The course is compulsory for all students completing the pedagogical studies for subject teachers (60 cr).
Students who have completed the course will
- know and understand subject didactics as a discipline that investigates and develops teaching, studying and learning, as well as current themes in the subject didactics research of their own teaching subjects
- know the different functions and objectives of assessment and the significance of feedback and assessment for developing the teaching of one’s own subject and the school community
- understand the nature of their subject in general education and be able to use applicable forms of teaching and working and to justify their use in various situations
- understand the curriculum philosophy, know the values serving as the basis of the basic education and upper secondary education core curriculum, and have obtained the capability to participate in designing the school curriculum
- Be able to apply subject didactical knowledge in planning, implementing and assessing teaching
- Know the basics of applying ICT in teaching and studying
- know various methods for assessing learning and giving feedback during studying, and the potential of ICT in assessment
- be able to act naturally in various interactive and communicative situations related to teaching of one’s own subject
This course is completed during the one year of STEP studies. The course is organized in the autumn semester in Period 1.
This course familiarizes students with the didactics of their own teaching subjects. The group teaching sessions consider the fundamental and current issues and key questions in subject didactics, and the planning, implementation and assessment of teaching of the particular subjects, including the use of ICT. Interaction skills related to teaching of the subjects is simultaneously practiced.
Literature for all:
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. (Chapters 4–7.) Available at http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (or the same in other foreign languages)
FNBE. (2016) National Core Curriculum for Basic Education 2014. Publications 2016:5. Finnish National Board of Education. Pages related to language education in chapters 3, 4, 9, 10 and 13–15.
FNBE. (2016). National Core Curriculum for General Upper Secondary Schools 2015. Publications 2016:8. Finnish National Board of Education. Pages related to language education in chapters 3–5.
Kantelinen, R. & Hilden, R. (2016). Language Education – towards transversal intercultural language proficiency. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools (pp. 157–177). Rotterdam: Sense Publishers. Available as an eBook through the University Library.
Long, M.H. (2009). Methodological Principles for Language Teaching. In C. Doughty & M. H. Long (Eds.), The handbook of language teaching (pp. 373-394). Chichester, U.K.: Wiley- Blackwell. Available as an eBook through the University Library.
Ellis, R. & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. Routledge: London and New York. Routledge Introductions to Applied Linguistic. (Chapters 1, 4, 6–8). Available as an eBook through the University Library.
Gass, S. M., Gass, S. M., & Mackey, A. (2012). The Routledge handbook of second language acquisition. Milton Park, UK: Routledge. Available as an eBook through the University Library.
Frepa. A Framework of Reference for Pluralistic Approaches. Available at http://carap.ecml.at/
Selected articles from online journals (available in Helka), e.g.
- Journal of Language Teaching and Research
- Language Teaching Research
- Language Teaching
- Language Learning Journal
Chemistry and Physics:
Literature for all:
Donovan, S., & Bransford, J. D. (2005). How students learn: History, mathematics, and science in the classroom. Washington, D.C.: National Academy Press. Part III: Science. Available at http://www.nap.edu/openbook.php?record_id=10126
A set of articles from contemporary journals chosen by the subject didactics teacher at the beginning of the study unit.
Supplemental literature for Chemistry:
Eilks, I., & Hofstein, A. (2013). Teaching chemistry – a studybook: a practical guide and textbook for student teachers, teacher trainees and teachers. Rotterdam, The Netherlands: Sense Publishers cop. Available as an eBook through the University Library.
Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and learning calculus with free dynamic mathematics software Geogebra. 11th International Congress on Mathematical Education. Monterrey, Nuevo Leon, Mexico. Available at http://www.geogebra.org/publications/2008-ICME-TSG16-Calculus-GeoGebra-Paper.pdf
Lockhart, P. (2002). A Mathematician’s Lament. Available at http://mysite.science.uottawa.ca/mnewman/LockhartsLament.pdf
NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council for Teachers of Mathematics. Chapters 1–3 & 7.
Tall, D. (1992e). The transition to advanced mathematical thinking: Functions, limits, infinity, and proof. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 495–511). New York, NY: Macmillan. Available at http://www.warwick.ac.uk/staff/David.Tall/themes/amt.html
Diverse methods are used in the assessment of the course and assessments based on the completion of an academic essay, other assignments and active participation,
graded on the scale 0-5.
Assessment of the course is based on the completion of an academic essay and/or other assignments and active participation, graded on the scale 0–5.
The course is completed by attending and actively participating in group teaching sessions of versatile subject didactics. Teaching is organized partly in joint sessions for both Arts and Science students and partly in separate groups for Arts and Science students. Tasks and assignments in this course typically include familiarizing students with diverse teaching methods and the use of ICT in education, carrying out mock teaching sessions, familiarizing oneself with literature and other material as well as completing written assignments individually or in groups.