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

• Familiarise yourself with the entrepreneurship strategies and national guidelines for entrepreneurship education. Describe how they promote the development of teaching and guidance.

• Choose a teaching practice context in which you apply entrepreneurial pedagogy. The context can be, for example, a project, module, part of a degree or working life training.

• Apply the entrepreneurial pedagogy in the context of your choice with pedagogical reasons.

• Describe how you worked together with the companies, educational institutes and students.

• Describe how you promoted the entrepreneur-like operations of your work community.

• Assess how your entrepreneurial pedagogy goals were achieved.

• Asses the skills needed in the future of your field and consider how an entrepreneurial pedagogical approach supports the future skills in the working life.

• Explain and critically review the decisions you made using the vocational education knowledge base.

• Assess your own competence in relation to professional competence requirements and competence criteria. Identify further needs and opportunities for development in the work practices and your own 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 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 work according the to the ethical principles of vocational teachers.

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

  • I assess my students through tutoring, and on the basis of their competence.

Competence demonstration

• • Examine and describe the special support plans and regulations in the operating environment you are focusing on.

  • ·Choose a teaching practice context in which you apply the special support approaches in the context of the vocational education you chose. The context can be, for example, a project, module, part of a degree or working life training.

  • Apply the special support approaches with pedagogical justifications.

  • Describe how you identify special support needs and guide the student while also taking into account personal details, such as the student’s background, strengths and need for special support in, for example, a pedagogical script.

  • Describe the challenges of learning and wellbeing, special support opportunities and how you build the cooperation to be performed with the relatives and the multi-professional cooperation.

  • Describe and explain the reasons for how you support and train the student for the working life.

  • Justify and critically review the decisions you made using the special support opportunities and vocational education knowledge base.

  • Assess your own competence in relation to professional competence requirements and competence criteria. Identify further needs and opportunities for development in the work practices and your own 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, my actions are ethically, economically, ecologically and socially justified.

• • I work according to the ethical principles of vocational teachers.

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

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

Competence demonstration

• • Familiarise yourself with the values and frame of reference that promote competence and equality from the viewpoint of, for example, human rights and democracy education or cultural sensitivity and linguistic awareness.

  • Choose a teaching practice context in which you apply your selected viewpoint. The context can be, for example, a project, module, part of a degree or working life training. The teaching and counselling process can take place in Finland or abroad.

  • Describe the teaching and counselling process that is the focus of the research and development, its goals and content, and analyse how you will develop your international competence and human rights pedagogy in the process.

  • Describe how you use operations models promoting equality and internationalisation in your teaching and guidance.

  • Explain and critically review the decisions you made using the vocational education knowledge base.

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

  • Analyse the successfulness of the application. What was successful and why, what was inspiring, what left you thinking, what would you change, what would you like to know more about?

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

• Familiarise yourself with the different merged and hybrid solutions and quality criteria of online pedagogy.

• Choose a teaching practice context in which you apply digital pedagogy. The context can be, for example, a project, module, part of a degree or working life training.

• Describe how you adjusted, using the tools of digital pedagogy, the appropriate learning and counselling processes to be in accordance with the competence goals of the operating environment selected.

• Explain how the quality criteria of online pedagogy were realised in the module. Describe how you selected the different merged and hybrid solutions.

• Describe how you investigated the students’ digital skills in advance.

• Describe how in the online environment, you built an interaction with the other cooperation partners of the learners that had a positive impact on reaching the competence goals.

• Describe how you evaluated the learning and development of competence online.

• Explain and critically review the digital pedagogical decisions you made using the pedagogic knowledge base.

• Assess your own competence in relation to professional competence requirements and competence criteria and the learning goals you have set. Identify further needs and opportunities for development in the work practices and your own competence.

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.

Competence demonstration

• • Familiarise yourself with the term and pedagogical goals of art-based pedagogy. Examine the backgrounds and starting points of art-based work by studying the materials and familiarising yourself with, when possible, practical actions.

  • Choose a context in which you apply art-based pedagogy. The context can be, for example, a project, module, part of a degree or working life training.

  • Describe the exercises, techniques and methods used in art-based pedagogy.

  • Apply the art-based approach in the context of your choice with pedagogical reasons.

  • Analyse the successfulness of the application. What was successful and why, what was inspiring, what left you thinking, what would you change, what would you like to know more about?

  • Document the things you learn. Try using methods such as image, sound, movement, poetry, comics or animation in the documentation.

  • Review the decisions you made using the vocational pedagogic knowledge base.

  • Assess your own competence in relation to professional competence requirements and competence criteria.

  • Write how, in future, you will develop your competence in relation to the use of art-based pedagogy.

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 competence together with workplace representatives, students and colleagues through systematic assessment and by using various documentation means.

• • I recognize and define development areas.

  • I introduce experimental solutions to development areas and justify them theoretically.

  • I share the results of the development work with my fellow students, my work community, and in my networks.

Competence demonstration

• • Read more about the knowledge base of pedagogical leadership. Using the pedagogical leadership knowledge base as the foundation, identify and describe the development challenges of the expert community operating in the educational institution or company.

  • Choose a teaching practice context in which you apply the knowledge base of pedagogical leadership. The context can be, for example, a project, module, part of a degree or working life training.

  • As part of the teaching practice, plan and realise, together with the students or expert community, a project or process section that promotes pedagogical development.

  • Select the facilitation methods and development tools suitable for the pedagogical knowledge base and goal of the operations.

  • Describe and assess your development process in writing or by using other modes of expression.

  • Describe your operational fields of pedagogical leadership as a part of your work as a teacher.

  • Explain and critically review the decisions you made using the vocational pedagogic knowledge base.

  • Assess your own competence in relation to professional competence requirements and competence criteria.

  • Identify further needs and opportunities for development in the work practices and you own 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, my actions are ethically, economically, ecologically and socially justified.

• • I work according to the ethical principles of vocational teachers.

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

  • I recognize and take into account the impact economic conditions have on my work, and the economic consequences of my work.

Competence demonstration

• • Familiarise yourself with the basic values of sustainable development and the related questions of ecological sustainability, social and economic justice and justice and democracy.

  • Choose a teaching practice context in which you apply sustainability pedagogy. The context can be, for example, a project, module, part of a degree or working life training.

  • In the teaching practice, plan and implement sustainable development content in your field in accordance with the curricula and qualification criteria.

  • Describe how, in your teaching, you have taken into account the content that is in accordance with the basic values of sustainable development.

  • Describe how, in your teaching and counselling practice, you have promoted professional skills, values and competence related to sustainable development.

  • Describe how, as an expert, you act as the developer of sustainable content in schools and educational institutions.

  • Explain and critically review the decisions you made using the vocational education knowledge base.

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

• • Describe the assessed competence requirements and competence criteria for your own choice of pedagogical emphasis

Competence demonstration

• • In your teaching and counselling practice, plan and realise a pedagogical emphasis that is necessary from the viewpoint of your students, field or operating environment. Negotiate about the emphasis and how it will be realised with your tutor.

  • Describe the competence goals of your actions that are to be assessed.

  • Realise your emphasis together with your students and assess the successfulness of your work.

  • Explain and critically review the decisions you made using the knowledge base of your choice.

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