Link to application

Competence requirements and competence criteria

As a vocational teacher, I develop my interaction competence with an open-minded and creative attitude and I value diversity

• • I give students my time, attention and respect in all encounters

  • I create possibilities for dialogue as part of teaching and guidance

  • I take the varied cultural backgrounds of my students into account in personal and group tutoring situations

  • In my work, I promote human rights and act according to democratic principles

Competence demonstration

• 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)?

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips). Include links to the student/participant/supervisor/peer feedback sent to you.

Link to application

Competence requirements and competence criteria

As a vocational teacher, I develop my interaction skills with an open-minded and creative attitude and I value diversity

• • I give students my time, attention and respect in all encounters

  • I create possibilities for dialogue as part of teaching and guidance

  • I take the varied cultural backgrounds of my students into account in personal and group tutoring situations.

  • In my work, I promote human rights and act according to democratic principles.

Competence demonstration

• • 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.

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips). Include links to the student/participant/supervisor/peer feedback sent to you.

Link to application

Competence requirements and competence criteria

As a vocational teacher, I use and develop learning-centred tutoring, teaching and evaluation methods collaboratively with industry representatives, students and colleagues

• • My actions are informed by the competence my students need in the world of work

  • I am familiar with the concept and practices of personalised vocational education and I design study processes which are personalised and negotiable

Competence demonstration

Describe a personalisation process which 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.

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips).

Link to application

Competence requirements and competence criteria

As a vocational teacher, I support learning processes and develop learning environments online and within communities

• • I am aware of the qualification requirements in my field and how they are developed in response to industry requirements.

  • My actions are informed by the competence my students need in the world of work.

Competence demonstration

• 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.

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips).

Link to application

Competence requirements and competence criteria

As a vocational teacher, I support learning processes and develop learning environments online and within communities

• • I develop opportunities for students’ individual and group-based learning in cooperation with workplace representatives, students and colleagues.

  • My actions are informed by the competence my students need in the world of work.

  • I am proficient in tutoring, teaching and assessment in different types of learning environments.

  • I use digital tools in a pedagogically appropriate manner.

Competence demonstration

• • 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.

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips). Include links to the student/participant/supervisor/peer feedback sent to you.

Link to application

Competence requirements and competence criteria

As a vocational teacher, I use and develop learning-centred tutoring, teaching and evaluation methods collaboratively with industry representatives, students and colleagues

• • I assess and guide my students on the basis of their competences

  • I am able to carry out assessments in different types of learning environments

Competence demonstration

• • Present the documents or guidance that direct assess­ment in the environment in which you are working.

  • Describe how you have implemented learning and/or competence assessment in the operating environment (professional competence requirements/assessment areas, criteria and methods).

  • Describe how competence assessment can be imple­mented within practical work assignments (e.g. by ob­serving assessment situations at a workplace).

  • Describe how assessment is being developed in coope­ration with students and colleagues as well as workp­laces and educational institutions (e.g. by intervie­wing teachers, observing development processes or participating in them).

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

  • Assess your own competence in relation to profes­sional competence

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips). Include links to the student/participant/supervisor/peer feedback sent to you.

Link to application

Competence requirements and competence criteria

As a vocational teacher, I guide my students in a way that enables them to graduate and to find employment and strengthens their possibilities for entrepreneurship.

• • I promote my students' employability and entrepreneurship.

  • I support my students' study processes according to the tutoring plan of the educational institution and the workplace.

Competence demonstration

• • Describe a career counselling process which you are part of as a teacher/tutor or explore processes led by others e.g. by interviewing and observing teachers and students or an organisation representative.

  • Introduce the legislation or, for example, the organisation’s strategic instructions related to career counselling.

  • Describe the competence that will be required in the future of the work duties and, more extensively, field of the person being counselled.

  • Describe the career counselling services the person being counselled can utilise in order to find employment or advance in their career.

  • Describe the career counselling policies of the education institute or organisation (such as, counselling plan, individual study paths, studification, career planning orperformance review).

  • Describe the personalisation-based career counselling process. The career counselling process can contain the realisation of the focus on students or customers, setting and assessment of interim goals, creation and development of interaction, counselling methods, digital counselling tools and documentation.

  • Together with the person being counselled, assess how the interim goals set for the career counselling are realised.

  • Outline and critically review your observations about career counselling using the vocational pedagogic knowledge base.

  • Assess your own career competence in relation to professional competence requirements and competence criteria. Identify further needs and opportunities for development in the work practices.

Attachments

Include with your application supporting documents for each description (e.g. instructions, plans, photos, video clips). Include links to the student/participant/supervisor/peer feedback sent to you.