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Åbo Akademi University 2014/2015
EDUCATION
Education
Vasa Campus
Courses in English for education majors can be combined
with literature studies and practice. Accordingly, the 5 credit
teacher training practice for teacher students at the Abo Aka-
demi University - Vasa campus is offered in English for grades
1-6 and pre-school, and also for grades 7-9. These modules
provide practice in addition to theory, helping students de-
velop their professional skills.
The training practice can be focused on subjects or areas of
interest for the student, for example music, mathematics,
language training, etc. The teacher-training school is a part
of the Faculty of Education.
Teaching Practice
641001.7
5 credits
Intermediate level
Supervised teaching practice
Time: Autumn 2014 and spring 2015
Lecturer/Contact person: Heimo Oksanen
Teacher students have the possibility to do teaching practice
in Vasa. The teaching practice takes place in Vasa Teacher
Training School (VTTS), which is located only a block from
the university. The exchange students are recommended to
take part in the Basic Practice (Grundläggande praktik). This
practice period can be designed according to personal needs
and the extent is 5 credits. The practice period is graded as a
pass or fail. For other grading please contact the International
office before the practice.
It is also possible to take part in other practice periods but
these periods have to be arranged according to the actual
situation in the teacher training school. In these cases you
should discuss the requirements with the university and the
advising teacher at VTTS.
The advising teacher is responsible for giving information
beforehand to the student in case of risk for failing the practice
period (preferably extra support is given through advising
sessions and tutoring). If required the student completes sup-
plementary practice after the practice period in question. The
grade fail means that the complete periodmust be renewed.
The student documents, analyses and evaluates each practice
period in a report. The requirements for the reports must be
met in all aspects.
Assessment summary:
The student:
.
participates in school work all day
.
participates in advising sessions
.
plans and executes individually, in pairs or in a small
group at least 10 exercises (pre-school-6)
.
observes (7-9) and participates in evaluation discussions
.
prepares for and participates in three theme discussions
.
hands in the practice passport
Pictorial Creativity and Visual Thinking
640002.9
3 credits
Basic level
Lectured course
Offered: To be announced
Lecturer: Hannah Kaihovirta-Rosvik
Climate Change Education - Challenges and
Opportunities
5 credits
Basic level
Lectured course
Offered: Autumn 2014
Contact: Mikaela Hermans
Aim: The aim of the course is to enhance the prospective
teachers´ knowledge about global climate change and to
promote their action competence in climate change mitiga-
tion. Necessary skills for the participants´ own future teaching
of climate change will be cultivated.
Learning objectives: After the course the participants shall
.
have improved their understanding of climate-related
socio-scientific issues (e.g. the causes and consequences
of climate change)
.
have a raised awareness of the potential strategies for
limiting the impacts of climate change
.
be able and motivated to take both individual and col-
lective actions targeted at mitigating climate change
.
have the competence to teach about climate change
using a comprehensive and multidisciplinary approach
(including critical thinking and problem solving)
.
have the capability to use local, tangible and actionable
aspects of climate change in their future teaching about
climate change
Teachingmethods: Lectures, seminars, group tutorials, expe-
riential learning, problem based learning, fieldwork.
Forms of examination: Individual and group tasks, oral pres-
entations, active participation.
Literature:
Anderson, A. (2012). Climate change education for mitigation
and adaptation. Journal of Education for SustainableDevelop-
ment, 6(2), 191-206.
Bangay, C., & Blum, N. (2010). Education responses to climate
change and quality: Two parts of same agenda? International
Journal of Educational Development, 30(4), 359-368.
Houghton, J. (2009). Global Warming: The Complete Briefing.
4th ed. Cambridge: Cambridge University Press.
Jensen, B. B., & Schnack, K. (2006). The action competence ap-
proach in environmental education. Environmental Education
Research, 12(34), 471-486.
Kagawa, F., & Selby, D. (2012). Ready for the storm: Education
for disaster risk reduction and climate change adaptation and
mitigation. Journal of Education for SustainableDevelopment,
6(2), 207-217.
Portier, C.J., Thigpen Tart, K., Carter, S.R., Dilworth, C.H., Gramb-
sch, A.E., Gohlke, J., & Whung, P-Y. (2010.) A Human Health
Perspective On Climate Change. Research Triangle Park,
NC: Environmental Health Perspectives/National Institute of
Environmental Health Sciences. Available:
.
gov/climatereport
In addition literature according to the participants´ own
choices.
Education and Society
641000.2
3 credits
Basic level
Lectured course
Offered: Autumn 2014 - to be confirmed
Lecturer: Rita Nordström-Lytz
Aim: The aimof the course is to provide knowledge about the
function of education in a world of increasing internation-
alization. The student will also gain insight in the historical
development of the Finnish school system and the socializa-
tion and growth of younger people.
