Auslandsaufhenthalt an der Universitt in Jyvskyl Finnland Informationen

Auslandsaufhenthalt an der Universität in Jyväskylä (Finnland) Informationen für Studierende Stand: Sommer 2012

Optionen für ein Auslandsaufenthalt an der University of Jyväskylä Ø Semesterzeiten in Jyväskylä: September bis Weihnachten und Neujahr bis Mitte Mai Ø Bewerbungsfristen: Anfang November ERASMUS, Anfang Januar für Summerschool, online Bewerbung Ø Mögliche Studierzeiten (während des Heidelberger Sommersemesters): März - Mitte Mai: Besuch von Kompaktveranstaltungen oder Mitte Mai - August: Kurse in der summerschool Informationen über Seminarangebote in englischer Sprache unter: https: //www. jyu. fi/en/study/ Ø Daneben haben Sie Gelegenheiten an den Ausbildungsschulen zu hospitieren und/oder ein eigenes kleines Forschungsprojekt durchzuführen 2010

Weitere Informationen Ø Informationen über Auslandstipendien unter: http: //www. ph-heidelberg. de/internationales/informationenfuer-studierende/auslandsstudiumstipendien. html Ø Ansprechpartner an der PH für Auslandsmobilität: Akademisches Auslandsamt: Henrike Schön Henrike. Schoen@vw. ph-heidelberg. de Ø Ansprechpartner für inhaltliche Fragen: Dr. Silke Trumpa (trumpa@ph-heidelberg. de Dipl. Päd. Isolde Rehm (i. rehm@ph-heidelberg. de) 2010

Hinweis Die nachfolgenden Folien stammen von Elisa Heimovaara, verantwortliche Person für internationale Beziehungen an der University of Jyväskylä und geben einen Überblick über education in Finland 2010

University of Jyväskylä ► founded in 1934 ► one of the largest universities in Finland London ► total income ca 180 Berlin million euros ► 7 faculties Paris Madrid ► over 15 500 students Rome Athens ► staff: about 2 500 2010

History of the University of Jyväskylä 1863 Teacher Training College 1912 Summer University 1912 Scientific Library 1918 University Society 1934 University College of Education 1963 Physical Education 1966 University 2011 77 th Anniversary 2010

Faculty of Education ► Staff 300 (incl. 100 in Teacher Training School) ► 21 professorships ► 80 lecturers ► 9 senior assistants ► 12 assistants ► 2400 students ► 170 doctoral students Two departments: Department of Educational Sciences: Early Childhood Educ. Special Education/Adult Educ. Institute of Educ. Leadership Department of Teacher Education ======== ► Teacher Training School 2011 2010

Basic Education Ø Primary School (grades 1 -6) - teaching carried out mostly by primary teachers, ’class teachers’ Ø Some subjects taught by subject teachers, e. g. languages, music, crafts, PE 2010

Basic Education Ø Lower secondary school (grades 7 -9) - teaching carried out by subject teachers; i. e. different teacher for each subject 2010

Teacher Education in Finland • • Teacher’s profession has a high status Popular fields of study high graduation level of enrolled teacher students (ca 6500 applicants for primary teacher education in 2010) Master degree necessary also for primary level teachers Integration of theory and practice (Teacher Training school) Pedagogical knowledge and subject knowledge integrated Teachers are life-long learners Teacher education is research-based 2010 2011

Departments of Teacher Education in Finland Ø 10 Departments of Teacher Education Rovaniemi Ø in addition 1 for Adult Students (Kokkola) and 1 for Swedish speaking students (Vaasa) Ø Regional policy - the 1960’s new universities - filials in the 70’s and 80’s Ø Number of DTEs to be reduced Oulu Kokkola Kajaani Vaasa Joensuu Jyväskylä Rauma Tampere Turku Savonlinna Hämeenlinna Helsinki 2010

Teacher Education in the Faculty of Education Ø Kindergarten teacher Ø Subject teacher Ø Primary school teacher (class teacher) Ø Special education teacher Ø Principals Ø Adult education teachers Ø Sign language primary teachers and subject teachers Ø School/Study counsellor 2010

Teachers’ qualifications ► Kindergarten teachers (BA/MA) ► Kindergarten teachers ► Optional pre-school or class teachers (MA) (6 yrs old) ► Comprehensive school, ► Class teachers and Subject teachers (MA) 9 yrs ► Upper secondary school, ► Subject teachers (MA) 3 yrs ► Kindergarten (0 -6 yrs) 2011 2010

Bases and Objectives Ø Ethical competence Ø Intellectual competence Ø Communication and interaction competence Ø Cultural, communal and societal competence Ø Pedagogical competence 2010

Main Themes Ø Cultural foundations of education Ø Development and growth environments Ø School community and society Ø Guidance of growth and learning Ø Inclusive/participative education, multicultural education 2010

Teacher Training Schools Ø The teacher training schools are administratively part of the faculties of education, matters concerning open vacancies are handled by the administrative organs of the universities. In other respects these schools enjoy total independence. Ø The operations of the schools are governed by the relevant legislation on the teacher training schools and regulations issued directly by the Ministry of Education. 2010

Duties of Teacher Training Schools Ø Providing teaching for the comprehensive and upper secondary levels Ø Tutoring the teacher trainees Ø Teaching experiments Ø Research Ø Further education The teacher training schools support and complement the teacher education and research activities of the faculties of education. 2010

Teaching Practice Subject Teacher Education Ø Instructed Orientation Practice 5 ECTS credits -------------------------Ø Instructed Basic Practice 5 ECTS credits Ø Instructed Advanced Practice 7 ECTS credits Ø Instructed Adaptive Practice 3 ECTS credits 2010

Inclusive Education Ø APPROACH: Inclusive education is a process of addressing and responding to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education. Ø OBJECTIVE: To support education for all, with special emphasis on removing barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities and out-of-school children 2010

Inclusive Education Ø GOAL: A school where all children are participating and treated equally broad spectrum of learning needs 2010

Inclusive Education Concerned with providing appropriate responses to the broad spectrum of learning needs - Is not a marginal theme on how some learners can be integrated into the mainstream education system, but an approach that looks into how to transform the system so it will respond to the diversity of all learners Involves changes and modifications in content, structures, processes, policies and strategies The principle of inclusive education was adopted at the Salamanca World Conference on Special Needs Education in Spain, 1994. 2010

Special Education services in Finland Ø 1. Part time SE –“First aid”: Child isn’t officially labeled as “Special” – no official statement nor decision of moving child into SE –Problems in reading/writing/speech or subjects (math, lang. ) –Visiting SE 2 -4 hours per week –Temporary or permanent –Mostly used, the “typical form” –Usually without IEP 2010

Special Education services in Finland 2. Small groups / self contained groups - More severe or permanent learning or behavioural problems - Pupil might spend most of the time in these special settings, BUT is still a member of the regular class – principally s/he is included - Not necessarily with IEP, but usually with 2010

Special Education services in Finland Ø 3. Special classes in regular schools - Special classes placed in regular schools - Learning and/or behavioural difficulties (mild or severe) - Always with IEP i. e. HOJKS 2010

Special Education services in Finland 4. Special schools - Based on very obvious SEN’s (sensory, socio-emotional, intellectual) - Always with IEP - In 1990: 362 special schools - In 2009: 138 special schools • In Germany: the number of only EBD special schools raised with 140 % in 1995 - 2005 2010