Master’s Degree Programme in Educational Sciences
Study Programme 2016–2017
University of Jyväskylä
Faculty of Education
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University of Jyväskylä
Faculty of Education
Master’s Degree Programme in Educational Sciences
Study Programme 2016–2017
The Master’s Degree Programme in Educational Sciences includes the following study
modules:
Orientation Studies
Advanced Studies in Education
Specialization Studies
Optional Studies
14 ECTS cr.
80 ECTS cr.
20 ECTS cr.
6 ECTS cr.
All students complete the Orientation Studies of 14 ECTS credits and Advanced Studies in
Education of 80 ECTS credits. For the Specialization Studies of 20 ECTS credits, students have a
possibility to deepen their knowledge and understanding in the following six disciplines:
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•
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Early Childhood Education
Guidance and Counselling
Pedagogical Issues
Special Needs Education
Education / Adult Education
Educational Leadership
For their Optional Studies of 6 ECTS credits, students can choose from the wide range of courses
offered in the different faculties of the university.
Degree Structure
Orientation Studies
Advanced Studies in Education
Specialization Studies
Optional Studies
120 ECTS cr.
14 ECTS cr.
80 ECTS cr.
20 ECTS cr.
6 ECTS cr.
Orientation Studies
EDUS300 Orientation and Personal Study Plan
KTKO104 Information Technology
XENX009 Integrated Research Communication
XSU0005 Finnish I
14 ECTS cr.
2 ECTS cr.
3 ECTS cr.
4 ECTS cr.
5 ECTS cr.
Advanced Studies in Education
EDUS320 Intercultural Competence in Education
MCE0240 International Education Policies and Practices
ERIS318 International Perspectives on Special Education
EDUS321 Comparative Pedagogy
EDLS450 In Search of Education Excellence, Global Trends
EDUS340 Multicultural Guidance and Counselling
KAIS051 Professional Identity and Agency
EDUS420 Educational Innovations and Entrepreneurship
80 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
3 ECTS cr.
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EDUS430 Project Management
EDUS361 Qualitative Research Methods
EDUS362 Quantitative Research Methods
EDUS511 Research Seminar I
EDUS512 Research Seminar II
EDUS520 Master’s Thesis
EDUS530 Maturity Essay
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
5 ECTS cr.
30 ECTS cr.
Special method courses, choose at least 3 ECTS cr.
EDUS310 Educational Research
KTKS053 Qualitative Content Analysis
KTKS025 Grounded Theory
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
Specialization Studies
20 ECTS cr.
Specialization Studies are offered in six different study modules. Students are encouraged to
confine their choice of courses to those offered within one study module, although it is also possible
to accumulate the 20 ECTS credits by taking courses from different modules.
* not available in 2016–2017
Early Childhood Education
VARS034 Children’s Action and Agency
VARS035 Risk and Protective Factors of Development and Early Support *
VARS005 Play as Children’s Culture and Context for Learning
EDUS330 Inclusive Education and Participation in the Early Years
VARS036 Pedagogical Environments *
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
Guidance and Counselling
EDUS390 Introduction to Guidance and Counselling
EDUS391 Guidance and Counselling Interaction *
EDUS392 Career Guidance and Counselling
EDUS393 Ethics and Philosophical Foundations for Guidance and Counselling
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
Pedagogical Issues
OKLS513 Teaching Practice for International Students
OKLS479 Dialogic Pedagogy
EDUS380 Teaching in Multilingual and Multicultural Settings
OKLS474 Issues in Inclusive Education
OKLS466 Cultural Identity and Internationality
ERIS310 Co-teaching in School Community
OJUP103 Varieties of English
OJUP104 The Language of Education and Pedagogy
OJUP106 Foreign Language Pedagogy
OJUP201 Content and Language Integrated Learning
OJUP202 Issues in International and Intercultural Education
OJUP203 Language, Literature and Culture
OJUP204 Pronunciation and Pedagogy
OJUP213 Issues in Foreign Language Education in Finland
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
2–4 ECTS cr.
2–4 ECTS cr.
5 ECTS cr.
2–6 ECTS cr.
4 ECTS cr.
4 ECTS cr.
2 ECTS cr.
5 ECTS cr.
Special Needs Education
ERIS318 International Perspectives on Special Education
• Included in this module only for MPEL students
ERIA263 Acquaintance with Functional Environment of Special Education
5 ECTS cr.
3 ECTS cr.
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ERIS310 Co-teaching in School Community
EDUS330 Inclusive Education and Participation in the Early Years
OKLS474 Issues in Inclusive Education
ERIA257 Autism Spectrum Disorders (ASD): Assessment and Interventions
ERIS301 Neuro-cognitive Interventions of Learning Disabilities
ERIS303 Disability Studies in Education
CIPA120 Current Issues in Biological Psychology, Cognitive Neuroscience and
Learning: Developmental Language Related Disorders
5 ECTS cr.
5 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
Education / Adult Education
KAIS021 Philosophy of Education and the Philosophical Foundations of Research
in Education
5 ECTS cr.
AIKS033 Late-modern Life and Active Citizenship
5 ECTS cr.
KASS048 Learning and 21st Century Competencies
5 ECTS cr.
KASS061 Family and Upbringing – Key Concepts and Approaches
5 ECTS cr.
Educational Leadership
EDLS415 Comparative and International Education
EDLS460 Organisational Culture *
EDLS536 Educational Leadership and Management – Regional and Structural
Perspective *
EDLS555 Managing Finances and Administrative Practices *
EDLS740 Dimensions of Leadership Behavior
EDLS810 Reframing Leadership
EDLS012 Leading Creativity and Innovation *
EDLS032 International Conference Participation
EDLS033 Literature
EDLS034 Partner University Courses
4 ECTS cr.
3 ECTS cr.
2 ECTS cr.
4 ECTS cr.
3 ECTS cr.
1–5 ECTS cr.
2–5 ECTS cr.
2–4 ECTS cr.
Optional Studies
6 ECTS cr.
4 ECTS cr.
3 ECTS cr.
For their Optional Studies of 6 ECTS, students can choose from the wide range of courses offered
in the different faculties of the university.
EDUS450 Internship
MCE0220 Issues in Education
2–10 ECTS cr.
2–3 ECTS cr.
In addition, students have the right to participate in the following courses of the Master’s
Degree Programme in Applied Language Studies for the Changing Society
EKIS311 Multilingual Learning Environments
5 ECTS cr.
KLSS104 Language Assessment
5 ECTS cr.
KLSS140 Language Education Policy
5 ECTS cr.
KLSS344 Research Skills: Critical Discourse Studies and the Changing Society 5 ECTS cr.
Prerequisite: Introduction to Discourse Studies 5 ECTS cr. (self-study course)
EKIS311, KLSS104 and KLSS140 can be included in the Specialization Studies module of
Pedagogical Issues.
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Orientation Studies
14 ECTS cr.
EDUS300 Orientation and Personal Study Plan
Credits: 2 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be able to register for courses and deal with practical matters concerning studying at the
University of Jyväskylä
- be able to use the learning platforms and library data retrieval systems of the University of
Jyväskylä
- have knowledge of the importance of PSP and portfolio for learning and learning strategies
and develop own PSP, CV and e-portfolio
- have a strong understanding of the variety of educational systems in different countries
Contents: Academic study skills, personal study plan, portfolio
Modes of study: Lectures, group discussions ca 40 h, individual PSP discussions
Completion modes: Active participation in contact sessions, drawing up a PSP and producing an eportfolio. The work load of 2 ECTS equals 54 hours of work.
Assessment: Pass / fail
Time of delivery: 1st - 2nd academic year
Lecturer in charge: Salla Määttä
KTKO104 Information Technology
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be able to use the ICT services and tools of the university
- be able to use cloud services in groups and individually
- know how to use ICT ethically as a student and as an expert in the field of education
- have a good understanding of the role of ICT in the work of an expert in education
- be able to use different applications of ICT
- have knowledge on the basics of information search
Contents: The most important tools (e.g. word processing, spread sheets, software), cloud services,
learning environments, the use and meaning of ICT, ethical principles, information search, video
editing
Modes of study: Lectures and small group working 24 h or proficiency test. The work load of 3
ECTS equals 81 hours of work.
Completion modes: Active participation and learning assignment
Learning materials: To be announced at the beginning of the course.
Assessment: Pass / fail
Time of delivery: 1st autumn, periods 1–2
Lecturer in charge: Ritva-Liisa Järvelä
XENX009 Integrated Research Communication
Credits: 4 ECTS cr.
Learning outcomes:
Upon completion of the course students will be expected to
- understand the types of knowledge and information management needed for research
writing
- be familiar with the conventions, language, and principles of academic writing in their field
- understand intercultural differences in research writing and presentation
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know how to report quantitative and qualitative research and how to use references and
citation without plagiarism
- have developed skills in synthesising and evaluating research information in various formats
of written and oral academic communication and presentation
- know how to assess and edit their own writing and how to do peer evaluation and provide
constructive feedback
Contents:
This course is integrated into and tailored for certain English-medium Master’s programmes. It
provides support for research writing and the thesis writing process, from defining the research
focus to synthesising, writing and presenting a research plan in the thesis seminar. Alternatively, the
course can be integrated into other subject study assignments. All assignments are timelined
according to the requirements of the subject studies and seminars.
The main focuses are on information management, conventions of research reporting and academic
writing in the discipline of interest, seminar and presentation skills, and academic skills for learning
through English. Requirements and main focuses vary between programmes. Please check the study
guide of your Master’s programme for detailed information and choose your group in Korppi
accordingly. Training is provided by Language Centre English lecturers.
Modes of study:
The course is composed of some 32-36 hours of contact study in class, as along with individual and
small group feedback sessions on the assignments. All assignments – including e.g. an annotated
bibliography, a research plan, a literature review, and a seminar abstract and presentation - are
integrated with the subject studies and follow their requirements. Active participation and
successful completion of all assignments is required. Modes of study include lectures, workshops,
simulations, and academic writing and oral presentation assignments. The modules usually include
collaborative and individual work on the Optima platform, as well as individual supervision and
feedback.
Assessment: 0–5
Time of delivery: 1st academic year, periods 2–4
Lecturer in charge: Lisa Lahtela
XSU0005 Finnish I (foreign students only)
Other language studies for Finnish students
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course, the student should be at level A1 in all/most of the language skill
areas. The student will be able to cope in everyday, routine situations. The student will be able to
talk about themself, ask questions, describe people and objects, and be able to talk about time and
place. The student 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. Students 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.
Modes of Study: The 70 contact hours comprising the course are used to teach Finnish with the
help of various tasks/exercises, which are done in groups, pairs, and independently. Different
language skill areas will be practised on the course: speaking, listening and reading comprehension,
and writing. Grammar and vocabulary studies are integrated with the work on these skills. The
course material is a learning package specifically designed for the needs of basic-level students. The
package can be collected from the course teacher for a fee. In addition to the class exercises,
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homework assignments are an important part of the course. The support language for the course is
English. The work load of 5 ECTS equals 135 hours of work.
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, 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
Time of delivery: 1st autumn, periods 1–2
Lecturer in charge: Language Centre
Advanced Studies in Education
80 ECTS
EDUS320 Intercultural Competence in Education
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be familiar with different aspects of intercultural communication and aware of the cultural
issues affecting communication.
- be able to 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.
Contents: Intercultural communication, intercultural competence
Modes of study: Lectures and seminars 22 h. The work load of 3 ECTS equals 81 hours of work.
Completion modes: Active participation and learning assignment
Learning materials: To be announced at the beginning of the course.
Assessment: 0–5
Time of delivery: 1st autumn, periods 1–2
Lecturer in charge: Salla Määttä
MCE0240 International Education Policies and Practices
Credits: 3 ECTS cr.
Learning outcomes:
The students will
- know about global commitment to SDG 4 and key international organizations leading
education development
- understand complexities in global education development and connections between local,
national and global education processes
- have skills to follow up and refer to global education reports and to connect local/national
education processes with global development
Contents: UN Sustainable Development Goals with a focus on SDG4 on Quality education for all,
research related to SDG4, and connections between global goals and local education development
Modes of study: Seminar sessions 24h (including a two-day international participatory seminar),
independent literature search and reading, presentations and essay writing 57h. The work load of 3
ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials: UN SDGs website, Global Monitoring Reports on Education (available
online) and related academic articles, announced at the beginning of the course.
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Assessment: 0–5
Time of delivery: 1st autumn
Lecturer in charge: Elina Lehtomäki
ERIS318 International Perspectives on Special Education
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- have knowledge of the essential aspects of the development of special education
- have understanding of the most important international agreements related to special
education
- be able to compare the implementation of special education and the factors affecting this in
different countries
- have understanding of what methods are the most efficient in special education and how
they relate to general education
- will 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
Modes of study: Lectures and small group working 16 h. The work load of 5 ECTS equals 135
hours of work.
Completion modes: Exam and learning assignment
Learning materials:
Mitchell, D. 2014. What Really Works in Special and Inclusive Education, Using evidence-based
teaching strategies (2nd edition). London and New York: Routledge
Article package
Assessment: 0–5
Time of delivery: 1st spring, periods 3–4
Lecturer in charge: Markku Leskinen
EDUS321 Comparative Pedagogy
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- critically appraise similarities and differences between educational cultures
- critically consider key aspects and assumptions associated with pedagogy
- use different criteria for mapping and analyzing pedagogical activities, contexts and
approaches
- recognize distinctive features of their own pedagogical experience
Contents:
- the basic principles, origin and key concepts associated with pedagogy
- critical consideration of similarities and differences with regard to pedagogy
Modes of study: Lectures and dialogic discussions 16 h. The work load of 3 ECTS equals 81 hours
of work.
Completion modes: Learning assignment
Learning materials:
Alexander, R. 2001. Culture and Pedagogy: International Comparisons in Primary Education,
Wiley-Blackwell
Bayliss, P. & Dillon, P. 2007. Cosmologies and Lifestyles, a Cultural Ecological Framework and its
Implications for Education Systems. Anthropological Journal of European Culture, 19 (2), 7–21.
Dillon, P., Bayliss, P., Stolpe, I. & Bayliss, L. 2008. What Constitutes ‘Context’ in
Sociocultural Research? How the Mongolian Experience Challenges Theory.
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Journal of Global Cultural Studies, p. 18-31
Emerson, C. 1996. Keeping the self intact during the cultural wars: A centennial essay for Mikhail
Bakhtin. New Literary History, suppl. Special Issue on ”Living Along Together”, 27(1), 107-126.
Raiker, A. (2011) Finnish University Training Schools: principles and pedagogy. University of
Bedfordshire http://www.beds.ac.uk/__data/assets/pdf_file/0003/83433/finnishmodel-110713finland-v2.pdf
Raiker, A. & Rautiainen, M. (in press) Framing the ethical landscape in education: Finnish and
English perspectives on teachers’ moral selves
Hulme, M., Hulme, R., MacMillan, B., & Moate, J. (under preparation). University teaching
schools: travelling policy on teacher preparation.
Further readings to be announced during the course.
Assessment: 0–5
Time of delivery: 1st spring, period 3
Lecturer in charge: Josephine Moate
EDLS450 In Search of Education Excellence, Global Trends
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand the meaning of quality effectiveness in education
- understand the meaning of knowledge management in education
- understand the meaning of assessment and evaluation in education
- study and analyse the results of international assessments of student outcomes
- evaluate the Finnish education system and its effects on the educational results
- understand the importance of individual context, national history and culture, and the state
of educational policy in their own country as primary factors when seeking to enhance
educational outcomes
- analyse the data collected by different student assessment procedures, and integrate the
lessons learned in different countries into the development of education in their own
countries on the school, district and national levels
Contents:
- Quality, effectiveness and evaluation in education
- Analysis of international tests measuring student achievement (such as PISA, TIMMS and
PIRLS) and searching for the reasons behind them
- Knowledge management in education
- The Nordic model of equity in education and the GERM model
- Local and cultural features of education
Modes of study: Lectures and workshops 12 h. The workload of the 3 ECTS equals 81 hours of full
time work.
Completion modes: Active contribution to studies, course assignment, final self-reflecting report
Learning materials:
Sahlberg, P., (2011). The Finnish Lessons: What Can the World Learn from Educational Change in
Finland? New York: Teachers College Press.
Ravitch, D. (2010). The Death and Life of the Great American School System. How Testing and
Choice Are Undermining Education. New York: Basic Books.
Darling-Hammond, L. (2010). The Flat World and Education. How America’s Commitment to
Equity Will Determine Our Future. New York: Teachers College Press.
Selected articles and books
Assessment: 0–5
Time of delivery: 1st autumn
Lecturer in charge: Jukka Alava
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EDUS340 Multicultural Guidance and Counselling
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be aware of the role and impact of culture in various guidance and counselling situations
- understand that each approach and method used in guidance and counselling has its
limitations
- be able to develop her/his own approaches and methods in a culture-sensitive direction
- recognize that people from different cultures may have different needs and be able to
develop constructive ways to respond to those needs
Contents:
- Introduction to key concepts in multicultural guidance and counselling
- Multicultural guidance and counselling as a theoretical approach
- Adaptation process to a new culture – how to support cultural integration?
- Guidance and counselling process – multicultural perspectives
Modes of study: Lectures 8 h. The work load of 3 ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials:
Suggested alternatives listed; in addition, journal articles and other sources for the essay to be
discussed during the lecture.
Cornish, J. A. E., Schreier, B. A., Nadkarni, L. I. Metzger, L. H. & Rodolfa, E. R. (Eds.) 2010.
Handbook of multicultural counseling competencies. Hoboken, NJ: John Wiley & Sons. (ebrary)
Gielen, U. P., Draguns, J. G. & Fish, J. M. 2008. Principles of multicultural counseling and therapy.
New York: Routledge. (ebrary)
Launikari, M. & Puukari, S. (Eds.) 2005 Multicultural guidance and counselling. Theoretical
foundations and best practices in Europe. Jyväskylä: University of Jyväskylä. Institute for
Educational Research; Helsinki: CIMO. (Available from the following www-link:
http://www.cimo.fi/instancedata/prime_product_julkaisu/cimo/embeds/cimowwwstructure/15622_
multicultural_guidance_and_counselling.pdf )
Mcleod, J. 2009. Introduction to Counselling (4th Edition). Maidenhead, Berkshire: Open
University Press. (ebrary)
Assessment: 0–5
Time of delivery: 1st autumn for the 2016–2018 cohort and 2nd autumn for the 2015–2017 cohort
Lecturer in charge: Juha Lahti
KAIS051 Professional Identity and Agency
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to:
- broadly understand theoretical viewpoints on professional identity and agency
- understand the meaning of professional identity and agency in professional learning for
individuals and communities in working life contexts
- reflect and construct her/his own professional identity and agency
Contents: Learning at work from the viewpoint of professional identity and agency, methods for
supporting professional identity and agency, individual and collective agency
Modes of study: Lectures 8 h and workshops 6 h. The work load of 5 ECTS equals 135 hours of
work.
Completion modes: Learning assignment
Learning materials: Articles:
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. 2013. What is agency?
Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
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Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. 2014. Identity and agency in
professional learning. In S. Billett, C. Harteis & H. Gruber (toim.) International Handbook of
Research in Professional and Practice-based Learning.
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.
Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review. Vocations and
Learning 6 (1), 11–36.
Vähäsantanen, K. 2013. Vocational Teachers’ professional agency in the stream of change.
Jyväskylä Studies in Education, Psychology and Social Research 460. University of Jyväskylä.
Assessment: 0–5
Time of delivery: 1st spring, period 4
Lecturer in charge: Anneli Eteläpelto
EDUS430 Project Management
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will:
- be able to evaluate and differentiate worst and best practices in educational project
management
- be familiar with the critical failure and success factors in educational project management
- have acquired the necessary skills and competence to successfully identify and initiate an
educational project within set constraints
- be able effectively to connect theories of project management to educational project
management
Contents: Definition of project and project management, project management methodologies,
quantitative approaches to project management, the process of project management and the
components and phases involved, critical success and failure factors in project management, worst
and best practices in project management.
Modes of study: Lectures and seminars 16 h. The work load of 3 ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials:
Belout, A. and Gauvreau, C. 2004. Factors Influencing Project Success: the Impact of Human
Resource Management. International Journal of Project Management 22, 1–11.
Brown, K. A. (2000). Developing project management skills: A service learning approach.
Project Management Journal, 31(4), 53–8.
Burford, L. (2012). Project management for flat organizations: Cost effective steps to achieving
successful results. Plantation, USA: J. Ross Publishing. This is an Ebrary e-Book Collection.
Goodpasture, J. C. (2003). Quantitative methods in project management. Boca, Raton, FL, USA:
J. Ross Publishing, Incorporated. This is an Ebrary e-Book Collection. This is an Ebrary e-Book
Collection.
Kezner, H. (2010). Project management: Best practices – achieving global excellence (2nd ed.).
Hoboken, NJ, USA: Wiley. This is an Ebrary e-Book Collection.
Patel, V. N. (2008). Project Management. Jaipur, IND: Global Media. This is an Ebrary e-Book
Collection.
Pant, I. and Baroudi, B. (2008). Project management education: The human skills imperative.
International Journal of Project Management, 26(2), 124–128.
Project Management Institute (2008). A Guide to the Project Management Body of Knowledge.
Schifalacqua, M., Costello, C. and Denman, W. (2009). Roadmap for Planned Change, Part 1:
Change Leadership and Project Management. Nurse Leader, 7(2), 26–29.
Assessment: 0–5
Time of delivery: 2nd autumn, periods 1–2
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Lecturer in charge: Pasi Ikonen
EDUS361 Qualitative Research Methods
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- understand the research process in qualitative research
- understand and be able to apply a variety of qualitative research strategies, methods,
approaches and tools appropriate to educational research
- have the competence needed to conduct interviews, make observations and use documents
as data sources
- understand the basic principles of qualitative data analysis
- understand the concept of the credibility of research and the importance of research ethics
Contents:
- basics of qualitative research
- research process in qualitative research
- different qualitative research approaches
- data collection
- data analysis
- review of the research
Modes of study: Lectures 10 h and workshops 6 h. The work load of 3 ECTS equals 81 hours of
work.
Completion modes: Learning assignment
Learning materials:
Alasuutari, P., Bickman, L., & Brannen, J. (Eds.). (2008). The SAGE Handbook of Social Research
Methods. London: SAGE Publications Ltd. doi: http://dx.doi.org/10.4135/9781446212165
Seale, C.2007.Qualitative research practice. London: Thousand Oaks: SAGE
Assessment: 0–5
Time of delivery: 1st spring, period 3
Lecturer in charge: Leena Halttunen and Riikka Alanen
EDUS362 Quantitative Research Methods
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- plan and complete the masters’ thesis research project, collect data, analyze data by using
basic quantitative and qualitative research methods, and report the results
- understand the central ontological and epistemological theories and points of view of
educational research
- apply research ethic principles and good scientific practice
Contents:
- basics of quantitative research
- research process in quantitative research
- different quantitative research approaches
- data collection
- data analysis
- review of the research
Modes of study: Lectures and 8 h and workshops 10 h. The work load of 3 ECTS equals 81 hours
of work.
Completion modes: Learning assignment
Learning materials:
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Muijs, D. (Ed.). (2004). Doing Quantitative Research in Education with SPSS. SAGE Publications,
Ltd. doi: 10.4135/9781849209014 (selected sections)
Additional material provided by the teacher
Assessment: 0–5
Time of delivery: 1st spring, period 3
Lecturer in charge: Tuomo Virtanen
Special method courses in 2016–2017: EDUS310, KTKS025, KTKS047
EDUS310 Educational Research
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will:
- have an overview of JYU education research and understand the broad array of education
research
- be able to participate in professional discussion on education research
- know how to situate own study thesis and dissertation research in the broader context of
education research
Contents: Education research conducted at JYU
Modes of study: Seminar sessions 24h (including a two-day research conference), independent
reading, writing and presentation preparation 57h. The work load of 3 ECTS equals 81 hours of
work.
Completion modes: Learning assignment
Learning materials: JYU education research strategy, materials and literature recommended by the
presenters (course workspace, JYU library, Internet)
Assessment: 0–5
Time of delivery: 1st spring, period 4
Lecturer in charge: Elina Lehtomäki
KTKS025 Grounded Theory
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- understand the basics about Grounded Theory principles, processes and its philosophical and
theoretical grounds
- recognize differences between three Grounded Theory approaches (Glaserian, Straussian
and constructive GT)
- apply GT in analyzing his/her own data
- apply GT both in theoretical and empirical research
- produce substantive theory about his/her own data
- understand the principles of literature integration
- understand how to proceed from substantive theory to a formal one
Contents:
- philosophical and theoretical grounds in Grounded Theory
- GT research process both in theory and practice
- practicing GT process with own data independently or in pairs
- writing theoretical memos
- theoretical sensitivity
- producing own substantive theory and literature integration
Modes of study: Group work 24 h and independent work. The work load of 3 ECTS equals 81 hours
of work.
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Completion modes: Exercise work with own research data
Learning materials: Basic GT books and articles
Assessment: 0–5
Time of delivery: 2nd autumn, period 2
Lecturer in charge: Anita Malinen and Erja Kautto-Knape
KTKS053 Qualitative Content Analysis
Credits: 3 ECTS cr.
Requirements: Students are required to have a basic data set, e.g. they have already collected
at least some of the data for their upcoming master’s thesis
Learning outcomes:
Upon completion of the course the student is able to
- understand and apply basic strategies of qualitative content analysis
- understand a variety of qualitative research strategies, methods, approaches, and tools
related to qualitative content analysis and appropriate to educational research
- understand the basic principles of presenting and interpreting findings in qualitative research
Contents: Different approaches to qualitative content analysis
Modes of study: Lectures, workshops (6 x 2 h) and learning assignments. The work load of 3
ECTS equals 81 hours of work.
Completion modes: Home exam (if possible, based on the student’s own data)
Learning materials:
Articles given out by the instructor, relevant parts of Grbich, C. (2013) Qualitative Data Analysis,
Creswell, J. (2013) Qualitative Inquiry and Research Design. Choosing Among Five Approaches (Third
Edition) (Second Edition will do as well).
Assessment: 0–5
Time of delivery: 2nd autumn, period 2
Lecturer in charge: Riikka Alanen
EDUS511 Research Seminar I
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- have knowledge of the essential theories and concepts in the area of the thesis
- be able to conceptualize the studied phenomenon and use references for supporting
argumentation
- have knowledge of the different steps of the research process and the ability to analyse it
critically
- be able to draw up a coherent research plan which it is both theoretically and practically
possible to carry out within the given time frame
Contents: Empirical research, ethics
Modes of study: Seminars ca 24 h. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Assessment: Pass / fail
Time of delivery: 1st academic year, periods 3–4
Lecturer in charge: Thesis supervisor
EDUS512 Research Seminar II
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
15
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evaluate and justify the research methods chosen for the thesis
evaluate the ethical aspect of the research
use research reporting practices and apply academic communication skills for reporting
justify and critically evaluate the choices related to implementing the research and reporting
the results
Contents: Empirical research, ethics
Modes of study: Seminars ca 24 h. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Assessment: Pass / fail
Time of delivery: 2nd academic year
Lecturer in charge: Thesis supervisor
EDUS520 Master’s Thesis
Credits: 30 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- conduct research in the educational field and report the results
- think scientifically, apply research methods in practice and participate in academic
discussion
Contents: Educational research
Modes of study: Independent study, the work load of 30 ECTS equals 810 hours of work.
Completion modes: Master’s thesis
Assessment: 0–5
EDUS530 Maturity Essay
Credits: 0 ECTS cr.
Mode of Study: With the maturity essay, students demonstrate their in-depth familiarity with the
topic of their thesis and their mastery of academic writing conventions. Student will write the
maturity essay.
Completion modes: Exam
Assessment: Pass / fail
Time of delivery: 2nd spring
Lecturer in charge: Thesis supervisor
Specialization Studies
20 ECTS cr.
Specialization Studies are offered in six different study modules. Students are encouraged to
confine their choice of courses to those offered within one study module, although it is also possible
to accumulate the 20 ECTS credits by taking courses from different modules.
Early Childhood Education
20 ECTS cr.
Students can choose 20 ECTS credits from the following courses:
VARS034 Children’s Action and Agency
VARS035 Risk and Protective Factors of Development and Early Support *
VARS005 Play as Children’s Culture and Context for Learning
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
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EDUS330 Inclusive Education and Participation in the Early Years
VARS036 Pedagogical Environments *
* not available in 2016–2017
5 ECTS cr.
5 ECTS cr.
VARS034 Children’s Action and Agency
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will have knowledge of
- the theoretical concepts related to children’s social worlds
- the variety of features related to childhood and the connections between them
- the relevance of children’s action and agency for the forming of childhood
- the current research in the field and be able to apply it as part of her/his expertise in early
childhood education
Contents: Features of children’s social worlds: research and practice, children’s point of view on
the features of their social worlds, current research in the field of childhood studies
Modes of study: Seminars 10 h. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Learning materials:
Oswell, D. 2013. The Agency of Children. From Family to Global Human Rights. Cambridge:
Cambridge University Press.
Qvortrup, J.; Corsaro, W. A.; Honig, M.-S. (eds.) 2009. The Palmgrave Handbook of Childhood
Studies. New York: Palgrave Macmillan. (pp. 215–434)
In addition, journal articles and other sources for the essay.
Assessment: 0–5
Time of delivery: Autumn
Lecturer in charge: Niina Rutanen
VARS005 Play as Children’s Culture and Context for Learning
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- 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
- guide and tutor play
- understand different aspects of children’s play culture
Contents: Contemporary theories of and research on play, observing, analyzing and tutoring play,
play and learning, play culture
Modes of study: Seminars 18 h or independent study. Register on Korppi either for the seminar or
essay. Registration deadline for the essay is October 30th and the deadline for submitting the essay
is November 30th. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Learning materials:
Brooker, L. & Edwards, S. (eds.) 2010. Engaging play. Maidenhead: Open University Press.
Further reading to be announced at the beginning of the course.
Assessment: 0–5
Time of delivery: Autumn
Lecturer in charge: Maritta Hännikäinen and Merja Koivula
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EDUS330 Inclusive Education and Participation in the Early Years
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- have mastered the theoretical concepts of inclusive approach and participation in early
childhood education
- have knowledge of the basic thematic in organizing and evaluating inclusive early education
services
- be able to apply this knowledge in carrying out pedagogical leadership tasks
Contents:
- prior concepts and approaches in early childhood education and care (ECEC) and early
childhood special education (ECSE) from the inclusion point of view
- overview of special educational needs in early years
- contemporary ideas of assessment, planning and designing inclusive learning environments
- participatory teaching strategies
- cooperation with families and other stakeholders
- questions of transitions from ECEC to school context
- quality of inclusive ECEC
Modes of study: Lectures and seminars 16 h, Web-based learning and independent studying
Lectures, Web-based learning and independent study. The work load of 5 ECTS equals 135 hours
of work.
Completion modes: Learning assignment
Learning materials:
Jones, C. A . 2004. Supporting inclusion in the early years. Maidenhead: Open University. Ebooks, (pp. 1–114)
Wall, K. 2003. Special needs and early years: a practitioner's guide. London: Paul Chapman. Ebooks, (pp. 1–180)
Wolfendale, S. (Eds.) 2000. Special needs in the early years: snapshots of practice. London; New
York: Routledge Falmer. E-books, (pp. 1–138)
Florian, L. (Eds.) 2007. The Sage handbook of special education. London; Thousand Oaks: SAGE.
E-books. The following chapters:
6: Norwich, B.: Categories of Special Educational Needs, (pp. 56–68)
10: Peters, S.: Inclusion as a Strategy for Achieving Education for All, (pp. 118–132)
20: Maag, J.W.: Behavioral Theory and Practice: Current and Future Issues, (pp. 260–273)
21: Kugelmass, J.W.: Constructivist Views of Learning: Implications for Inclusive Education,
(pp. 273–281)
22: de Valenzuela, J. S.: Sociocultural Views of Learning, (pp. 281-291)
27: Fowler, S. A. & Ostrosky, M. M. & Yates, T. J.: Teaching and Learning in the Early Years,
(pp. 350-361)
37: Shepherd, K. & Brody Hasazi, S.: Leadership for Social Justice and Inclusion (pp. 476–487)
39: Hart, S. & Drummond, M.& McIntyre, D.: Learning without Limits: Constructing a
Pedagogy Free from Determinist Beliefs about Ability, (pp. 500–516)
41: Hegarty,S.: Special Education and Its Contribution to the Broader Discourse of Education,
(pp. 529–537).
Further reading to be announced.
Assessment: 0–5
Time of delivery: Spring, period 4
Lecturer in charge: Leena Turja
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Guidance and Counselling
20 ECTS cr.
EDUS390 Introduction to Guidance and Counselling
EDUS391 Guidance and Counselling Interaction *
EDUS392 Career Guidance and Counselling
EDUS393 Ethics and Philosophical Foundations for Guidance and Counselling
* not available in 2016–2017
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
5 ECTS cr.
Guidance and counselling cover a wide range of services and activities that are targeted to people at
different ages and life situations who are seeking help for problems and questions regarding their
life and career decisions. The following courses provide students with an overview of selected
important fields of guidance and counselling. In addition to international perspectives, the courses
deal with elements that are characteristic of the Finnish guidance and counselling approach,
including e.g. the humanistic and constructivist approach, the multiprofessional and systemic
approach to, the importance of a strong future-orientation, life-long learning, and social and gender
equality
EDUS390 Introduction to Guidance and Counselling
Credits: 5 ECTS cr.
The course provides students with an overview of guidance and counselling and forms a basis for
other related courses.
Learning outcomes:
Upon completion of the course the student will be able to
- understand the nature of guidance and counselling services and occupations and their
relations to other forms of helping
- understand and 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
Modes of study: Lectures and related activities 8 h. The work load of 5 ECTS equals 135 hours of
work.
Completion modes: Autumn: learning assignment. Spring: oral presentation and learning
assignment
Learning materials:
Suggested alternatives listed; in addition, journal articles and other sources for the essay to be
discussed during lectures.
Dryden, W. 2006. Counselling in a nutshell. London: Sage. (ebrary)
Feltham, C. & Dryden, W. 2006. Brief counselling: A practical integrative approach (2nd ed.).
Berkshire: McGraw-Hill. (ebrary)
Mcleod, J. 2009. Introduction to Counselling (4th Edition). Maidenhead, Berkshire: Open
University Press. (ebrary)
Muntigl, P. 2004. Narrative counselling. Social and linguistic processes of change Philadelphia, PA:
John Benjamins. (ebrary)
Dryden, W. Neenan, M. 2004. Rational Emotive Behavioural Counselling in Action (3rd Edition).
London: Sage. (ebrary)
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Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Sauli Puukari
EDUS392 Career Guidance and Counselling
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- 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, and
- 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
- theoretical approaches in career guidance and counselling
- methods and skills needed in career guidance and counselling
Modes of study: Independent study. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment. There are two deadline dates for the learning
assignment, November 30th and April 30th. Student can submit the assignment also other times but
all the assignments will be evaluated after the deadline. Instructions for the assignment can be found
in Koppa after the student has registered to the course.
Learning materials:
Suggested alternatives listed; in addition, journal articles and other sources for the essay to be
discussed during lectures.
Brown, S. D. Lent, R. W. 2008. Career development and counseling: Putting theory and research to
work. Hoboken, NJ: John Wiley & Sons. (ebrary)
Coles, A. 2003. Counselling in the Workplace. Berkshire: McGraw-Hill. (ebrary)
Irving, B.A. & Malik B. (Eds.) 2005. Critical reflections on career education. Promoting social
justice with in a global economy. London: Routledge.
McCauley Bush, P. 2013. Transforming Your STEM Career Through Leadership and Innovation :
Inspiration and Strategies for Women. New York: Academic Press. (ebrary)
McMahon M. & Patton W. 2006. Career counselling: constructivist approaches. London:
Routledge.
Plant, P. 2007. Ways: On Career Guidance. Aarhus: Aarhus University Press. (ebrary)
Stone, F. M. 2007. Coaching, counseling and mentoring: How to choose and use the right technique
to boost employee performance (2nd Ed.). New York: AMACOM. (ebrary)
Thomsen, R. 2012. Career guidance in communities. Aarhus: Aarhus University Press.
Assessment: 0–5
Time of delivery: Choose autumn or spring
Lecturer in charge: Autumn: Juha Lahti, spring: Sauli Puukari
EDUS393 Ethics and Philosophical Foundations for Guidance and Counselling
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will:
- have awareness of the ethical and philosophical dimension in guidance and counselling
- be able to recognize situations involving ethical tensions or other philosophical elements
- have understanding of the need to take these questions into account when planning actions
Contents:
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- ethics and other philosophical questions as part of guidance and counselling
- what is a human being and how is this question linked with helping approaches?
- ethical tensions in guidance and counselling and challenges in guidance and counselling
Modes of study: Lectures and related activities 8 h. The work load of 5 ECTS equals 135 hours of
work.
Completion modes: Learning assignment
Learning materials:
Suggested alternatives listed; in addition, journal articles and other sources for the essay to be
discussed during lectures.
Howard, A. 2005. Counselling and identity. New York: Palgrave-McMillan.
Raabe, P. B. 2002. Issues in Philosophical Counseling. Westport, CT: Praeger. (ebrary)
van Deurzen, E. 2002. Existential counselling & psychotherapy in practice (2nd Ed.). London: Sage.
(ebrary)
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Sauli Puukari
Pedagogical Issues
20 ECTS cr.
Students can choose 20 ECTS credits from the following courses:
Pedagogical Issues
OKLS513 Teaching Practice for International Students
OKLS479 Dialogic Pedagogy
EDUS380 Teaching in Multilingual and Multicultural Settings
OKLS474 Issues in Inclusive Education
OKLS466 Cultural Identity and Internationality
ERIS310 Co-teaching in School Community
OJUP103 Varieties of English
OJUP104 The Language of Education and Pedagogy
OJUP106 Foreign Language Pedagogy
OJUP201 Content and Language Integrated Learning
OJUP202 Issues in International and Intercultural Education
OJUP203 Language, Literature and Culture
OJUP204 Pronunciation and Pedagogy
OJUP213 Issues in Foreign Language Education in Finland
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
3 ECTS cr.
5 ECTS cr.
2–4 ECTS cr.
2–4 ECTS cr.
5 ECTS cr.
2–6 ECTS cr.
4 ECTS cr.
4 ECTS cr.
2 ECTS cr.
5 ECTS cr.
Special Needs Education
20 ECTS cr.
Students can choose 20 ECTS credits from the following courses:
Special Needs Education
ERIS318 International Perspectives on Special Education
• Included in this module only for MPEL students
ERIA263 Acquaintance with Functional Environment of Special Education
ERIS310 Co-teaching in School Community
EDUS330 Inclusive Education and Participation in the Early Years
OKLS474 Issues in Inclusive Education
5 ECTS cr.
3 ECTS cr.
5 ECTS cr.
5 ECTS cr.
3 ECTS cr.
21
ERIA257 Autism Spectrum Disorders (ASD): Assessment and Interventions
ERIS301 Neuro-cognitive Interventions of Learning Disabilities *
ERIS303 Disability Studies in Education
CIPA120 Developmental language related disorders – pathways, comorbidity,
risk and resilience factors, neural and genetic basis
* not available in 2016–2017
3 ECTS cr.
5 ECTS cr.
5 ECTS cr.
2–5 ECTS cr.
OKLS513 Teaching Practice for International Students
Credits: 3 ECTS cr.
Learning outcomes:
- to become acquainted with the Finnish system of education in general
- to become acquainted with Finnish teacher education and teaching practice
- to experience a Finnish primary school
- to make known one’s own culture
Contents: Finnish school system, teaching practice, teacher training school
Modes of study: Observation of lessons, participation in the work of the school
Completion modes: Teaching practice report
Assessment: Pass / fail
Time of delivery: Choose autumn or spring
Lecturer in charge: Elisa Heimovaara
OKLS479 Dialogic Pedagogy
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- critically appraise the similarities and differences between dialogic approaches to education
and other approaches
- critically consider the implications of and possibilities for introducing a dialogic approach
Contents:
- the basic principles, origin and key concepts associated with dialogic pedagogy
- dialogic discussions within the context of the course to support an experiential
understanding of the ideas being presented
- critical consideration of the benefits and challenges of dialogic pedagogy in different
contexts
Modes of study: Lectures and dialogic discussions 16 h. The work load of 3 ECTS equals 81 hours
of work.
Completion modes: Learning assignment
Learning materials:
Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy.
Matusov, E. (2009). Journey into dialogic pedagogy.
Moate, J. (2011) Dialogic space and religious education, Kasvatus ja Aika
Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research
on educational dialogue.
Wegerif, R. (2010) Mind expanding. Teaching for thinking and creativity.
Further reading to be announced during the course.
Assessment: 0–5
Time of delivery: Spring, period 4
Lecturer in charge: Josephine Moate
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EDUS380 Teaching in Multilingual and Multicultural Settings
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand the special features and requirements of teaching and learning through a second
language
- survey and monitor the language learning phases and special needs of a multilingual and
multicultural student
- analyse and assess the linguistic and communicative requirements of different school
subjects
- pay attention to special features of instructing, guiding and assessing students’ learning in
heterogeneous groups
- use students’ plurilingualism as a resource in the classroom
Contents:
- promoting plurilingualism in a classroom
- learning and teaching a second language
- integration of language and content learning
- scaffolding learning
Modes of study: Seminars, case studies and student projects, contact teaching 24 h. The work load
of 3 ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials: Articles related to the topic will be specified at the beginning of the course.
Assessment: Pass / fail.
Time of delivery: Spring
Lecturer in charge: Auli Lehtinen
OKLS474 Issues in Inclusive Education
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- explain key terminologies associated with the education of students with disabilities in
general education
- discuss some of the major arguments for and against special education and inclusion.
- describe teachers’ attitudes towards inclusion and the factors that affect teacher attitudes
- identify and explain some key inclusive classroom practices and instructional strategies
- identify and discuss some of the benefits of inclusion
- describe inclusive education in their countries
Contents:
- a look at the Historical Context for Mainstreaming and Inclusion
- reservation about Special Education and building Support for Inclusion
- research Related to Inclusion and Program Effectiveness
- inclusive Practices and Classroom instructional Strategies in Inclusive Settings
- benefits of Inclusion of Students with Disabilities in Mainstream Classroom
- presentation by participants about inclusive education in their countries
Modes of study: Lectures 12 h. The work load of 3 ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials:
McLeskey (Eds.) 2007. Reflections on inclusion: Classic articles that shaped our thinking.
Arlington: Council for Exceptional Children.
Assessment: 0–5
Time of delivery: Choose autumn or spring
Lecturer in charge: William Nketsia
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OKLS466 Cultural Identity and Internationality
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will:
- be able to articulate multiple definitions of culture, identity and cultural identity
- have a critical awareness of Education for All and the Millennium Development Goals
- have a theoretical and historical understanding of cultural identity
- consider the relationship of education and cultural identity
- articulate and explore his/her own cultural identity
Contents: This course focuses on the roles that teachers, schools and educational institutions play
in shaping cultural identity a multicultural, multinational and international context. The course is
organized as a series of discussions considering the following questions: What is culture? What is
identity? (How) is cultural identity distinguished from other identities? How does the participation
in the institutions of mass education shape one’s identity as a teacher, student, administrator, etc.?
How does internationalization affect cultural identity? The course draws on the experiences of the
course participants, academic articles, websites, and films.
Modes of study: Lectures and seminars 24 h. The work load of 3 ECTS equals 81 hours of work.
Completion modes: Learning assignment
Learning materials: To be announced at the beginning of the course.
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Crystal Green
ERIS310 Co-teaching in School Community
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student is able to:
- know the different co-teaching models
- apply co-teaching models in one’s own work
- organize co-operation between general education and special education
Contents: The aim of the course is to learn to know what it is to co-teach in schools. In future
school collaboration skills and ability to use the available resources flexibly between general and
special education are very important. The course will introduce students to co-teaching in a general
education classroom. The students will also get acquainted with different co-teaching models and
strategies to guide a heterogeneous classroom.
Modes of study: Seminars 18 h and independent work. The work load of 5 ECTS equals 135 hours
of work.
Completion modes: Learning assignment
Learning materials: To be announced at the beginning of the course.
Assessment: 0–5
Time of delivery: Spring, period 3
Lecturer in charge: Juha Kontinen
OJUP103 Varieties of English
Credits: 2–4 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand and use their knowledge of the varieties of English to contextualize language
learning in primary school
- begin to recognize different pedagogical approaches to foreign language teaching and
learning
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- evaluate her/his own strengths and weaknesses as a foreign language learner
Contents: Varieties of English within different contexts, socio-linguistic and cultural
considerations
Modes of study: Whole and small group activities 24 h, individual tasks. The work load of 2 ECTS
equals 54 hours of work. The work load of 4 ECTS equals 108 hours of work.
Completion modes: Teacher and self-assessment plus required tasks for the JULIET portfolio
Learning materials:
The Developing Language Learner (Allwright & Hanks), The English Language: A Guided Tour
of the Language (Crystal), The Other Tongue: English Across Cultures (English in the Global
Context) (Kachru), The Future of English, (Graddol), The unfolding of language/Through the
language glass (Deutscher), further reading to be announced.
Assessment: 0–5
Time of delivery: Autumn
Lecturer in charge: Jeff Pilgram
OJUP104 The Language of Education and Pedagogy
Credits: 2–4 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be able to plan lessons and foreign language learning activities drawing on a range of
different methodologies and technologies
- be able to consider critically how practical actions are informed by implicit and explicit
beliefs and assumptions
- be able to take the affective dimension of learning into consideration when planning and
implementing foreign language lessons
- have acquired a good command of pedagogical and directive classroom language
Contents: Language of classroom management and interaction; space, time and technologies in the
classroom; skills, conceptualisations and implications of classroom language
Modes of study: Lectures, Whole and small group activities 36 h, individual tasks & observation
tasks. The work load of 2 ECTS equals 54 hours of work. The work load of 4 ECTS equals 108
hours of work.
Completion modes: Teacher and self-assessment plus required tasks for the JULIET portfolio
Learning materials:
The Developing Language Learner (Allwright & Hanks), Techniques and Principles in Language
Teaching: Practical, step-by-step guidance for ESL teachers, and thought-provoking questions to
stimulate further exploration (Larsen-Freeman & Anderson), Practical Classroom English (Hughes,
Moate, & Raatikainen), Classbuilding (Kagan, Kagan & Spence)..
Further reading to be announced.
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Josephine Moate
OJUP106 Foreign Language Pedagogy
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- construct and express her/his personal educational theory with regard to foreign language
learning
- design units of work and means of assessment drawing on different theories of foreign
language learning and teaching
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-
critically evaluate, modify and use published materials for foreign language teaching and
learning
Contents: Theories of foreign language learning; evaluation of foreign language learning; personal
educational theory. The work load of 5 ECTS equals 135 hours of work.
Modes of study: Lectures, whole and small group activities 24 h, individual tasks and observation
tasks.
Completion modes: Teacher and self-assessment plus required tasks for the JULIET portfolio
Learning materials:
Teaching by Principles: An Interactive Approach to Language Pedagogy (Brown), Foundations of
Bilingual Education and Bilingualism (Baker), English Language Teaching in Its Social Context: A
Reader (Ed.s Candlin & Mercer), Innovation in English Language Teaching: A Reader (Teaching
English Worldwide) (Lewis, Hall and Hewings).
Further reading to be announced
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Josephine Moate
OJUP201 Content and Language Integrated Learning
Credits: 2–6 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- draw on her/his understanding of education and CLIL research to critically consider CLIL as
a pedagogic innovation
- combine her/his understanding of educational theory and practice for CLIL in specific
subjects
- understand the role of educational communities in the introduction and development of an
innovation such as CLIL
- plan and implement CLIL units of work, accompanying materials and assessment
procedures
Contents: History and development of Content and Language Integrated Learning; pedagogical
implications of teaching-learning a subject through a foreign-language; developing and adapting
materials and methodologies for CLIL
Modes of study: Lectures, critical discussions 24 h, methodology workshops & field-school
observations & CLIL teaching practice. The work load of 2 ECTS equals 54 hours of work. The
work load of 6 ECTS equals 162 hours of work.
Completion modes: Based on completion of assigned tasks, participation in course-related
activities and teaching practice.
Learning materials:
CLIL: Methods 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
Assessment: 0–5
Time of delivery: Autumn–spring, periods 1–4
Lecturer in charge: Autumn: Sotiria Pappa, spring: Josephine Moate
OJUP202 Issues in International and Intercultural Education
Credits: 4 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand the various demands of international education
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- seek further information in response to new situations
- draw on the different backgrounds of pupils as resources for educational activity
Contents: Educational, pedagogic demands of international and intercultural education; contextsensitive curricula
Modes of study: Lectures, critical discussions 22 h, methodology workshops and completion of a
small-scale research task. The work load of 4 ECTS equals 108 hours of work.
Completion modes: Based on completion of assigned tasks, participation, self & peer assessment
Learning materials:
IB primary curriculum, European Schools Primary Curriculum, Introduction to International
Education: International Schools and their Communities (Hayden).
Further reading to be announced.
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Jeff Pilgram / Nina Melander-Ilomäki
OJUP203 Language, Literature and Culture
Credits: 4 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- critique different literary texts with a view to using them in an educational context
- work with authentic materials to create lesson plans, activities and units of work
- recognize and to work with different cultural expressions without relying on stereotypical
notions
Contents: literary texts; literary criticism; pedagogy of literature; cultural expression and cultural
encounters
Modes of study: Lectures, critical discussions, development of lesson plans and completion of a
small-scale research task. The work load of 4 ECTS equals 108 hours of work.
Completion modes: Based on completion of assigned tasks, participation, self & peer assessment
Learning materials:
Literature in the Language Classroom: A Resource Book of Ideas and Activities (Slater).
Further reading/materials to be announced
Assessment: 0–5
Time of delivery: Autumn
Lecturer in charge: Jeff Pilgram
OJUP204 Pronunciation and Pedagogy
Credits: 2 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- be better able to understand the development of English with particular regard for the
sounds and aural/oral conventions of the language
- have acquired a broader repertoire for the teaching of English pronunciation
- enhance creativity when approaching English pronunciation
Contents: Key features and conventions of English pronunciation, different approaches to
pronunciation, contemporary research on the needs of Finnish-speakers of English
Modes of study: Contact teaching 20 h, workshops with different approaches to pronunciation
including Adrian Underhill’s physical approach, the FELPS innovation developed in Austria and
the Jolly Phonics series, creative materials and task development focusing on different aspects of
pronunciation, practical and pedagogical activities to build critical understanding. The work load of
2 ECTS equals 54 hours of work.
Completion modes: Based on participation, self- and instructor- evaluation
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Learning materials:
Jolly Phonics material, Adrian Underhill’s Sound Foundations published by MacMillan, and FELPS
material plus other materials provided by the instructor
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Nina Melander-Ilomäki
OJUP213 Issues in Foreign Language Education in Finland
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- understand the basic principles, key issues and controversies related to language education
and language education policy in Finland
- develop an understanding of both mainstream and innovative classroom practices in
language education
Contents: Language education policy and language education in the educational system in Finland,
including core curriculum and samples of textbooks and transcripts or videotapes of language
classes
Modes of study: Contact teaching 12 h, lectures, workshops, group work. The work load of 5
ECTS equals 135 hours of work.
Completion modes: Learning assignments, home exam
Learning materials:
2-3 Research articles and reports, including Leppänen et al (2011) National survey on the English
language in Finland: Uses, meanings and attitudes. Available at
http://www.helsinki.fi/varieng/series/volumes/05/index.html
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Riikka Alanen
ERIS318 International Perspectives on Special Education
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- have knowledge of the essential aspects of the development of special education
- have understanding of the most important international agreements related to special
education
- be able to compare the implementation of special education and the factors affecting this in
different countries
- have understanding of what methods are the most efficient in special education and how
they relate to general education
- will 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
Modes of study: Lectures and small group working 16 h. The work load of 5 ECTS equals 135
hours of work.
Completion modes: Exam and learning assignment
Learning materials:
Mitchell, D. 2014. What Really Works in Special and Inclusive Education, Using evidence-based
teaching strategies (2nd edition). London and New York: Routledge
Article package
Assessment: 0–5
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Time of delivery: Spring, periods 3–4
Lecturer in charge: Markku Leskinen
ERIA263 Acquaintance with Functional Environment of Special Education
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- describe the methods used in the practice and work of the special education teacher observe
interaction, teaching and learning situations in practice
- set objectives for her/his own professional development
Contents: Special education in Finland
Modes of study: Gaining acquaintance with the functional environment of special education by
observing interaction in teaching and learning situations. The student will also participate in
supporting teaching and guidance. The practice will take place in an early childhood education,
primary education or vocational education institution chosen by the student. The practice includes
observing, teaching/guidance, planning teaching, seminars and reporting. The work load of 3 ECTS
equals 81 hours of work.
Completion modes: Practice report
Assessment: Pass / fail
Time of delivery: Choose autumn or spring
Lecturer in charge: Matti Kuorelahti
ERIA257 Autism Spectrum Disorders (ASD): Assessment and Interventions
Credits: 3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand the history of ASD, and current diagnostic criteria
- describe interventions to support development of ASD children
- know how to support the development of ASD children, and critically analyse interventions
for students with ASD
Contents: Diagnosis and assessment of autism spectrum disorder ASD), treatment and education of
ASD children, evidence-based interventions for students with ASD
Modes of study: Individual study. The work load of 3 ECTS equals 81 hours of work.
Completion modes: eExam
Learning materials:
Goldstein, S. & Naglieri, J. A. 2013. Interventions for Autism Spectrum Disorders. Translating
Science into Practice. (e-book)
Assessment: 0–5
Time of delivery: Choose autumn or spring
Lecturer in charge: Elina Oksanen
ERIS303 Disability Studies in Education
Credits: 5 ECTS cr.
Learning Outcomes:
Upon completion of the course the student will be able to
- identify the theoretical presumptions and pedagogical applications of Disability Studies in
Education
- assess the accessibility and usability of various learning environments
- apply the principles of emancipatory and transformative education in teaching
- utilize the elements of disability culture and arts in instruction
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-
critically analyze the representations of disability in school text books , children’s literature
and other learning material
- present pedagogical means to influence children’s and adolescents’ disability consciousness
and attitudes towards disability
Contents: Accessibility, emancipatory education, disability culture and arts, disability
consciousness
Modes of study: Reading circle 12 h
Completion modes: Learning assignment
Learning materials:
Gabel, S. L. 2005. Disability Studies in Education. Readings in theory and method. New York:
Peter Lang
Other material will be announced at the beginning of the course
Assessment: 0–5
Time of delivery: Autumn, periods 1–2
Lecturer in charge: Juho Honkasilta
CIPA120 Current Issues in Biological Psychology, Cognitive Neuroscience and
Learning: Developmental Language Related Disorders
Credits: 5 ECTS cr.
Competences: 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 be able to evaluate
articles/literature on language and reading disorders.
Contents: The course will incorporate the newest relevant research from the behavioral, genetic
and cognitive neurosciences on language and reading. Topics will include: 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 explaining language-related disorders, and training of language disorders.
Delivery: Lectures with short group discussions during the lectures, and an assignment.
Literature: A list of the relevant articles /book chapters related to language disorders and dyslexia
(some of which available as pdfs for printout) will be provided before the lectures.
Time of delivery: Spring
Lecturer in charge: Paavo Leppänen
Education / Adult Education
20 ECTS cr.
KAIS021 Philosophy of Education and the Philosophical Foundations of Research
in Education
5 ECTS cr.
AIKS033 Late-modern Life and Active Citizenship
5 ECTS cr.
KASS048 Learning and 21st Century Competencies
5 ECTS cr.
KASS061 Family and Upbringing – Key Concepts and Approaches
5 ECTS cr.
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KAIS021 Philosophy of Education and the Philosophical Foundations of Research
in Education
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- understand education from various philosophical standpoints
- apply philosophical concepts to the critical evaluation of research on education
Contents: Philosophy of education, the basic starting points of research on education, such as the
constructivist-realist debate in ontology, epistemology, hermeneutics as well as in the theory of
learning and teaching.
Modes of study: Independent study. The work load of 5 ECTS equals 135 hours of work.
Completion modes: eExam
Learning materials:
Barrow; R. & Woods, R. 2006. An introduction to philosophy of education. 4th ed. London:
Routledge
Carr, D. 2003. Making sense of education. An introduction to the philosophy and theory of
education and teaching. London: Routledge-Farmer
Noddings, N. 2011. Philosophy of education. Boulder: Westview Press
Assessment: 0–5
Time of delivery: Choose autumn or spring
Lecturer in charge: Tapio Puolimatka
AIKS033 Late-modern Life and Active Citizenship
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will be able to
- analyze current changes in late-modern society, culture and work-life and their implications
for everyday life and society
- apply sociological concepts and theories in adult education
Contents: Late-modern life, active citizenship, multicultural, social capital and education.
Modes of study: Reading circle
Completion modes: Learning assignment. The work load of 5 ECTS equals 135 hours of work.
Learning materials:
Choose three books:
Antikainen, A., Harinen, P. & Torres, C. A. (Eds) 2006. In from the margins: adult education, work
and civil society. Rotterdam: Sense Publishers
Bauman, Z. 2005. Liquid life. Cambridge: Polity.
Field, J. 2005. Social Capital and Lifelong Learning. Bristol: The Policy press.
Jarvis, P. 2008. Democracy, lifelong learning and the learning society: active citizenship in the late
modern age. London: Taylor & Francis Ltd.
Rinne, R., Heikkinen, A. & Salo, P. (Eds) 2007. Adult education – Liberty, fraternity, equality?
Nordic views on lifelong learning. Helsinki: Finnish Educational Research Association.
Wildemeersch, D., Stroobants, V. & Bron, M. Jr. (Eds.) 2005. Active citizenship and multiple
identities in Europe: a learning outlook. Frankfurt am Main: Peter Lang publ
Assessment: 0–5
Time of delivery: Spring, period 4
Lecturer in charge: Mari-Anne Okkolin
KASS048 Learning and 21st Century Competencies
Credits: 5 ECTS cr.
Learning outcomes:
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Upon completion of the course the student will be able to
- recognize the nature of learning and competencies needed in future learning environments
- apply learning theories in dynamic teaching and learning situations
Contents: 21st century competencies, argumentation, digital literacies, and learning
Modes of study: Seminars. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Learning materials:
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(1), 137-175
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. doi:10.1016/j.iheduc.2014.12.002
Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Towards a script theory of guidance in
computer-supported collaborative learning.Educational Psychologist,48(1), 56-66.
Hämäläinen, R. & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on
orchestrating creativity and collaborative learning. Educational Research Review, 6(3), 169–184.
http://dx.doi.org/10.1016/j.edurev.2011.08.001
Kiili, C., Laurinen, L., & Marttunen, M. (2008). Students evaluating Internet sources – From
versatile evaluators to uncritical readers. Journal of Educational Computing Research 39,(1), 75–95.
Additionally 5 related “additional sources” to be selected by the students.
Assessment: 0–5
Time of delivery: Autumn, period 2
Lecturer in charge: Raija Hämäläinen
KASS061 Family and Upbringing – Key Concepts and Approaches
Credits: 5 ECTS cr.
Learning outcomes:
Upon completion of the course the student will
- have knowledge of the essential theories, concepts and research traditions used in
understanding current family life, parenthood and upbringing
- be able to apply this knowledge in analyzing family issues both in research and in various
working life contexts
- be able to explicate and analyze changes related to family, parenthood and upbringing from
multiple perspectives
Contents: Family and intimate relations, family as a societal institution and system, family
processes, families and change, parenting and upbringing, cultural ideals, family theories and
approaches, multi-informant perspective, gender and generation
Modes of study: Workshops. The work load of 5 ECTS equals 135 hours of work.
Completion modes: Learning assignment
Learning materials: As listed below according to the student’s personal study plan:
Day, Randall (2010). Introduction to family processes (fifth ed.) NY: Routledge.
Jensen, A-M. & Mc Kee, Lorna (eds.) (2003). Children and the changing family. Between
transformation and negotiation. London: Routledge.
Kuczynski Leon (Ed.)(2003). Handbook of dynamics in parent-child relations. Sage. Parts I, II,
III: E-book.
Assessment: 0–5
Time of delivery: Spring
Lecturer in charge: Eija Sevon and Anna Rönkä
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Educational Leadership
EDLS415 Comparative and International Education
EDLS460 Organisational Culture *
EDLS536 Educational Leadership and Management – Regional and Structural
Perspective *
EDLS555 Managing Finances and Administrative Practices *
EDLS740 Dimensions of Leadership Behavior
EDLS810 Reframing Leadership
EDLS012 Leading Creativity and Innovation *
EDLS032 International Conference Participation
EDLS033 Literature
EDLS034 Partner University Courses
* not available in 2016–2017
20 ECTS cr.
4 ECTS cr.
3 ECTS cr.
4 ECTS cr.
3 ECTS cr.
2 ECTS cr.
4 ECTS cr.
3 ECTS cr.
1–5 ECTS cr.
2–5 ECTS cr.
2–4 ECTS cr.
EDLS415 Comparative and International Education
Credits: 4 ECTS cr.
Learning outcomes:
Upon completing the course, the learners are expected to be able to:
- command the key concepts from the field of comparative and international education
- analyze a particular country’s education policy (in relation to different sociological
paradigms)
- identify converging education policy trends internationally
- be familiar with recent education reforms in different cultural contexts
- position their own country’s education policies in contrast to international trends
- analyze the effects caused by international converging trends on the status and position of
school leadership
Contents: Quality effectiveness and evaluation in education, an overview of the key concepts in the
field comparative education, the prevalent trends in educational reforms, the effect of policy trends
in education, local impact in education, the effect of globalization in education policies and
educational reforms, neo-liberalism vs. the welfare state approach to education, analyzing selected
country policies in education.
Modes of study: 10 hours of lectures in the 4th period (2nd semester), workshops, group
discussions, readings and self-reflections. The 4 ECTS equal 108 hours of work.
Completion modes: Active contribution to studies, course assignment, final self-reflecting report
Learning materials:
Arnove, R., Torres, C. & Franz, S. (Eds.). 2013. Comparative Education: The Dialectic of the
Global and the Local (eBook available at JYKDOK)
Dimmock, C. & Walker, A. (2005). Educational Leadership. Culture and Diversity. (eBook
available at JYKDOK)
Hargreaves, A. & Shirley, D. (2009). The fourth way: The inspiring future for educational change.
London: Thousand Oaks. (eBook available at JYKDOK)
Harvey, D. (2005). A Brief History of Neoliberalism. Oxford: Oxford University Press. (eBook
available at JYKDOK)
Levin, B. (2012). System-wide improvement in education. Education Policy Series No 13. Paris;
Brussels: UNESCO International Institute for Educational Planning (IIEP) & The International
Academy of Education (IAE).
Selected articles and books
Assessment: 0–5
Lecturer in charge: Hoda Noroozi and Mika Risku
Time of delivery: Autumn
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EDLS740 Dimensions of Leadership Behavior
Credits: 2 ECTS cr.
Learning outcomes:
Upon completion of the course, the students are expected to be able to:
- understand the development of the concept of organisational leadership and differentiate
between the main research paradigms of leadership
- understand the main elements of effective leadership behavior
- reflect on and evaluate their own orientation in leadership behavior
- understand the main approaches of ethics in leadership and value the role of ethics in
leadership
- understand and reflect on the role of gender in leadership
- understand and evaluate their own skills, interest, basic values as well as motives in a
managerial career
Modes of study: Lectures 10 h, readings, group discussions, evaluations and reflections upon
leadership behaviour and managerial career interest. The work load of 2 ECTS equals 54 hours of
work.
Completion modes: Regular attendance and participation, exam.
Learning materials:
Ladkin, D.M. 82010). Rethinking leadership: a new look at old leadership questions. Cheltenham,
Northampton, Mass.: Edward Elgar.
Selected articles.
Assessment: 0–5
Lecturer in charge: Anna-Maija Lämsä
Time of delivery: Spring
EDLS810 Reframing Leadership
Credits: 4 ECTS cr.
Overview: Traditionally, leadership has been seen as a ‘remedy’ to the problems the organisation
faces, and in doing so, it has very often been misunderstood. Several leadership models and
frameworks do not take into account that leadership is context-bound, situational, and often takes
place in complex settings. To be successful and effective in leadership requires more in-depth
approaches and thorough understanding than was possible with the one-sided approaches of
leadership. The rationale of this course is in realizing that getting to know different perspectives and
framework in studying organizations and leadership, will give us a more thorough understanding on
organizational events. The frameworks studied are structural, human, political and cultural frames
of reference as described in the course book (Boleman & Deal).
The goal of the course is to increase students’ ability to critically observe educational organizations
and based on that analysis develop organizations and also their own leadership behaviour. Through
deepening their theoretical understanding, students are more capable of exploring and evaluating
real-life situations. Via critical observation of present organizational structures and management
systems the students become capable of working as change agents in their own organizations.
Learning and understanding will deepen through comparing the perspective attained through
different frames of reference, the aim is to get a wide and well-grounded view of organizational
phenomena and thus avoid narrow and stereotypical interpretations.
Learning outcomes:
Upon completion of the course, the students are expected to be able to:
- deepen their understanding about organizational phenomena through comparing the
perspective attained through different frames of reference
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-
to get a wide and well-grounded view of organizational phenomenona and thus avoid
narrow and stereotypical interpretations
- develop their analytical skills in using theoretical frames of reference in studying
organizations in real life.
Modes of study: Lectures, readings, group discussions and a case report.
Completion modes: Learning assignment
Learning materials:
Bolman, L. & Deal, T. (2004/2010?). Reframing Organizations: artistry, choice and leadership 2nd
ed. San Fransisco: Jossey-Bass.
Shafritz, M., Ott, S., Jang, J. (Eds.). (2005). Classics of Organization Theory. 6th ed. Boston:
Wadsworth.
Selected articles
Assessment: 0–5
Lecturer in charge: Jukka Alava
Time of delivery: Spring
EDLS032 International Conference Participation
Credits: 1–5 ECTS cr.
Based on the scale of 1 ECTS equaling to participation, 2 ECTS to both participation and a
presentation in a conference, with a subsequently increasing scale based on the depth of
performance.
Lecturer in charge: Leena Halttunen
EDLS033 Literature
Credits: 2–5 ECTS cr.
The students can include relevant literature into their personal study plan. The readings must be
approved by the programme director in advance.
Completion modes: a book review, a report or an essay.
Lecturer in charge: Leena Halttunen
EDLS034 Partner Universities’ Courses
Credits: 3 ECTS cr.
Lecturer in charge: Leena Halttunen
Optional Studies
6 ECTS cr.
For this study component, courses can be freely selected from the wide range offered in different
faculties in the university.
Recommendation: Virtual Courses (5 ECTS) provided by the Finnish University Partnership in
Development, UniPID: http://www.unipid.fi/en/courses/
e.g. UN Ideas in World Politics: Debating Development and Child Rights, Human Rights and
Development (and possibly a new course on education and development in 2013)
EDUS450 Internship
Credits: 2–10 ECTS cr.
Learning outcomes:
- to gain acquaintance with the organization the student is working in
- to be able to use acquired theoretical knowledge in practice
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- to be able to recognize different career options and professional skills
Modes of study: Practical work in some educational institution or organization either in Finland or
abroad. The student draws up a personal study plan for the internship in line with the contents and
objectives of the Master’s Degree Programme in Education and his/her own career outlook. The
destination, objective and content of the internship then has to be approved by the lecturer in
charge. An internship of 1 month equals 5 ECTS. The credits are awarded subject to the submission
of a follow-up report on the internship.
Completion modes: Internship report
Assessment: Pass / fail
Time of delivery: Summer or 2nd spring
Lecturer in charge: Salla Määttä
MCE0220 Issues in Education
Credits: 2–3 ECTS cr.
Learning outcomes:
Upon completion of the course the student will have gained acquaintance with current topics in
education and educational research in various countries
Contents: Current topics is education
Modes of study: Lectures. The work load of 2 ECTS equals 54 hours of work. The work load of 3
ECTS equals 81 hours of work.
Completion modes: Learning assignment
Assessment: 0–5
Time of delivery: Autumn–spring
Lecturer in charge: TBA