Teaching Practise in Haaga-Helia University of Applied Sciences
My teaching practise was taken place at Haaga-Helia University of Applied Sciences in Pasila campus in Helsinki. The teaching practise subject belongs to the degree programe of Business Information Technology. My decision for choosing the Haaga-Helia’s Pasila campus was because they met such a qualification to fulfill the teaching practise contract, for instance, they have pedagogically qualified teachers, courses lectured in English with international students, and also the institution has my interesting ICT subjects like Big Data.
More details about Overview and Outcomes of Teaching Practise can be found from this link:
OBSERVATION and COUNSELLING
• The name of the course: Customer relationship Management (CRM)
• Where and when?
Customer Relationship Management, Business Information Technology unit of Haaga-Helia University of Applied Sciences. 15.10.2015 – 12.02.2016, 4 hours per day 11 times, and 3 times student counselling 1 hour per day, altogether 47 hours.
The CRM course was taken place in Autumn 2015, I observed this for preparing my teaching for the same course taken place in the Spring semester 2016. During observation time, I was aiming to understand the CRM subject and teaching methods, students’ learning curves as main focus. It was also for me a great opportunity to learn a new subject which is a growing market in the ICT field. It has advantages in developing the knowledge of CRM which might help to increase my potential for the future carrier development.
More about the Observation and Counselling can be found from the link:
TEACHING
MULTICULTURAL TEAMWORK
• The name of the course: Multicultural Teamwork
• Where and when?
Business Information Technology unit of Haaga-Helia University of Applied Sciences, Ratapihantie 13, Helsinki. 12.10.2015 – 10.12.2015, 2 hours per day, altogether 12 hours.
My lessons about South-Korean culture in ICT business well planned and executed as well, thus I got good feedback from the guiding teacher saying that some of the students used the learned knowledge in other class like Negotiation course. I used Kolb’s experiential learning theory as a foundation of the teaching, so the students were encouraged to exercise their factual knowledge of cultural competences and also to demonstrate generic skills. Time management was the key challenge of the teaching methods.
More about my teaching in the Multicultural Teamwork course can be found from the link:
CUSTOMER RELATIONSHIP MANAGEMENT (CRM)
• The name of the course: Customer Relationship Management
• Where and when?
Business Information Technology unit of Haaga-Helia University of Applied Sciences, Ratapihantie 13, Helsinki. 19.02.2016, and 11.03.2016, 4 hours per day, altogether 8 hours.
My significant competence development for the CRM course teachings in the following areas:
• Discovered deeper level of constructivism theory suggested by John Dewey connected to the contemporary theory of Kolbs’ experiential learning. I have applied the discovery to advance student’s learning with critical thinking and problems solving skills by exploring real-world issues and promote creative, reflective and innovated thinking.
• Utilized ICT-based teaching tools to motivate the students and engage with peers for discussion and share their reflective thoughts. The tools used in the lessons were YouTube videos and Padlet discussion board.
More about my teaching in the CRM course can be found from the link:
• Discovered deeper level of constructivism theory suggested by John Dewey connected to the contemporary theory of Kolbs’ experiential learning. I have applied the discovery to advance student’s learning with critical thinking and problems solving skills by exploring real-world issues and promote creative, reflective and innovated thinking.
• Utilized ICT-based teaching tools to motivate the students and engage with peers for discussion and share their reflective thoughts. The tools used in the lessons were YouTube videos and Padlet discussion board.
More about my teaching in the CRM course can be found from the link:
SAFETY PROCEDURE IN THE INSTITUTE
The face-to-face meeting to know about safety procedure in the institute was taken place in 09.12.2015 in Pasila campus with a Facility Manager who is in charge of the safety issues of Haaga-Helia in Pasila campus. The meeting was a successful and I gained the necessary information of safety procedures. Therefore, I was able to deal with an emergency situation, if it might be happened during my teaching practise period.
More information about Haaga-Helia's In Case of Emergency can be found from the link: http://www.haaga-helia.fi/en/students-guide/studying-haaga-helia/case-emergency?userLang=en
Written by SMKD on 17.03.2016
Teaching Practise General Overview
By participating in the virtual session of Teaching practise start-up seminar on 20.11.2013, our learning was getting one step near to the real world of the teaching. What we have learned from the VOC1 module of the study will be exercised in the real world of the work place. During this teaching practise, we are expecting to increase competence and self-confidence in our own field of subject teaching and to learn collaboration and co-operation skills.
The aims of teaching practise are:
• Can use pedagogical knowledge in practise
• Can plan, execute and assess teaching
• Can productively interact with the rest of the work community including other teachers, staff and students
• Can understand my role in the wider context of the operational environment of my educational area
• Can develop my competences as a vocational teacher and understand the Research, Development and Innovation policy of the school/institute
Following diagram shows the process of the teaching practise:
Diagram from Guidelines to the guiding teacher
As a student teacher, we need to carry out the following tasks during the practice time:
• Approval contract
• Student & lesson observation
• Core plan
• Teaching
• Feedback discussion with guiding teacher
• Learning environment of the school and security procedure
• Learning diary
• Evaluation by the guiding teacher
• Final Report of the practice period
• Approval contract
• Student & lesson observation
• Core plan
• Teaching
• Feedback discussion with guiding teacher
• Learning environment of the school and security procedure
• Learning diary
• Evaluation by the guiding teacher
• Final Report of the practice period
At this point, I am on the first step of the process, which I need to figure out a
practise place. It will be interesting to see how this teaching practise will
unfold.
As a part of teaching practise, we need to participate in Safety Procedure in the School as an optional study. Based on my experience, it is very important to ask school how to deal with the safe issues. Workplace issues that affect mental health include:
- Stigma and discrimination
- Demand/control and effort/reward relationships
- Job burnout
- Harassment, violence, bullying and mobbing
More details about Teaching
Practise can be found from this link:
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