Search:	ECTS	1	2	3	1S	1A	2S	2A	3S	3A	1	2	3	4	1	2	3	4	1	2	3	4
Teacher as a researcher and developer of pedagogical practices (All compulsory)
PED001OP7P Becoming a vocational teacher	5
PED002OP7P Basis for teaching and learning	5
PED003OP7P Learning at work and in networks	5
		15	0	0	7.5	7.5	0	0	0	0	3.8	3.8	3.8	3.8	0	0	0	0	0	0	0	0
Teacher as an ethical developer, teaching practice (All compulsory)
PED004OP7P Observing teaching and tutoring in different contexts	5
PED005OP7P Teaching and tutoring practice in vocational institutions and companies	15
Optional pedagogical themes (Choose one)
PED014OP7P Competence assessment	5
PED015OP7P Career counselling	5
		30	0	0	15	15	0	0	0	0	7.5	7.5	7.5	7.5	0	0	0	0	0	0	0	0
Teacher as an active citizen (All compulsory)
PED016OP7P Professional knowledge and changes in working life	5
PED017OP7P Changing vocational education	5
		10	0	0	5	5	0	0	0	0	2.5	2.5	2.5	2.5	0	0	0	0	0	0	0	0
ECTS credits per period / semester / academic year		55	0	0	27.5	27.5	0	0	0	0	13.8	13.8	13.8	13.8	0	0	0	0	0	0	0	0

Description

The aim of vocational education is to promote students' vocational competence and social development into active members of society. It develops work pursuits and corresponds with the competence needs of working life, promotes entrepreneurship and supports life-long learning.

THE RATIONALE OF THE DEVELOPMENT PROGRAMME:

Social development:

The value base of the programme is social development, which promotes successful everyday life, high-quality working life, social equality and non-discrimination in society. Social development encompasses truthfulness, community spirit, responsibility and ethics. The key features of the studies are contextuality, community and dialogue.

Professional development:

Professional development provides a framework for the Vocational Teacher Development Programme. The key themes for professional development include vocational learning, teaching and tutoring, professional growth as a lifelong process, and work-based social development as a member of a workplace community, entrepreneur, professional and a member of society.

Competence-based development and personalisation:

Competence-based development means that the basis for teaching and assessment is competence attainment. The focus shifts from teaching to planning, tutoring and supporting each student’s learning process. The student teacher and the tutor plan together the learning process. In the personal development plan (PDP), they recognize the student teacher’s prior competence in relation to the competence criteria of vocational teachers and Haaga-Helia's education exports continue online despite the pandemic. New students started in international vocational teacher education programme in January.

In vocational teacher education, the competence criteria are interpretations of the kind of competencies vocational teachers will need in different work environments now and in the future. These criteria will be discussed, interpreted and defined during the vocational teacher education programme.

Enquiry-based development:

Vocational teacher training studies are implemented in accordance with the enquiry-based development model. The model contains the following stages of the development: the investigation of the current state of affairs, goal-setting, the investigation of theoretical assumptions, experimentation, and sharing of findings.