Auslandsaufhenthalt an der Universität in Jyväskylä

(Finnland)

Informationen für Studierende

Stand: Sommer 2012

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Optionen für ein Auslandsaufenthaltan der University of Jyväskylä

Semesterzeiten in Jyväskylä: September bis Weihnachten und Neujahr bis Mitte Mai

Bewerbungsfristen: Anfang November ERASMUS, Anfang Januar für Summerschool, online Bewerbung

Mögliche Studierzeiten (während des Heidelberger Sommersemesters): März - Mitte Mai: Besuch von Kompaktveranstaltungen oder Mitte Mai - August: Kurse in der summerschoolInformationen über Seminarangebote in englischer Sprache unter: https://www.jyu.fi/en/study/

Daneben haben Sie Gelegenheiten an den Ausbildungsschulen zu hospitieren und/oder ein eigenes kleines Forschungsprojekt durchzuführen

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Weitere Informationen

Informationen über Auslandstipendien unter: http://www.ph-heidelberg.de/internationales/informationen-fuer-studierende/auslandsstudiumstipendien.html

Ansprechpartner an der PH für Auslandsmobilität: Akademisches Auslandsamt: Henrike Schön Henrike.Schoen@vw.ph-heidelberg.de

Ansprechpartner für inhaltliche Fragen: Dr. Silke Trumpa (trumpa@ph-heidelberg.deDipl. Päd. Isolde Rehm (i.rehm@ph-heidelberg.de)

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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

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University of Jyväskylä

► founded in 1934

► one of the largest universities in Finland ► total income ca 180 million euros

► 7 faculties

► over 15 500 students

► staff: about 2 500

London

Paris

Berlin

MadridRome

Athens

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History of the University of Jyväskylä

1863 Teacher Training College 1912 Summer University

1912 Scientific Library

1918 University Society

1934 University College of Education

2011 77th Anniversary

1963 Physical Education 1966 University

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►Staff 300 (incl. 100in Teacher TrainingSchool)

►21 professorships►80 lecturers►9 senior assistants►12 assistants►2400 students►170 doctoral students

Two departments:

Department of Educational Sciences:

Early Childhood Educ.Special EducationEducation/Adult Educ.Institute of Educ. Leadership

Department of Teacher Education

===============► Teacher Training

School

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Faculty of Education

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Basic Education

Primary School (grades 1-6)- teaching carried out mostly by primary teachers, ’class teachers’

Some subjects taught by subject teachers, e.g. languages, music, crafts, PE

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Basic Education

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

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• 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

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Teacher Education in Finland

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10 Departments of Teacher Education

in addition 1 for Adult Students (Kokkola) and 1 for Swedish speaking students (Vaasa)

Regional policy- the 1960’snew universities- filials in the 70’s and 80’s

Number of DTEs to be reduced

Oulu

Rovaniemi

Savonlinna

Kajaani

HelsinkiHämeenlinna

Rauma

Kokkola

Vaasa

TampereJyväskylä Joensuu

Turku

Departments of Teacher Education in Finland

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Teacher Education in the Faculty of Education

Kindergarten teacher Primary school teacher (class

teacher) Special education teacher School/Study counsellor

Subject teacher Principals Adult education teachers Sign language

primary teachersand subject teachers

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►Kindergarten (0-6 yrs)

►Optional pre-school(6 yrs old)

►Comprehensive school,9 yrs

►Upper secondary school,3 yrs

►Kindergarten teachers(BA/MA)

►Kindergarten teachersor class teachers (MA)

►Class teachers and Subject teachers (MA)

►Subject teachers (MA)

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Teachers’ qualifications

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Bases and Objectives

Ethical competence Intellectual competence Communication and interaction competence Cultural, communal and societal competence Pedagogical competence

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Main Themes

Cultural foundations of education Development and growth environments School community and society Guidance of growth and learning Inclusive/participative education,

multicultural education

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Teacher Training Schools

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.

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.

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Duties of Teacher Training Schools

Providing teaching for the comprehensive and upper secondary levels

Tutoring the teacher trainees Teaching experiments Research Further education

The teacher training schools support and complement the teacher education and research activities of the faculties of education.

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Teaching PracticeSubject Teacher Education

Instructed Orientation Practice 5 ECTS credits---------------------------------------------------

Instructed Basic Practice 5 ECTS credits Instructed Advanced Practice 7 ECTS credits Instructed Adaptive Practice 3 ECTS credits

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Inclusive Education

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.

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

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Inclusive Education

GOAL: A school where all children are participating and treated equally

broad spectrum of learning needs

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Inclusive EducationConcerned 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.

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Special Education services in Finland

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

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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

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Special Education services in Finland

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

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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