university of jyvÄskylÄ faculty of education and psychology · educational settings, partly but...

1

UNIVERSITY OF JYVÄSKYLÄ

FACULTY OF EDUCATION AND PSYCHOLOGY

MASTER’S DEGREE PROGRAMME

IN EDUCATIONAL SCIENCES

CURRICULUM 2020–2023

1

1. MASTER’S DEGREE PROGRAMME IN EDUCATIONAL SCIENCES [120 ECTS CREDITS] .... 1 LEARNING OUTCOMES FROM THE PHENOMENON-BASED CURRICULUM .................................... 1

1.1. DEGREE STRUCTURE ..................................................................................................... 6 1.2. SPECIALISATION STUDY MODULES ............................................................................... 7

2. COURSE DESCRIPTIONS ............................................................................................. 8 2.1. ACADEMIC SKILLS: ORIENTATION, COMMUNICATION AND LANGUAGE STUDIES [15 ECTS CREDITS] .................................................................................................................................. 8

EDUY1002 Orientation, Academic Study Skills and Personal Study Plan ............................................... 9 KTKO1007 Introduction to Digital Technologies for Learning ................................................................ 9 XENX009 Integrated Research Communication ...................................................................................... 9 XSUX1001 My Finnish ............................................................................................................................ 10

2.2. ADVANCED STUDIES IN EDUCATION [70 ECTS CREDITS] ............................................... 10 CORE CONTENT STUDIES [20 ECTS CREDITS] ............................................................................... 11

EDUS1010 Intercultural Competence and Collaborative Learning ....................................................... 11 EDUS1020 Finnish Education in Practice ............................................................................................... 12 EDUS1030 International Education Policies and Practices ................................................................... 12 EDUS1040 Educational Research ........................................................................................................... 12 LIBESIS Systematic Information Seeking ............................................................................................... 13

RESEARCH METHODS, SEMINARS AND THESIS [50 ECTS CREDITS].............................................. 13 EDUS2010 Research Methods I ............................................................................................................. 14 EDUS2011 Research Methods II ............................................................................................................ 14 EDUS511 Research Seminar I ................................................................................................................. 15 LIBEDATA Introduction to Research Data Management ...................................................................... 15 EDUS512 Research Seminar II................................................................................................................ 15 EDUS520 Master’s Thesis ...................................................................................................................... 16 EDUS530 Maturity Examination ............................................................................................................ 16

2.3. SPECIALISATION STUDIES AND INTERNSHIP [15–35 ECTS CREDITS] .............................. 16 EARLY CHILDHOOD STUDIES ........................................................................................................ 16

VKTS1019 Children and Childhood in Society ....................................................................................... 17 VKTS1029 Children’s Social-emotional Development and Well-being in Early Childhood .................. 17 VKTS1039 Contemporary Perspectives on Play and Learning .............................................................. 18 VKTS1069 Early Childhood Educational Phenomena and Enhancement of Competences .................. 18 VKTM3100 ECEC Teaching Practice ....................................................................................................... 19 KLAS1619 Family and Upbringing – Current Issues ............................................................................... 19

SPECIAL EDUCATION .................................................................................................................... 20 ERIS318 International Perspectives on Special Education .................................................................... 20 ERIS317 Pedagogical Approaches and Learning Theories .................................................................... 21 ERIS1301 Evidence-based Support in Learning Disabilities .................................................................. 21 ERIS303 Disability Studies in Education ................................................................................................ 22 ERIA3010 Special Education Learning Environments ............................................................................ 22

GUIDANCE AND COUNSELLING .................................................................................................... 23 EDUS390 Introduction to Guidance and Counselling............................................................................ 23 EDUS391 Guidance and Counselling Interaction .................................................................................. 24 EDUS392 Career Guidance and Counselling .......................................................................................... 24 EDUA290 Information Communication Technology in Guidance and Counselling ............................. 25 KLAS1309 Cultural Diversity in Education and Pedagogy ..................................................................... 25

LANGUAGE EDUCATION ............................................................................................................... 26 OJUA2011 Bilingual Education and CLIL ................................................................................................ 27 OJUA2021 Key Considerations in Intercultural and International Education ...................................... 27 OJUA2031 Literature and Culture in Language Education .................................................................... 28 OJUA2041 Language in Learning Environments.................................................................................... 29 EDUS1050 Teaching in Multilingual and Multicultural Settings ........................................................... 30

EDUCATIONAL LEADERSHIP ......................................................................................................... 30 KLAS1519 Educational Leadership ......................................................................................................... 31

2

EDLS1011 Pedagogical Leadership ........................................................................................................ 31 EDLS1012 Enacting Educational Leadership as Management .............................................................. 32 EDLS1013 Educational Policy, Governance and Reform ....................................................................... 32 EDLS1014 Ethical Leadership and Human Resources Management .................................................... 32 EDLS1015 Managing Change and Understanding Diversity ................................................................. 33 EDLS1020 Creativity and Innovation in Education and Educational Leadership ................................. 33 KLAS1509 Identity and Agency in Professional Work ........................................................................... 34

CURRENT ISSUES IN EDUCATION AND PSYCHOLOGY .................................................................. 35 KLAS1409 Learning and 21st Century Competencies: Collaboration, Creativity, and Technology ...... 35 MCE0220 Issues in Education ................................................................................................................ 36 ERIS1301 Evidence-based Support in Learning Disabilities .................................................................. 36 EDUS1060 Entrepreneurial Learning and Project Management in Education ..................................... 37 CIPA213 Developmental Language Related Disorders ......................................................................... 37

INTERNSHIP .................................................................................................................................. 38 EDUS3010 International Internship / EDUS3020 Internship ................................................................. 38

2.4. OTHER ADVANCED STUDIES (0–15 ECTS CREDITS) ....................................................... 38 KLAS1219 Education, Ethics, and Moral Education ............................................................................... 38 KLAS1309 Cultural Diversity in Education and Pedagogy ..................................................................... 39 KLAS1409 Learning and 21st Century Competencies: Collaboration, Creativity, and Technology ...... 40 KLAS1509 Identity and Agency in Professional Work ........................................................................... 40 KLAS1519 Educational Leadership ......................................................................................................... 41 KLAS1619 Family and Upbringing – Current Issues ............................................................................... 42 EDUS1051 Pedagogical Practices Across the World ............................................................................. 42 EDUS1091 Instructional Design: Creating an Interactive Digital Product for Education ..................... 43 OKLS1419 Advanced Phenomenon-based Studies 3: Independent Studies ........................................ 43 EDUS1070 Dialogic Theory and Dialogic Pedagogy ............................................................................... 43 EDUS1080 Theory and Practice of Comparative Pedagogy .................................................................. 44 KTKS155 Educational Phenomena and Enhancement of Competences ............................................... 44

2.5. OPTIONAL STUDIES (0–5 ECTS CREDITS) ...................................................................... 45

1

1. MASTER’S DEGREE PROGRAMME IN EDUCATIONAL SCIENCES [120 ECTS CREDITS]

The Master’s Degree Programme in Educational Sciences is a 2-year programme comprising

120 ECTS credits. Instruction is research-based and the programme offers both theoretical and

practical skills in the field of educational sciences, ranging from early childhood to adult

education. The language of instruction in the programme is English. After completing the

programme and being awarded the degree of Master of Arts (Education), graduates are eligible

to apply for doctoral studies.

During the Master’s Degree Programme in Educational Sciences, students will gain a broad

understanding of the field, including awareness of international issues in education. Students

will also gain insights into the Finnish education system and ways of adapting educational

theories and practices in varying contexts. Students contribute to the programme and the

community through their knowledge and expertise on their own cultures, histories, politics,

societies, economies and religions. The programme aims to provide students with inspiring

contacts and opportunities to participate in academic debate both locally and globally.

Students specialise in one of the following areas of education that they find the most relevant

and interesting: Early Childhood Studies, Special Education, Guidance and Counselling,

Language Education, Educational Leadership, or Current Issues in Education and Psychology.

With research-based instruction students will acquire scientific expertise in the field of

education and their specialisation, and will be able to apply theories and develop educational

practices. An overarching aim is to provide students with relevant skills and knowledge to be

able to work in the highly digitalized learning environments of today. The Master’s Degree

creates a foundation for producing scientific knowledge and applying scientific methods in

practice in the field of education.

Graduates of the programme will be well prepared to work in a variety of educational settings,

for example, as educational consultants, coordinators, teacher educators, researchers or

educational planners. Working life skills will be built in cooperation with educational

practitioners from the field. Students are guided throughout the studies to develop their

professional expertise with research-based knowledge and digital solutions that are integrated

into the programme as tools of both instruction and learning. The programme is grounded in

the responsibility and commitment of the student, strengthened by an inquisitive and

entrepreneurial attitude.

Our mission is to produce visionary educators with humane values and appropriate skills to

make a difference in the changing world. We seek to support students in becoming globally

aware educators able to work in diverse and even challenging environments.

LEARNING OUTCOMES FROM THE PHENOMENON-BASED CURRICULUM

The Faculty of Education and Psychology implements a phenomenon-based curriculum. Our

objective is to prepare highly competent educational professionals, having all-round

competences, in the diversifying contexts of a globalised world. The aim is to educate students

in the phenomena related to education by combining theory and practice in different ways. The

variety of different perspectives contribute to a deeper understanding of the discipline.

Graduates, with their professional expertise, are highly employable in a wide variety of

2

educational settings, partly but not definitely depending on their specialisation study module,

Early Childhood Studies, Special Education, Guidance and Counselling, Language

Education, Educational Leadership, or Current Issues in Education and Psychology. The

phenomenon-based curriculum facilitates learning through real-life phenomena, studied in an

authentic environment. The aim is to understand education-related phenomena by combining

different theoretical and practical components. These phenomena, which include Learning

and Guidance, Competence and Expertise, Scientific Knowledge and Thinking,

Interaction and Cooperation, and Education, Society and Change, are integrated into the

course content.

Learning and Guidance constitute a multilayered field of phenomena. This field can be

explored using different concepts and theories at the individual, communal and societal levels

as well as by focusing on the interaction of these levels. The analysis is based on the diversity

of learners and learning processes, which also results in the complex nature of the guidance of

learning. Important for understanding these phenomena are the philosophical and ethical

starting points of learning and guidance, such as the conceptions of human beings, knowledge

and learning. They provide a foundation for the theoretically justified pedagogical solutions of

the facilitator of learning. Continuous assessment to guide learning and competence, as well as

inclusion in education, training and work, exemplify how the conceptions of human beings,

knowledge and learning affect pedagogical solutions.

Learning is a lifelong, interactive process that extends to all domains of life, including the

home, hobbies, early childhood education, training, and working life. Learning takes place both

face to face and in digital environments. Learning is always context dependent and therefore

requires understanding of the operating environment and situational factors. It is important to

identify and take into account learners’ individuality and cultural diversity in learning and its

guidance, for example, in building accessible learning environments that promote wellbeing

and inclusion.

Competence and Expertise. Expertise is a complex phenomenon that has been explored in

various disciplines. In psychologically oriented research, expertise has been studied, in

particular, as the development of high-level competence, whereas a social sciences orientation

has focused on expertise as a communal and societal phenomenon. Interesting from the

perspective of philosophy is, for example, the essence of expertise and expert knowledge as

well as the ethics of action. Themes related to expertise and its development include, for

instance, learning at the interfaces of education and working life, learning in different

communities and networks, professional identity and agency, and the management and

development of organisations. Expertise changes, and so do the ways of supporting it.

Therefore, we also focus on the expertise needed in the future and the perspective of continuous

learning. The study of these themes is integrated with the development of students’ own

expertise in educational sciences. The construction of expertise in educational sciences is a

process that continues throughout one’s studies and professional career. The studies support

the development of students’ self-knowledge and growth towards ethically sustainable agency

in education. Students develop, direct and reflect on their own expertise in educational

sciences. One’s own way of being an expert evolves through awareness of the values, attitudes,

emotions, interests, and principles guiding one’s activities. In addition, students become aware

that expertise in education does not develop in a vacuum but is constructed socially, and that

professional activities are determined by various preconditions, such as acts, decrees and

curricula.

3

Scientific Knowledge and Thinking. Scientific knowledge is a central element of pedagogical

expertise and its development. It is constructed based on different starting points of the

philosophy of science, with the aim of producing new, societally significant knowledge. The

phenomenon is related to such themes as scientific thinking, the essence of scientific

knowledge, the research approaches and methods of educational sciences, research ethics, and

the responsible conduct of research. Education is analysed as a discipline in relation to other

disciplines.

Based on problems encountered in practice, students learn to formulate theoretical research

questions and thereby construct research-based knowledge. They also learn to critically

evaluate and interpret their observations and to investigate different phenomena guided by the

principles of research.

Interaction and Cooperation. Interaction is a phenomenon where people are observed in

relation to each other. In many ways, it is intertwined with training in the field of education

and the educational expertise constructed there as (1) competence, (2) inclusion and

participation, and (3) spaces of encounter. In investigating the phenomenon, these perspectives

overlap and complement each other. The phenomenon is examined in the formal, informal and

culturally diverse learning environments of childhood, adolescence and adulthood.

Interaction and cooperation as competence focus on the interaction-related knowledge, skills

and attitudes that people need in order to promote learning, growth, development, change and

wellbeing in both individuals and communities. Interaction and cooperation competence

implies the ability to act in an ethically sustainable way in an interactive educational and

guidance relationship with children, adolescents and adults. Furthermore, it implies the ability

to serve as expert and partner within one’s family, workplace community and multiprofessional

network. Competence manifests itself as the ability to observe, listen, give and receive

feedback, as emotional and self-expression skills and the ability to communicate through

multiple channels.

Interaction and cooperation as inclusion and participation focus on encounters and non-

encounters, on dialogue and monologue, and on the tensions between them. Essential in

examining the phenomenon from this perspective are the motives, means and strategies that

express, build or harm the relationship to others. Participation and inclusion are also essentially

associated with the investigation and understanding of individual and group relationships,

group dynamics, and the building of community spirit (for example, collaborative learning).

The spaces of encounter are concrete and abstract as well as physical and virtual spaces. In

analysing interaction and cooperation as a phenomenon, we take into account the cultural

conditions of encounters, such as values, norms and conventions. The targets of observation

also include the processes and regularities that define the nature and dynamics of relationships

typical of professions in the field of education (for example, shared knowledge construction,

responsibility and power relationships).

Education, Society and Change. Education, training and learning are societal phenomena.

They are also political issues and have societal functions. Educational policies, including the

drafting of national core curricula, involve power struggles and interest-based negotiations.

Education and training simultaneously maintain and reform society. They are connected to the

continuity and change of culture and communities. The practices of education and training are

4

also connected to the prevailing sociohistorical situation, culture, politics, ideologies and power

structures. These factors determine the social and structural terms of education.

Education and training at different stages of life are associated with political, cultural and

working life changes, the preconditions of active citizenship and social inclusion, and the

opportunities for adult education and lifelong learning. Essential are the links between

educational practices and the cultural changes occurring in childhood, adolescence, family, and

working life. Major cultural changes include the diversification of family forms,

institutionalisation of education and the human life course, strengthening of the rights of

children and adolescents, and the diversification and rapid change of growth environments and

learning requirements in the world of work. More broadly, the changes are visible as

individualisation, globalisation, differentiation of lifestyles and values, and as increased

freedom of choice.

The field of phenomena called education, society and change focuses on the dynamic societal

practices and structures that create possibilities and set preconditions for education, training

and, more broadly, for the entire socialisation process. Education and training are also

examined through temporality, which provides perspectives of the past, the present and the

future on them. The phenomena related to education, society and change are discussed and

problematised using an inquiry-based and inquisitive approach.

5

Upon completion of the Master’s degree, students will be able to apply the following skills in

five different phenomenon areas:

Phenomenon area Expected skills

Learning and

Guidance

- ability to analyse diverse learning and guidance processes and

relate these to the different learning environments

- awareness of the diversity of the concepts of knowledge,

learning and the human being and their relation to learning

cultures

Competence and

Expertise

- ability to evaluate and document one’s own professional

growth

- ability to develop the competencies needed in working life

- ability to develop the work environment by searching for

scientific and practical knowledge in the area

- professional ethics

Scientific

Knowledge and

Thinking

- ability to critically analyse scientific research

- ability to develop one’s own thinking based on research

- ability to conduct ethical scientific research in the field of

education

Interaction and

Cooperation

- intercultural knowledge and competence and the ability to

apply them in practice

- ability to work competently as part of a team in a

multicultural environment

Education, Society

and Change

- understanding of and ability to critically analyse educational

phenomena in an international context by integrating

scientific, experimental and practical aspects

- understanding of the field of education as promoting human

rights and equity

6

1.1. DEGREE STRUCTURE

Academic Skills: Orientation, Communication and Language

Studies

15 ECTS CR.

EDUY1002 Orientation, Academic Study Skills and Personal Study Plan (2 ECTS CR.)

KTKO1007 Introduction to Digital Technologies for Learning (3 ECTS CR.)

XENX009 Integrated Research Communication (5 ECTS CR.)

XSUX1001 My Finnish (5 ECTS CR.)

Advanced Studies in Education 70 ECTS CR.

Core Content Studies for 20 ECTS CR.

EDUS1010 Intercultural Competence and Collaborative Learning (5 ECTS CR.)

EDUS1020 Finnish Education in Practice (5 ECTS CR.)

EDUS1030 International Education Policies and Practices (5 ECTS CR.)

EDUS1040 Educational Research (4 ECTS CR.)

LIBESIS Systematic Information Seeking (1 ECTS CR.)

Research Methods, Seminars and Thesis 50 ECTS CR.

EDUS2010 Research Methods I (5 ECTS CR.)

EDUS2011 Research Methods II (5 ECTS CR.)

EDUS511 Research Seminar I (4 ECTS CR.)

LIBEDATA Introduction to Research Data Management (1 ECTS CR.)

EDUS512 Research Seminar II (5 ECTS CR.)

EDUS520 Master’s Thesis (30 ECTS CR.)

EDUS530 Maturity examination (0 ECTS CR.)

Specialisation Studies and Internship 15–35 ECTS CR.

Courses from one selected Specialisation Studies module (at least 15 ECTS CR.). One can

also take more than 15 credits from a single module, or complete two modules for at least

15 credits each. Possible compulsory courses are mentioned in each module. The

internship (5–10 ECTS credits) is voluntary.

Other Advanced Studies 0–15 ECTS CR.

Under this section, one can select individual courses from the Specialisation Studies

modules or courses from the General Advanced Studies offered by the Faculty. The

number of credits in this section depends on the selections in the Specialisation Studies

and Internship section.

Optional Studies 0–5 ECTS CR.

Under Optional Studies, students can freely choose from all the courses offered to them in

the university. The number of credits in this section depends on the selections in the

Specialisation Studies and Internship, and Other Advanced Studies sections. You can

complete more than 5 ECTS credits of courses or study modules offered at the different

faculties at JYU, but at least 115 ECTS credits in the degree must be completed from a

particular set of courses in connection with the Faculty of Education and Psychology, as

described above.

7

1.2. SPECIALISATION STUDY MODULES Students need to complete at least 15 ECTS CR. from one selected Specialisation Studies

module.

Module 1: EARLY CHILDHOOD STUDIES

VKTS1019 Children and Childhood in Society 5 ECTS CR.

VKTS1029 Children’s Social-emotional Development and Well-

being in Early Childhood

5 ECTS CR.

VKTS1039 Contemporary Perspectives on Play and Learning 5 ECTS CR.

VKTS1069 Early Childhood Educational Phenomena and

Enhancement of Competences

5 ECTS CR.

VKTM3100 Early Childhood Education Practice 6 ECTS CR.

KLAS1619 Family and Upbringing – Current Issues 5 ECTS CR.

Module 2: SPECIAL EDUCATION

ERIS318 International Perspectives on Special Education 5 ECTS CR.

ERIS317 Pedagogical Approaches and Learning Theories 5 ECTS CR.

ERIS1301 Evidence-based Support in Learning Disabilities 5 ECTS CR.

ERIS303 Disability Studies in Education 5 ECTS CR.

ERIA3010 Special Education Learning Environments 5 ECTS CR.

Module 3: GUIDANCE AND COUNSELLING

EDUS390 Introduction to Guidance and Counselling 5 ECTS CR.

EDUS391 Guidance and Counselling Interaction 5 ECTS CR.

EDUS392 Career Guidance and Counselling 5 ECTS CR.

EDUA290 Information Communication Technology in Guidance

and Counselling (JYU Open University)

5 ECTS CR.

KLAS1309 Cultural Diversity in Education and Pedagogy 5 ECTS CR.

Module 4: LANGUAGE EDUCATION

OJUA2011 Bilingual Education and CLIL 5 ECTS CR.

OJUA2021 Key Considerations in Intercultural and International

Education

5 ECTS CR.

OJUA2031 Literature and Culture in Language Education 5 ECTS CR.

OJUA2041 Language in Learning Environments 5 ECTS CR.

EDUS1050 Teaching in Multilingual and Multicultural Settings 5 ECTS CR.

Module 5: EDUCATIONAL LEADERSHIP

KLAS1519 Educational Leadership 5 ECTS CR.

EDLS1011 Pedagogical Leadership 5 ECTS CR.

EDLS1012 Enacting Educational Leadership as Management 5 ECTS CR.

EDLS1013 Educational Policy, Governance and Reform 5 ECTS CR.

EDLS1014 Ethical Leadership and Human Resources Management 5 ECTS CR.

EDLS1015 Managing Change and Understanding Diversity 5 ECTS CR.

EDLS1020 Creativity and Innovation in Education and Educational

Leadership

5 ECTS CR.

KLAS1509 Identity and Agency in Professional Work 5 ECTS CR.

Module 6: CURRENT ISSUES IN EDUCATION AND PSYCHOLOGY

KLAS1409 Learning and 21st Century Competencies:

Collaboration, Creativity, and Technology

5 ECTS CR.

MCE0220 Issues in Education 5 ECTS CR.


EDUS1060 Entrepreneurial Learning and Project Management in

Education

5 ECTS CR.

8

CIPA213 Developmental Language Related Disorders 5 ECTS CR.

General Advanced Studies that can be included in Other Advanced Studies

KLAS1219 Education, Ethics, and Moral Education 5 ECTS CR.


KLAS1409 Learning and 21st Century Competencies:

Collaboration, Creativity, and Technology

5 ECTS CR.




OKLS1419 Advanced Phenomenon-based Studies 3: Independent

Work

5 ECTS CR.

EDUS1051 Pedagogical Practices Across the World 5 ECTS CR.

EDUS1091 Instructional Design: Creating an Interactive Digital

Product for Education

5 ECTS CR.

EDUS1070 Dialogic Theory and Dialogic Pedagogy 5 ECTS CR.

EDUS1080 Theory and Practice of Comparative Pedagogy 5 ECTS CR.

KTKS155 Educational Phenomena and Enhancement of

Competences

5 ECTS CR.

2. COURSE DESCRIPTIONS

The Master’s Degree Programme in Educational Sciences comprises the following sections,

designed to yield 120 ECTS credits:

Academic Skills: Orientation, Communication and Language Studies (15 ECTS CR.)

Advanced Studies in Education (70 ECTS CR.)

Specialisation Studies and Internship (15–35 ECTS CR.)

Other Advanced Studies (0–15 ECTS CR.)

Optional Studies (0–5 ECTS CR.)

Each section consists of various courses and the course workload may vary, but as a general

rule:

1 ECTS credit equals 27 hours of work.

2 ECTS credits equals 54 hours of work.




2.1. ACADEMIC SKILLS: ORIENTATION, COMMUNICATION AND LANGUAGE STUDIES [15 ECTS CREDITS]

This section comprises the following courses:

EDUY1002 Orientation, Academic Study Skills and Personal Study Plan (2 ECTS CR.)

KTKO1007 Introduction to Digital Technologies for Learning (3 ECTS CR.)

XENX009 Integrated Research Communication (5 ECTS CR.)

XSUX1001 My Finnish (5 ECTS CR.)

My Finnish is compulsory for non-native Finnish speakers (the aim: CEFR A1. Target group:

beginners). Native Finnish speakers will complete other language studies for 5 ECTS CR.

9

EDUY1002 Orientation, Academic Study Skills and Personal Study Plan 2 ECTS credits

Learning outcomes: Upon completion of the course, students will

be able to register for courses and deal with practical matters

be able to use the learning platforms and library data retrieval systems

understand the importance of the personal study plan (PSP) for learning and learning

strategies and be able to develop their own PSP

be able to analyse and develop their own study and life skills

be able to reflect on and analyse their own professional development

Contents: Academic study skills, personal study plan, professional development

Completion modes: Participation in teaching, drawing up a PSP.

Learning materials: To be specified in the Study Programme.

Assessment criteria: Assessment criteria will be specified in the Study Programme or at the

beginning of the course.

Assessment: Pass/fail

KTKO1007 Introduction to Digital Technologies for Learning 3 ECTS credits

Learning outcomes: Upon completion of the course the student will be able to

Choose and use digital technologies to support personal studies

Create and develop digital content utilizing technology

Evaluate and develop personal digital competence

Understand the characteristics and opportunities of digital learning environments and

their possibilities in communication and interaction

Know the characteristics of digital competence in their own professional domain

Contents: Core concepts and phenomena of information and communication technology.

Digital competence in attaining and managing information, communication and collaboration,

privacy, security and ethics. Designing and creating digital content. Self-evaluation and

development of personal digital competencies. Digital competencies in the field of Education.

Completion modes: Participation in contact teaching and/or independent study, learning

assignments and/or exam. Mode of completion to be specified in the Study Programme.


Assessment criteria: Active participation in teaching and completing and passing learning

assignments/exam. Completion of the assignments and development of one’s know-how.


XENX009 Integrated Research Communication 5 ECTS credits

Learning outcomes: Upon completion of the course, students are expected to

have developed effective skills and strategies required for information management and

independent learning

be able to analyze, critically evaluate, and synthesize information and ideas from

reliable sources

appropriately use outside sources with academic integrity

be able to organize their ideas according to the structural requirements of a particular

written or oral genre in their field

demonstrate an understanding of general academic standards and discipline-specific

conventions of language use in various written and oral assignments

know how to reflect on their own writing and interaction and provide constructive peer

feedback

10

Contents: The course is integrated into some of JYU’s English-medium master’s degree

programmes. It aims at developing students’ academic literacies for learning through English

in their chosen field, while increasing their awareness of the benefits of a process-based

approach to academic writing. Key themes include information search and management,

critical reading and writing as well as academic standards and field-specific conventions in

written and oral academic communication. The course provides support for reporting research

in various oral and written forms and writing the master’s thesis. Individual and collaborative

work is required, during which students reflect not only on their own work but also on the work

of their peers. All assignments are integrated with the subject studies and follow their

requirements. The course may also be integrated into a specific subject study course, in which

case the assignments and requirements are directly linked to that course. Completion modes: The course requires participation in contact teaching. Teaching methods

may include lectures, workshops, student presentations, project work, group discussions,

individual or small group tutorials and feedback sessions, etc. Collaborative and individual

work is required.

Assessment criteria: Regular attendance, active participation, and successful completion of

all the assignments. Continuous assessment based on self-reflection, peer and instructor

feedback. Specific assessment criteria are used in the final evaluation of assignments.

Assessment: 0–5

XSUX1001 My Finnish 5 ECTS credits

Learning outcomes: The aim: CEFR A1. Target group: beginners. Upon completion of the

course, the student

should be at level A1 in all/most of the language skill areas

will be able to cope in everyday, routine situations

will be able to talk about themselves, ask questions, describe people and objects, and

be able to talk about time and place

will be familiar with the basics of Finnish communication culture as well as being able

to recognize the basic differences between spoken and standard Finnish

will be aware of the language learning strategies appropriate for them and will be able

to make use of the language environment around them to develop their language skills

Contents: The aim of the course is to provide students with basic level language skills that

enable them to cope in simple everyday situations – using basic phrases and vocabulary – and

talk about themselves and their surroundings.

Completion modes: Completion of the course requires active participation and attendance as

well as returning the given tasks/exercises within the agreed schedule. At the end of the

course, there will be an exam (skill-areas: speaking, listening comprehension, reading

comprehension, writing, and structures and vocabulary). The grade that the students receive

is based on different parts of the exam.

Assessment criteria: Completion of the course requires active participation and attendance

as well as returning the given tasks/exercises within the agreed schedule. At the end of the

course, an exam is held (skill-areas: speaking, listening comprehension, reading

comprehension, writing, and structures and vocabulary). The grade that the students receive

is based on performance in the different components of the exam.

Assessment: 0–5

2.2. ADVANCED STUDIES IN EDUCATION [70 ECTS CREDITS]

11

Advanced Studies give students a broad understanding of the field of educational sciences.

Studies give the opportunity to explore educational sciences from different local and global

perspectives addressing intercultural awareness and diversity. Studies also include key

considerations of the Finnish education system and international education policies, giving

students opportunities to critically analyse and discuss different educational practices. In

addition to the different core contents, Advanced Studies also focus on research methodology

and scientific argumentation in the field. Students acquire particular research skills and engage

themselves with academic discussion in the field. Students learn to conduct educational

research, critically analyse and discuss current topics to develop their own expertise and the

field further.

Learning outcomes:

Upon completion of the Advanced Studies students are able to

analyse and use different approaches and aspects of communication in educational

settings

recognise diversity and the social connectedness of education

apply and evaluate different educational theories and practices in educational planning

critically evaluate and analyse research-based information

independently conduct academic research

CORE CONTENT STUDIES [20 ECTS CREDITS]

EDUS1010 Intercultural Competence and Collaborative Learning (5 ECTS CR.)

EDUS1020 Finnish Education in Practice (5 ECTS CR.)

EDUS1030 International Education Policies and Practices (5 ECTS CR.)

EDUS1040 Educational Research (4 ECTS CR.)

LIBESIS Systematic Information Seeking (1 ECTS CR.)

EDUS1010 Intercultural Competence and Collaborative Learning 5 ECTS credits

Learning outcomes: Upon completion of the course, students will be able to

analyse different aspects of intercultural communication and be aware of the cultural

issues affecting communication

view the existing approaches to intercultural competence critically and in light of new

challenges and insights from both theory and practice, including the ethical dimension

apply the theories in question in educational practice

compose a multimodal video that utilizes various modes to communicate meanings

collaborate efficiently with people from different cultural backgrounds

Contents: Intercultural communication, intercultural competence, intercultural dialogue

Completion modes: Participation in teaching. Mode of completion to be specified in the

Study Programme.




Assessment: 0–5

12

EDUS1020 Finnish Education in Practice 5 ECTS credits


have a broad perspective on Finnish educational practices and their foundations

be able to use theoretical knowledge acquired in other courses, and critically analyse

Finnish educational practices

be able to synthesise theory and practice into reports on good practices

Contents: Education system in Finland, educational practices in Finland

Completion modes: Participation in teaching and visits. Mode of completion to be specified

in the Study Programme.




Assessment: 0–5

EDUS1030 International Education Policies and Practices 5 ECTS credits

Learning outcomes: Upon completion of the course, students will have

knowledge about international education policies and frameworks, particularly the

UN Sustainable Development Goal 4: Quality education for all

competence in utilising global and thematic education reports, critically analysing

their content

understanding of the complexities, priorities and gaps in the development of education

at global and local/national levels

understanding of critical research on global education development

Contents: International education policies and frameworks, global education development


Study Programme.

Learning materials: Thematic reports of international organisations (available online) and

related academic articles, to be announced at the beginning of the course.



Assessment: 0–5

EDUS1040 Educational Research 4 ECTS credits


have an overview of educational research at JYU and be knowledgeable about the

broad array of educational research

be able to participate in professional discussion on educational research

know how to situate their own thesis and dissertation research in the broader

context of educational research

Contents: Educational research conducted at JYU and in the broader scientific

community


Study Programme.


Assessment criteria: Assessment criteria will be specified in the Study Programme or at

the beginning of the course.

Assessment: 0–5

13

LIBESIS Systematic Information Seeking 1 ECTS credit

Learning outcomes: After completing the course the student

is familiar with the basics of systematic information seeking

is aware of how information seeking relates to the research process and of its

significance in academic work

is able to conduct systematic information seeking in a way that is relevant to the

research process

discerns the difference between everyday information and scientific information

is able to turn a research topic into concepts and concepts into search terms

knows how to create search statements

is familiar with the publication culture in their academic field

is able to locate and conduct searches using field-specific information sources

locates information sources on research methods and data

is capable of assessing and refining search results

is able to decide how to save references

understands how referencing is done appropriately and knows how to ethically use

information in their work

Contents: The course provides the students with necessary understanding of information

seeking that is relevant both for academic work and also in the working life in expert

positions. The students learn for example how to do an information seeking plan that they

can use later on in their studies.

Completion modes: Independent study. To complete the course the student is required to

study the course material and turn in an appropriately completed information seeking

plan.

Study materials: Library Tutorial: https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial

Assessment: Pass-fail

Additional information: Online course as an independent course or as a part of language

and communication studies. Recommended before the candidate seminar, also later e.g.

new degree students in master's programmes. Degree students at the University of

Jyväskylä can take the course as an elective course through Career Services. The course is

available several months during autumn and spring semesters.

Links: Library Tutorial

RESEARCH METHODS, SEMINARS AND THESIS [50 ECTS CREDITS]

This section consists of the following courses:

EDUS2010 Research Methods I (5 ECTS CR.)

EDUS2011 Research Methods II (5 ECTS CR.)

EDUS511 Research Seminar I (4 ECTS CR.)

LIBEDATA Introduction to Research Data Management (1 ECTS CR.) EDUS512 Research Seminar II (5 ECTS CR.)

EDUS520 Master’s Thesis (30 ECTS CR.)

EDUS530 Maturity examination (0 ECTS CR.)

The Master’s thesis involves participation in research seminars, which provide the core

guidance and support, as well as independent work. The Master’s thesis is estimated to require

810 hours of work and Research Seminars 270 hours of work.

https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial

https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial

14

EDUS2010 Research Methods I 5 ECTS credits


be able to situate their own MA thesis research in the broader context of educational

research

understand the central ontological and epistemological theories and points of view in

educational research

understand the research process from the perspectives of quantitative, qualitative and

mixed methods research

be able to justify their own research and methodological choices in a (MA thesis)

research plan

Contents: Different approaches to quantitative and qualitative research methods, including

data collection, analysis, and how to review research.


Study Programme.

Learning materials:

Tracy, S. J. (2012). Qualitative research methods: Collecting evidence, crafting

analysis, communicating impact. Oxford: Wiley-Blackwell.

Applicable parts of: Coolican, H. (2017 or later editions). Research methods and

statistics in psychology. London; New York: Psychology Press.

Other materials to be specified during the course.



Assessment: 0–5

EDUS2011 Research Methods II 5 ECTS credits


deepen their knowledge on central ontological and epistemological theories and points

of view in educational research

be able to understand, describe and apply methods of quantitative, qualitative and

mixed methods research

be able to consider ethical aspects and reliability of the research process

be able to analyse and critically justify methodological choices in research reports

Contents: Philosophy of science, methodology, ethics, critical considerations of the research

process


Study Programme.

Learning materials:

Tracy, S. J. (2012). Qualitative research methods: Collecting evidence, crafting

analysis, communicating impact. Oxford: Wiley-Blackwell.

Applicable parts of: Coolican, H. (2017 or later editions). Research methods and

statistics in psychology. London; New York: Psychology Press. OR Tabachnik, B. G.

& Fidell, L. S. (2013 or later editions). Using multivariate statistics. Boston: Pearson

Education.

Other materials to be specified during the course.



Assessment: 0–5

15

EDUS511 Research Seminar I 4 ECTS credits


define the main concepts for their own research and independently search relevant

information

analyse philosophical, theoretical and conceptual premises of scientific research

identify the aim of the research and the research problems

present the conceptual choices and the research frame of the Master’s thesis based on

previous research

participate in scientific discussion and argumentation

Contents: Research process, theoretical and methodological considerations of the research,

creating research questions, research ethics, scientific communication


Study Programme.

Learning materials: Selected articles




Additional information: In connection with EDUS511, students must also complete the

course LIBEDATA Introduction to Research Data Management organised by the JYU Open

Science Centre. More information about completing the course will be given in the seminar.

LIBEDATA Introduction to Research Data Management 1 ECTS credit

Contents: Research data management including documentation, integrity, data security, data

protection and life cycle of research data.

Completion modes: Independent study. Online course. To complete the course the student is

required to study the course material and complete a data management plan. Course is

available in spring 2021.


EDUS512 Research Seminar II 5 ECTS credits


search and use scientific literature related to one’s own research topic

analyse different stages of the research process

present and justify the methodological choices of one’s own research

report results based on chosen theoretical and methodological concepts by following

the scientific principles

scientifically discuss, justify and evaluate the choices made when conducting one’s

own research

Contents: Conducting research, research ethics, scientific communication


Study Programme.

Learning materials: Selected articles, individual thesis work




16

EDUS520 Master’s Thesis 30 ECTS credits

Learning outcomes: Upon completion of the thesis, students will be able to

conduct scientific research in the educational field and report the results

apply scientific thinking when conducting research

follow the principles of research ethics and scientific communication when

conducting research

Contents: Educational research, Master’s thesis

Completion modes: Independent study

Assessment criteria: Assessment criteria will be specified in the Study Programme.

Assessment: 0–5 (F–A)

EDUS530 Maturity Examination 0 ECTS credits

Learning outcomes: Upon completion of the maturity exam, the student demonstrates

intimate knowledge of the field of their Master’s thesis

English language skills (international students) or Finnish / Swedish language skills

(Finnish students who have not completed a maturity exam in their Bachelor’s degree

and whose language of schooling has been Finnish/Swedish)

Contents: In-depth familiarity with the topic of the thesis, mastery of language skills and

academic writing conventions

Completion modes: Exam

Assessment criteria: Assessment criteria will be specified in the Study Programme.


2.3. SPECIALISATION STUDIES AND INTERNSHIP [15–35 ECTS CREDITS] Specialisation Studies are offered in six different study modules: Early Childhood Studies,

Special Education, Guidance and Counselling, Language Education, Educational Leadership,

and Current Issues in Education and Psychology. Students select a minimum of 15 ECTS

credits from one Specialisation Study module. Students may also choose to complete more than

15 ECTS credits in the selected Specialisation Studies module, and/or complete another 15

ECTS credits or more from a different module, and/or complete the internship, in which case

the number of credits required in Other Advanced Studies section (see page 38) will diminish.

EARLY CHILDHOOD STUDIES

The module on Early Childhood Studies focuses on theories on early childhood education. It

offers key concepts on early childhood education and multidisciplinary basis of early childhood

education. The content also include aspects of children’s learning, child development,

children’s well-being as well as diverse phenomena of childhood.

Upon completion of the specialisation module in Early Childhood Studies the student will

know the key concepts, theories and practices regarding early childhood education

be familiar with scientific bases of early childhood education

learn to observe and support children’s learning, development and well-being

be able to analyse diverse phenomena of childhood

Students can choose 15 ECTS credits from the following courses:

VKTS1019 Children and Childhood in Society 5 ECTS CR.

17

VKTS1029 Children’s Social-emotional Development and Well-being in Early

Childhood

5 ECTS CR.

VKTS1039 Contemporary Perspectives on Play and Learning 5 ECTS CR.

VKTS1069 Early Childhood Educational Phenomena and Enhancement of

Competences

5 ECTS CR.


VKTM3100 Early Childhood Education Practice 6 ECTS CR.

VKTS1019 Children and Childhood in Society 5 ECTS credits

Learning outcomes: Upon completion of the course, students will have knowledge of

the theoretical concepts related to children’s social worlds and childhood in society

the variety of features related to childhood and the connections between them

the relevance of children’s action and agency in the forming childhood

the current research in the field and be able to apply it as part of his/her expertise in

education

Contents: Diverse perspectives, concepts and methods in childhood studies, children’s

structural positions in society, agency and participation in institutions, childhood as

relationally constructed within its’ cultural and historical context

Completion modes: Participation in teaching or independent study. Mode of completion to

be specified in the Study Programme.

Learning materials:

Esser, F., Baader, M. S., Betz, T., & Hungerland, B. (Eds.). (2016). Reconceptualising

agency and childhood: New perspectives in childhood studies. New York: Routledge.

Qvortrup, J., Corsaro, W. A., & Honig, M. (Eds.). (2009). The Palgrave handbook of

childhood studies. New York: Palgrave Macmillan.

Further reading to be announced.

Assessment criteria: The assessment is based on the learning assignment.

Assessment: 0–5

VKTS1029 Children’s Social-emotional Development and Well-being in Early Childhood 5 ECTS credits

Learning outcomes: Upon completion of the course the student is able

to familiarize oneself to the key aspects of children’s social-emotional development,

which have effect on children´s well-being and their relationships

to know the main theoretical concepts of social-emotional development,

developmental risk factors and early identification and support

to evaluate the principles and tools how to support children´s social-emotional

development

to familiarize oneself to key questions regarding socially sustainable development

from the perspective of social-emotional learning

to know the ways of early intervention through the scientific concepts

Contents: Key aspects of children’s social-emotional development; practical support of

social-emotional development in early childhood education; socially sustainable development

and social-emotional learning, deepening theoretical and practical understanding of a

particular area of social-emotional development.



Learning materials:

18

DURLAK, J. A., DOMITROVICH, C. E., WEISSBERG, R.P., & GULLOTTA, T. P. (eds.).

2015. Handbook of Social and Emotional Learning. Research and Practice. New York:

Guilford Press. (as applicable)

LEWIS, M., HAVILAND-JONES, J. & BARRETT, L. F. (eds.).2008 or newer. Handbook of

Emotions. 3rd edition or newer New York: Guilford Press. (as applicable). Available:

www.ebrary.com

Contemporary Articles

Assessment criteria: The assessment is based on learning assignment.

Assessment: 0–5

VKTS1039 Contemporary Perspectives on Play and Learning 5 ECTS credits


interpret and evaluate theories of and research on play

analyse play as children’s own activity and as the content and method of early

childhood education

observe, analyze and study play

understand different aspects of children’s play culture

Contents: Up-to-date theories of and research on play; analysing articles on play; insights to

observing, analyzing and studying play; interconnectedness of play and learning; the

importance of play in children’s culture

Completion modes: Participation in contact teaching or independent study or exam. Mode of

completion to be specified in the Study Programme.

Learning materials:

Brooker, L., Blaise, M., & Edwards, S. (Eds.). (2014). The SAGE handbook of play and

learning in early childhood. London: SAGE.

CONTEMPORARY ARTICLES.

Assessment criteria: Assessment is based on learning assignment or exam.

Assessment: 0–5

VKTS1069 Early Childhood Educational Phenomena and Enhancement of Competences 5 ECTS credits


familiarize oneself to one phenomenon regarding early childhood education through

key concepts and contemporary research regarding this phenomenon

deepen one's knowledge and understanding about this chosen phenomenon

Contents: The student will plan this course and familiarize oneself theoretically into one

phenomenon of early childhood education. The student will choose the mode of completion,

which can include e.g. essay, video, study material, slide show, organizing an event or

training.

Completion modes: The student will make an independent plan for the completion of the

course. The plan includes objectives for learning, plan of execution and evaluation criteria

(on scale 1-5). The students plan must be pre-approved by the teacher of the course. The

student will make also self-evaluation.

Learning materials: Literature upon consideration. Student's plan of completion can include

e.g. lectures, seminars, site visits, project working or conferences.

Assessment criteria: The assessment is based on the self-evaluation and learning assignment

or the material student has produced.

http://www.ebrary.com/

19

Assessment: 0–5

VKTM3100 ECEC Teaching Practice 6 ECTS credits

Learning outcomes: After the course the student:

Gets understanding of the Finnish ECEC in theory and in practice

Understands the main principles of the Finnish ECEC and pre-primary curricula

Understands the meaning of teamwork and educational collaboration

Understands the principles of child-centred pedagogy and the meaning of play

Understands the importance of learning environment of ECEC concerning indoor and

outdoor activities

Develops the following pedagogical skills: observation, planning, teaching, reflection

Contents:

Basic information of the Finnish ECEC system

Orientation to the values, goals and pedagogical practices of the Finnish ECEC

Orientation to the Finnish ECEC curricula

Pedagogical planning, individual pedagogical plan

The meaning of play, learning environment

10 days teaching practice in a Finnish daycare center

Learning materials:

MOOC course of ECEC.

National core curriculum for pre-primary education. Helsinki: Finnish National Board of

Education. The current version.

The current version of the National Curriculum Guidelines on Early Childhood Education

and Care in Finland 2018. Helsinki: Finnish National Board of Education.

The specific articles negotiated with the teacher of the course.

Completion modes: Active participation in the contact meetings. Participating in the 10 days

practice in a daycare center (60 hours). The final assignment of the course (portfolio).

Assessment criteria: Assessment is based on assignments of the course including a portfolio


Additional information:

This course is mainly for the exchange students majoring in early childhood

education. EDUMA students specialising in Early Childhood Studies can take the

course if there are places left. 7 students max.

The timetable will be negotiated with the participants of the course in the beginning of

the course.

KLAS1619 Family and Upbringing – Current Issues 5 ECTS credits


have knowledge of the essential theories, concepts and research traditions used in

understanding present-day family life, parenthood and upbringing

be able to apply this knowledge in analysing family issues both in research and in

various working life contexts

be able to explicate and analyse changes related to family, parenthood and upbringing

from multiple perspectives

Contents: The family and intimate relations, the family as a societal institution and system.

Family processes, families and change, parenting and upbringing, cultural ideals, family

theories and approaches, multi-informant perspective, and gender and generation.

20


Study Programme.

Learning materials: 1. Day, R. D. (2010). Introduction to family processes (5th ed ed.). New York: Routledge.

OR

2. McKie, L., & Callan, S. (2012). Understanding families: A global introduction. London:

Sage.

3. Gerson, K. (2010). The unfinished revolution: How a new generation is reshaping family,

work, and gender in America. Oxford; New York: Oxford University Press.

4. Abela, A., Walker, J. (2014). Contemporary issues in family studies: Global perspectives

on partnerships, parenting and support in a changing world. John Wiley & Sons. EKirja.

5. Kagitcibasi, C. (2007). Family, self and human across cultures. Theory and applications.

New Jersey: Lawrence Erlbaum.

6. Jallinoja, R., Hurme, H. & Jokinen, K. 2014. Perhetutkimuksen suuntauksia. Gaudeamus.

7. Allen, K. & Henderson, A. C. 2017. Family theories: foundations and applications. Wiley.


assignments/exam.

Assessment: 0–5

SPECIAL EDUCATION

The module on Special Education focuses on special education and inclusive education from

an international point of view. It offers perspectives on pedagogical environments as well as

various pedagogical approaches. The contents include also outlook on disability studies and

evidence-based practices in the context of special and inclusive education.

Upon completion of the specialisation module in Special Education the student will

understand how international agreements, and their national implementation affect

the position of special education and its role in developing inclusive education

have knowledge on evidence-based practices for supporting learners with special

needs

recognize and analyze the theoretical underpinnings and practical implementation of

various pedagogical approaches for supporting learning

understand and apply the theoretical premises of Disability Studies in developing

pedagogical practices


ERIS318 International Perspectives on Special Education 5 ECTS CR.

ERIS317 Pedagogical Approaches and Learning Theories 5 ECTS CR.

ERIS1301 Evidence-based Support for Learning Disabilities 5 ECTS CR.

ERIS303 Disability Studies in Education 5 ECTS CR.

ERIA3010 Special Education Learning Environments 5 ECTS CR.

ERIS318 International Perspectives on Special Education 5 ECTS credits

Learning outcomes:

Upon completion of the course, students will

have knowledge of the essential aspects of the development of special education

understand the most important international agreements related to special education

21

be able to compare the implementation of special education and the factors affecting

this across different countries

understand what methods are most efficient in special education and how these relate

to general education

be able to critically analyse the role and significance of special education in relation to

international policy aiming at inclusive education

Contents: Special education, inclusive education, human rights, intervention, efficacy


Study Programme.

Learning materials: 1. Mitchell, D. 2014. What Really Works in Special and Inclusive

Education, Using evidence-based teaching strategies (2nd edition). London and New York:

Routledge. 2. Article package to be specified at the beginning of the course.

Assessment criteria: Active participation in teaching and completing and passing the

learning assignments.

Assessment: 0–5

ERIS317 Pedagogical Approaches and Learning Theories 5 ECTS credits


recognize the reasoning, conceptions of learning, ethical principles and theoretical

premises of different pedagogical schools

plan and implement instruction based on different pedagogical notions and learning

theories, and utilize different accessible and culturally sensitive learning environments

evaluate the physical, psychological and social dimensions of different pedagogical

notions and environments, and critically consider the ethical possibilities and

boundaries of pedagogical actions in teaching different types of contents

consider one’s own values, conceptions of learning and instructional philosophy

Contents problem-based and exploratory learning

critical pedagogy

narrative learning

(radical) constructivism

experiential learning

dialogic guidance

sociodynamic guidance

drama pedagogy

instructional models based on scientific realism

possibly online pedagogy as part of accessible/inclusive instruction and guidance

teacher’s professional ethics

special education as part of ethically, socially and multiculturally sustainable

development

Completion modes: Independent study

Learning materials: Articles will be announced at the beginning of the course.

Assessment criteria: Reading circle or learning assignment.

Assessment: 0–5

ERIS1301 Evidence-based Support in Learning Disabilities 5 ECTS credits


recognize the main principles of support with regard to specific learning disabilities

22

analyze the means of support with respect to theoretical and empirical knowledge

concerning interventions of learning disabilities

plan and present means of support justified by theoretical and empirical knowledge

Contents: Evaluation of theoretical and empirical base of support; comorbidity of learning

disabilities; evidence-based support; applying research into practice


Study Programme.


Assessment criteria: Learning assignment

Assessment: 0–5

ERIS303 Disability Studies in Education 5 ECTS credits

Learning outcomes: Upon completion of the course, students will be able to 

define the theoretical presumptions and pedagogical applications of Disability Studies

and Disability Studies in Education

utilise the concepts to analyse inclusive education and special education

assess the accessibility and usability of various learning environments

apply the principles of emancipatory and transformative education in teaching

use pedagogical means to influence children’s and adolescents’ disability

consciousness and attitudes towards disability

Contents: Accessibility, emancipatory education, disability culture and arts, disability

consciousness



Learning materials:

Connor, D., Valle, J.W. & Hale, C. 2015. Practicing Disability Studies in Education. Acting

toward social change. Peter Lang: New York. ISBN 978-1-4331-2551-5 (paper back), 978-1-

4539-1446-5 (e-book). Other material to be specified in the Study Programme (scientific

articles).

Assessment criteria: Active participation and group assignment (teaching) or individual

assignment (independent study).

Assessment: 0–5

ERIA3010 Special Education Learning Environments 5 ECTS credits


have understanding of how the school functions as a learning environment

be able to observe and analyse different teaching and learning methods

be able to communicate and interact with pupils with special needs

be able to reflect on special education practices in different countries and cultures

Contents: Special education learning environments, special education practices


Study Programme.



assignments/exam.

Assessment: 0–5

23

GUIDANCE AND COUNSELLING

Guidance and counselling cover a wide range of services and activities targeted to people at

different ages and life situations who are seeking help with problems and questions regarding

their life and career decisions. The following courses provide students with an overview of a

selection of important fields of guidance and counselling. In addition to international

perspectives, the courses deal with elements that characterise the Finnish guidance and

counselling approach, including e.g.

humanistic and constructivist approach

multiprofessional and systemic approach

importance of a strong future-orientation

life-long learning

social and gender equality

Upon completion of the specialisation module in Guidance and Counselling students will

understand possibilities and limitations of guidance and counselling as a form of

helping be able to apply and further develop their skills in guidance and counselling

approaches and methods know how guidance and counselling services are linked with other forms of helping

understand the important role of ethics in guidance and counselling

Compulsory course for this module:

EDUS390 Introduction to Guidance and Counselling 5 ECTS CR.

In addition, students can choose 10 ECTS credits from the following courses:

EDUS391 Guidance and Counselling Interaction 5 ECTS CR.

EDUS392 Career Guidance and Counselling 5 ECTS CR.

EDUA290 Information Communication Technology in Guidance and

Counselling (JYU Open University)

5 ECTS CR.


EDUS390 Introduction to Guidance and Counselling 5 ECTS credits Learning outcomes: Upon completion of the course students will

have understanding of the nature of guidance and counselling services and occupations

and their relations to other forms of helping

have understanding of and be able to describe guidance and counselling as part of the

societal support system, along with its main theoretical approaches

Contents

the concepts of guidance and counselling and their relation to other concepts such as

pedagogy and therapy

guidance and counselling services as a societal support system

guidance and counselling fields and occupations

life-long and life-wide guidance and counselling

theoretical approaches in guidance and counselling with an emphasis on humanistic and

constructivist approach

24


Study Programme.

Learning materials:

Feltham, C., & Dryden, W. (2006). Brief counselling: A practical, integrative approach (2nd

ed ed.). Buckingham: Open University Press.

McLeod, J. (2013). An introduction to counselling (5th ed.). New York: McGraw-Hill

Education.

Suggested alternatives listed; in addition, journal articles and other sources for the essay to be

discussed during lectures.

Assessment criteria: Will be specified in the Study Programme or at the beginning of the

course.

Assessment: 0–5

EDUS391 Guidance and Counselling Interaction 5 ECTS credits Learning outcomes: Upon completion of the course, students will

have understanding of the nature of guidance and counselling interaction

be able to use guidance and counselling interaction knowledge and skills when

working with people in different environments

Contents:

dialogical nature of counselling interaction

guidance and counselling from a pedagogical perspective

methods and skills needed in guidance and counselling interaction


Study Programme.

Learning materials:

J. & McLeod, J. (2011). Counselling skill (2nd ed.). Maidenhead: Open University Press.

McLeod, J. (2010). The counsellor's workbook: Developing a personal approach (2nd ed.).

Maidenhead: Open University Press.

Geldard, K. & Geldard, D. (2012). Personal counseling skills: An integrative approach.

Springfield: Charles C Thomas.

Cameron, H. (2008). The counselling interview: A Guide for the helping professions.

Basingstoke: Palgrave Macmillan.


course.

Assessment: 0–5

EDUS392 Career Guidance and Counselling 5 ECTS credits


have acquired an understanding of the nature of the developmental process of

occupational and career identity, career choices and life-long career development, and

different forms of career guidance and counselling

recognize the use and meaning of career guidance and counselling at different stages

of human development and in different contexts such as schools and business

companies

Contents:

theoretical approaches in career choice and career development

the role of career guidance and counselling at different ages and in different

organizations

25

theoretical approaches in career guidance and counselling

methods and skills needed in career guidance and counselling

Completion modes: Independent study. Mode of completion to be specified in the Study

Programme.

Learning materials: Brown, S. D., & Lent, R. W. (Eds.). (2013). Career development and counseling: Putting

theory and research to work (2nd ed ed.). Hoboken, N.J.: Wiley.

Sheward, S. & Branch, R. (2012). Motivational career counselling and coaching: cognitive

and behavioural approaches. London: SAGE Publications.

Nathan, R. & Hill, L. A. (2006). Career counselling. Thousand Oaks, CA.: SAGE.

Gysbers, N. C., Heppner, M. J. & Johnston, J. A. (2014) Career counseling: holism, diversity,

and strengths. Alexandria, Virginia: American Counseling Association.


course.

Assessment: 0–5

EDUA290 Information Communication Technology in Guidance and Counselling 5 ECTS credits


have understanding and knowledge in the use of ICT in guidance

know how to apply an evidence-based theoretical framework when using ICT in

guidance

be able to create a plan for maintaining their IT literacy and technological skills

be able to evaluate opportunities and challenges for guidance presented by the use of

existing and emerging technologies

be able to apply ICT appropriately in the guidance process

Contents: Students will be exposed to learning situations where they are challenged to perceive

and reflect on the potential of technology in the context of career guidance and counselling.

The learning outcome will be enhanced competence in the use of ICT in guidance.

Completion modes: Participation teaching. Mode of completion to be specified in the Study

Programme.



course.

Assessment: 0–5

Additional information: The course is arranged by the JYU Open University.

KLAS1309 Cultural Diversity in Education and Pedagogy 5 ECTS credits


be able to recognise and evaluate their own cultural values and actions and the

relevance of these relevance in pedagogy

have the tools to theoretically analyse cultural diversity

be able to apply the theories acquired during the course to education and pedagogy

have greater awareness of the opportunities and challenges for pedagogy brought by

increasing cultural diversity

have the readiness to promote social justice in cultural diverse educational settings

through their theoretical and practical knowledge

Contents: Intercultural communication, cultural and ethnic diversity, identity, culturally

responsive teaching, racism, prejudice, discrimination, participation, equality

26


Study Programme.

Learning materials: Sandoval-Hernández, A. t., Isac, M. M. t. & Miranda, D. t. (2018).

Teaching Tolerance in a Globalized World. Cham: Springer International Publishing. (e-

book)

OR

Nieto, S. 2010. Language, culture and teaching. Critical perspectives. New York: Routledge.

(e-book)

OR

Kerwin, L.B. (ed.) 2010. Cultural Diversity : Issues, Challenges and Perspectives. New York:

Nova Science Publishers cop. (e-book)

OR

Launikari, M. & Puukari, S. (eds.) 2005. Multicultural Guidance and Counselling.

Theoretical Foundations and Best Practices in Europe. Helsinki: CIMO; Jyväskylä:

University of Jyväskylä, Institute for Educational Research. http://urn.fi/URN:ISBN:951-39-

2121-2

AND

Article package mentioned in the study programme


assignments/exam.

Assessment: 0–5

LANGUAGE EDUCATION

The module on Language Education offers the opportunity to explore language education from

different pedagogical, cultural and linguistic perspectives. This module brings together

expertise on the use of language in subject pedagogies, different forms of bilingual education

as well as different ways in which students learn and develop their use of language as

individuals and members of education communities. This module includes key considerations

for teachers and educational developers and draws on different perspectives that inform the

development of language education including the use of literature, cultural and intercultural

questions and linguistic landscapes.

Learning outcomes:

to gain a critical understanding of different forms of bilingual education

to develop a critical perspective on the potential of language and culture across

education

to develop the pedagogical competence to plan, deliver and evaluate language aware

education

the ability to support the development of linguistically sensitive educational

communities


OJUA2011 Bilingual Education and CLIL 5 ECTS CR.

OJUA2021 Key Considerations in Intercultural and International Education 5 ECTS CR.

OJUA2031 Literature and Culture in Language Education 5 ECTS CR.

OJUA2041 Language in Learning Environments 5 ECTS CR.

EDUS1050 Teaching in Multilingual and Multicultural Settings 5 ECTS CR.

http://urn.fi/URN:ISBN:951-39-2121-2


27

OJUA2011 Bilingual Education and CLIL 5 ECTS credits

Learning outcomes: Upon completing the course, students should be able to:

to critically reflect on different forms of bilingual approaches

understand the relationship between innovations in language education and

educational communities

able to combine theoretical and practical understanding of education in order to

develop approaches to bilingual education

plan and implement bilingual units of work, accompanying materials and assessment

procedures

Contents: This course provides a critical introduction to the development and practice of

bilingual education in Finland, as well as the different forms of language education that are

supported by the National Common Core Curriculum. This course specifically focuses on the

integration of content and language learning and pedagogical tools that have been used to

further develop this approach to education. As an advanced course, students are expected to

combine their theoretical understanding with the development of pedagogical activities and

materials.

Competence development

This course specifically promotes pedagogical competence through the critical examination

of different forms of bilingual education, communicative and interactional competence

through the development and implementation of bilingual materials, intellectual competence

through the critical engagement with research on bilingual education, and ethical competence

through the better understanding of the role of language education in relation to individual

and community needs.

Completion modes: Participation in teaching. This course uses a variety of individual and

small group activities, readings and a written assignment. When possible, this course also

includes a practice period and methodological sessions in a local school.

Learning materials: Are available in the Moodle learning platform for the course.

Key course texts include: CLIL: Content and Language Integrated Learning (Coyle, Marsh,

Hood), Uncovering CLIL: Methods and Language Integrated Learning and Multilingual

Education (Mehisto, Marsh, Frigols), CLIL tool-kit (Coyle), further reading to be announced.

- Coyle, Hood & Marsh (2010) CLIL: Methods and Language Integrated Learning,

Cambridge University Press. ISBN: 978-0-521-11298-7 978-0-521-13021-9.

- Mehisto, Marsh, Frigols (2008) Uncovering CLIL: Methods and Language Integrated

Learning and Multilingual Education, Macmillan ELT. ISBN-10: 0230027199 ISBN-

13: 978-0230027190.

- Wright, W. E., Boun, S., & García, O. (2017). The handbook of bilingual and

multilingual education. John Wiley & Sons.

Assessment criteria: This course is graded on a scale from 0-5. Evaluation is based on

overall participation in the course as well as completion of course assignments. A higher

grade is based on the demonstration of learning and critical reflection in relation to the aims

of the course as well as the course materials.

Assessment: 0–5

OJUA2021 Key Considerations in Intercultural and International Education 5 ECTS credits

Learning outcomes: Upon completing the course, students should be able to:

28

recognize different ways in which educational cultures develop and inform the

experiences of students

sensitively and appropriately share information and ask questions regarding

educational cultures and experiences of education

to draw on the linguistic and cultural repertoires of students as resources for

educational activities and community development

Contents: This course provides insights into different educational curricula, as well as

linguistically and culturally sensitive pedagogy. This course critically considers experiences of

education from a variety of perspectives and in different contexts, as well as seeking a better

understanding of the demands teachers, pupils and educational communities face in periods of

transition and change. An important part of the course addresses the development on

intercultural, multilingual communities.

Competence development:


of different forms of bilingual education, communicative and interactional competence

through the development and implementation of bilingual materials, intellectual competence

through the critical engagement with research on bilingual education, and ethical competence

through the better understanding of the role of language education in relation to individual

and community needs.




Learning materials: Are available in the Moodle learning platform for the course. Key

course texts include:

- Hayden, (2006) Introduction to International Education: International Schools and

their Communities, Thousand Oaks, Calif; London: Sage. ISBN: 9781847878618.

- Cazden, C. B. (2001). The language of teaching and learning. ISBN: 0-325-00378-5.





Assessment: 0–5

OJUA2031 Literature and Culture in Language Education 5 ECTS credits

Learning outcomes: Upon completing of the course, students should be able to:

critique different literary texts with a view to using them in educational contexts

work with authentic materials to create lesson plans, activities and units of work

recognize and work with different cultural expressions without relying on

stereotypical notions

reflect upon and development practice

critically understand what literary texts can contribute to language education, as well

as individual and community development

Contents: This course explores different literary texts and genres for language education and

introduces different tools and frameworks for understanding and working with literature. This

course provides opportunities for participants to share and compare cultural stories, and to

use different literary genres to explore experience. An important part of this course is the

planning and development of units of work based on literary texts and the critical

29

consideration of the affordances and challenges of story-based and narrative approaches to

language education.

Competence development:


and experimentation with literary genres and narrative forms to support language

development, communicative and interactional competence through the developed ability to

choose and use different language genres and forms, intellectual competence through the

critical engagement with research on literature and narratives as part of language education,

and ethical competence through the critical understanding and use of cultural stories as part

of identity and language development, and aesthetic competence through the development

and exploration of artistic forms and narrative spaces.




Learning materials: Are available in the Moodle learning platform for the course. Key

course texts include:

Bland, J. (2013). Children's Literature and Learner Empowerment: Children and Teenagers

in English Language Education. A&C Black.

Slater, (xxx) Literature in the Language Classroom: A Resource Book of Ideas and Activities.

ISBN: 0-521-30996-4.





Assessment: 0–5

OJUA2041 Language in Learning Environments 5 ECTS credits

Learning outcomes: Upon completing of the course the student will be able to

critically study and interpret physical learning environments (that is, schoolscapes)

construct and express their view on the impact of physical learning environments on

interaction, with a special regard to multilingual interaction

build strategies for the conscious design and development of physical learning

environments in their own teaching practice

Contents:

understanding organizational cultures through schoolscape

basic methods in schoolscape research

understanding how interaction takes place in various schoolscape settings

community planning and negotiation/contestation of schoolscapes

current trends in learning environment design

developing schoolscape-aware pedagogies


Study Programme.

Learning materials: Chiles, Prue & Leo Care (eds. 2015). Building schools: key issues for

contemporary design. Birkhäuser.

Dudek, Mark (2015). Schools and Kindergartens: A Design Manual. Birkhäuser.

Laihonen, Petteri & Tamás Péter Szabó (eds. 2018). Studying the visual and material

dimensions of education and learning. Linguistics and Education, Vol. 44. [Special issue]

Articles to be announced.

30


assignments/exam.

Assessment: 0–5

EDUS1050 Teaching in Multilingual and Multicultural Settings 5 ECTS credits


understand the special features and requirements of teaching and learning through a

second language

pay attention to special features of guiding, scaffolding and assessing students’

learning in culturally and linguistically diverse groups

use students’ plurilingualism as a resource in the classroom

analyse and assess the linguistic and communicative requirements of different school

subjects

Contents:

Finnish school system and multilingualism in school

Language across curriculum and parallel language and content learning

Scaffolding learning

Promoting plurilingualism in a classroom

Teacher collaboration

Completion modes: Participation teaching. Mode of completion to be specified in the Study

Programme.

Learning materials: To be specified in the Study Programme / To be announced at the



course

Assessment: 0–5

EDUCATIONAL LEADERSHIP

The specialisation module in Educational Leadership provides both theoretical knowledge and

practical competence, integrating the key elements of leadership and management required in

the complex field of educational leadership. These studies provide ways to critically examine

and evaluate different theories and trends of leadership in diverse educational contexts. The

studies raise awareness of how external environment and internal factors in organisations form

leadership behaviour and practices.

Learning outcomes: Upon completion of the Educational Leadership module, students are

able to

position, conceptualise and analytically investigate educational leadership and

different connected aspects, such as pedagogical leadership, governance and policies

analyse educational leadership as a field of research from societal, organizational and

individual perspectives

utilize and evaluate existing practical and theoretical educational leadership solutions

elaborate one’s own professional and leadership identity and agency development, as

well as support such developments in work organisations and networks

The introductory course is a compulsory component for this module:

KLAS1519 Educational Leadership, 5 ECTS credits

31

After this introductory course, students need to complete a minimum of 10 ECTS

credits (2 courses) from the following selection:

EDLS1011 Pedagogical Leadership

EDLS1012 Enacting Educational Leadership as Management

EDLS1013 Educational Policy, Governance and Reform

EDLS1014 Ethical Leadership and Human Resources Management

EDLS1015 Managing Change and Understanding Diversity

EDLS1020 Creativity and Innovation in Education and Educational Leadership

KLAS1509 Identity and Agency in Professional Work

KLAS1519 Educational Leadership 5 ECTS credits


position and conceptualise educational leadership as a field of research and as a

discipline

examine leadership from the point of the organisation and the community

examine leadership from the point of view of the individual

evaluate leadership from the point of view of their professional identity and its

development

Contents: Educational leadership as a field of research and as a discipline; leadership from

the point of view of the organization and the community; leadership from the point of view of

the individual


Study Programme.



course.

Assessment: 0–5

EDLS1011 Pedagogical Leadership 5 ECTS credits

Learning outcomes: Upon completion of this course, students will be able to

position and conceptualise pedagogical leadership amongst other approaches on

leading learning

examine and define pedagogical leadership from the perspectives of both organisation

and leadership theories

understand how the changing operational environment demands us to renew

pedagogical leadership so that educational institutions are able to meet the challenges

the changes create

develop their own pedagogical leadership to become successful educational leaders

for diverse educational institutions

Contents: Examination of various approaches on leading learning, analysis of how the

changing world is altering learning and leading learning as well as developing one’s own

pedagogical leadership evidence-based. Consideration of the mission of education;

familiarisation with various learning theories; analysis of theories focusing on the

relationship between leadership and learning.


Study Programme.

32

Learning materials: To be announced at the beginning of the course.


course.

Assessment: 0–5

EDLS1012 Enacting Educational Leadership as Management 5 ECTS credits


critically examine the relationship between leadership and management

identify and critically view various managerial structures, processes and practices to

enact educational leadership in practice

present a personal portfolio of diverse manegerial structures, processes and practices

to enact in their own educational leadership in practice

Contents: Examination of the relationship between leadership and management; review of

various managerial structures, processes and practices; and experimenting on developing

managerial structures, processes and practices for various educational leadership tasks.


Study Programme.




Assessment: 0–5

EDLS1013 Educational Policy, Governance and Reform 5 ECTS credits

Learning outcomes: Upon completion of this course, students will be able to

position and conceptualise educational policy, governance and reform as scopes for

educational leadership

critically examine educational policy, governance and reform as tools for educational

leadership

develop their own educational leadership in how to work with educational policy,

governance and reform

Contents: Examination of educational policy, governance and reform as concepts and

manifestations on educational leadership, as well as experimenting on personal approaches

for how to enact educational leadership in relation to educational policy, governance and

reform.


Study Programme.




Assessment: 0–5

EDLS1014 Ethical Leadership and Human Resources Management 5 ECTS credits

Learning outcomes: Upon completion of this course, students will

understand the meaning of ethical questions for educational leadership and values for

the development of their professional identity, leadership and well-being as

educational leaders

be able to recognize, analyze and interpret the phenomena connected to this area in

their operational environments

33

be able to classify the characteristics of ethical atmospheres of organizations and

obtain abilities to lead value discussions in organizations

be able to understand the meaning and processes of human resources management

(HRM) in organizations and the connection between ethical leadership and HRM

Contents: The main concepts of ethical leadership and HRM and positioning them in

operational environments


Study Programme.

Learning materials: To be announced at the beginning of the course



Assessment: 0–5

EDLS1015 Managing Change and Understanding Diversity 5 ECTS credits


define and use concepts of equality, diversity and inclusion, understanding the

multiple perspectives involved

understand the societal connectedness of education and school institutions with ability

to adapt varied educational solutions and models into different contexts

outline the temporal changes, and critically use and analyse different arguments in the

diversity and inclusion related discussions find ways to understand and support diversity and inclusiveness in a socially

sustainable way recognize change as a complex and multifaceted phenomenon and use

multidimensional and reflective approaches in addressing it

understand the requirements diversity places for educational and pedagogical leaders

in work contexts, steering documents and in changing society

Contents: The course focuses on the core elements of organizational change within

education in the increasingly complex society of today: change in the organizational culture;

interconnectivity between educational change and school improvement; school/organizational

reform; change as a process; tensions and paradoxes related to change; and collaborative

leadership dynamics as a catalyst for change.


Study Programme.




Assessment: 0–5

EDLS1020 Creativity and Innovation in Education and Educational Leadership 5 ECTS credits


have a fuller understanding of the main concepts of creativity and innovation in

relationship to education and leadership, and as general work-life skills

know how to take into account different perspectives on creativity and innovation,

such as those of the individual, team, structure, culture, and leadership elements of the

organization

34

be able to analyse their own thinking and behavioural styles in relation to creativity

and innovation, and to develop and enhance their thinking and behaviour to support

and facilitate these objectives in educational settings

Content: Theory of creativity and innovation in the context of education and leadership.

Creativity as a part of learning process and classroom activities, as well as, contemporary

work and expertise.


Study Programme.




Assessment: 0–5

KLAS1509 Identity and Agency in Professional Work 5 ECTS credits


address theoretical approaches to professional identity and agency

apply these approaches in individual and collective work-related learning contexts

analyse the meaning of leadership for professional identity, agency, learning and

wellbeing at work

reflect on their own professional identity and agency

Contents: Learning at work, professional identity and agency, leadership, well-being at

work.



Learning materials: For all:

Goller, M. & Paloniemi, S. (2017). Agency at work. Dordrecht: Springer.

select four of the following:

1. Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency?

Conceptualizing professional agency at work. Educational Research Review, 10, 45-

65.

2. Hökkä, P. Rautiainen, M., Silander, T. & Eteläpelto, A. (2017). Collective Agency-

Promoting Leadership in Finnish Teacher Education. In J. Murray, A. Swennen & C.

Kosnik (eds.), International Research, Policy and Practice in Teacher Education:

Insider Perspectives. Dordrecht: Springer.

3. Kira, M. & Balkin, D.B. (2014). Interactions between work and identities: thriving,

withering, or redefining the self? Human Resource Management Review 24 (2), 131–

143.

4. Tourish, D. 2014. Leadership, more or less? A processual, communication perspective

on the role of agency in leadership theory. Leadership 10(1), 79–98.

5. Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review.

Vocations and Learning 6 (1), 11–36.

6. Vähäsantanen K. (2013). Vocational teachers' professional agency in the stream of

change. Jyväskylä studies in education, psychology and social research 460.

7. Vähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S. & Eteläpelto, A. 2016.

Professional learning and agency in an identity coaching programme. Professional

Development in Education.

http://www.tandfonline.com/eprint/FYuMGIBSbIIGezx5mxZP/full


35

See also other study materials mentioned in the study programme.


assignments/exam.

Assessment: 0–5

CURRENT ISSUES IN EDUCATION AND PSYCHOLOGY

The Current Issues in Education and Psychology module focuses on contemporary and

emerging advancements and trending theories, research and practices, including popular

educational discussions in society. Topics range from 21st century competences and

entrepreneurial attitude to project and team based practices and theoretical knowledge,

including latest research conducted within the faculty.

Learning outcomes: Upon completion of the Current Issues in Education and Psychology

module, students will

have an understanding of the contemporary advancements and trends in the field

of education and psychology

be able to critically evaluate present and future demands

have an understanding of the contemporary research conducted in the faculty

be able to participate in the current discussion in educational sciences and

psychology

Students can choose 15 ECTS credits from the following courses: KLAS1409 Learning and 21st Century Competencies: Collaboration,

Creativity, and Technology

5 ECTS CR.

MCE0220 Issues in Education 5 ECTS CR.


EDUS1060 Entrepreneurial Learning and Project Management in Education 5 ECTS CR.

CIPA213 Developmental Language Related Disorders 5 ECTS CR.

In addition, students can choose courses from the Contemporary Issues in Psychology

(CIPA) selection. Available courses will be specified annually in the Study Programme.

KLAS1409 Learning and 21st Century Competencies: Collaboration, Creativity, and Technology 5 ECTS credits


have a fuller understanding of the nature of learning and the competencies needed in

future learning environments

be able to apply theories of collaborative learning and creativity in changing teaching

and learning situations

Contents: Core skills needed in working life, creativity, sense making in learning,

collaborative learning



Learning materials:

1. Hämäläinen, R. & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives

on orchestrating creativity and collaborative learning. Educational Research Review,

6, 169–184.

36

2. Arvaja, M. (2015). Experiences in sense making: Health science students’ I-

positioning in an online philosophy of science course. Journal of the Learning

Sciences, 24, 137-175.

3. Arvaja, M. & Sarja, A. (in press). Dialogic tensions in pre-service subject teachers’

identity negotiations. Scandinavian Journal of Educational Research

4. De Wever, B., Hämäläinen, R., Voet, M. & Gielen, M. (2015). A wiki task for first-

year university students: The effect of scripting students' collaboration. The Internet

and Higher Education. 25, 37–44.

5. Hämäläinen, R., De Wever, B., Nissinen, K., & Cincinnato, S. (2019). What makes

the difference - PIAAC as a resource for understanding the problem-solving skills of

Europe's higher-education adults. Computers & Education. 129. 27-36.

https://doi.org/10.1016/j.compedu.2018.10.013

6. Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Mannonen, J. (2020). The

potential of temporal analysis: Combining log data and lag sequential analysis to

investigate temporal differences between scaffolded and non-scaffolded group

inquiry-based learning processes. Computers & Education, 143, 103674.



assignments/exam.

Assessment: 0–5

MCE0220 Issues in Education 5 ECTS credits


be more aware of the current research trends and educational research conducted

nationally, i.e. in Finland, as well as internationally

gain better understanding of the topics addressed in the lectures through the reflective

assignment

synthesise personal experiences and critical thinking

exhibit research-related skills by means of academic reading and writing

Contents: Finnish and international research projects

Completion modes: Participation in teaching.

Learning materials: To be specified in the Study Programme / To be announced at the




Assessment: 0–5

ERIS1301 Evidence-based Support in Learning Disabilities 5 ECTS credits


recognize the main principles of support with regard to specific learning disabilities

analyze the means of support with respect to theoretical and empirical knowledge

concerning interventions of learning disabilities

plan and present means of support justified by theoretical and empirical knowledge

Contents: Evaluation of theoretical and empirical base of support; comorbidity of learning

disabilities; evidence-based support; applying research into practice


Study Programme.



37

Assessment criteria: Learning assignment

Assessment: 0–5

EDUS1060 Entrepreneurial Learning and Project Management in Education 5 ECTS credits


understand the main concepts related to entrepreneurship education, work life skills

and project management

know how to implement the pedagogy of entrepreneurship education and be able to

evaluate practices in educational project management

analyse what are the entrepreneurial attitudes

be familiar with the critical failure and success factors in project management

create and reflect one’s entrepreneurship education plan

Contents: Entrepreneurship education and its various pedagogical approaches; developing

entrepreneurial attitudes; theoretical background and practical tools for successful project

management in the field of education.


Study Programme.




Assessment: 0–5

CIPA213 Developmental Language Related Disorders 5 ECTS credits

Learning outcomes: The student will have a comprehensive overall view of the phenotypes

of language related disorders, understand the basic principles of development of language and

related skills, understand the underlying risk factors and their accumulation in developmental

learning disorders, have a basic view of different types of training methods for these

disorders, and is able to evaluate articles/literature on language and reading disorders.

Contents: The course will cover related topics, including specific language impairment and

dyslexia –phenotypes, characteristics of reading disorders in different languages

(orthographies), development of auditory and speech perception, development of language

acquisition and reading, genes and language related disorders, neural substrates and

neurocognitive risk factors as well as training for these difficulties.

It is difficult to prevent a child from learning to speak without exposing him/her to extreme

conditions, and yet some of children have great difficulties in learning to speak and

comprehend speech. They have specific language impairment (SLI). Other children have

difficulties in learning to read and write fluently, a condition known as dyslexia, which is a

major obstacle, not only in school but also all areas of life in the modern society.

Why do some children face with these developmental learning difficulties? How much is due

to environmental factors and what role do genes play? How are the observed behavioral

manifestations reflected in differences in the brain structure or functioning? This short course

aims to deal with these kinds of questions incorporating newest relevant research of

behavioral, genetic and cognitive neuroscience of language and reading. The course invites

experts in the field to discuss these topics from the perspective of their own findings.

Completion modes: Participation in teaching. The contents and teaching methods of the

course vary from year to year.

38

Learning materials: To be announced by the course instructor.

Assessment criteria: Assessment is based on participation and/or written assignments.


INTERNSHIP

Completing the internship is voluntary. One month’s internship carries 5 ECTS credits.

EDUS3010 International Internship / EDUS3020 Internship 5–10 ECTS credits

Learning outcomes:

to gain acquaintance with the organisation the student is working in

to be able to use acquired theoretical knowledge in practice

to be able to recognise different career options and professional skills

Contents: The destination, objective and content of the internship has to be approved by the

Faculty of Education and Psychology and be in line with the programme’s learning objectives

and a realistic career outlook, as specified in the personal study plan. Internships will be

credited subject to the submission of a follow-up report on the internship, including a

testimonial about the duration and the content of the internship from the host organisation.

Study materials: To be discussed individually.




2.4. OTHER ADVANCED STUDIES (0–15 ECTS CREDITS) If a student has chosen to complete more than 15 ECTS credits in the selected Specialisation

Studies module and/or complete more than one module or the internship, these credits will

impact the minimum number of credits required in the Other Advanced Studies section.

KLAS1219 Education, Ethics, and Moral Education 5 ECTS CR.


KLAS1409 Learning and 21st Century Competencies: Collaboration,

Creativity, and Technology

5 ECTS CR.




EDUS1051 Pedagogical Practices Across the World 5 ECTS CR.

EDUS1091 Instructional Design: Creating an Interactive Digital Product for

Education

5 ECTS CR.

OKLS1419 Advanced Phenomenon-based Studies 3: Independent Studies 5 ECTS CR.

EDUS1070 Dialogic Theory and Dialogic Pedagogy 5 ECTS CR.

EDUS1080 Theory and Practice of Comparative Pedagogy 5 ECTS CR.

KTKS155 Educational Phenomena and Enhancement of Competencies 5 ECTS CR.

KLAS1219 Education, Ethics, and Moral Education 5 ECTS credits


39

analyse central concepts and theoretical viewpoints related to the professional ethics

of educators

evaluate various approaches in ethical education and apply them in their own work

compare arguments and counter-arguments related to various ethical questions

critically evaluate the their professional ethical principles and value framework and

their personal view on being an educator

Contents:

basic concepts and theories in (professional) ethics

main approaches in moral education

children’s and disabled people’s rights and status

indoctrination and the paradox of education, justice and respect for individual

autonomy

ethical questions related to dialogue, power and evaluation, moral agency, moral

emotions and reflection on one’s own ethical thinking





assignments/exam.

Assessment: 0–5

KLAS1309 Cultural Diversity in Education and Pedagogy 5 ECTS credits


be able to recognise and evaluate their own cultural values and actions and the

relevance of these relevance in pedagogy

have the tools to theoretically analyse cultural diversity

be able to apply the theories acquired during the course to education and pedagogy

have greater awareness of the opportunities and challenges for pedagogy brought by

increasing cultural diversity

have the readiness to promote social justice in cultural diverse educational settings

through their theoretical and practical knowledge

Contents: Intercultural communication, cultural and ethnic diversity, identity, culturally

responsive teaching, racism, prejudice, discrimination, participation, equality


Study Programme.

Learning materials: Sandoval-Hernández, A. t., Isac, M. M. t. & Miranda, D. t. (2018).

Teaching Tolerance in a Globalized World. Cham: Springer International Publishing. (e-

book)

OR

Nieto, S. 2010. Language, culture and teaching. Critical perspectives. New York: Routledge.

(e-book)

OR

Kerwin, L.B. (ed.) 2010. Cultural Diversity : Issues, Challenges and Perspectives. New York:

Nova Science Publishers cop. (e-book)

OR

Launikari, M. & Puukari, S. (eds.) 2005. Multicultural Guidance and Counselling.

Theoretical Foundations and Best Practices in Europe. Helsinki: CIMO; Jyväskylä:

University of Jyväskylä, Institute for Educational Research. http://urn.fi/URN:ISBN:951-39-

2121-2



40

AND

Article package mentioned in the study programme


assignments/exam.

Assessment: 0–5

KLAS1409 Learning and 21st Century Competencies: Collaboration, Creativity, and Technology 5 ECTS credits


have a fuller understanding of the nature of learning and the competencies needed in

future learning environments

be able to apply theories of collaborative learning and creativity in changing teaching

and learning situations

Contents: Core skills needed in working life, creativity, sense making in learning,

collaborative learning



Learning materials:

7. Hämäläinen, R. & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives

on orchestrating creativity and collaborative learning. Educational Research Review,

6, 169–184.

8. Arvaja, M. (2015). Experiences in sense making: Health science students’ I-

positioning in an online philosophy of science course. Journal of the Learning

Sciences, 24, 137-175.

9. Arvaja, M. & Sarja, A. (in press). Dialogic tensions in pre-service subject teachers’

identity negotiations. Scandinavian Journal of Educational Research

10. De Wever, B., Hämäläinen, R., Voet, M. & Gielen, M. (2015). A wiki task for first-

year university students: The effect of scripting students' collaboration. The Internet

and Higher Education. 25, 37–44.

11. Hämäläinen, R., De Wever, B., Nissinen, K., & Cincinnato, S. (2019). What makes

the difference - PIAAC as a resource for understanding the problem-solving skills of

Europe's higher-education adults. Computers & Education. 129. 27-36.


12. Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Mannonen, J. (2020). The

potential of temporal analysis: Combining log data and lag sequential analysis to

investigate temporal differences between scaffolded and non-scaffolded group

inquiry-based learning processes. Computers & Education, 143, 103674.



assignments/exam.

Assessment: 0–5

KLAS1509 Identity and Agency in Professional Work 5 ECTS credits


address theoretical approaches to professional identity and agency

apply these approaches in individual and collective work-related learning contexts

analyse the meaning of leadership for professional identity, agency, learning and

wellbeing at work


41

reflect on their own professional identity and agency

Contents: Learning at work, professional identity and agency, leadership, well-being at

work.



Learning materials: For all:

Goller, M. & Paloniemi, S. (2017). Agency at work. Dordrecht: Springer.

select four of the following:

8. Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency?

Conceptualizing professional agency at work. Educational Research Review, 10, 45-

65.

9. Hökkä, P. Rautiainen, M., Silander, T. & Eteläpelto, A. (2017). Collective Agency-

Promoting Leadership in Finnish Teacher Education. In J. Murray, A. Swennen & C.

Kosnik (eds.), International Research, Policy and Practice in Teacher Education:

Insider Perspectives. Dordrecht: Springer.

10. Kira, M. & Balkin, D.B. (2014). Interactions between work and identities: thriving,

withering, or redefining the self? Human Resource Management Review 24 (2), 131–

143.

11. Tourish, D. 2014. Leadership, more or less? A processual, communication perspective

on the role of agency in leadership theory. Leadership 10(1), 79–98.

12. Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review.

Vocations and Learning 6 (1), 11–36.

13. Vähäsantanen K. (2013). Vocational teachers' professional agency in the stream of

change. Jyväskylä studies in education, psychology and social research 460.

14. Vähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S. & Eteläpelto, A. 2016.

Professional learning and agency in an identity coaching programme. Professional

Development in Education.




assignments/exam.

Assessment: 0–5

KLAS1519 Educational Leadership 5 ECTS credits


position and conceptualise educational leadership as a field of research and as a

discipline

examine leadership from the point of the organisation and the community

examine leadership from the point of view of the individual

evaluate leadership from the point of view of their professional identity and its

development

Contents: Educational leadership as a field of research and as a discipline; leadership from

the point of view of the organization and the community; leadership from the point of view of

the individual


Study Programme.



42


course.

Assessment: 0–5

KLAS1619 Family and Upbringing – Current Issues 5 ECTS credits


have knowledge of the essential theories, concepts and research traditions used in

understanding present-day family life, parenthood and upbringing

be able to apply this knowledge in analysing family issues both in research and in

various working life contexts

be able to explicate and analyse changes related to family, parenthood and upbringing

from multiple perspectives

Contents: The family and intimate relations, the family as a societal institution and system.

Family processes, families and change, parenting and upbringing, cultural ideals, family

theories and approaches, multi-informant perspective, and gender and generation.


Study Programme.

Learning materials: 1. Day, R. D. (2010). Introduction to family processes (5th ed ed.). New York: Routledge.

OR

2. McKie, L., & Callan, S. (2012). Understanding families: A global introduction. London:

Sage.

3. Gerson, K. (2010). The unfinished revolution: How a new generation is reshaping family,

work, and gender in America. Oxford; New York: Oxford University Press.

4. Abela, A., Walker, J. (2014). Contemporary issues in family studies: Global perspectives

on partnerships, parenting and support in a changing world. John Wiley & Sons. EKirja.

5. Kagitcibasi, C. (2007). Family, self and human across cultures. Theory and applications.

New Jersey: Lawrence Erlbaum.

6. Jallinoja, R., Hurme, H. & Jokinen, K. 2014. Perhetutkimuksen suuntauksia. Gaudeamus.

7. Allen, K. & Henderson, A. C. 2017. Family theories: foundations and applications. Wiley.


assignments/exam.

Assessment: 0–5

EDUS1051 Pedagogical Practices Across the World 5 ECTS credits


analyse different pedagogical practices across the world

assess and apply different theoretical and practical tools for one’s own educational

activities

Contents: Pedagogical practices, cultural diversity


Study Programme.

Learning materials: To be specified at the beginning of the course.



Assessment: 0–5

43

EDUS1091 Instructional Design: Creating an Interactive Digital Product for Education 5 ECTS credits


plan, design, develop and evaluate educational media projects

understand and use instructional design, problem-based-learning and learning-by-

design perspectives

Contents: Instructional design, problem-based learning, learning-by-design,


Study Programme.

Learning materials: To be specified at the beginning of the course.



Assessment: 0–5

Additional information: Online course with JYU Open University and two partner

universities (FernUniversity Hagen and OUNL – Open University in the Netherlands),

participation in online learning platform and completing the independent and group learning

assignments.

OKLS1419 Advanced Phenomenon-based Studies 3: Independent Studies 4-6 ECTS credits


plan and implement individual target-oriented phenomenon-based learning process

deepen and apply the knowledge and skills which are required in phenomenon-based

learning process

Contents: The course unit focuses on one’s own learning and development while constructing

a goal-oriented phenomenon-based learning process. The themes of the phenomenon are

related to teacher's areas of competence (ethical; Intellectual; communicative and interactional;

cultural, community and social; pedagogical; well-being; aesthetic). Students negotiate their

personal goals and the content of the phenomenon-based process/project with the course unit's

supervisor. Thereafter they implement, report and evaluate the process. The phenomenon-

based project/process can be implemented individually or in small groups.

Completion modes: Students negotiate their personal goals and the content of the

phenomenon-based process/project with the course unit’s supervisor. Thereafter they

implement, report and evaluate the process.

Learning materials: To be specified in the course. Finnish literature: Tarnanen, M. &

Kostiainen, E. 2020. Ilmiömäistä! Ilmiölähtöinen lähestymistapa uudistamassa opettajuutta ja

oppimista. Jyväskylä: Jyväskylän yliopisto, opettajankoulutuslaitos.

http://urn.fi/URN:NBN:fi:jyu-202003032256.

Assessment criteria: Will be presented/agreed during the course unit.

Assessment: 0–5

EDUS1070 Dialogic Theory and Dialogic Pedagogy 5 ECTS credits


understand the basic principles, origin and key concepts associated with Bakhtin’s

dialogic theory

be able to critically consider the implications of dialogic theory for pedagogical

decision-making actions

44

have an understanding of the different ways in which Bakhtin’s dilogic theory has

been used to inform pedagogical innovations and educational research

be able to critically appraise the similarities and differences between dialogic

approaches to education and other approaches

be able to critically consider the benefits and challenges of dialogic pedagogy in

different contexts

Contents:

introductions to key concepts and principles associated with dialogic pedagogy

critical consideration of the connections between sociocultural understanding of

education and the role of dialogue

examples of the implementation of dialogic pedagogy in different contexts

dialogic discussions in order to explore dialogic notions from different perspectives

and through dialogue


Study Programme.




Assessment: 0–5

EDUS1080 Theory and Practice of Comparative Pedagogy 5 ECTS credits


have a better appreciation of education and pedagogy as culturally constructed notions

be able to critically appraise similarities and differences between and assumptions

associated with educational cultures

be able to critically consider key aspects with pedagogy

able to use different criteria for mapping and analysing pedagogy

Contents:

basic principles, origin and key concepts associated with pedagogy and research on

pedagogy

exploration of different approaches to and research projects based on comparative

pedagogy

critical consideration of contributions to educational theory from educational thinkers

from different educational cultures


Study Programme.




Assessment: 0–5

KTKS155 Educational Phenomena and Enhancement of Competences 5 ECTS credits

Learning outcomes: Upon completion of the course the student will

have a better understanding of and be able critically to analyse the topics addressed

be able to theoretically analyse the chosen phenomenon/topic in a reflective

assignment

Contents: The course can include a seminar/conference/course in another university, to be

agreed in advance with the programme coordinator.

45



Learning materials: To be discussed individually.


assignments/exam.


2.5. OPTIONAL STUDIES (0–5 ECTS CREDITS) Under Optional Studies, students can freely choose from all the courses offered to them in the

university. The number of credits in this section depends on the selections in the Specialisation

Studies and Internship, and Other Advanced Studies sections. You can complete more than 5

ECTS credits of courses or study modules offered at the different faculties at JYU, but at least

115 ECTS credits in the degree must be completed from a particular set of courses in

connection with the Faculty of Education and Psychology, as described in the Degree Structure

(page 6).

university of jyvÄskylÄ faculty of education and psychology · educational settings, partly but...

Documents