Kaisa_2012_3_photo by Veikko Somerpuro

29.8.2019 at 09:00 - 8.11.2019 at 23:59


Here is the course’s teaching schedule. Check the description for possible other schedules.

Tue 29.10.2019
12:15 - 15:45
Mon 4.11.2019
14:15 - 17:45
Tue 5.11.2019
14:15 - 17:45
Wed 6.11.2019
14:15 - 17:45
Thu 7.11.2019
12:15 - 15:45
Fri 8.11.2019
12:15 - 15:45


Optional course, which is aimed for master and doctoral students and especially recommended for ERASMUS+ students.

EDIC+ modules are taught also at the University of Bath, University of Barcelona, University of Thessaloniki, University of Tallinn, University of Prague and University for Humanistic Studies in Utrecht.

For Erasmus grants 20 ects is minimum, for example:

EDIC+ module (7.5 ects)

Another Education module (7.5 ects)

Paper (5 ects)

After completing the module, students will have

  • knowledge about teachers’ moral competence and students’ holistic growth in the school context
  • skills to apply their learning to the different practices of the teaching profession
  • skills of critical thinking and drawing conclusions
  • knowledge of the interactional relationship between theory and practice
  • understanding of peer-group support in teachers’ work

In this module our objective will be to examine teachers’ moral competence in pedagogical encounters. The module will draw on Finnish research-based teacher education which aims to educate autonomous and professional teachers who support their pupils’ holistic growth into democratic citizenship and intercultural communication. In Finland teaching has a strong moral dimension and teachers are understood as moral professionals. Thus, in this module students will learn to cultivate their moral competence by participating in various ideological, pedagogical and intercultural negotiations.

In this module student teachers will learn about moral professionalism in teaching and holistic school pedagogy. They will identify and solve moral dilemmas in schools and cultivate their ethical and intercultural sensitivity by comparing their views with European and global studies. They will learn how implicit theories about intelligence affect teaching and learning, and practice feedback styles which have been found to significantly improve learning outcomes. They will also study how to support pupils’ purpose in life, since today, a general lack of purpose is associated with the stress that people are experiencing and apathy in the young. The final theme of the module will cover the differentiation of teaching, where the above-mentioned aspects of teachers’ moral competence are practiced in pedagogical encounters.

Course literature

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246–263.

Bundick, M., & Tirri, K. (2014). Teacher support and competencies for fostering youth purpose and psychological well-being: Perspectives from two countries. Applied Developmental Science, 18 (3), 148–162.

Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119–128.

Kuusisto, E., Gholami, K., Schütte, I. W., Wolfensberger, M. V. C., & Tirri, K. (2016). Culturally-bound elements of ethical sensitivity: Multiple case studies from the Netherlands, Finland, and Iran. In D. Sharpes (Ed.), Handbook on Comparative and International Studies in Education. Charlotte, NC: Information Age Publishing.

Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2016). Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland. Scandinavian Journal of Educational Research.

Tirri, K. (1999). Teachers’ perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 31–47.

Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40 (5), 600-609.

Additional recommended and required readings will be provided during the module.

Course diary, group work, presentation of group work, field trips

The module will be evaluated (grades 0-5) on the course diary as well as the group work paper and presentation.

The module consists of a pre-task, lectures, a group work and a course diary. Each student will write a pre-task and a course diary individually. In course diary s/he reflects on the contents of the module from her/his own perspective, in light of literature, and explicates her/his learning process. In the diary students will also be expected to apply theoretical concepts, compare articles, and express their opinion, i.e. evaluate and use what they have heard and read during the module. In group work students will conduct a project on one theoretical perspective of teachers’ moral competence. The module may include a field visit where students have an option to gather data for their group work.

Professor Kirsi Tirri and University Lecturer Elina Kuusisto