacher Education
is presented in the following figure.
Competence can be acquired everywhere, anytime and
in numerous ways. The essential point in the assessment of
competence is its relevance with regard to the competence
areas of the vocational teacher. The student is to assess, describe
and display his/her competence in conjunction with
the PDP discussion and the guidance process in an agreed
manner. On the basis of the material presented by the student,
the guidance counselor assesses the student’s competence
and decides upon how it will be accredited.
Inclusion is based on studies completed or to be completed
elsewhere that have been agreed with the guidance
counselor in the PDP discussion. These studies are included
as part of the teacher degree studies. The studies
can be as follows:
n Studies offered in the Further Education Program in
the School of Vocational Teacher Education
n Studies offered in other schools of vocational teacher
education
n Vocational pedagogy studies offered in other institutions
of higher education
n Discuss with your guidance counselor about including
these studies in your degree. A suitable amount of
credits is approximately 5 study points.
Pedagogical Studies
The student that has earlier completed university-level basic
studies in pedagogy in Finland (25 cr/15 cr) can transfer
these studies to cover the teacher pedagogical studies.
In the event that the pedagogical studies (cf. date of completion)
are more than 10 years old at the start of studies
on May 19, 2009, the student is to complete a supplementary
assignment in pedagogy, which can be found on
the student pages:
www.haaga-helia.fi/en/vocational-teacher-education
In the event that the basic studies in pedagogy were
completed after May 19, 1999 and there is an attached
transcript of the studies in the application form, the student
does not have to separately apply for credit transfer.
The module will automatically be transferred to the student’s
study transcript in the study affairs office.
The following basic studies in pedagogy are accepted for
credit transfer (25 cr/15 cr):
n Basic studies in pedagogy
n Basic studies in adult pedagogy
n Basic studies in special needs pedagogy
n Basic studies in vocational pedagogy
The student can also apply for credit transfer for studies
in pedagogy that amount to less than 25 cr/15 cr. In such
cases, the student should fill out a credit transfer form
with the completed studies and return it to the Study Affairs
Office. The credit transfer form is available on the
student pages. Regulations concerning credit transfer are
in accordance with the recommendations of the Faculty
of Education at the University of Helsinki. The teacher
teaching the subject in question makes the credit transfer
decision.
5

Figure of the Process of Credit Transfer at the School of Vocational Teacher Education
Recognition
n Applies to studies that fulfill requirements for
competence areas
Inclusion
n Studies completed or currently being completed
elsewhere that are included as part
n Applies to studies that fulfill requirements for
competence areas
Substitution
n The student applies for the substitution of
core modules of pedagogical studies with
similar studies
n Studies other than pedagogical studies can
be substituted
The student describes and displays his/her
competence to the guidance counselor
In the PDP discussion, the student agrees with
the guidance counselor about the inclusion of
other studies
The student submits the Credit Transfer
Application to the Study Affairs Office
The guidance counselor assesses the student’s
competence and decides upon how it will be
accredited
The guidance counselor records the credit transfer in the study register.
The decision to grant credit transfer is recorded in the study register in
the Study Affairs Office
6

The student who is dissatisfied with the decision concerning
credit transfer can apply for rectification of the
decision in accordance with the degree regulations concerning
The School of Vocational Teacher Education.
Plagiarism
Plagiarism is a punishable offence. The consequences of
plagiarism (e.g., copying another person’s work, direct
copying of another person’s work without appropriate
mention of the author, or other similar forms of plagiarism)
are failure of the test or assignment, a warning from
the Rector or a period of suspension, which is decided by
the Board of the University of Applied Sciences (Decree
28, University of Applied Sciences). The module in question
will be marked as failed and the student must retake
the module from the beginning. Plagiarism is marked in
the student’s grade transcript.
University of Applied Sciences Law 351/2003, Decree 6 § 28:
The student, who is found guilty of plagiarism or has otherwise
broken rules in the University of Applied Sciences, can
be subject to disciplinary measures, depending on the severity
of the infringement, in the form of a warning or suspension
for a set period of time, up to one year. Before resolution
of the matter, the student will be given an opportunity to be
heard on his/her side of the matter. The warning is decided
by the Rector and the Board of the University of Applied Sciences
determines the suspension period of the student.
Developing and Assessing Competence
The pedagogical studies are designed to aid in personal development
and growth. The starting point is vocational
teacher competence, which includes knowledge, skills and
attitudes (cf. earlier chapter). On this basis, together with
a guidance counselor, the student draws up a personal development
plan (pdp), whose implementation will be followed
and assessed in guidance counseling discussions.
haaga-helia School of Vocational Teacher Education
employs the principle of developmental assessment, which
means that activity is assessed, developed and guided simultaneously.
Independent study, learning in teams and
on the job, and the competences gained from them are
the topics covered in the ongoing discussion and assessment.
The starting points in a discussion are the competence
areas for a vocational teacher, the personal goals set
by the student and the studies that support them.
Assessment information is produced through individual
and team self-assessment as well as through documenting
one’s own learning from various perspectives.
Self-assessment is focused on one’s own or one’s team activity,
its objectives, its preconditions for activity and outcomes.
In team peer assessment, members receive guidance
through the comments and feedback of others. With
the aid of the team, common understanding of the work
teachers do is deepened and developed.
One’s own learning is made transparent by compiling
assessment information into a developmental portfolio.
The developmental portfolio is a multifaceted tool for the
research of learning, development and growth. The developmental
portfolio is compiled by producing and collecting
assessment information, then selecting and organizing
it. The developmental portfolio describes one’s current
level of competence.
Additional objects of developmental assessment are
the entire teacher education program and the educational
environment and networks. The School of Vocational
Teacher Education gathers assessment information from
students with the so-called Arttuli questionnaire. Together
students and teachers interpret the findings of the Arttuli
questionnaire.
7

The modules 1–4 (see next chapter), which are part of
the studies in vocational pedagogy, are assessed both verbally
and as either a pass or incomplete.
The student who is dissatisfied with the assessment
concerning studies can apply for rectification of the assessment
in accordance with the degree regulations concerning
The School of Vocational Teacher Education.
In the following, the vocational pedagogy competence
areas are defined in relation to the work environment of
the vocational teacher as well as operating modes and
processes.
8

Competence Areas for Vocational Teachers
The activity of the vocational teacher is based on
command of the profession and the work as well
as competence of vocational pedagogy (Figure 1).
Competence of vocational pedagogy is divided into
three areas:
n Guidance counseling competence
n Organizational and networking competence
n Research and development competence
profession and work related competence
Guidance counseling
competence
Organizational and
networking competence
Research and development competence
Figure 1. The Foundations of Activity for the Vocational Teacher
9

Competence Areas for Vocational Teachers – GUIDANCE COUNSELING COMPETENCE
Areas for
competence
assessment
Criteria for competence assessment
My
personal
goals
Learning
activities
Counseling in support
of vocational processes.
Has command of various
counseling forms that
support vocational
development processes.
Utilizes various counseling
forms that support vocational
development processes.
Can assess and develop
various counseling forms
and basic principles that
support vocational processes
in diverse contexts.
Diversity in learning.
Can recognize and appreciate
diversity in learning.
Takes diversity in learning
into account in work.
Takes diversity in learning
into account and offers
support when difficulties
arise.
The basic principles of
development processes
for vocational competence.
Basics of individual
and group dynamics.
Understands the basic
principles of development
processes for vocational
competence. Understands
the basics of individual and
group dynamics.
Utilizes in work both the
development processes for
vocational competence and
individual and group
dynamics.
Can assess and develop
different development
processes for vocational
competence as well as
individual and group
dynamics.
Counseling and teaching,
individual and group
counseling.
Understands the differences
and commonalities between
counseling and teaching,
has command of different
group counseling/teaching
methods.
Can plan and implement
different methods for
individual and group
counseling and teaching
in various contexts.
Can plan, assess and develop
new methods for individual
and group counseling and
teaching.
Interpersonal
communication skills,
dialogue.
Recognizes own interpersonal
communication
skills with students, has
knowledge of different
forms of interpersonal
communication and recognizes
dialogue as an effective
means of communication
in counseling.
Utilizes different forms
of interpersonal communication
and dialogue in
different counseling situations.
Develops new and different
forms of interpersonal communication
and dialogue in
counseling situations.
10

Competence Areas for Vocational Teachers – ORGANIZATIONAL AND NETWORKING COMPETENCE
Areas for competence
assessment
Criteria for competence assessment
My
personal
goals
Learning
activities
Knowledge of the organization’s
objectives,
participation in the organization’s
operations
and development
Has knowledge of the organi zation’s
basic structures and objectives as
well as participating in its operations
and development through
one’s own immediate work community.
Has knowledge of the
organization’s basic
structures and objectives
as well as participating
in its operations and
development.
Is able to recognize
one’s own organization
as part of the vocational
education system, participating
in the development
of objectives and activities
of vocational education.
Maintaining develop ­
mental networks with
various actors for work
life and vocational competence
Knows the basic principles of network-based
development of vocational
competence and participates
in some networking activity. Has
knowledge of the vocational education
system and its contacts with
work life. Is familiar with the current
discussion on development in his/
her field.
Maintains and develops
developmental networks
for vocational competence
with various actors.
Builds work life relationships
within vocational
education and participates
in the current discussion
on development
in his/her field.
Builds, develops and
maintains developmental
networks for vocational
competence. Develops
new ways of operating
in work life networks
for vocational education.
Builds forums for interpreting
and developing
one’s own field.
Results-oriented colla ­
boration with students,
colleagues and various
vocational groups
Participates in collaborative planning
of objectives and has knowledge
of their theoretical bases. Participates
in collaborative networks
in his/her own field and educational
program.
Participates in the planning
of collaboration in
the work organization,
applying the theoretical
principles of collaboration.
Participates in collaborative
networks in
his/her own field and develops
them.
Guides collaborative
situations in his/her
organization and develops
collaboration further.
Builds new collaborative
networks for his/her own
field and education program
with various actors.
Responsible activity, respecting
different cultures
and human dignity
Has knowledge of the legal regulations
prescribing his/her activity
and acts in accordance. Is aware
of multiculturalism and respects it.
Knows the principles of sustainable
development and promotes them.
Participates in the ongoing
discussion on the
development of legal
regulation. Participates
in activities that promote
multiculturalism.
Develops his/her organization
to be responsible
and respectful of different
cultures and human
dignity.
11

Competence Areas for Vocational Teachers – RESEARCH AND DEVELOPMENT COMPETENCE
Areas for
competence
assessment
Criteria for competence assessment
My
personal
goals
Learning
activities
Research and
development
orientation
Concentrates on locating both
opportunities and problems in
one’s own work, researches
theoretical and practical ways
of operating and produces
solutions, evaluating their
feasibility, effectiveness and
desirability.
Is actively identifying areas
for research and development
in his/her own work
organization as well as producing
solutions for others
to evaluate.
Critically recognizes and
produces solutions through
a research and development
orientation in purposefully
chosen strategic networks.
Following the development
of a vocational
field and predicting
educational needs
Has knowledge of the most important
discussions in his/her
field and participates in the ongoing
discussion.
Is involved in development
in networks that anticipate
the development needs in
his/her vocational field.
Integrates into his/her work
the most important development
challenges in his/her
field and is involved in collaboratively
producing solutions
with other actors in
the field.
Knowledge of development-oriented
research methods
and application of
them in one´s own
work, vocational
field and education
program.
Knows the tools of development-oriented
research, particularly
for the development of
one’s own field.
Utilizes the tools for development-oriented
research
and develops the operations
of one’s own work organization
with them. Knows how
to realistically evaluate the
effectiveness of the solutions
produced.
Critically applies development-oriented
tools with
background knowledge of
methods and promotes the
development of his/her own
work organization and field
of education. Produces contextually
appropriate development
concepts and shares
them in different forums.
Working habits in
project-based work
Knows how to analyze his/her
own activity according to the
basic principles of project management
(planning, objectives,
timetable, approaches, resources
and evaluation) and promotes
multi-voice and multiform
documentation in the
project.
Critically applies the tools
resulting from the project
work and writing as well as
identifies the areas of development
in project-based
work.
Knows how to choose, from
among the tools produced
in a project, those tools that
support the development of
his/her organization and can
adapt them to his/her own
needs.
Student counseling
in development tasks
in vocational fields
12
Knows different tools for counseling.
Knows how to select different
operative models for
counseling situations.
Makes use of a counseling
orientation with different
tools in different organizational
settings in which different
development tasks
are advanced.

PEDAGOGICAL STUDIES IN THE VOCATIONAL TEACHER EDUCATION PROGRAM
Learning Assignments:
Basic Studies in Pedagogy 25 cr
ED 1 Introduction to Pedagogy
ED 2 Teaching and Learning
ED 3 Learning at Work
ED 4 Toward a Research-Oriented Approach
Studies in Vocational Pedagogy 35 cr
1. Identifying Competence and the Development Plan 6 cr
Learning Assignment Block
1A The Curriculum as a Starting Point for a Research and
Development Orientation toward Work
1B Identifying and Analyzing One´s Own Competences
1C Identifying the Competence and Development Needs
of One’s Workplace
1D PDP and TDP: Personal and Team Development Plans
2. The Vocational Teacher as a Guidance Counselor,
Teaching Practice 12 cr
Learning Assignment Block
2A Plan for a Teaching and Guidance Counseling
Thematic Unit
2B Implementation and Assessment of a Teaching and
Guidance Counseling Thematic Unit
2C Follow-Up and Assessment of Other Teachers’
Teaching and Guidance Counseling
2D Comprehensive Reporting
2E Collaborative Exercises and Debriefing Teaching
Practice in the Contact Days
3. The Organizations and Networks of
the Vocational Teacher 8 cr
Learning Assignment Block
3A Literature
3B Organization and Network Analysis
3C Reporting
3D Joint Debriefing in an Organization and Network
Forum
3E Regulations Concerning Vocational Education and
Teachers
4. Researching and Developing Vocational Education 9 cr
Learning Assignment Block
4A Project Idea
4B Project Plan
4C Project Implementation
4D Project Reporting and Summary
4E Project Presentation and Assessment
4F Assessment of Vocational Teacher Competence and
the Developmental Portfolio
The teacher’s pedagogical studies consist of five modules (see Figure 2).
13

IDENTIFYING COMPETENCE AND THE DEVELOPMENT PLAN 6 CR
Research and
development
competence
Organizational
and networking
competence
Guidance
counseling
competence
Identifying and developing
competence
Personalization
PDP & TDP
Developing competence
BASIC STUDIES IN PEDAGOGY 25 CR
THE VOCATIONAL TEACHER AS A GUIDANCE COUNSELOR, TEACHING PRACTICE 12 CR
THE ORGANIZATIONS AND NETWORKS OF THE VOCATIONAL TEACHER 8 CR
RESEARCHING AND DEVELOPING VOCATIONAL EDUCATION 9 CR
Developmental Portfolio
In collaborative projects,
both partners and HH AOKK
develop and grow.
Figure 2. Outline of the Vocational Teacher Education Program
14

Basic Studies in Pedagogy (25 cr)
15

This module particularly concentrates on the basic conceptual and theoretical competences
of the vocational teacher. The studies form a theoretical basis for vocational pedagogy studies.
The purpose is to unite the practical teaching with theoretical thinking.
The module consists of four assignments, which are linked to the competence areas
of the vocational teacher:
n Guidance counseling competence is examined in detail in the assignment
“Learning and Teaching”
n Organizational and networking competence is examined in detail in the assignment
“Learning at Work”
n R&D competence is examined in detail in the assignment “Introduction to Pedagogy”
and “Toward a Research-Oriented Approach”
Studying involves reading literature of the field, completing assignments, working in teams
and attending contact days.
Assessment
Assessment is based on individual, pair or group assignments.
The assignments are assessed as either pass or incomplete.
ED1 Introduction to Pedagogy
In this assignment, you will become acquainted with the
main issues, areas of study and future directions in general
pedagogy and adult pedagogy.
Required reading – to be agreed upon later
ED2 Teaching and Learning
ED3 Learning at Work
In this assignment, you will become acquainted with the
basic forms of work in industrial societies and the characteristic
forms of management and learning.
Required reading – to be agreed upon later
ED4 Toward a Research-Oriented Approach
In this assignment, you will become acquainted with pedagogical
research, research approaches and scientific communities.
Required reading – to be agreed upon later
In this assignment, you will become acquainted with the
foundations of teaching and learning and their importance
for lifelong learning.
Required reading – to be agreed upon later
16

Studies in Vocational Pedagogy (35 cr)
17

1
Identifying Competence and the Development Plan 6 cr
In this module, students will produce tools for the analysis of competences as well as the content
for the PDP. The PDP brings together the needs of the vocational teacher education program,
the student and the employment sector.
The module consists of four assignments:
1A The Curriculum as a Starting Point for a Research and Development Orientation toward Work 1cr
1B Identifying and Analyzing One’s Own Competences 1 cr
1C Identifying the Competence and Development Needs of One’s Workplace 2 cr
1D PDP and TDP: Personal and Team Development Plans 2 cr
1A. The Curriculum as a Starting Point for a Research and Development Orientation toward Work
The curriculum is the interpretation of what haaga-helia
School of Vocational Teacher Education considers essential
concerning teacher competences. In the curriculum,
the basic starting points of the development of vocational
pedagogy competences are described, along with interpretations,
the principles of guidance counseling and collaboration
as well as how study paths are formed with the
aid of the pdp and tdp.
In accordance with the r&d learning principle, the interpretations
presented in the curriculum are subject to
critical examination. Under what conditions do the interpretations
hold true? What kinds of opportunities do
they produce?
Read the curriculum carefully and consider the following
questions:
n What kinds of competences are vocational teachers
expected to possess according to this curriculum?
n What do the competence areas described in this
curriculum mean to you as a vocational teacher?
n Do you feel that something essential is missing in
the competence areas?
n How do you perceive the guidance counseling practices
in the vocational teacher education program?
n What issues in the competence areas and guidance
counseling practices raise questions in your mind?
Reporting
Return assignment 1A to both your guidance counselor
and your team in the agreed time and manner.
18

1B. Identifying and Analyzing One’s Own Competences
My level of education, my professional competence and
my current level of vocational teacher competence (cf.
the vocational pedagogy competence areas)
n My current work sector and job description
n How did I get where I am?
n What am I good at?
n Description of my own identity as a teacher
My vision of the future
n On the basis of the literature and my work experience,
which directions do I see vocational education
and teaching developing in Finland?
My personal development and education challenges in
the pedagogical studies
n What are my motives, objectives and expectations
with regard to study and learning?
n What do I want to learn and what do I want to learn
more about?
n In what area(s) do I particularly want to deepen my
knowledge?
n How do my objectives match with the competence areas?
In order for you to fully participate in the vocational
teacher education program, consider:
n What are my resources and time constraints with regard
to the studies?
n What expectations do I have concerning guidance
counseling, the role of the guidance counselor and
networking?
n How do I intend to assess my learning in the studies?
Write a story about yourself based on your answers to all
the questions above. You can make your thoughts clearer
and support them with mind maps and other visual
means.
Using literature sources, discuss in your story how
they support or challenge your professional development.
Clearly indicate your sources in your story and source list,
using correct in-text citations and bibliography entries.
The maximum length of the story is six pages.
Reporting
Return assignment 1B to both your guidance counselor
and your team in the agreed time and manner.
19

1C. Identifying the Competence and Development Needs of One’s Workplace
Get to know the environment in which you work by
looking for the strategically important objectives of the
organization and the development needs that arise from
them. Interpret them in relation to the development
processes of the vocational teacher. You can also complete
this assignment in collaboration with your colleagues
and/or your team.
Get to know the strategies, development plans and
projects of your workplace. Look for issues that are important
to you, as well as activities that you can take part
in and develop. Interview people involved in such activities.
Also remember the following important education
policy perspectives: sustainable development, entrepreneurship
and multiculturalism.
n What kinds of knowledge, skills and attitudes are required
of the vocational teacher in your workplace
now and in the future?
n What opportunities for the development of competences
does your workplace offer for the vocational
teacher?
n How do you match your own development needs as a
vocational teacher with those of your workplace?
Reporting
Return assignments 1C to your counselor and team as
separately agreed.
1D. PDP and TDP: Personal and Team Development Plans
Draw up your Personal Development Plan (pdp) with regard
to the vocational pedagogy competence areas as well
as the development needs of your work organization. In
your studies, the effort to develop competences is more important
than performance. Make your pdp on the basis of
the modules presented here in this curriculum. This structure
provides you with a comprehensive overview of the
program. You can use the form template on to help you.
You will have a pdp discussion with your guidance
counselor in which you will define your work as a teacher,
your workplace and the most relevant learning materials
in terms of your curriculum in the vocational teacher
education. The pdp is a process that changes throughout
the course of study.
The jointly approved pdp contains:
n The objectives of your study in relation to the competence
areas
n The objectives of your study in relation to the modules
n The courses of action with which you will achieve
your objectives
n The plan for the development of your current competences.
Each team will make its own team development plan
(tdp) as agreed with their guidance counselor. The tdp is
the joint contract of the team concerning the assignments
to be carried out as well as peer guidance counseling and
support for the progress of studies.
20

Reporting
Return assignment 1D to your guidance counselor and
team as separately agreed.
Required reading – to be agreed upon later
21

2
The Vocational Teacher as a Guidance Counselor; Teaching Practice 12 cr
This module concentrates on the development of teaching and guidance counseling competence as
well as handling different kinds of learners. Teaching and guidance counseling is examined from the
perspectives of planning, implementation and assessment. The work of the vocational teacher is understood
in broad terms in this section. Therefore, in practice the following implementations might apply:
n Collaborative projects between education and the employment sector
n Different teaching and counseling situations
n On-the-job learning, degrees based on competence display, guidance counseling and assessment
at the workplace that are linked to vocational competence displays and work practice
n The organization and implementation of events most essential from a pedagogical development
perspective
The foundations for teaching and guidance counseling are:
n Current views of professional skills and professional skill requirements
n Current views of knowledge, learning and the learner
n The challenges set by society, the employment sector and changing business activities and
their impact on vocational competences
The module consists of five assignments:
2A Plan for a Teaching and Guidance Counseling Thematic Unit
2B Implementation and Assessment of a Teaching and Guidance Counseling Thematic Unit
2C Follow-Up and Assessment of Other Teachers’ Teaching and Guidance Counseling
2D Comprehensive Reporting
2E Collaborative Exercises and Debriefing Teaching Practice in the Contact Days
In the module you will develop both your basic competence for teaching and guidance counseling as
well as your skills for researching and developing teaching and guidance counseling. In the module you
will test and examine the feasibility of your own views and skills in practice-based situations.
With the aid of guidance counseling competence and work environment descriptions, you will determine
your own development needs. After you have considered your own, your school’s and the development
needs of the employment sector, you are to make a plan to carry out the module. Also keep in mind your
own PDP goals. The module can also be planned and carried out in collaboration with colleagues and/or
team members.
22

Tips and Questions to Help You Draw Up a Plan for Teaching and Guidance Counseling of a Thematic Unit
Plan a thematic unit whose teaching and guidance
counseling is based on your answers to the questions
in part 2A.
What is the core thought and main principle of the
thematic unit you chose? Why did you choose this
thematic unit for your teaching practice?
For what kind of group is the thematic unit intended?
What is the history, current situation and future of the
group to be taught or counseled and how do they
relate to the thematic unit? What is the situation, what
is taking place? Who are all involved?
What kinds of processes (current life situation, stage
in professional growth) related to the group do you
have to take into consideration when planning the
thematic unit?
What kinds of resources and tools does the group
have to handle and work on the matter? How will
you be able to make use of the expertise of others?
Will you work alone or together with others? Justify
your choice.
What are the supporting processes, working habits
and tools like in the organization for the thematic
unit in question?
What are the learning objectives for the thematic
unit you have chosen? Why?
What are the central themes of the thematic unit?
How are they integrated into the thematic unit –
do they come from teachers, students or the employment
sector?
Describe how the thematic unit will proceed.
Consider methodological and ethical questions.
Also describe what is the guiding learning theory
when planning the thematic unit.
How do you support the student’s own thinking and
activity as well as a possible research orientation to
learning?
Describe what is the nature of knowledge in this
thematic unit: is new knowledge being created
together? How is knowledge created and for what
purpose? How is the knowledge used at work?
Plan the actions that lead to orientation to the thematic
unit. How is the student to orient him-/herself to this
thematic unit? What kinds of orientations are needed
and how are they created for the situation? Present at
least one orientation and its use.
What kinds of assignments will be used? How and in
what kind of collaboration are the assignments drawn
up? What is the purpose of each assignment? What do
you expect from the students? What do you assess in
the assignments? What criteria do you use to assess?
Where do the criteria come from?
What is the role of guidance counseling in the thematic
unit? How will you carry out individual and team
guidance counseling?
What is your role like in the thematic unit? What kind
of guidance counseling approach will you employ in
the thematic unit – are you, for example, a colleague
who works in the field, a mentor, a coach or teacher,
a learning facilitator?
How will you get students as well as other parties
involved in continuous developmental assessment
of the thematic unit? How will you plan and carry
out the assessment of the thematic unit?
23

2A. Plan for a Teaching and Guidance Counseling Thematic Unit
Analyze the work of a teacher from the following perspectives:
n What is your workplace like? Make a model of it (cf.
assignments 1C and 1D).
n What is your knowledge and understanding of your
workplace based on?
n What aspects in the workplace influence the choices
you make as a vocational teacher?
n What are your own development goals?
As the object of your plan, choose a thematic unit in
which teaching and guidance counseling can be implemented
and you can take part in. Take risks, experiment
and feel free to develop new solutions. Make use of the
expertise of others in a purposeful way.
In particular, consider the following:
n What kind of profession(s) or work are your current
and future students educating themselves for?
n What kind of competences does command of the profession,
work or business activity that you describe demand?
n What kind of curriculum is behind the studies and
what kinds of demands does it place on the teacher?
n How does the thematic unit relate to other thematic
units?
n What is the aim of the study?
n What perspectives is the content of the thematic unit
examined from (practice, scientific field, subject)?
n For what reason?
n What kind of expertise (fields of knowledge) should
the thematic unit content include?
Bring your thoughts on the above questions to your team
at an agreed time.
Draw up a concrete plan based on the answers to the
aforementioned questions. Add to your plan the time
schedules for guidance counseling and teaching, the objectives
and courses of action that will lead to the objectives.
Also describe the learning environments with which
you will help students achieve the objectives.
Reporting
Return the plan for the teaching and guidance counseling
of a thematic unit to your guidance counselor and your
team at an agreed time.
24

2B. Implementation and Assessment of a Teaching and Guidance Counseling Thematic Unit
With your guidance counselor, agree on the implementation,
number of credit points and schedule of the plan at
an early stage. Carry out the teaching and guidance counseling
of a thematic unit in accordance with the plan and
gather various kinds of feedback on the plan and the thematic
unit as well as on your own development and the
development of the thematic unit.
Invite your guidance counselor and team to observe
some sessions of the thematic unit you have chosen. You
may also ask your colleagues and students to observe and
assess your thematic unit sessions. The sessions under
observation can take other forms than the teaching and
counseling situations in this module.
Send well in advance a brief description of the teaching
and guidance counseling session to be observed to
your guidance counselor and team:
n The exact time and place of the lesson as well as the
best means to get there, and parking places
n What? Title for the session and its content
n Who? Describe whom it is meant for?
n How? Describe the methods.
n Why? Justify the purpose of the session.
Reserve some time after the session for an assessment discussion
with your guidance counselor and team. If for
some reason the session should be canceled, immediately
inform your guidance counselor and team.
Consider on the basis of the assessments given for the
thematic unit, what was learned or how did it help those
who were in need of guidance counseling? What did you
do well? What should you have done differently? Also
give some consideration to your own learning. Attach the
plan for the teaching and guidance counseling of the thematic
unit as well as your compilation of assessment to
your developmental portfolio.
2C. Follow-up and Assessment of Other Teachers’ Teaching and Guidance Counseling Sessions
Make a plan for observing different guidance counseling
and teaching sessions. Tips and questions concerning observation
of counseling and teaching can also be found
on Moodle. You can also get familiar with other educational
cultures and work training sessions. In particular,
observe the teaching and guidance counseling sessions of
the members of your team.
25

2D. Comprehensive Reporting
The different parts of the module are covered in contact
days and at workplaces. Gather together all parts 2A–2C
in writing into one whole and attach it as part of your
developmental portfolio. Return the report to your guidance
counselor and team at an agreed time.
n The counseling thematic unit to be chosen should
form a coherent and pedagogically sound entity, the
extent of which is 1–3 credit points according to the
situation
n The amount of your own teaching should minimum
be 20 hours, which generally means 6-10 teaching
sessions; part of the teaching, depending on the situation,
can be something other than what is planned
for the module; teaching can be understood in broad
terms, that is, different counseling and work life training
assignments can be considered teaching
n Guidance counselors follow the teaching of every student
1-2 times; for each time a few members from
one’s team should be included
n Each student is to report 20 hours of teaching observation,
6–10 sessions
n Team members are to observe each other’s teaching;
these situations are to be reported in an agreed manner.
The report is to be linked as part of the teaching
practice report and one’s developmental portfolio
n More detailed matters concerning the implementation
are to be discussed with your guidance counselor in
the pdp discussions.
2E. Collaborative Exercises and Debriefing Teaching Practice in the Contact Days
During the contact days, collaborative exercises will be
organized in which you will get to know and test out new
teaching and guidance counseling methods. Teaching
practice will also be planned and assessed during the contact
days. Discuss using literature sources in your report.
Required reading – to be agreed upon later
26

3
The Organizations and Networks of the Vocational Teacher 8 cr
This module concentrates on the development of vocational teacher organizations and networks.
This module consists of five assignments:
3A Literature
3B Organization and Network Analysis
3C Reporting
3D Joint Debriefing in an Organization and Network Forum
3E Regulations Concerning Vocational Education and Teachers
The main concepts that will be covered are the learning community, the learning organization,
the intelligent organization, pedagogical leadership, competence leadership, shared leadership,
shared expertise and customer-centered and student-centered approaches.
The module will be implemented in the form of workshops and completing assignments.
When completing the assignments, keep in mind your PDP goals.
3A. Literature
The team should read the literature and present overviews
of the themes to each other. The team can choose to either
work completely or partially online.
3B. Organization and Network Analysis
After having read the literature, the team should make
organization and network analyses of two organizations
that they have agreed upon together by conducting interviews
and using documents.
In the analyses, the organization and networking habits
are to be analyzed and modeled as well as making tools
for them. On the basis of these analyses, the team should
consider what kind of organization and networking competence
teachers need.
27

Basic questions in the analysis:
1. Describe the relationships of the networks. Are the networks:
n two channel networks?
n multiple channel collaborative networks?
n personal contact networks that include organization
objectives?
n How can the networks be identified as such? What
characterizes them?
2. Describe the benefits of the networks
n Benefits related to effectiveness?
n Benefits related to growth of activity and improved
competitive position?
n Benefits related to the development of competences?
3. Describe learning and activity in the networks
n The interaction between members in the network, its
forms and habits?
n Trust and the general working environment?
n The common goals, vision, language, and commonly
agreed working habits?
n The ability to use meta skills (evaluative reflection of
the activity, combining competences, creating new
competences)?
n Is the infrastructure conducive for the sharing of
knowledge?
n Leadership and guidance counseling in the networks?
n Learning and operational challenges in the networks?
n Development of the networks?
3C. Reporting
The team is to return a joint report on organization and
network analyses to the guidance counselor at an agreed
time.
3D. Joint Debriefing in an Organization and Network Forum
During a contact day, organization and network forums
will be organized:
n To debrief the reports completed by teams along with
their organization and network analyses.
n To generally cover the topic of vocational education as
part of a networking society.
n To cover theories and techniques concerning networks
and organizational competence.
28

3E. Regulations Concerning Vocational Education and Teachers
The issues will be covered during the vocational teacher
education at a separately agreed time.
Sources:
Education and research development plan for 2007-2012:
www.minedu.fi
The valid regulation with amendments during the academic
year concerning vocational education and vocational
adult education: http://www.finlex.fi/
n Law on vocational education 630/1998 and decree
811/1998.
n Law on vocational adult education 631/1998 and decree
812/1998.
n Law on universities of applied sciences 351/2003 and
decree 352/2003.
n Decree on teaching personnel qualification requirements
986/1998.
n Equality act 21/2004.
Required reading – to be agreed upon later
29

4
Researching and Developing Vocational Education 9 cr
This module concentrates on reinforcing the R&D competence of vocational teachers.
This module will cover the development activity that educational institutions conduct separately
and together with the employment sector. The focus of investigation is the importance of develop ment
activity and multiform education in educational institutions and companies. In particular, emphasis is
placed on projects as part of the change in educational institutions and work organizations as well as
their role in regional development for vocational education. In order to develop work and learning,
the approaches and methods of developmental research will be examined.
The student conducts the developmental project through networking according to need (e.g., the
networks at one’s own work organization, student teams, teacher education projects). The purpose is
to identify noteworthy developmental challenges, to form meaningful objects of learning and to create
functioning solutions. The projects highlight the relationship between research and development and
vocational education and the employment sector as well as the teacher as a developer of his/her own
work and an expert in development.
The module aids the vocational teacher in deepening his/her role as a researcher and developer. In
conducting developmental projects for the employment sector and vocational education, the teacher
carries out practice-based development assignments in the vocational education working environments.
The dissemination of findings and the impact of development is enhanced by new forms of writing.
The module is divided into six assignments:
4A Project Idea
4B Project Plan
4C Project Implementation
4D Project Reporting and Summary
4E Project Presentation and Assessment
4F Assessment of Vocational Teacher Competence and the Developmental Portfolio
Completion of the module requires your participation in a developmental project or the construction
of a project, its development activity and reporting. The module can be completed in collaboration
with others.
30

4A. Project Idea
Connect your developmental project to actual development
needs in your work environment. Sample topics
could be the expert communities of the educational organization,
the planning of teaching on various levels,
processes of the bachelor’s thesis, variously defined working
life contacts, entrepreneurship, on-the-job learning,
competence display degrees and competence displays as
well as use of ict. The topic and objective of development
is also dependent on your own development needs.
Present your project idea to the group via online platform.
The project idea form can be found on Moodle.
4B. Project Plan
Make a project plan that also includes the writing plan of
the project as well as a writing agreement together with
the persons who will be doing the writing. The forms,
guidelines for project writing and tools can be found on
online platform.
Discuss the project ideas and plans in your team at an
agreed time.
4C. Project Implementation
Reserve enough time in order to fully carry out the project.
Your project can also be part of a project that does not start
or finish during your period of vocational teacher education
studies.
4D. Project Reporting and Summary
Make a report about the project according to the project
plan and also write a summary (abstract). Gather together
the various texts written in the project, publications
and the summary and put them into your developmental
portfolio. The project reporting can take on other forms
than writing. The form of the reporting is to be defined
in the writing plan.
31

4E. Project Presentation and Assessment
Present the project in conjunction with your vocational
teacher education studies and/or in your work organization
as well as make a compilation of the assessment you
receive and put it in your developmental portfolio.
4F. Assessment of Vocational Teacher Competence and the Developmental Portfolio
Assess your competences throughout your studies. The assessment
is to be based on the vocational pedagogy competence
areas. Attach these evaluations as part of your developmental
portfolio.
Compiling the developmental portfolio:
n Assess how well objectives and courses of action set in
the pdp and tdp were met.
n Gather together all of your learning assignments, assessments
and all other materials for promoting the
development of your competences. Prepare your materials
into a presentable form. Your compiled work
will be examined and analyzed, classified and assessed
using different methods in your team. On the basis of
the aforementioned, you are to put together a developmental
portfolio, which will serve as a display for
your competences.
n The structure and layout of the developmental portfolio
should support its main contents.
Required reading – to be agreed upon later
32

The Developmental Continuum
of the Vocational Teacher
The work of the vocational teacher requires
continuing education as well as participation
in different development processes. The alumni
activity, continuing education and R&D activity
of HAAGA-HELIA School of Vocational Teacher
Education offer many forms of collaboration
for the development of the vocational teacher
profession after the vocational teacher education
program. See www.haaga-helia.fi/en/vocationalteacher-education
www.haaga-helia.fi/aokk
Continuing Education
haaga-helia School of Vocational Teacher Education
organizes continuing education for teachers (mostly in
Finnish), in which new learning solutions are developed
for the needs of study and work as well as for promoting
the lifelong learning of teachers. Continuing education
supports educational institutions in the development of
new working habits by educating, training and consulting
teaching staff and management. haaga-helia School
of Vocational Teacher Education also implements thematic
workshops on current issues designed for the needs of
different educational institutions and the work of teachers
in different fields. Additionally, education is organized
for trainers in the employment sector.
Research and Development
haaga-helia School of Vocational Teacher Education
is an active player in the field of research and development
of the challenges facing vocational education, education
in the universities of applied sciences and learning
at work. The purpose of our r&d activity is to look
for new pedagogical solutions and develop models for
the employment sector and education as well as for their
joint collaboration. We take part in projects in a network
involving vocational teacher education, vocational education,
universities and schools of higher education and
business organizations.
33

We develop our r&d activity particularly in the competence
areas described in the curriculum: guidance counseling
in different work and learning environments, organizational
and networking competence, and r&d competence.
We publish the outcomes of our r&d projects
in national and international publications in the field as
well as in the publication series at haaga-helia University
of Applied Sciences. The publication series and listing
of publications can be found at www.haaga-helia.fi/fi/tutkimus-ja-kehityspalvelut/julkaisut.The
vocational teach er
education program and continuing education make use
of the results.
Alumni Activity
The purpose of the student alumni organization is to promote
activity among hh aokk (haaga-helia School of
Vocational Teacher Education) graduates, professional
growth as well as networking in employment. Graduates
of the hh aokk teacher education program and
former graduates from haaga-helia School of Vocational
Teacher Education are eligible to join the alumni. Alumni
membership is voluntary and free.
Alumni members are informed in Finnish about
events in hh aokk, education and upcoming publications
and online publications. Most information is sent
via email. Gatherings are organized annually for alumni.
Some events may involve a fee, in which case it will be informed.
34

Frameworks of Vocational Teacher
Education (see Figure 3)
The Fields of Activity of the Vocational Teacher
The vocational teacher knows how to teach and provide
guidance counseling, to work in organizations and networks
as well as research and develop. The environment
in which the vocational teacher works has expanded from
the school toward the employment sector. The work processes
of the vocational teacher have become more complex.
The traditional planning and implementation of
lessons based on the curriculum are no longer enough.
Nonetheless, the work of the vocational teacher is built
around the same basic features.
The connection to the basic features – students, workplaces,
colleagues and investors – is the foundation for
the high-quality work of vocational teachers. Students
wish to develop their vocational competences; workplaces
need new competences and competent employees. Teachers
share their work with colleagues and together build
their organization with the support of management. Investors,
regional developers and researchers seek the effectiveness
of education.
In addition, the work of the vocational teacher now includes
guidance counseling and negotiation skills. Together
with various partners, teachers collaboratively build single-purpose,
ever-changing competence networks, whose
input (teaching) and output (learning) are not discernible
from one another. The processes of the vocational teacher
take on different forms in different environments. The
processes are in a continuous state of change.
The Choices of Vocational Teacher Education
and the Fields of Activity
The aforementioned field of activity for vocational teachers
gives an insight into the theoretical starting points for
the activity of haaga-helia School of Vocational Teacher
Education. The following concepts characterize the theoretical
starting points of our activity: contextual learning,
research and development approach and the practices of
developmental research.
The vocational teacher education uses theories for application
and from many schools of thought. Theories
arise from practice and good theories aid in the development
of practices.
In the competence-based curriculum, the competence
areas are assumptions of the vocational pedagogy competence
foundation, from which the work of teachers is researched
and developed. During their studies, students
research the validity of the competence areas and their
applicability to the work practices of vocational teachers.
In the vocational teacher education, the student also
receives a personalized form of education. Personalization
(pdp & tdp) does not signify working alone or alienation
from others. Drawing up a personal development plan is
a process that progresses and develops in the interaction
with other teacher students and their background organizations.
The student’s own study and learning process as
well as group processes linked to studies are the central
objects of examination and assessment.
35

The work, work environment and networks of the vocational teacher
R&D approach/orientation
to teaching
Contextuality Developmental
research
Guidance
counseling
competence
Vocational teacher competence
Organizational and
networking competence
Personalization, PDP & TDP
n objects of development on the individual,
work organization and societal level
n studies in the vocational teacher education program
Research and development
competence
In collaborative projects,
both partners and HH AOKK
develop and grow.
Figure 3. Frameworks of the Vocational Teacher Education
36

The work of the vocational teacher requires collaborative
and networking skills. For this reason, in the teacher
education, students work a lot in teams and in larger
groupings. Teams support the student’s r&d activity. Furthermore,
the teachers of haaga-helia School of Teacher
Education work in teams forming an r&d community,
which grows as new teacher students participate.
The History of HAAGA-HELIA School
of Vocational Teacher Education
At the beginning of the 1900’s, as a result of the liberalizing
of the economy and parliamentary reform, it was
a time of dynamic growth and belief in the future. Economic
growth required the development of vocational
education. In 1898, the Finnish Businessmen’s College
(Suomen Liikemiesten Kauppaopisto – slk) was established.
Since 1904, business teacher students started
teaching practice at the school. Teacher trainees gave
practice lessons and observed teaching.
During the first decades of Finnish independence, vocational
education developed slowly despite the demands
of economic growth. The vocational education in different
fields was disjointed administratively through different
ministries. It took wwii, a shortage of a professionally
skilled workforce, a large gap in age groups and a change
in economic structure before society was ready to invest
in the development of vocational education. In anticipation
of the growing need for such education, a teacher
education unit was established in slk in 1950. The commercial
college became a teacher education school as well.
haaga-helia School of Vocational Teacher Education celebrates
the year 1950 as the start of vocational teacher education.
The expansion period of vocational education began at
the end of the 1950’s and continued into the next decade.
Vocational schools grew in size and new ones were established.
Teacher education also grew. Vocational teacher
education was organized according to field in several
small units around the country. The teacher education in
the units varied in duration and content. In an effort to
improve the level of quality of teacher education, curricula
were taken into effect in 1986. Teachers in all fields
were required to complete studies in pedagogy. The studies
amounted to 40 credit units. Since 1992, teacher students
from different fields have been eligible to apply to
teacher education units.
In conjunction with the university of applied sciences
education system, the organization of vocational teacher
education had to be reconsidered. In the law reform
of 1996, vocational teacher education was designated to
be carried out in conjunction with five universities of applied
sciences. The Helia School of Vocational Teacher
Education was founded in 1997. The teacher education at
slk and part of teacher education at the Helsinki School
of Nursing was transferred to the Helia School of Teacher
Education. Teacher education was set at 35 credit units.
haaga-helia School of Vocational Teacher Education
has grown to become a unit that offers teacher education
and continuing education in many fields along
with research and development activity. In response to
the curriculum reform for universities of applied sciences
in 2005, the amount of pedagogy studies for all teachers
is 60 credit points. The structural development of the
higher education system led to the establishment of the
new haaga-helia School of Vocational Teacher Education
in 2007. haaga-helia School of Vocational Teacher
Education continues to uphold the traditions of vocational
teacher education as well as renewing and developing
them in the Helsinki metropolitan area.
37

Student Services
HAAGA-HELIA School of Vocational
Teacher Education
Address: Ratapihantie 13, 00520 helsinki
aokk@haaga-helia.fi
Guidance counselors at haaga-helia School of Vocational
Teacher Education can be best reached by email: firstname.lastname@haaga-helia.fi
Student Pages
Information for students such as schedules for contact
sessions, assignments, forms and some articles can be
found on the student pages: www.haaga-helia.fi/aokk
Study Affairs Office
The Study Affairs Office is located on the 7th floor in
room 7219 in the Helia building in Pasila, where you can
get information concerning the courses you have completed,
as well as any other study-related matters such as
documents needed by the labor force authorities.
Contact Information for the Study Affairs Secretaries
Pirjo Aura, 040 488 77521, information in English
Maija Kotisilta, 040 488 7519
To reach by email: firstname.lastname@haaga-helia.fi
Information Services and Announcements
Study-related information and announcements are generally
sent to the email address that you have assigned
at haaga-helia. Teams can also make use of electronic
learning platforms, which function as a discussion board
and information exchange.
If your email address changes during the course of
studies, please inform of the change at the Study Affairs
Office or change your address yourself under user information
in WinhaWille.
Study-Related Social Welfare Benefits
Teacher education studies do not lead to a degree, therefore
teacher education students are generally not entitled
to receive social welfare benefits (e.g., student card, reductions
in travel, meal benefits). Exceptions are handled
on a case-by-case basis. Questions should be directed to
haaga-helia Study Aid Committee, opintotuki@haagahelia.fi
38

Computer Rooms
During the contact days, students have access to the computer
room 8209 on the 8 th floor. There is also the possibility
to use several computers in room 8204 as well as
the printer. The building is a Wi-Fi zone.
User’s Guides and Rules
User’s guides and rules can be found at www.haaga-helia.
fi/en/it-services
The smoking area for students is located outside behind
the main lobby on the 1 st floor. Smoking in front of
the main doors is strictly prohibited.
Meals
Students have the possibility to eat meals in the Amica
student cafeteria. The cafeteria is located on the 1st floor
of the fbc (slk) building, which you can reach via the
connecting passageways from the 2nd floor in the Helia
building. In addition, there is the Amica Bistro on the
1 st floor in the Helia building, where you can buy coffee,
snacks and a light meal.
Library Services
The library is located on the 3rd floor. Go to www.haaga-helia.fi/fi/kirjasto
for opening hours. To receive the
right to borrow books and get a library card, bring along
a form of identification with your picture and social security
number and fill out a registration form.
Parking
There are no parking places reserved for students in haaga-helia.
We recommend that you use public transport.
There are some parking spaces available at the Helsinki
Fair Trade Center (Helsingin Messukeskus) for a fee.
Bookstore / Stationery Store and Photocopying
The school bookstore “Kirjasalkku” is located on the 1 st
floor of the slk building. The store also sells copying
cards. The bookstore maintains the copying machines
available to students. They are located in the 1 st floor behind
the information desk, and in the library on the 3 rd
floor. The copying machine in the library can only be
used during library opening hours.
Returning Assignments
Assignments are to be returned on a date agreed with the
guidance counselor.
Completed Courses / WinhaWille
You can follow your study progress and completion of
courses on WinhaWille at: https://wille.haaga-helia.fi/winhawille/.
In a contact day, you will receive your codes:
Your user name is your student number and your password
will be automatically generated by computer.
Council for Teacher Education
For administrative purposes of teacher education, educational
facilities for teacher education have a director and
a council for teacher education (law of vocational teacher
education 9.5.2003/356). The purpose of the council
is to prepare matters related to teacher education to the
Board of the university of applied sciences. Of the council
members, one member represents the teachers and one
the students. Additionally, the council also includes per-
39

sons who represent education, industry and the employment
sector. Student members (both regular and deputy
members) are elected in the fall. The elections are to be
announced via email.
Termination of the Right to Study
In the event that you would like to terminate your studies
at haaga-helia School of Vocational Teacher Education,
we ask that you first contact your guidance counselor, after
which you are to handle other practical matters of the
termination in the Study Affairs Office.
40

1 v monimuotoopiskelu
Turussa
1 v verkko-opiskelu
Helsingissä
1,5 v monimuotoopiskelu
Helsingissä
1 v monimuotoopiskelu
Helsingissä,
ilta/viikonloppu
1 v monimuotoopiskelu
Helsingissä
2010
19.5.2010
Osaamisalueiden
soveltavat opinnot
(Ammatti pedagogiset
opinnot, Amped)
17.–18.5.2010, klo 9–16
Osaamis alueiden
soveltavat opinnot
(Ammatti pedagogiset
opinnot, Amped)
25.5.2010, klo 9–16,
26.5.2010 klo 9–12
Osaamisalueiden
soveltavat opinnot
(Ammatti pedagogiset
opinnot, Amped)
1½ year pedagogical
studies in English
18.5.2010, klo 9–11
Osaamisalueiden
soveltavat opinnot
(Ammatti pedagogiset
opinnot, Amped)
26.5.2010
Osaamisalueiden teoreettiset
opinnot (Kasvatus tieteelliset
perusopinnot, Kasper)
klo 13–16
Johdatus kasvatustieteisiin
25.5.2010, klo 9–16
Introduction to pedagogical
Studies
Toukokuu 18.5.2010, klo 9–16
42
Osaamisalueiden
soveltavat opinnot
(Ammatti pedagogiset
opinnot, Amped)
Ilta/viikonloppu opiskelu
perjantaina klo 16.30–20.30
ja lauantaina klo 9–16
20.5.2010
Osaamisalueiden teo reettiset
opinnot (Kasvatus tieteelliset
perusopinnot, Kasper)
klo 9–12 Johdatus
kasvatustieteisiin
klo 13–16 Opetus ja
oppiminen
23.8. klo 9–16
Johdatus kasvatustieteisiin
24.8. klo 9–12
Opetus ja oppiminen
19.5.2010
Osaamisalueiden teoreettiset opinnot (Kasvatustieteelliset perusopinnot, Kasper)
klo 9–12 Johdatus kasvatustieteisiin
klo 13–16 Opetus ja oppiminen
4.–5.6. Amped
Kesäkuu
Heinäkuu
3.6. klo 9–16 Opetus ja oppiminen 3.6. klo 9–16 Opetus ja
oppiminen
15.9. klo 9–16
Amped
15.–16.9. klo 9–16
Basic studies in pedagogy
Studies in vocational
pedagogy
18.8. klo 10–16
Johdatus kasvatustieteisiin
19.8. ja 31.8. klo 9–16
Kasvatus elämänkulussa
Elokuu 12.8. klo 9–16 Johdatus kasvatustieteisiin
13.8. klo 9–16 Kasvatus elämänkulussa
25.8. klo 9–16 Kasvatus elämänkulussa
6.–8.9. klo 9–16
Amped
13–14.9. klo 9–16
Amped
3.–4.9.
Amped
4.10. klo 9–16
Opetus ja oppiminen
5.10. ja 14.10. klo 9–16
Kasvatus elämänkulussa
Syyskuu 8.–10.9. klo 9–16
Amped
30.9. klo 10–13
Kohti tutkivaa työtapaa
27.9. klo 9–13
Kohti tutkivaa työtapaa
10.11. klo 9–16
Kasvatus, yhteiskunta ja
kulttuuri
20.–21.10. klo 9–16
Amped
1.–2.10.
Amped
Lokakuu 11.–13.10. klo 9–16
Amped
29.–30.10.
Amped
17.11. klo 9–16
Amped (piks)
29.11. klo 9–12
Kasvatus, yhteiskunta ja
kulttuuri
klo 13–16
Oppiminen työelämässä
17.11. klo 9–16
Basic studies in pedagogy
10.11. klo 10–14
Kohti tutkivaa työtapaa
Marraskuu 11.11. klo 9–13
Kohti tutkivaa työtapaa
29.–30.11. klo 9–16
Amped
16.11. klo 9–16
Amped
19.–20.11.
Amped
22.-24.11. klo 9–16
Amped

Joulukuu 10.–11.12. klo 10–16
Amped
15.12. klo 9–16
Oppiminen työelämässä
9.12. klo 10–16
Kasvatus, yhteiskunta ja
kulttuuri
8.12. klo 9–16
Kasvatus, yhteiskunta ja kulttuuri
2011
24.–26.1. klo 9–16
Amped
12.1. klo 10–12
Kasvatus, yhteiskunta ja
kulttuuri
Tammikuu 11.1. klo 9–12
Kasvatus, yhteiskunta ja kulttuuri
24.–26.1. klo 9–16
Basic studies in pedagogy
Studies in vocational pedagogy
klo 13–16
Oppiminen työelämässä
klo 13–16
Oppiminen työelämässä
24.–26.1.
Amped
14.–15.1.
Amped
19.–21.1. klo 9–16
Amped
15.2. klo 9–13
Kohti tutkivaa työtapaa
15.2. klo 10–16
Oppiminen työelämässä
Helmikuu 14.2. klo 9–16
Oppiminen työelämässä
28.2. klo 9–16
Amped
28.2. klo 9–16
Basic studies in pedagogy
9.2. klo 9–16
Amped
18.–19.2.
Amped
1.–2.3. klo 9–16
Amped
7.–8.3. klo 9–16
Amped
1.–2.3. klo 9–16
Studies in vocational
pedagogy
11.–12.3.
Amped
Maaliskuu 7.–9.3. klo 9–16
Amped
23.3. klo 9–13
Kohti tutkivaa työtapaa
13.–15.4. klo 9–16
Amped
13.–15.4. klo 9–16
Studies in vocational
pedagogy
11.–13.4. klo 9–16
Amped
Huhtikuu 1.–2.4.
Amped
12.–13.5. klo 9–16
Päätös
9.–10.5. klo 9–16
Päätös
7.5. Amped
10.5. Päätös
Toukokuu 9.–10.5. klo 9–16
Päätös
29.–31.8. klo 9–16
Studies in vocational
pedagogy
Kesä-Heinä
Elokuu 29.–31.8. klo 9–16
Amped
24.–26.10. klo 9–16
Studies in vocational
pedagogy
Syyskuu
12.–13.12. klo 9–16
Studies in vocational
pedagogy, Graduation
Lokakuu 24.–26.10. klo 9–16
Amped
Marraskuu
43
Joulukuu 12.–13.12. klo 9–16
Päätös