Course and module descriptions in alphabetical order (by course code and number if available)

Early Childhood Practice   6 ects

Aim: To gain experience in working in an Finnish Early Childhood setting with children aged between 3 and 6. The setting will be chosen according to each student’s interests.

Content: Working in a Finnish ECEC and co-operating with the staff of the setting, the curriculum and its influence on everyday life, adults’ roles and pedagogy in the setting, focus on how the learning environment is constructed, co-operation with parents, children’s day

Method: Work and active participation in a chosen setting:  6 weeks, 2 days/week, planning and analyzing activities with children, discussions with the setting staff

Evaluation: Pass/fail

Level: Undergraduate, graduate
Period: I-II (autumn)

Tutor: Tuija Turunen

 

GKAS 3010 The Phenomenon of Globalization (I)  2 ects

Aim: The student: (1) realizes globalization as the most influential trend in today’s world; (2) distinguishes the difference between globalization as a socioeconomic and political phenomenon of ‘global market’, on the one hand, and globalization as an inevitable consequence of a unifying historical evolution throughout human history, on the other; (3) acquires a general understanding of the potential role of education as a manageable change agent in promoting a sustainable and inclusive global future.

Content: Superficial vs. fundamental processes of globalization; the process of unification and social maturation as an historical and evolutionary imperative; human development: reactive vs. proactive evolution and the role of education for future-building; exercise in the distinction between destructive vs. constructive processes at work in the world.

Method: Introductory lectures/discussions (12 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues.

Evaluation: 5-1/fail

Level: Undergraduate, graduate
Period: I-II (autumn), III-IV (spring)

Tutor: Partow Izadi.

 

GKAS 3011 The Phenomenon of Globalization (II)  4 ects

Aim: The student: (1) learns to perceive beyond the present confusion in the world and to analyse world events in the context of a global transitional stage, ripe with risks but offering also a platform for a more mature civilizational development; (2) acquires an overall view of human history as a continuous, progressively unfolding evolutionary process towards more developed and broader forms of social, cultural and political cooperation; (3) obtains a critical understanding of the prerequisites for promoting constructive globalization (as opposed to superficial global phenomena): the necessity of unity of purpose in vital global matters and in core values, and retaining diversity in individual, cultural and national ways of life and thought.

Content: History as a progressive evolutionary process towards more developed cooperation; contribution of cultures and religions to civilization; perceiving beyond the present confusion of world events in the context of global transition; unity of purpose and core values in the diversity of application within the cultural and mental spectrum of human experience; education as a primary tool for international, social and human development.

Method: Introductory lectures/discussions (24 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues.

Evaluation: 5-1/fail

Level: Undergraduate, graduate
Period: I-II (autumn), III-IV (spring)

Tutor: Partow Izadi.

 

GKAS 3020 Cultural Identity and World Citizenship (I)  3 ects

Aim: The student: (1) becomes aware that multiculturalism, and the related pluralism, are an existing and problematic state of affairs, not goals in themselves; (2) is acquainted with the challenge of multiculturalism faced by schools: learning a new sense of citizenship with certain shared goals and values harmonizing the fragmented pluralism and, simultaneously, enabling the thriving of vast cultural diversity — a state known as ‘world citizenship’ and closely connected to the systemic principle of ‘unity in diversity’; (3) obtains capacities to promote, in the class and among the community of pupils, the practice of such citizenship in which cultural diversity is realized in a coherent, not fragmented, manner.

Content: Civic skills and capabilities for world citizenship, needed for sustainable and inclusive globalization; skills of constructive and participatory social change applied to the context of cultural diversity in the school environment; the principle of unity in diversity; discussion on practical ways of promoting, in the class, collective responsibility and mutual respect and the constructive encouragement of diversity.

Method: Introductory lectures/discussions (18 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues.

Evaluation: 5-1/fail.

Level: Undergraduate, graduate
Period: I-II (autumn), III-IV (spring)

Tutor: Partow Izadi.

 

GKAS 3021 Cultural Identity and World Citizenship (II)  5 ects

Aim: The student: (1) is acquainted with the principles related to working with a multicultural class in order to develop it towards a sense of community and the requirements of sustainable human diversity; (2) learns to recognize those civic and educational skills and capabilities that are needed for the practical realization of sustainable and inclusive globalization; (3) realizes the need for the balance, in the course of education, between the human being as an individual with certain rights, on the one hand, and the human being as a part of the whole with certain obligations, on the other; (4) obtains an understanding of education as a proactive process of socialization during which the learners learn to perceive their own role and identity in the community as promoters of cooperation and as builders, not only receivers of social and community benefits.

Content: Discussion of the potential impetus of diverse cultures and mentalities on global solidarity; discussion on how to promote, in the class and school environment, the advantage of the whole with due respect to the needs of individuals as well as a sense of collective responsibility; simulation with solutions that focus on the interests of the whole while regarding also the needs of the part; good governance and the principle of collective and participatory consultation and decision-making for bottom-up community empowerment and grassroots level ownership.

Method: Introductory lectures/discussions (30 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues.

Evaluation: 5-1/fail

Level: Undergraduate, graduate
Period: I-II (autumn), III-IV (spring)

Tutor: Partow Izadi.

 

Individual Supervision for Postgraduate Research  10 etc

Aim: To provide individual supervision (mentoring) for students’  postgraduate research

Content: Introduction to qualitative research methods with focus on narrative inquiry and its use in mathematics education research. The module is based on self-conducted research.

Method: Mentoring (20h), self-conducted research

Evaluation: Pass/fail

Level: Postgraduate
Period: Scheduled individually

Tutor: Raimo Kaasila

 

Introduction to Content and Language Integrated Learning (CLIL)  2ects

Aim: To familiarize participants with the key issues (methods, materials, assessment) in CLIL in Early Years Education and on primary level (ages 3-12). To offer insights into different models of and opportunities for CLIL in that age group. To facilitate and support participants’ planning of CLIL implementation in their own contexts.

Content: Language learning at ages 3 to 12. CLIL as an educational approach. CLIL delivery models and challenges. Core Features of CLIL methodology. Activating CLIL: CLIL lessons from theory to practice.

Method: 20h lectures and workshops. Independent work.

Evaluation: Pass/fail

Level: Undergraduate, graduate
Period: III-IV (spring)

Tutor: coordinator Elizabeth Alssen

 

Introduction to University Studies  0 ects

Aim: To familiarize students with the study system at the University of Lapland. For students to acquire a basic grasp of Finnish culture and society. To provide information about studies available in English at the Faculty of Education as well as other faculties at the University of Lapland. To provide information on the practicalities of living in Rovaniemi (e.g. housing, student lunches, medical issues).

Content: Information on the study system at the University of Lapland, studies available in English, practicalities of living in Rovaniemi, Finnish culture and society.

Method: Lectures and tutorials, meetings with other students and student tutors.

Evaluation: No evaluation

Level: Undergraduate, graduate

Period: I (autumn) and III (spring)

Tutor: Jaana Severidt

 

KKAS 0301  Early Years Education and Care (ECEC) in Finland  5 ects

Aim: To familiarize students with the Finnish Early Years Education system for children aged between 3 and 8 years.  On completion of the module students will be able to identify the important issues and how these have been addressed in Finland. They will also demonstrate knowledge of and insight into factors influencing the development of Early Years provision and education.

Content: Early Years settings, curricula, teacher’s roles, learning environment and pedagogy

Method: Lectures, seminars,  workshop sessions, group work, visits to Early Years settings, individual study

Evaluation: 5-1/fail. A report on the visits and an essay discussing Finnish Early Years Education.

Level: Undergraduate, graduate
Period: I-II (autumn)

Tutor:  Tuija Turunen

 

KKAS 2101 Schools of Educational Philosophy  4 ects

Aim: The student: (1) forms an overall picture of schools of educational philosophy and pursues in depth some main question or school of educational philosophy or the views of some educational thinker, and learns to practice critical and independent thinking when studying and contemplating educational philosophies; (2) learns to form and present essential philosophical questions central to the effectiveness of education, and to search answers to different models of solutions to these questions, particularly in synergistic cooperation with others; (3) learns to apply his/her educational philosophical thoughts to the praxis off education, to the development of the individual and the community, and to human empowerment.

Content: The scientific method and understanding reality; review of some general schools of the philosophy of science and philosophical schools of thought in the background of the science of education; education as a societal evolutionary engine, the role of education as an agent for realeasing human potential and building societal futures; implementing educational philosophical solutions and ideas: education for community and individual growth and development from the grassroots level.

Method: Introductory lectures/discussions (24 h), writing a general learning journal, writing (in pairs or groups) an analytical essay; books and course materials are studied critically (not as given knowledge for assimilation) to facilitate inquiry into the interconnections of issues.

Evaluation: 5-1/fail

Level: Undergraduate, graduate
Period: I-II (autumn), III-IV (spring)

Tutor: Partow Izadi.

 

KTYL 0201 Finnish System of Education 2 ects

Aim: To familiarize students with the Finnish system of education.
Content: Comparative study of the Finnish and the students´ native systems and possible professional applications. The module is based on lectures and self-conducted research.
Method: lectures (10h) , self-conducted research, comparative essay
Evaluation: Pass/fail.
Level: Undergraduate, graduate.
Period: I-II (autumn), III-IV (spring).
Tutor: selected lecturers at the Faculty of Education

 

LAER 0321  Oral Skills   5 ects

Aim: For students to improve communicative competence, develop and expand vocabulary, organisational skills and teaching competence and to increase understanding of cultural aspects and features of the English language.
Content: In class: communicative activities, discussions, debates, role play and simulations. Students will rehearse and perform a Shakespeare play. Out of class: Communicative team-building activities in nature. Social evening meal to include role play, lateral thinking problems and discussions.
Method: Contact teaching: 60h.
Evaluation: Pass/fail. Assessment though active participation in class and outdoor activities; Preparation and teaching of a communicative activity to the group.
Level: Undergraduate, graduate.
Period: I-II (autumn).
Tutor: Robert Kinghorn

 

LAER 0322  Children´s Literature   3 ects

Aim: To expose students to a broad spectrum of children´s literature spanning many eras. Students will explore the themes and language features within these texts and develop their analytical skills and ability to discuss and write about children’s literature.
Content: Classic and contemporary short stories, fairytales, myths and legends.
Method: Contact teaching: 30h; discussions, homework tasks, presentation and essays.
Evaluation: Pass/fail. Assessment though active participation in class discussions, presentation and essays.
Level: Undergraduate, graduate.
Period: I-II (autumn).
Tutor: Michael Hurd.

 

LAER 0324  Writing and Grammar   3 ects
Aim:
To enhance the writing process through peer correction, evaluation and revising; familiarize students with paragraph structure and practise developing coherent arguments; practice descriptive and creative writing; revise grammatical structures with emphasis on normative grammar.
Content: Instruction will include analysis of selected types of texts and guidelines for writing

them (e.g. argumentative essays, reaction essays, summaries); Some writing will be based on readings selected by the teacher and students. Systematic revision of intermediate grammar with attention paid to explaining some grammatical points for teaching purposes.

Method: Contact teaching 30 h; individual writing, peer correction, re-drafting, group work, self-study.
Evaluation: 5-1/fail. Active participation, essays and writing tasks, grammar tests and end-of-course test.
Level: Undergraduate, graduate.
Period: III-IV (spring).
Tutor: Elizabeth Alssen.

 

LAER 0325  Phonetics and Pronunciation   5 ects

Aim: To give students basic knowledge about the English phonological system, improve their pronunciation, and prepare them to deal with their future pupils´ pronunciation problems.
Content: Part I: Introduction to English segmental phonetics, phonetic transcription, pronunciation practice, practical methods of improving pupils’ pronunciation. Part II: Strong and weak forms, word and sentence stress, pronunciation practice, practical methods of improving pupils’ pronunciation.

Method: Contact teaching: 60h (40h + 20 h); lectures, discussion, practical exercises, homework.
Evaluation: Phonetics: Pass/fail on the basis of an exam; Pronunciation 5-1 based on assessment by the teacher. Regular attendance, completion of homework, active participation in classwork and successful completion of the exam at the end of the course.
Level: Undergraduate, graduate.
Period:  Part I: 3rd year, Periods I-II (autumn); Part II: 3rd year, Period III (spring). Part I (40 hours) is a prerequisite for Part II (20 hours).

Tutor: Michael Hurd.

 

LAER 0326  Introduction to the Study of Language   2 ects
Aim: To familiarize students with the basic concepts in linguistics useful for a language teacher, with particular focus on language acquisition and learning.
Content: The course will cover those areas of the language study which are of particular interest to teachers of English: theories of language acquisition and learning, issues in semantics, pragmatics, sound system, and language analysis on morphological, word and sentence levels.
Method: Contact teaching 20h; lectures and seminars.
Evaluation: 5-1/fail. Active participation and end-of-course exam.
Level: Undergraduate, graduate.
Period: IV (spring).
Tutor: Elizabeth Alssen.

 

LAER 0327  English Didactics   4 ects

Aim: To broaden students´ perspective on TEFL, explore various aspects of TEFL, provide theoretical foundations to TEFL, to help students make informed choices in their practical teaching of English.
Content: Teaching various language skills: vocabulary, reading, writing, speaking, listening, pronunciation, grammar and structures; ICT in the primary language teaching and learning; motivating young learners to learning English; cultural issues in a primary classroom; immersion; teaching English through stories; theme- and project-based teaching and learning of English; assessment in English language learning. LAPE 1601 (see Teaching Experiencxe Package English) or a course with the corresponding content is a prerequisite for this course.

Method: Contact teaching: 40h; lectures, individual and group work, presentations, student-led seminars, written course work.
Evaluation: Pass/fail. Lectures, individual and group work, presentations, student-led seminars, written course work.

Level: Undergraduate, graduate.
Period: II (autumn).
Tutor: Elizabeth Alssen.

 

LAER 0328  Communicative Materials   2 ects
Aim: To present a wide range of communicative theories and related material for the teaching of foreign languages. To enable the students to become competent at critically evaluating communicative techniques. For the students to prepare age and curriculum appropriate samples of various materials and to execute and evaluate those during peer presentations.

Content: Introduction to the main communicative techniques: Information Gap, Jigsaw, Ranking/ordering, Multi-media etc. Exploring and critically evaluating examples of these techniques; Creating or adapting material for peer presentations followed by reflection and evaluation of the materials.
Method: Contact teaching: 20h; lectures, practice exercises, discussions, homework, individual teaching during peer presentations, reflection and evaluation of materials.
Evaluation: 5-1/fail. Active participation in activities and discussions, preparation and execution of age and curriculum appropriate communicative materials.
Level: Undergraduate, graduate.
Period: III-IV (spring).
Tutor: Elizabeth Alssen

 

LAER 0329  British Culture 1 ects
Aim: To familiarize students with those aspects of British culture which bear on cultural content of teaching English at the primary school level.
Content: The course will focus on exploring themes such as: the countries that make up the UK, schools and education, sport, festivals, London, daily newspapers, etc.
Method: Contact teaching: 10h; lectures, group work, written assignments.
Evaluation: Pass/fail. Active participation and written assignments.
Level: Undergraduate, graduate.
Period: IV (spring).
Tutor: Elizabeth Alssen.

 

LAER 0721  Movement Education and Sports Didactics  2-8 ects

Aim: To offer professional readiness for teaching physical education in primary school in grades 1 to 6.

Content: Outdoor activities (orienteering, hiking). Development of motor abilities (gymnastics, athletics). The basics of national physical education culture (finnish baseball). Ball games (football, volleyball)

Method: 110 h exercises

Evaluation: Active participation in exercises. Written essay on a given topic based on exercises. Attendance is compulsory.

Level: Undergraduate, graduate.
Period: I-II (autumn)

Tutor: Mikko Pehkonen and Ari Kunnari

 

LAER 0722  Didactics of Physical Education 1 ects

Aim: To gain the understanding of the basic principles of learning and teaching motor skills.

Content: Learning and teaching motor skills. Development of motor abilities.

Method: 2 h exercises

Evaluation: Active participation in exercises. Written essay on a given topic based on exercises.

Level: Undergraduate, graduate
Period: I-II (autumn)

Tutor: Mikko Pehkonen

 

LAER 0724  Physical Education 1 ects

Aim: To gain the understanding of the basic principles of physical and motor fitness.

Content: Training and measurement of physical and motor fitness.

Method: 2 h exercises

Evaluation: Active participation in exercises. Written essay on a given topic based on exercises.

Level: Undergraduate, graduate
Period: I-II (autumn)

Tutor: Mikko Pehkonen

 

LAER 1625  Finnish Literature  3ects

Aim: The aim of the course is to familiarize students with the history of Finnish literature from the 16th century to modern times.

Content: The history of Finnish literature from the 16th century to (post)modernism. This course is part of a broader course on comparative literature.

Method: Lectures and seminars.

Evaluation: 5-1/fail.

Level: Undergraduate, graduate.

Period: I-II (autumn)

Tutor: Marja Kalske

Please note: the language of the course is Finnish and English

 

LAPE 0920 Craft and Technology. Combined Craft in Early Years Education  2 ects

Aim: To familiarize students with possibilities of combined craft and technology. To broaden their understanding of materials and methods in early years education. For the students to prepare age and curriculum appropriate materials for lessons using creative learning methods.

Content: Analysis of materials and methods in early years education. Creating teaching materials for lessons. Preparing materials for the portfolio.

Method: 24h lectures and group work. A 2h seminar.

Evaluation: Pass/fail based on active participation, portfolio and project.

Level: Undergraduate, graduate

Period: IV (spring)

Tutor: Miia Hast, Päivi Linnansaari

 

LAPE 1502 Finnish Language and Literature  2 ects

Aim: To study some aspects of the Finnish folklore.  To study drama techniques in teaching mother tongue and literature.

Content: Finnish folklore and folk tradition: children’s lore, some features of old and new folk life, urban traditions. Drama pedagogy including playing drama games, acting with puppets, acting out poems, story telling.

Method: Seminars and workshop sessions: 20 h

Evaluation: Active participation in seminars and workshop sessions

Level: Undergraduate, first year students
Period: III  or IV (spring)

Tutor: Marja Kalske and Seija Tuovila

Please note: the language of the course is Finnish but some instruction in English is available. The course is based on demonstrations and has a practical approach so the content can be followed even without earlier studies in Finnish language

 

LAPE 1601 English Didactics Foundation Course  3ects
Aim: The course aims at familiarizing students with the foundations of English didactics, and principles of short- and long-term planning of teaching.
Content: The basics of the following aspects will be addressed during the course: children vs adults in learning foreign languages, basic foreign language lesson types, teaching various language skills, long-term, period and lesson planning, approaches to correction, motivating young learners, assessment and evaluation, ICT in foreign language teaching, selected concepts and terminology related to the language and teaching of a foreign language, and classroom management The module can be taken independently of any other package component.
Method: Contact teaching: 30h; A mixture of lectures, seminars, tutorials, individual, pair, and group work, and written course work.
Evaluation: Pass/fail. Assessment by active participation and reflective journal.
Level: Undergraduate, graduate.
Period: I-II (autumn)
Tutor: Elizabeth Alssen

 

LAPE 1701 Arctic Peoples and Cultures  3 ects   

Aim: To get acquainted with the Arctic peoples and cultures

Content: To study the following at various degree of detail: places where the Arctic peoples live in Euroasian Arctic areas, their history and language groups, written language, culture of the indigenous peoples of the Far North, livelihood of the Arctic peoples, current political situation, political movement of the Arctic peoples, their material culture (clothing, living conditions, nomadism), different research institutions (Arctic Institute of North America, Scott Polar Institute, the Arctic Centre, Russian institutions). To practise handicraft during workshops.

Method: seminars, workshop sessions, audiovisual (video clips containing material from the Arctic Centre and teachers’ collections, display of school books of the Arctic peopels)

Evaluation: Pass/fail based on active participation. Full attendance is compulsory.

Level: Undergraduate, graduate.
Period: III-IV (spring)

Tutor: Leif Rantala and Päivi Linnansaari

 

LKAS 3106 Teachers’ professional and personal development  3ects

Aim: To familiarize students with main phases of the teacher’s career, characteristic features and processes of the teacher’s professional development as well as issues of the teacher’s personal growth and identity formation. To make students reflect on their personal development,  their past,  present and future goals.

Content: The course will address issues regarding the teacher’s career, professional development and learning, teacher’s knowledge and identity as well as professional autonomy, collaboration and reflective practice.

Method: Lectures, seminars

Evaluation: 5-1/fail, based on  active participation and a written reflective essay.

Level: Undergraduate, graduate.

Period: III-IV (spring)

Tutor: Anneli Lauriala

 

LTAS 0101  Observation Period Leading to the Teaching Experience  4ects
Aim: To enhance students´ learning experience, help them plan their lessons, provide a lead-in to teaching.
Content: This component includes guided observation of 20 English lessons and completion of set tasks related to the observation. The module can be taken independently but is a prerequisite for the Teaching Experience. Participation in the module is subject to agreement with teachers of English at the University of Lapland Teacher Training School. Credits for the module are awarded jointly by the Faculty of Education and the Teacher Training School. Students are expected to be familiar with a foreign language lesson structure and, to a certain extent, foreign language teaching methods and approaches.
Method: Guided observation of 20 English lessons, related assignments.
Evaluation: Pass/fail.
Level: Undergraduate, graduate.
Period: I-II (autumn), III-IV (spring);
Tutor: Elizabeth Alssen (in cooperation with teachers of English at the University of Lapland Teacher Training School).

 

LTAS 0202 Teaching Experience 4-12 ects
Aim:
To help students develop foreign language teaching skills and to provide a hands-on experience in a real class. Teaching Experience also aims to develop students´ awareness of teacher´s work and the whole school environment. It encourages students´ self-assessment and supports further professional development.
Content: The Teaching Experience period includes a tutorial on language teaching, guided period and lesson planning, actual teaching, self-evaluation and feedback after taught lessons. At the end of the Teaching Experience students will submit relevant documentation regarding teaching (portfolio). The Teaching Experience must be preceded by the Observation Period (LTAS 0101) and followed by the The Teaching Experience Reflective Report (LTAS 0203). A good level of proficiency in English and pedagogical preparation for teaching foreign languages is a prerequisite for taking this module. Pedagogical preparation means having completed, already in the home country, various courses on learning and motivation theories, preferably also foreign language teaching methods and approaches. It can also mean having prior teaching experience in the home country. Participation in the module is subject to agreement with teachers of English at the University of Lapland Teacher Training School. Credits for the module are awarded jointly by the Faculty of Education and the Teacher Training School. Four credits (4 ects) are based on four prepared, taught and documented language lessons. Details about tasks and documentation related to teaching the lessons will be obtained from the tutor (Elizabeth Alssen). It is recommended that the Teaching Experience is preceded by LAPE 1601 (LTPE 1601).
Method: Teaching 4, 8 or 12 English language lessons; related assignments
Evaluation: Pass/fail.
Level: Undergraduate, graduate.
Period: I-II (autumn), III-IV (spring);
Tutor: Elizabeth Alssen (in cooperation with teachers of English at the University of Lapland Teacher Training School).

 

LTAS 0203 The Teaching Experience Reflective Report (TERR)  1ects
Aim:
To help students reflect on their teaching, to identify their strengths and areas which need development.
Content: The Teaching Experience Reflective Report (TERR) is a written self-assessment of the Teaching Experience period and should demonstrate how a student has met his/her personal and professional goals. TERR must follow the Teaching Experience (LTAS 0202)
Method: Written report.
Evaluation: Pass/fail.
Level: Undergraduate, graduate.
Period: I-II (autumn), III-IV (spring); after Teaching Experience (LTAS 0202).
Tutor: Elizabeth Alssen

 

Primary School Practice       6 ects

Aim: To provide students with experience of working with children aged between 6 and 8 at the University of Lapland Teacher Training School.

Content: The foundation phase of Finnish primary school education, the curriculum and its influence on every day life, teacher’s roles and pedagogy in the school, principles of constructing learning environment, co-operation with parents, Children’s Day

Method: Six-week work ( 2-3 days per week) at the University of Lapland Teacher Training School. Planning and analyzing activities with children Discussions and co-operation with school staff.

Evaluation: Pass/fail

Level: Undergraduate, graduate
Period: I-II (autumn) and III-IV (spring)

Tutor:  Tuija Turunen

 

Special and Inclusive Education (school experience)  4 etcs

Aim: To familiarize students with the Finnish system of special and inclusive education.

Content: Orientation lectures (2h) by the tutor and observation visits (20h) to 3-4 different school classes (the University of Lapland Teacher Training School and field practice schools in Rovaniemi). The observation will focus on pupils with special needs.  After observations students will write a report (4-6 pages) about their feelings and experiences, and reflect on how they have perceived inclusion and exclusion in Finnish school system. The report should be based on the inclusive education literature (given by the tutor or self-chosen).

Method: Lectures, observation visits, independent work.

Evaluation: Pass/fail

Level: Undergraduate, graduate.
Period: IV (spring)

Tutor: Outi Kyrö-Ämmälä

 

TERI 0210 Special Education  3 ects

Aim: To  gain foundation  knowledge and understanding regarding special education in Finland

Content: The content will focus on pupils with special needs within special education system in Finland.  

Method:   10h lectures and seminars,  audio-visual (video clips), school visits

Evaluation: Pass/fail. An essay 8 – 12 pages

Level:   Undergraduate, graduate

Period: II (autumn), III (spring)

Tutor: Tuula Matikainen

 

The Reflective Report on Early Childhood Practice  4ects

Aim: To study in Early Childhood education in Finland with focus on differences between Finland and home country systems.

Content: The most positive aspects of Finnish Early Childhood Education compared with home country, elements of the Finnish system students would like to change, questions students would like to raise

Method: Individual study and written report

Evaluation: 5-1/fail. A reflective report of 7-10 pages on Early Childhood Practice in which students will discuss the most important things learned during the practice.

Level: Undergraduate, graduate
Period: I-II (autumn)

Tutor:  Tuija Turunen

 

The Reflective Report on Primary School Practice     4 ects

Aim: To study and understand the foundation phase  of Finnish primary school education with focus on differences between Finland and home country systems.

Content: The most positive aspects of Finnish primary school education compared with home country, elements of the Finnish system students would like to change, questions students would like to raise

Method: Individual study and written report

Evaluation: 5-1/fail. A reflective report of 7-10 pages on Primary School Practice in which students will discuss the most important things learned during the practice.

Level: Undergraduate, graduate
Period: I-II (autumn) and III-IV (spring)

Tutor:  Tuija Turunen

 

XFIN 0001 Finnish for Foreigners 1   3ects

Aim: The aim of the course is to learn basic vocabulary and grammar so that the student will be able to get by in simple everyday situations, such as introducing him/herself, greetings, shopping, numbers, time expressions etc. After successful completion of the course the student will be encouraged to use Finnish in situations related to everyday life. The aim is to achieve the level A1 of the CEFR (the Common European Framework of Reference for Languages). 

Content: The course will cover all sub-skills: pronunciation, speaking, listening comprehension, writing, reading and grammar. The main emphasis, however, will be on understanding and speaking. 

Method: Individual tasks, pair, and group work. Exercises 36 h. Homework to be completed at home.

Evaluation: 5-1/fail. Active participation in class. Final exam.

Level: Participation requires no earlier studies in Finnish language. 
Period: I (autumn) and III (spring)

Tutor: Riitta Kontio

 

XFIN 0007 Survival Finnish  2 ects

Aim: The aim of the course is to learn basic vocabulary, grammar and phrases for coping with everyday situations in Finnish (e.g. greeting others, numbers. the days of the week, telling about oneself, shopping). After completion of the course the student will be encouraged to operate on Finnish in easy everyday situations. The aim is to achieve the level A1 of the CEFR (the Common European Framework of Reference for Languages). 

Content: The course concentrates on the words and language use necessary for practical everyday situations. 

Method: Individual tasks and pair and group work. Exercises 24 hours. Homework to be completed at home.

Evaluation: 5-1/fail.  Active participation in class. Final examination.

Level: Undergraduate, graduate. Participation requires no earlier studies in Finnish language.
Period: I (autumn) and III (spring)

Tutor: Riitta Kontio

 

 

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