In this course, you will set yourself objectives related to teacher education and your own professional development, follow the progress of your studies, participate in the discussion of your learning circle and finally evaluate the outcomes of your studies.

This course consists of various methods supporting the development of your professional identity and agency as a facilitator of learning. You will reflect on the development of your competences not only in the facilitation of learning but also in building, maintaining and utilizing working life connections and other networks, counselling and coaching, and working in international expert communities.

In the framework of this course, you will design and continuously update a personal competence development plan (CDP). You will also follow and reflect the development of your competences through compiling a portfolio and learning diary, as well as working in a learning circle group with your fellow students. At the end of the studies, you will assess your competences as an expert of learning in relation to the intended learning outcomes with the tutor.

Please note that this course provides you with a personal experience on the methods mentioned above, and increases your skills and competences to apply them, along with other methods, in learning processes in your own work.

With the learning tasks of this course, you will improve your reflective skills, agency skills and interaction skills.

Important information signModes of study Personal competence development plan, reflective diary, working in a learning circle group, portfolio, assessment discussion. You will find the learning assignments in the Optima online learning environment.

Literature

Brown, A., Kirpal, S. and Rauner, F. (Eds.) 2007. Identities at Work. Dordrecht: Springer.

Objectives

Students will set personal aims related to teacher education studies to develop their professional agency as a facilitator of learning. They will assess their competence in relation to aims set. Students will assess and reflect their own learning process and give feedback to peers to support their learning.

Learning tasks

At the beginning of the studies, you will create your Personal Competence Development Plan (CDP) to analyse your orientation for teacher education studies and to strengthen your professional agency and professional identity as a facilitator of learning.

When creating your CDP, you are asked to contemplate questions such as: What do you expect from working as a facilitator of learning? What are your main goals in your development as a facilitator of learning? How would you characterize yourself as a learner? In the CDP, you are also expected to prepare an indicative schedule for your studies. Personal Competence Development Plans are systematically supplemented and jointly reflected throughout the studies.

You need to compile a portfolio to collect meaningful experiences and learning outcomes during your studies. You will systematically reflect and assess the development of your competence as a facilitator of learning, and how the pedagogical studies have supported the construction of professional identity and expertise.

You will also keep a reflection diary. The aim of the diary is to be a guide towards your personal, reflective thinking. It is a key source for working on the portfolio and self-assessment throughout the studies. In the reflection diary, you can record questions, comments and observations on your goals and study process.

One of the learning tasks of this course is the participation and collaboration in the learning circle group activities. This small group of students is significant in the formation of your professional identity as you will receive peer feedback and work as a peer tutor and give feedback to the others.
 
At the end of the studies, you will reflect on your own competence in an assessment discussion relation to the intended learning outcomes in teacher education together with your teacher educator. You will get a personal experience on a summative assessment process and assessment discussion between a student and a teacher.

Learning process assessment

In this course, we will promote and evaluate reflection skills, agency skills and interaction skills. The tools for evaluating the learning process are the various self-assessment tasks and the feedback from the peers and the teacher educator.

The assessment decision is made by the teacher educator once all the learning tasks have been completed. The assessment decision is made on a pass/fail scale. The assessment materials consist of the CDP, the portfolio, the learning circle group work, and the final assessment discussion.

Figure 2: Learning process