Research and development topics for the module:

- your teaching and tutoring in different learning environments
- interactions
- group processes
- personalisation
- curricula
- learning processes and environments.

Work methods

- Teaching and tutoring activities are organised in educational institutions and workplaces. You should check access to teaching and tutoring well in advance.

- Include in your PDP different teaching and tutoring sessions for exploring development areas. training includes group instruction, individual instruction, i.e. instruction of a variety of different learners, including those needing special support.

For example, the situations could be part of a specific module, course or sub-module or from a selection of different work environments. Your training may take place in projects between a vocational institution and working life, in classrooms or workshops, workplaces in the industry, online, in third sector locations or outside. Wherever your training is implemented, you must plan the instruction of learning processes and demonstrate broad competence for planning teaching.

- If possible, you should plan the teaching and tutoring sessions with students, colleagues and workplace representatives in advance. Make a pedagogical script in which you take into account the students' learning processes and your own actions as a teacher and an instructor.

- The teaching and tutoring sessions should include assessment of your practices, for example, in cooperation with students, tutors and the peer group. Provide reasoning in your pedagogical script for your choices based on your practical theory.

- Invite members of your peer group to observe and discuss your work. Your personal tutor will also visit to observe at least one of your teaching and tutoring sessions and talk with you about how to develop your teaching and tutoring practices.

Competence demonstration:
The research and development targets in study unit 2.3 are interaction, group processes, personalisation, curricula, as well as learning environments and processes. Below are described the types of competencies you should acquire and demonstrate during teacher training. The descriptions include the methods for demonstrating competence that show in practical terms what kinds of examples, documents and competence demonstrations you must provide.

The competence demonstration descriptions direct you in two ways. They help you recognise and highlight previously acquired competence. They also provide an indication on how you can acquire the missing competencies during your vocational teacher studies. You use your digital competence portfolio to reflect on and assess everything you have done during your teaching practice in connection to the practical theories that are apparent in your work.

INTERACTION:

- Describe your interaction and guidance orientation when you act as a teacher in the teaching and counselling situation of your choice. Consider how your values and experiences affect your interactions.

- Describe how, as a teacher, you handle modes of action that hinder interaction and promote each student’s experience of safety in a teaching or guidance situation.

- Describe how you would build a dialogic space and confidential pedagogical relationship in a teaching or guidance situation.

- Describe the interactive relationships, tensions and structures of the group (such as status, power, psychological and social, emotions). Describe also how you reinforce confidential interaction relationships by using, for example, the skills of listening and discussion.

- Describe the verbal and non-verbal communications in a teaching or guidance situation.

- Describe how you take into account all the students in, for example, the language you use, how you formulate the content, which points of view you choose, and in non-verbal communications and micro encounters.

- Describe how in the interaction, you reached the goals set for the teaching or counselling situation.

- Assess your own competence in relation to professional competence requirements and competence criteria. Identify further needs and opportunities for development.

- What kinds of changes do you notice in yourself (in your thinking, actions, emotions, attitudes)?

GROUP PROCESSES

- Describe an interactive group process you have led (e.g. students' learning processes, work community's change or development process).

- Describe how you enabled the participation of the group members in the process (e.g. grouping, roles, equal opportunity and participants' diversity).

- Assess how you managed to achieve the objectives for group processes.

- Justify the decisions you made using the pedagogic knowledge base.

- Assess your own competence in relation to professional competence requirements and competence criteria.

LEARNING PROCESSES AND ENVIRONMENTS
- Describe and assess what kinds of learning environments are needed in your industry.

- Describe a learning process you implemented which includes individual and communal learning in different learning environments (e.g. learning objectives, stages of learning processes, teaching and instruction methods, digital solutions, learning materials, assessment).

- Describe your cooperation with workplace representatives and colleagues.

- Present the documents or guidance that directed your activities.

- Justify the decisions you made using the pedagogic knowledge base.

- Assess your own competence in relation to professional competence requirements and competence criteria.

PERSONALISATION

- Describe a personalisation process you are part of as a teacher or explore processes led by others e.g. by interviewing and observing teachers and students.

- Present the documents or guidance that directs personalisation in the environment you are studying.

- Describe what kind of competence the qualification requires.

- Describe what kinds of personalisation practices the educational organisation uses.

- Describe how a working life representative has participated in the personalisation process.

- Describe what kinds of media, methods and tools are used for instruction.

- Describe how students' personalisation is documented.

- Construe your observations using the pedagogic knowledge base.

- Assess your own competence in relation to professional competence requirements and competence criteria.

CURRICULA

- Describe how the curriculum/qualification requirements guide the organisation of the educational programme or qualification in your industry (e.g. the realisation of competence-based learning, pedagogic model and organisation of teachers' practices).

- Describe how the curriculum/qualification requirements are applied in practice and developed in your educational programme or qualification (e.g. by interviewing teachers, students or working life representatives, observing induction processes, participating in activities).

- Construe your observations based on the pedagogical knowledge base and assess your own competence in relation to professional competence requirements and competence criteria.

- You can apply for open badges for research and development areas and use them as certificates of competence. You can use them when seeking employment or when you want to demonstrate your competence in your networks. The open badge descriptions and application instructions and links are available on MyNet.