OPINTO-OPAS 2006 – 2008
127
9.
Master of Education,
International Programme
Code: KY1040-KV
A Degree Programme Preparing for
International Educational Tasks and
Providing the Qualifications for the
Post of Primary School Teacher
The programme is a 5-year degree programme
preparing for international educational tasks
and providing the qualifications for the post of
a primary school teacher. In accordance with
the Bologna agreement and statute (794/2004)
the programme has two cycles: 180 points to
the Bachelor’s level and a further 120 points
to the Master’s level. The extensive flexibility
of the programme allows for specialization
in a variety of educational tasks. Teaching
multicultural classes in different countries,
project leader and coordinator duties,
international consultant work, educational
policy and administration and taking part in
multidisciplinary research projects are some
examples of such tasks.As in any school teacher
education, the programme includes studies
in educational sciences and various school
subjects including teaching practice periods. In
order to direct students towards international
perspectives many special courses are offered:
Orientation towards international tasks
in the field of education
Intercultural education
International communication
and negotiation skills
Educational systems in different countries
Educational policy and leadership
Global education
(environment, peace, equality, human rights)
Comparative education
Development and education
The programme includes studies abroad for
at least one term. The language of tuition being
largely English, the programme is also suitable
for students from other countries provided
their language skills are good enough.
Teacher’s pedagogical studies include
the following units:
Pedagogical Studies in Bachelor’s
Degree (30 points)
School Experience I: Orientation 2 points
Seminar I: Teaching, learning, pedagogical
relationship 3 points
Educational Philosophy and Ethics 4 points
Comparative Education 7 points
Education for All 3 points
Curriculum, Planning and Evaluation 3 points
Early Childhood Education 3 points
Thematic Practice (total 6 points: 3 pts.
from School Subjects) 3 points
Seminar II: Intercultural Education 2 points
Pedagogical Studies in Master’s Degree
(30 points)
Global Education 5 points
Development and Education 4 points
Educational Administration 1 point
Seminar III: Education
and Professional Ethics 3 points
School Experience II: Master’s Level 8 points
Advaced Professional Practice 9 points
Course convener: Rauni Räsänen
and Maria-Liisa Järvelä
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.
OPINTO-OPAS 2006 – 2008
128
BACHELOR’S DEGREE (180 POINTS)
LANGUAGE, COMMUNICATION AND ORIENTATION (20 POINTS)
M.Ed.
405504Y
405505Y
405506Y
901001Y
405507Y
405511Y
405513Y
405509Y
Orientation to University Studies
Orientation towards Intercultural Education
Oral and Written Communication
Second Official Language
Professional English
ICONS
ICT as a Pedagogical Tool
Optional Studies: Foreign Language
1 point
2 points
2 points
2 points
3 points
7 points
3 points
3 points
A250504 GENERAL STUDIES IN EDUCATIONAL SCIENCES AND PEDAGOGY (25 POINTS)
407501P
407502P
407503P
407504P
407505P
407508P
407516P
Defining Education: Theories and Practice
Human Development
Society and Educational Institutions
Learning Theories and Teaching
Educational Philosophy and Ethics
Seminar I
School Experience I: Orientation
4 points
4 points
4 points
4 points
4 points
3 points
2 points
A250505 SPECIAL LEVEL STUDIES IN EDUCATIONAL SCIENCES AND PEDAGOGY (40 POINTS)
407508A
407509A
407510A
407511A
407517A
407513A
407514A
407515A
Comparative Education
Education for All
Curriculum, Planning and Evaluation
Early Childhood Education
Thematic Practice
Seminar II: Intercultural Education
Research Methods I
Bachelor’s Thesis
7 points
3 points
3 points
3 points
3 points
2 points
10 points
9 points
MINOR STUDIES (60 POINTS)
A256402 Subject Based Integrated Themes (60 points)
Humanities Module
Science Module
Arts Module
OTHER MINOR STUDIES AND OPTIONAL STUDIES (35 POINTS)
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
15 points
15 points
30 points
OPINTO-OPAS 2006 – 2008
129
MASTER’S DEGREE (120 POINTS)
LANGUAGE, COMMUNICATION AND ORIENTATION (5 POINTS)
405510Y
Language, the Learner, the School
5 points
A250506 ADVANCED STUDIES IN EDUCATIONAL SCIENCES (80 POINTS)
408501S
408502S
408503S
408519S
408520S
408508S
408509S
408510S
408511S
Global Education
Development and Education
Educational Policy and Leadership
School Experience II: Master’s Level
Advanced Professional Practice
Seminar III: Education and Professional Ethics
Research Methods II
Master’s Thesis
Educational Administration
5 points
4 points
5 points
8 points
9 points
3 points
5 points
40 points
1 point
OTHER MINOR STUDIES AND OPTIONAL STUDIES (35 POINTS)
408521S
405509Y
405514Y
405515Y
A250507
Optional Studies: Educational Administration
Optional Studies: Foreign Language
Optional Studies: Mathematics manipulatives
Optional Studies: Multimedia as a Learning Project
Optional studies: Information Society as a Pedagogical Challenge
Minor subject: Education for Intercultural Competencies
1 point
3 points
2 points
3 points
3 points
25 points
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.
OPINTO-OPAS 2006 – 2008
130
Periods
DIRECTIVE CURRICULUM FOR MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
1st year
405504Y Orientation to
University Studies 1 pts.
(I Period)
405513Y ICT as a Pedagogical
Tool 3 pts.
M.Ed.
405511Y ICONS 7 pts.
407501P Defining Education:
Theories and Practice 4 pts.
407504P Learning Theories and
Teaching 4 pts.
407503P Society and
Educational Institutions 4 pts.
I and II periods (Autumn)
406020A Finnish Language and
Literature 3 pts. (II period)
406036A Integrated Arts 1 pts.
2nd year
407510A Curriculum, Planning
and Evaluation 3 pts. (II Period)
407514A Research Methods I
10 pts.
407029A Early childhood
education 3 pts. (II Period)
407509A Education for All
3 pts. (II Period)
406022A History 3 pts.
408519S School Experience II:
Master’s Level 8 pts. (I Period)
406023A Religion OR
Philosophy 2 pts.
Minor Subject I for example
10 pts., A+S
406028A Biology 2 pts.
(II Period)
Total 31 pts.
406037A Integrated Arts:
Optional Studies op 2 pts.
To be continued:
405507Y Professional English,
1/4 pts., A+S, also 1st year A+S
405505Y Orientation
towards Intercultural Education
1/ 2 pts., A+S
407508A Comparative
Education 3/7 pts.,
also 1st year K
405507Y Professional English,
1/4 pts., A+S, also 2.nd year A+S
406031A Music 8 pts.,
A+S, also 1.st year A+S
406031A Music 8 pts.,
A+S, also 2.nd year A+S
406032A Art 6 pts., A+S,
also 1st year A+S
406032A Art 6 pts., A+S,
also 2. year A+S
406033A Craft/Textile Work/
Technology
406033A Craft/Textile Work/
Technology OR
OR
406035A Physical Education
6 pts., A+S, also 2.nd year A+S
Total 28 pts.
+ To be continued about 4 pts.
To be continued:
406026A Mathematics: part II
2 pts. (II Period)
To be continued:
406034A Craft/Technical Work/
Technology 6 pts.,
A+S, also 2.nd year A+S
3rd year
406034A Craft/Technical Work/
Technology 6 pts.,
A+S, also 1st year A+S
406035A Physical Education
6 pts., A+S, also 1st year A+S
Optional studies:
Other optional studies 3 pts.
Total 24 pts.
+ To be continued about 7 pts.
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
Periods
OPINTO-OPAS 2006 – 2008
1st year
2nd year
3rd year
405504Y Oral and Written
Communication 2 pts.
406020A Finnish Language and
Literature 4 pts. (III Period)
901002Y Second Official
Language 2 pts.
407502P Human Development
4 pts.
406021A Drama Education
2 pts. (III Period)
407515A Bachelor’s Thesis
9 pts.
407505P Educational
Philosophy and Ethics 4 pts.
406027A Physics and
Chemistry 4 pts. (III Period)
To be continued:
407507P Seminar I 3 pts.
(III Period)
406030A Health Education
1 pts. (III Period)
Optional studies:
407516P School Experience I:
Orientation 2 pts. (III Period)
407513A Seminar II:
Intercultural Education 2 pts.
(IV Period)
406029A Geography 2 pts.
(III Period)
406025A Mathematics: part I
3 pts. (IV Period)
III and IV periods(Spring)
131
To be continued:
405505Y Orientation towards
Intercultural Education 1/ 2
pts., A+S
405507Y Professional English 1/
4 pts., A+S, also 2.nd year A+S
407508A Comparative
Education 2/ 7 pts., also 2.nd
year A+S
406031A Music 8 pts., A+S, also
2.nd year A+S
406032A Art 6 pts., A+S, also
2.nd year A+S
406033A Craft/ Textile Work/
Technology OR 406034A Craft/
Technical Work/ Technology 6
pts., A+S, also 2.nd year A+S
406035A Physical Education 6
pts., A+S, also 2.nd year A+S
Optional studies:
407517A Thematic Practice
6 pts. (IV Period)
(OR 3rd – 5th year)
Minor Subject I 15 pts., A+S
Other optional studies 3 pts.
405509Y Optional Studies:
Foreign Language 3 pts.
Total 32 pts.
To be continued:
405507Y Professional English
1/ 4 pts., A+S, also 1.st year A+S
407508A Comparative
Education 2/7 pts.,
also 1.st year K
406031A Music 8 pts., A+S,
also 1st year A+S
406032A Art 6 pts., A+S,
also 1.st year A+S
406033A Craft/ Textile Work/
Technology OR 406034A Craft/
Technical Work/ Technology 6
pts., A+S, also 1.st year A+S
406035A Physical Education
6 pts., A+S, also 1.st year A+S
Optional studies:
Other optional studies 2 pts.
Total 24 pts.
+ To be continued about 9 pts.
Other optional studies 2 pts.
Total 26 pts.
+ To be continued about 6 pts.
Table 8. Curriculum for Master of Education, International Programme, Bachelor of Education 180 pts.
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.
OPINTO-OPAS 2006 – 2008
III and IV periods (Spring)
M.Ed.
I and II periods (Autumn)
Period
132
4th year
5th year
405510Y Language, the Learner, the School 5 pts.
408508S Seminar III: Education and Professional
Ethics 3 pts. (OR Spring OR 4.th year) (together
with the Advanced Professional Practice)
408501S Global Education 5 pts.
To be continued:
Optional studies:
408520S Advanced Professional Practice 9 pts.
(OR in Spring OR 4.th year) (together with the
Seminar III )
Other optional studies 4 pts.
408503S Educational Policy and Leadership 5 pts.
Total 24 pts.
To be continued:
Minor Subject II for example 10 pts., A+S
408510S Master’s Thesis, A+S,
(OR 4.th year A+S)
Total 17 pts.
408509S Research Methods II 5 pts.
408511S Educational Administration 1 pts.
408502S Development and Education 4 pts.
To be continued:
To be continued:
408510S Master’s Thesis 40 pts., A+S,
(OR 4.th year A+S)
Minor Subject II for example 15 pts., A+S
Optional studies:
Total 41 pts.
Other optional studies 6 pts.
Total 30 pts.
Table 9. Curriculum for Master of Education, International Programme, Master of Education 120 pts.
9.1 BACHELOR’S DEGREE (180 POINTS)
LANGUAGE, COMMUNICATION
AND ORIENTATION (B.ED.)
ECTS: 20.0 pts.
Course convener: Gordon Roberts
Orientation to University Studies
Code: 405504Y
ECTS: 1.0 pt. (0,5 cr.)
Assessment: pass/fail
The course provides with skills to plan one´s
studies both individually and collaboratively
with other students. It gives information
about the structure, contents and methods
of studying at university and the department.
The course also prepares for drafting an
individual study plan.
Delivery and course work:
• Matters related to the starting of studies
• Objectives, progression, structure,
and contents of the studies
• Professional task areas and
placement in working life
• Drafting of own curriculum
Course convener: Maria-Liisa Järvelä
and Rauni Räsänen
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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133
Orientation towards
Intercultural Education
Code: 405505Y
ECTS: 2.0 pts. (1 cr.)
Assessment: pass/fail
The aim is to introduce to students the basic
concepts and approaches of intercultural
education and the present day challenges of
diversity in the field of education. The course
discusses the relationship between education
and culture, various definitions of culture,
Finnish immigration policy, different approaches
to intercultural and international education,
and theories of intercultural learning and
competence.
Delivery and course work: Lectures and
seminars 32 h, spread over the first two years
Required reading:
Räsänen-Jokikokko-Järvelä-LamminmäkiKärkkäinen 2002: Interkulttuurinen
opettajankoulutus OR
Puuronen-Häkkinen-Pylkkänen-SandlundToivanen 2004: New challenges for
the welfare society (first three chapters)
Course convener: Maria-Liisa Järvelä
and Rauni Räsänen
in the profession. The course introduces
the professional vocabulary and practicing
situations where second official language is
needed in the field of education.
The dean of the faculty makes a decisioin
about the language studies required from
those whose school education has not
included studies in Finnish or Swedish or who
have completed their basic education in some
other coutry than Finland.The decision is made
according to the national and university statutes
about university degrees and teaching at the
university. If the students’ previous sudies have
not included studies in the Swedish language
she/he can be excempted from these studies
on the basis of the application addressed to the
faculty. To compensate the Swedish studies, the
student must take the same amount of some
other language and communication studies
offered by the university.
Kurssille osallistumisen edellytyksenä on
Kielikeskuksen määrittelemä lähtötaso. Lähtötasovaatimuksesta löydät lisätietoja kielikeskuksen verkkosivuilta osoitteesta: http://www.oulu.
fi/kielikeskus/opinto-opas_ruotsi_itseop.htm
Course convener: Language Center
Professional English
Oral and Written Communication
Code: 405506Y
ECTS: 2.0 pts. (1 cr.)
Assessment: pass/fail
The aim is to gain basic skills for academic
writing and efficient oral communication in
mother tongue. The course provides with
characteristics of good academic writing and
principles of effective oral communication.
Delivery and course work: Lectures and
seminars 16 h
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Rauni Räsänen
Code: 405507Y
ECTS: 3.0 pts. (2 cr.)
Assessment: pass / fail
The aim is to develop English language skills for
various tasks in the field of education. Contents
consists of practice in giving presentations,
composing reports, essays, articles, posters,
curriculum vitae and applications.
Delivery and course work: Seminars and
tutorials 40 h; The course is mainly integrated
into ICONS in the first year, and Comparative
Education during the second year.
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Gordon Roberts
Toinen kotimainen kieli
ICONS
Code: 901001Y
ECTS: 2.0 pts. (1,5 cr.)
Assessment: satisfactory/good
The aim is to gain necessary skills to
communicate with the second official language
Code: 405511Y
ECTS: 7.0 pts. (5 cr.)
Assessment: pass / fail
ICONS is an international
simulation
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.
OPINTO-OPAS 2006 – 2008
134
M.Ed.
programme co-ordinated by University of
Maryland. Students to become experts on some
of today´s most contentious political issues,
identify interests of key actors in the domestic
and international political arenas, test theories
regarding the methods decision makers use to
resolve conflicts, and develop communication
and negotiation skills while collaborating with
peers using communication technology.
Aim and contents:
• to show how issues of education on the
local and global level are related to the
other areas of human life and society, and
how education has to be considered as a
key issue in the development of societies
• to learn to understand different
perspectives due to history, culture and
various ideologies but also diplomatic
consultation and dialogue as means to
constructive solutions
• to become aware of different registers
of English which constitute what may be
referred to as Professional English. The
Professional English course is integrated
with ICONS.
Delivery and course work: Seminars and
tutorials. Emphasis is on learning through
doing. Group work and seminars with fellow
students both in Oulu and at universities
abroad using, all facilitated by tutor; 80 h
Course convener: Gordon Roberts
ICT as a Pedagogical Tool (TVT1)
Code: 405513Y
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
The aim: Information and communication
technology (ICT) is one of the key issues in
the modern society. The aim of this course is
to promote understanding of how to apply
ICT in a meaningful context in learning and
instruction.
Content:
• Technical infrastructure
• General development & aspects of ICT
• Pedagogical & didactical applying of ICT
• Netbased learning environments
• Word processing, Digital image editing,
Internet webpages
• Introduction to PowerPoint
• Videoconferencing as a pedagogical tool
(IP-based)
• Digital portfolio
Delivery and course work: 10 h lecturing,
20 h workshop, 10 h netbased work
Course convener: Kari Kumpulainen
GENERAL STUDIES IN EDUCATIONAL
SCIENCES AND PEDAGOGY
Code: A250504
ECTS: 25.0 pts.
Assessment: pass/fail
General Studies in Educational Sciences and
Pedagogy consist of following courses:
407501P Defining Education: Theories and
Practice (4 pts.)
407502P Human Development (4 pts.)
407503P Society and Educational Institutions
(4 pts.)
407504P Learning Theories and Teaching
(4 pts.)
407505P Educational Philosophy and Ethics
(4 pts.)
407516P School Experience I: Orientation
(2 pts.)
407507P Seminar I (3 pts.)
Course convener: Rauni Räsänen
Defining Education:
Theories and Practice
Code: 407501P
ECTS: 4.0 pts. (3 cr.)
Assessment: pass/fail
The aim is to introduce the area and special
nature of educational sciences. The course
discusses history, main areas and concepts
of educational sciences. It also discusses
the students’ professional development and
teacher’s identity.
Delivery and course work: L 18 h,
workshop 12 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Human Development
Code: 407502P
ECTS: 4.0 pts. (2 cr.)
Assessment: pass/fail
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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135
The aim is to introduce to the nature and
theories of human development focusing on
educational psychology and its applications and
professional practices.
Delivery and course work: L 18 h,
workshop 16 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Society and Educational Institutions
schools and concepts of educational philosophy
and focuses on the ethical aspects of education
and professional ethics.
Delivery and course work: workshop 32 h
Required reading:
Etiikka koulun arjessa. 2002.
Sihvola 2004. Maailmankansalaisen etiikka.
Purpel. 2002. The moral and spiritual crisis of
education.
Course convener: Rauni Räsänen
M.Ed.
Code: 407503P
ECTS: 4.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to gain understanding about the
relationship between society and education and
the social and sociological nature educational
phenomena. The course deals with the main
concepts and theories of educational sociology,
and analyses the Finnish educational policy and
educational system.
Delivery and course work: workshop 20 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Learning Theories and Teaching
Code: 407504P
ECTS: 4.0 pts. (3 cr.)
Assessment: pass/fail
The aim is to acquaint with the most usual
learning theories and their applications. The
course includes the main concepts of learning,
theoretical starting points and their effects on
practice, the principles of educational planning
and realisation from the viewpoint of learning,
and the applications of ICT in teaching and
learning.
Delivery and course work: L 18 h,
workshop 20 h
Course convener: Sanna Järvelä
Educational Philosophy and Ethics
Code: 407505P
ECTS: 4.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to discuss education as from a
philosophical point of view and to analyse the
ethical foundations and aspects of teaching as a
profession. The course acquaints with the main
Seminar I:
Teaching, Learning, Pedagogical Relationship
Code: 407508P
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to gain preliminary tools to analyse the
tasks of education, one’s work and professional
growth. The practice is conceptualised from
the perspectives of learning, development, and
pedagogical relationship. Study journals and
portfolios are introduced as means of reflecting
on one’s work and development.
Delivery and course work: workshop 18 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
School Experience I: Orientation
Code: 407516P
ECTS: 2.0 pts. (1 cr.)
Assessment: pass/ to be supplemented/ fail
The aim is to study in practice the themes
discussed in the modules Human Development
and Seminar I. The individual development of a
child or an adult, the interrelations in a group
and the effects of socio-cultural context on the
individuals and groups are discussed.
For further information, see chapter HARJ,
which includes the Practice Programme for
Master of Education, International Programme
(Luokanopettajakoulutusten harjoitteluohjelmat).
The practice programme can be
found from Internet: http://www.oulu.fi/ktk/
luokanopettajakoulutus/
Course convener: Rauni Räsänen and
Maria Järvelä
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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136
SPECIAL LEVEL STUDIES IN EDUCATIONAL
SCIENCES AND PEDAGOGY
M.Ed.
Code: A250505
ECTS: 40.0 pts.
Assessment: 0 – 5
Special Level Studies in Educational Sciences
and Pedagogy consist of following courses:
407508A Comparative Education (7 pts.)
407509A Education for All (3 pts.)
407510A Curriculum, Planning and
Evaluation (3 pts.)
407511A Early Childhood Education
(3 pts./ 2 cr.)
407517A Thematic Practice
(3 pts.; Total 6 pts.)
407513A Seminar II:
Intercultural Education (2 pts.)
407514A Research Methods I (10 pts.)
407515A Bachelor’s Thesis (9 pts.)
Course convener: Sanna Järvelä
Comparative Education
Code: 407508A
ECTS: 7.0 pts. (4 cr.)
Assessment: 0 – 5
The aim is to introduce the area of comparative
education and to study the pedagogical
traditions and practices of different countries.
The module consists of three contents areas:
1. Nordic countries (including minorities like
Sami and Roma people) (2 – 5 pts.)
2. Russia and the Baltic states (2 – 5 pts.)
3. Europe and the EU (e.g. the EU´s
educational policy and European Council)
(3 – 7 pts.).
It discusses the pedagogical traditions,
educational policies, systems and practices in
different countries and within various cultural
groups.
Delivery and course work:
visiting lecturers L 60 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Education for All
Code: 407509A
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to introduce to the special needs of
students and to the local and global approaches
to implement policies and practices that
provide equal possibilities to all people. Special
needs of pupils, inclusion as a policy and
practice,The United Nations´ Millennium goals
and Education for all –process are discussed.
Content:
• encountering diversity
• recognising students’ needs
for special support
• pedagogical responses to
students’ special needs
• educational rehabilitation
• tutoring and school counciling
• individualised and personal curricula
• inclusive education
• inclusion and special needs
education in different countries
• Millenium goals and Education for all project
Delivery and course work: workshop 24 h
Required reading:
Peterson and Hittie 2000: Inclusive teaching.
Creating effective schools for all learners
OR Thomas and Vaughan 2004: Inclusive
education: readings and reflections AND
Education for all documents.
Recommended reading:
Ikonen, O. 2000. Oppimisvalmiudet ja opetus.
Jyväskylä: PS-kustannus (245 sivua).
Ahvenainen, O. & Holopainen, E. 2005. Lukemis- ja kirjoittamisvaikeudet. Teoreettista
taustaa ja opetuksen perusteita. Jyväskylä:
Special Data Oy (207 sivua).
Jahnukainen M. (toim.) 2001. Lasten
erityishuolto- ja opetus Suomessa. Helsinki:
Lastensuojelun keskusliitto (437sivua).
Murto, P. , Naukkarinen, A & Saloviita 2001.
Inkluusion haaste koululle. Oikeus
yhdessä oppimiseen. Jyväskylä:
PS-kustannus. (203 sivua).
Oheiskirjallisuutta:
Hautamäki, J., Lahtinen, U., Moberg, S &
Tuunainen K. 2001. Erityispedagogiikan
perusteet. Juva: WSOY. (236 sivua).
Räsänen P, Kupari P, Ahonen T & Malinen P.
(toim.) 2004. Matematiikka – näkökulmia
opettamiseen ja oppimiseen. Niilo Mäki instituutti. Jyväskylä Kirjapaino-Oma (456 sivua)
Sinkkonen J, Pihlaja P. (toim.) 1999. Ulos
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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137
umpikujasta. Miten auttaa tunnehäiriöistä
lasta. Helsinki: WSOY.
Pulkkinen, L.2002. Mukavaa yhdessä. Sosiaalinen alkupääoma ja lapsen sosiaalinen
kehitys. Jyväskylä. PS-kustannus. (312 sivua).
Jahnukainen, M (toim.) 2001. Lasten
erityishuolto ja -opetus Suomessa. 2001.
Helsinki: Lastensuojelun keskusliitto.
Murto, P., Naukkarinen, A. & Saloviita, T. (toim.)
2001. Inkluusion haaste koululle.
Ikonen, O. & Virtanen, P. (toim.) 2000. HOJKS.
Course convener: Rauni Räsänen and
Marko Kielinen
Curriculum, planning
and evaluation
Code: 407510A
ECTS: 3.0 pts. (2 cr.)
Assessment: 0 – 5
The aim is to gain qualifications for curriculum
construction and evaluation, and for using
curriculum as the basis for planning, evaluating
and developing education.The course introduces
examples of curricula in different educational
institutions and different functions, aspects,
areas and approaches of evaluation. Practice is
provided in using the curricula in lesson planning
and in the school development work, and in
evaluating student and teacher activities and in
schools or some other educational institutions.
Required reading:
Doll 1993: A postmodern perspective on
curriculum
Grundy 1991: Curriculum: a product or praxis
Hopkins 1989: Evaluation for school
development
Pinar (ed.) 2003: International handbook of
curriculum research
Ross 2000: Curriculum: construction
and critique
Delivery and course work: workshop 24 h
Course convener: Hannu Heikkinen/
Sanna Järvelä
Early Childhood Education
Code: 407511A
ECTS: 3.0 pts. (2 cr.)
Assessment: 0 – 5
The course familiarises with the development,
learning and teaching of school starters and
education before school. It introduces to childcentred pedagogy analysing suitable contents
and methods. Special attention is paid to
learning to read and write and co-operation
between home and school.
Delivery and course work: workshop 24 h
Course convener: Hannele Karikoski
Thematic Practice
M.Ed.
Code: 407517A
ECTS: 6.0 pts. (4 cr.)
Assessment: pass/ to be supplemented/ fail
For further information, see chapter HARJ,
which includes the Practice Programme for
Master of Education, International Programme
(Luokanopettajakoulutusten harjoitteluohjelmat).
The practice programme can be
found from Internet: http://www.oulu.fi/ktk/
luokanopettajakoulutus/
Course convener: Sanna Järvelä, Rauni
Räsänen and Maria-Liisa Järvelä
Seminar II: Intercultural Education
Code: 407513A
ECTS: 2.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to provide with qualifications to
teach in intercultural classes, international
schools or work in other intercultural contexts.
The seminar introduces to special questions of
teaching in intercultural/international schools/
classes: aims and missions, curriculum, the role
of language, teaching in English, teaching religion
in multi-religious schools, contents and methods
of different school subjects. Students continue
with their study journals and portfolios.
Required reading: Articles from Journals of
international school, Journals of intercultural
education, Journals of research in international
education and UNESCO publications on
international education.
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Research Methods I
Code: 407514A
ECTS: 10.0 pts. (5 cr.)
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M.Ed.
Assessment: 0 – 5
The aim is to gain basic qualifications for
educational research. The course introduces
the process of research making: setting
questions, constructing theoretical framework,
choosing methodological starting points,
choosing methods, building argumentation,
presenting results, and discussing the results
in the light of the theory and earlier research.
It familiarises students with different research
paradigms and traditions, and both quantitative
and qualitative methods.
Required reading:
Metsämuuronen, J. 2003. Tutkimuksen tekemisen perusteet ihmistieteissä (soveltuvin
osin). Helsinki: International Methelp.
Other literature introduced by the lecturers
at the beginning of the course.
Delivery and course work: For further
information, see 407512A Tutkimuskurssi I in
Luokanopettajan koulutus
Course convener: Jouni Peltonen, Kalle
Reinikainen and Leena Syrjälä
Bachelor’s Thesis
Code: 407515A
ECTS: 9.0 pts. (4,5 cr.)
Assessment: 0 – 5
Students produce a concise, logical and
innovative Bachelor’s thesis. The seminars
consist of presentations of thesis designs,
discussions of the plans and evaluations of the
theses in the group.
Delivery and course work: workshop 240 h
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Subject Based Integrated Themes
Code: A256402
ECTS: 60.0 pts.
Course convener: Matti Lindh
Humanities Module
ECTS: 15.0 pts.
Assessment: 0 – 5
This module crystallizes the three central
perspectives in class-teacher education: values,
social awareness and communication. Students
familiarize themselves with the contents and
pedagogy of the different subjects to gain
the competence needed to enhance pupils’
language-based learning and interaction skills.
Further, students acquire a knowledge base
and assessment skills that support their ethical
development, empower them to become
active participants in democratic society and
promote human rights.
Courses:
406020 A Finnish Language and Literature
(7 pts.)
406021A Drama Pedagogy (2 pts.)
406022A History (3 pts.)
406023A Religion OR
406024A Philosophy/Ethics (2 pts.)
407517A Thematic Practice (1 pts.)
Course convener: Leena Räisänen
Finnish Language and Literature
Code: 406020A
ECTS: 7.0 pts. (4 cr.)
Assessment: 0 – 5
Students whose language of instruction has
not been Finnish and whose Finnish language
skills are not sufficiently good, are exempted
from Finnish studies. Instead, they study the
same amount of English and didactics of English
language teaching.
The aim of studies is to arouse student
interest in language and to make them multiskilled intermediaries of linguistic culture,
who possess the competence to develop
the linguistic abilities of children. To this end,
students familiarize themselves with Finnish
and literature as school subjects, together
with the contents, methods and background
theories of communication teaching, primary
level reading and literature.
Finnish Language and Literature comprises
two parts:
1. Literature and Reading (3 pts. / 2 cr.)
This course focuses on the primary level
curriculum and helps students gain an
understanding of the role of literature in
childhood development and education. Using
literary and interpretation pedagogy, a variety of
texts are used to develop extensive and manysided reading, literacy and interaction skills.
Delivery and course work: Contact
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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teaching 36 h: lectures 6 h, small groups 30 h;
independent work 44 h
2. Language and Writing (4 pts. / 2 cr.)
Students familiarize themselves with the
linguistic knowledge and background theories
required in the description and teaching of
Finnish. They also learn skills relating to child
instruction, language observation and study of
language structures. Also strengthened is their
ability to enhance pupils’ textual skills.
The course also includes teaching practice.
Delivery and course work: Contact
teaching 44 h, which also includes 4 - 6 h
of seminar work conducted in small groups
during bachelor’s degree studies.
Literature:
M. Suojala & M. Karjalainen toim. 2001.Avaa
lastenkirja: johdatus lastenkirjallisuuden
lajeihin ja käyttöön. tai
L.Huhtala et al toim. 2003. Pieni suuri maailma:
suomalaisen lasten- ja nuortenkirjallisuuden
historia.
M. Harmanen & M. Siironen toim. Kielioppi
koulussa. 2006. Äidinkielen opettajien liiton
vuosikirja XLX.
Other optional literature with article reading
list introduced by the lecturers at the beginning
of the course.
Course convener: Leena Räisänen
Drama Pedagogy
Code: 406021A
ECTS: 2.0 pts. (1 cr.)
Assessment: pass/fail
This course focuses on the foundations of
expressive education and drama pedagogy as well
as on problems relating to the development of
interaction skills. Drama is viewed both as a form
of learning and as pedagogical communication.
Delivery and course work: Small groups
24 h
Literature: Literature (in English) introduced
by the lecturers at the beginning of the
course.
Course convener: Kauko Komulainen
History
Code: 406022A
ECTS: 3.0 pts. (2 cr.)
Assessment: 0 – 5
The course equips students with skills to
create frameworks for understanding the
nature of the past and of different historical
periods and helps them to construct their own
history knowledge. Students will be able to
analyze contemporary problems and change
processes, acquire a holistic perception of
the world and use it effectively in teaching. An
overarching aim is to make students aware of
their own cultural background and identity
and to gain appreciation for cultural diversity.
Students are encouraged to adopt an active,
tolerant and democratic approach to teaching
citizenship.
Course convener: Gordon Roberts
Religion
Code: 406023A
ECTS: 2.0 pts. (1 cr.)
Assessment: 0 – 5
Students commit to a learning and studying
process that helps them to put their deepening
viewpoint in the context of a larger religion
pedagogical framework. The process also
promotes their ability to assess its significance
for developing their religion teaching skills as
part of their future professional competence
and social activities.
Content:
• Nature and importance of religion teaching
as part of Finnish school education
• Significance of religion in the cultural
context of Finnish society
• Significance of the religious viewpoint as
part of childhood religious development
and human growth
• Didactic questions and premises in religion
teaching
• Relationship between religious education
on one hand and multiculturalism and
education for internationalism on the
other
Literature:
Kallioniemi,A. & Luodeslampi, J. 2005.
Uskonnonopetus uudella vuosituhannella. tai
Seppälä, J. & Pyysiäinen, M. (toim.) 1998.
Uskonnonopetuksen käsikirja. or
Watson, B. 1993. The Effective Teaching of RE.
Literature (in English): Introduced by the
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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lecturers at the beginning of the course.
Course convener: Markku Salakka
Philosophy/Ethics
M.Ed.
Code: 406024A
ECTS: 2.0 pts. (1 cr.)
Assessment: 0 – 5
Students gain a holistic view of philosophy/
ethics as a subject taught in comprehensive
and upper secondary school. They also acquire
basic knowledge and skills for teaching ethics
and philosophy in primary school.
Objectives of learning:
• Gaining a holistic view of philosophy/ethics
as a subject taught in comprehensive and
upper secondary school
• Acquiring basic knowledge and skills for
teaching ethics and philosophy in primary
school
Content:
• Philosophy/ethics as a subject in
comprehensive school
• History of philosophy/ethics as a school subject
• Contents of the teaching curriculum
• Ethical commitments in teaching
• Practical organization of teaching
• Philosophy/ethics – what is it?
• Manifestation, structure and activity of
philosophy/ethics
• Different philosophies of life
• Moral philosophical foundation of ethics
and philosophy
• Central concepts in morality
• Moral values and justifications for their
validity
• Characteristics and uses of morality
• Sense of morality and its development
• Features of moral thinking in different times
• Didactics of philosophy/ethics
• Concept of knowledge and learning
• Working methods and learning materials
Delivery and course work:
• All students familiarize themselves with the
literature introduced by the lecturers
• Alternative modes of working include small
groups (including planning of teaching,
familiarization with and presentation of
methods applicable to teaching ethics and
philosophy, etc., at students’ discretion)
Literature: Agreed separately with the
teacher responsible for the course.
Airaksinen, T. 1987. Moraalifi losofi a. Otava.
ET. Elämänkatsomustieto. 1987. Gaudeamus.
Upper secondary school textbooks
Niiniluoto, T. 1984. Tiede, filosofia ja
maailmankatsomus. Otava.
Nykyihmisen etiikka ja moraali. 1979. WSOY.
Literature (in English): Introduced by the
lecturers at the beginning of the course.
Course convener: Markku Salakka
Science Module
ECTS: 15.0 pts.
Assessment: 0 – 5
Studies in the Science Module aim at familiarizing
students with science and mathematics teaching
as well as applying and developing methods
of teaching. Students will learn to perceive,
study, model and explain scientific phenomena
and events. In addition, they will understand
the significance of mathematics and natural
sciences in the context of pupil development
and education. Teaching within the module
focuses on key issues that enhance student
abilities and curriculum development, didactics
of the various subjects and implications of
didactic research for teaching. Teaching may
also involve integration of shared projects
involving a number of different courses. Results
and experiences of these projects can then be
utilized in teaching practice.
Studies in the Science Module comprise
the following courses:
406025A Mathematic Education: Part I
(3 pts.)
406026A Mathematic Education: Part II
(2 pts.)
406027A Physics and chemistry (4 pts.)
406028A Biology (2 pts.)
406029A Geography (2 pts.)
406030A Health Education (1 pts.)
407517A Thematic Practice (1 pts.)
Course convener: Tapio Keranto,
Lasse Jalonen and Eila Jeronen
Mathematic Education: part I
Code: 406025A
ECTS: 3.0 pts. (2 cr.)
Assessment: 0 – 5
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Themes:
• Basic knowledge needed for teaching
mathematics at the elementary level
• How do children learn mathematics?
• The elementary school
mathematics curriculum
• The concept of number,
what is it and how it can be developed?
• The path from oral and activity based
arithmetic to written arithmetic
• The ten base system, arithmetic
algorithms, learning and teaching
• Teaching and learning geometry,
development of geometric thinking
• The conceptual knowledge of geometry
• Learning and teaching fractions
and decimal fractions
Delivery and course work: Small groups 32 h
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Tapio Keranto
Mathematic Education: part II
Code: 406026A
ECTS: 2.0 pts. (1 cr.)
Assessment: 0 – 5
Themes:
• The knowledge and information, attitudes
and appreciations needed for competent
mathematics teaching
• Logico-mathematical problem solving
and its applications
• Problem based teaching of mathematics
• Measuring and calculating with units
• Proportions, ratios, fractions
and percentage calculations
• The emergence of algebraic thinking
and developing it through teaching
Objectives of
the Mathematics Education:
• Ensuring and deepening those skills in mathematics needed for teaching at grades 1 – 6
• Becoming familiar with the latest
development in research of mathematics
education
• Developing mathematics
educational thinking
• Increasing the knowledge of the curriculum
• Increasing interest and self-confidence
in mathematics, problem solving and the
teaching of mathematics
Delivery and course work: Small groups 16 h
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Tapio Keranto
Physics and chemistry
Code: 406027A
ECTS: 4.0 pts. (2 cr.)
Assessment: 0 – 5
This course seeks to give students an overall
picture of basic education in physics and
chemistry. This involves, first of all, gaining
subject knowledge and adequate mastery
of the knowledge and skills required in
experimental teaching. It also encompasses
developing an understanding of the nature of
scientific knowledge, scientific methods and
concept formation. And, thirdly, it includes the
development of subject didactic knowledge
and thinking. To provide support for student
development, the course also aims at cultivating
a personal interest for the subject and
strengthening students’ self-image as producers
and distributors of scientific knowledge.
Objectives and contents of learning:
• Significance of physics and chemistry for
human kind and society, its position in the
curriculum and central educational aims
• The ontological and epistemological
underpinnings of scientific knowledge
• Phenomena, concepts and experimental
research related to water, air, space,
light, sound, electricity, magnetism and
the structure of matter seen from the
viewpoints of physics, chemistry and
subject didactics.
Delivery and course work: small groups
38 h
• The adopted approach is both perceptive
and reflective and emphasizes concept
formation and discussion
• Working methods vary, but centre stage is
held by the experimental approach and its
application to basic scientific education
• Students will be offered opportunities to
design, implement and evaluate teaching
Literature: (in English) introduced by the
lecturers at the beginning of the course.
Course convener: Lasse Jalonen
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Biology
M.Ed.
Code: 406028A
ECTS: 2.0 pts. (1 cr.)
Assessment: 0 – 5
Biology is a part of natural science subjects.
The goal of teaching and learning of the
subjects is that the learners comprehend
their responsibility of nature, constructed
environments, themselves and other people.
Students gather and construct information
during the courses and develop skills for
planning and implementing of teaching situations
and environments so that the scientific thinking
of a pupil and its development is possible
from individual, interactive and collaborative
perspectives.
During the course of biology, students
examine organic and inorganic nature, human
beings as a part of nature, and study the
relations between them.
The course aims that students:
• Contemplate teaching-learning -views
from the viewpoint of biology, and
environmental and natural science teaching
• Get acquainted with planning,
implementing and evaluation of biology, and
environmental and natural science teaching
• Reflect their growth and development
from the viewpoint of integrative health
education and as a teacher of biology, and
environmental and natural science studies
Content:
1. Introduction
• Overview of the aims, contents and
methods of completion of the course
• The curriculum of biology
2. Biological base of life
• Energy flow
• Material cycle
• Photo- and chemosynthesis
3. Plant morphology and physiology
• Cells
• Water and Nutrient Transport
• Plant growth and reproduction
4. Animal anatomy and physiology
• Cells
• Tissues
• Organs
5. Structure and function of the body and their
examination
• Structure of the body
• Operation and regulation of organs,
systems and organ systems
6. Genetics
7. Organisms and their environment
8. Biodiversity
• Biomes and ecosystems
• Phenology
• Pollution
9. Health Education
Delivery and course work:
Method of teaching: 16 hours of contact
teaching per subject. Different methods of
sensitivity, science and value education are
used during the courses.
Method of completing: Active participation
in the contact teaching and a final exam. The
exam can be replaced with some alternative
method of completion agreed separately with
the teacher responsible for the course.
Timing of studies: 2. academic year, spring
term
Required reading:
1. Peruskoulun opetussuunnitelman perusteet
(biologian osalta) www.oph.fi ja
2.Virtanen, L. & Kankaanrinta, I. (1989) Biologia koulussa. Helsinki:Yliopistopaino. tai:
Ahtee, M., Kankaanrinta, I. & Virtanen, L. (1994)
Luonnontieto koulussa. Helsinki: Otava. Or:
Wynne, H. 1996. The teaching of Science in
Primary Schools. London: David Fulton. Or
Wellington, J. 1998. Secondary science.
Contemporary issues and practical
approaches. London: Routledge.
Course convener: Eila Jeronen
Geography
Code: 406029A
ECTS: 2.0 pts. (1 cr.)
Assessment: 0 – 5
Geography is a part of natural science
subjects. The goal of teaching and learning of
the subjects is that the learners comprehend
their responsibility of nature, constructed
environments, themselves and other people.
Students gather and construct information
during the courses and develop skills for
planning and implementing of teaching situations
and environments so that the scientific thinking
of a pupil and its development is possible
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from individual, interactive and collaborative
perspectives.
During the course in geography, students get
acquainted with integral issues and phenomenon
relating to natural and cultural geography.
Content:
1. Introduction
• Overview of the aims, contents and
methods of completion of the course
• The curriculum of geography
2. Maps and teaching of maps
• Different maps
• Different approaches to teaching of maps
3. Space, climate and weather
• Earth in the universe and solar system
• Climatic zones
• Weather and observing of it
4. Natural resources and livelihoods
• Organic and inorganic material
• Soil types, rocks, minerals and ores
• Structure of livelihoods
5. Landscapes and use of land
• Topography
• Types of landscapes
• Built environment
6. Interaction between human beings and the
environment
• Environmental relation
• Sustainable development
7. Multiculturalism as a thematic entity
The course aims that students
• Familiarize themselves with the curriculum
of geography, and environmental and
natural science studies
• Broaden and deepen their knowledge and
understanding regarding the environment
of nature and built environment,
comprehension of issues and phenomenon,
and different cultures.
• Get acquainted with planning,
implementing and evaluation of teaching of
geography, and environmental and natural
science studies.
• Reflect their growth and development
from the viewpoint of sustainable
development and functioning as a teacher
of geography, and environmental and
natural science studies
Delivery and course work:
Method of teaching: 16 hours of contact
teaching per subject. Different methods of
sensitivity, science and value education are
used during the courses.
Method of completing: Active participation
in the contact teaching and a final exam. The
exam can be replaced with some alternative
method of completion agreed separately with
the teacher responsible for the course.
Timing of studies: 2. academic year, fall term
Required reading:
1. Peruskoulun opetussuunnitelman perusteet
(maantiedon osalta) www.oph.fi ja
2. Rikkinen, H. (1997 tai uudempi painos)
Maantiede peruskoulun ala-asteella.
Helsingin yliopisto, opettajankoulutuslaitos.
or:
Rikkinen, H. (1998) Maantiede peruskoulun
yläasteella. Helsingin yliopisto,
opettajankoulutuslaitos.
or:
Wiegand, P. 1994 tai uusin painos. Children
and Primary Geography. Trowbridge,
Wiltshire: Redwood books
or
Tilbury, D. & Williams, M. (ed.) 1997 tai uusin
painos. Teaching and learning geography.
London & New York: Routledge
Haubruch (Hrsg.) H. 2006. Geographie
unterrichten lernen. Die neue Didaktik der
Geographie konkret.
Course convener: Eila Jeronen
Health education
Code: 406030A
ECTS: 1.0 pts. (1 cr.)
Assessment: 0 – 5
Health education is a part of natural science
subjects. The goal of teaching and learning of the
subjects is that the learners comprehend their
responsibility of nature,constructed environments,
themselves and other people. Students gather and
construct information during the courses and
develop skills for planning and implementing of
teaching situations and environments so that the
scientific thinking of a pupil and its development
is possible from individual, interactive and
collaborative perspectives.
During the course in health education,
students familiarize themselves with, through
operational methods, how pupils are supported
in adapting a healthy lifestyle.
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M.Ed.
The course aims that students:
• Understand the multidimensional nature of
health and sickness
• Get acquainted with concepts relating to
health and the bases of promoting health
• Contemplate relations between ways of
life and health and educational challenges
regarding promoting health
• Form a general picture of the mental
development of children and adolescents
• Perceive the operational principles of
human structure and system
• Reflect on their assumptions and actions
from the viewpoint of working as a health
education teacher
Content:
1. Introduction
• Overview of the aims, contents and
methods of completion of the course
• The curriculum of health education
2. Basics of health education
• Health as a concept
• Sickness as a concept
3. Ways of life
• Control in life and intoxicants
• Nutritional habits
• Physical activeness, rest and physical
condition
4. Challenges for the mental development of
children and adolescents
• Mental development, development functions
and challenges of children and adolescents
• Dimensions of mental health
5. Structure and function of the body and their
examination
• Structure of the body
• Operation and regulation of organs,
systems and organ systems
Delivery and course work:
Method of teaching: 16 hours of contact
teaching per subject. Different methods of
sensitivity, science and value education are
used during the courses.
Method of completing: Active participation
in the contact teaching and a final exam. The
exam can be replaced with some alternative
method of completion agreed separately with
the teacher responsible for the course.
Timing of studies: 3. academic year, fall term
Required reading:
1. Peruskoulun opetussuunnitelman perusteet
(terveystiedon osalta) www.oph.fi
2. Vertio, H. (2003) Terveyden edistäminen.
Helsinki: Tammi.
OR:
Kannas, L. & Tyrväinen, H. (toim.) 2005.
Virikkeitä terveystiedon opetukseen.
Terveyden edistämisen tutkimuskeskus.
OR:
Egger, G., Spark, R. & Donovan, R. 2005. Health
promotion strategies and methods. Second
edition.
OR:
Peltonen, H. & Kannas, L. (2004) Terveystieto
tutuksi. Tervettä tietoa opetuksen tueksi.
Helsinki: Opetushallitus.
Or other books agreed separately with the
teacher responsible for the course.
Course convener: Eila Jeronen
Arts Module
ECTS: 30 pts.
Assessment: 0 – 5
Studies in the Arts Module provide students
with such fundamental knowledge and skills in
arts and crafts as will allow them to carry out
and develop the basic educational curriculum
in line with pupil achievement. Another goal is
to foster an understanding for the educational
significance of the different arts and the skill
building process from the perspective of child
development.
Studies in the Arts Module comprise
the following courses:
406031A Music (8 pts.)
406032A Art (6 pts.)
406033A Crafts/Textile Work/Technology
(6 pts.) OR
406034A Crafts/Technical Work and Technology (6 pts.)
406035A Physical Education (6 pts.)
406036A Basics of Art and Practical
Education (1 pts.)
406037A Optional Studies in Art and
Practical Education (2 – 6 pts.)
407517A Thematic Practice (1 pts.)
Students may take one arts and crafts
course as a reduced 4 credit study unit.
Course convener: Teachers in the Arts
Module
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Music
Code: 406031A
ECTS: 8.0 pts. (4,5 cr.)
Assessment: 0 – 5
In Music Studies, music education is viewed
in the larger framework of cultural and art
education. Students make music in groups and
acquire the subject knowledge and pedagogical
skills necessary for music education in school.
Music education comprises the following
courses:
1. Pedagogical Applications of Music
Education (3 pts./ 2 cr.)
Students acquaint themselves with such
pedagogical applications of music education
as working with a large musical group and
paying attention to different level students.
They are also introduced to the contents and
methods of the subject through a wide range
of activities.
2. Voice and Singing (1 pts./ 0,5, cr.)
Students learn effective use of voice together
with various ways of teaching vocal expression
and singing. They are also encouraged to use
their voice for creative personal expression.
3. Listening - Practical Adaptations in Music
Education (1 pts./ 0,5 cr.)
Students will be introduced to listening
education as a natural ingredient of different
ways of working with music. They also
familiarize themselves with a range of music
cultures, styles and stylistic periods and learn
to adopt diverse approaches to music.
4. Music Theory in Practice (1 pts./ 0,5 cr.)
Students learn to understand and use musical
concepts and notation when listening to or
making music.
5. Accompaniment Instrument / Piano or
Guitar (2 pts./ 1 cr.)
Students learn to play accompaniment in
diverse musical settings. Focusing mainly on
free accompaniment, the course helps to
advance creative self-expression and the ability
to follow music by ear.
1. Pedagogical Applications of Music
Education, 3 pts. (2 cr.)
Objectives and content of learning:
• Familiarize students with the pedagogical
contents and uses of music in primary
school through extensive music-making
(singing, playing, music and rhythmic
exercises as well as musical innovation)
• Present basic techniques and pedagogical
uses of school instruments (percussive
instruments, percussion instruments, band
instruments, self-made instruments, recorders
and kantele (traditional Finnish harp))
• Music education is a holistic arts
and culture-based education which
incorporates physical activities, drama,
other arts and skills as well as extramusical
themes.
Delivery and course work: Small groups
40 h
Assessment: pass/fail
Course convener: N.N.
2.Voice and Singing, 1 pts. (0,5 cr.)
Objectives and content of learning:
• Provide practice in the proper use and
maintenance of voice, vocal expression
and their pedagogical application through
singing, speech and play-like exercises.
Delivery and course work: Small groups
14 h and independent work 13 h
Assessment: pass/fail
Course convener: Maria Mustonen
3. Listening Education, 1 pts. (0,5 cr.)
Objectives and content of learning:
• Listening education is an integral part
of all musical activities and helps to put
music in a time and place and to gain an
appreciation for culturally different types
of music
• Music is approached by adding such
elements to listening as enhance focusing
on it (physical, verbal, visual or musical
stimuli)
• Music listening proceeds from experiences
and emotions to concepts
Delivery and course work: Small groups
14 h and independent work 13 h
Assessment: pass/fail
Course convener: Marja Ervasti
4. Music Theory in Practice,
1 pts. (0,5 cr.)
Objectives and content of learning:
• To offer an introduction to musical
notation, chord markings, keys and
intervals
• Practical competence is acquired through
instrument playing (piano/guitar)
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Delivery and course work: teaching
takes place in one term and includes 14 h
of contact teaching and 13 h of independent
work
Assessment: 0 – 5
Course convener: Markku Pehkonen and
Liisa Rännäli
5. Accompaniment Instrument/Piano
or Guitar, 2 pts. (1 cr.)
Objectives and content of learning:
• To familiarize students with different
musical notation systems, real chord
symbols, different styles of music and
accompaniment as well as playing
techniques
• Group lessons involve directing and
accompanying communal singing and music
playing
Delivery and course work: teaching 20 h
and independent work 33 h
Assessment: 0 – 5
Course convener: Markku Pehkonen and
Liisa Rännäli
Literature:
Alho, E., Hautsalo, H. & Perkiö, S. 1992.
Kuuntelun aika. Wsoy.
Ervasti, M. 2003. Lorutan laulun, sävellän
sillan, piirrän partituurin, äänikuvitan
kertomuksen-musiikillinen keksintä
osana sovellettua orff-pedagogiikkaa.
Lisensiaatintutkimus. Kasvatustieteiden
tiedekunta. Oulun yliopisto.
Hyvönen, L. 1995. Ala-asteen oppilas musiikin
kuuntelijana.Väitöskirja. Studia Musica 5,
Sibelius-Akatemia.
Hyvönen, L. 1996.Yksilönkehityksen
varhaisvaiheet musiikin kokemisen
perustana. Musiikkikasvatus 1(1): 66 – 69.
Hyvönen, L. 1997. Onko musiikin
kuuntelukasvatus musiikin historian
opetusta? Musiikkikasvatus 2(2): 19 – 33.
Styng, J. 1997.Vapaa säestys ja melodiasoitto
kitaralla. Opi musiikkia 1. Oulun yliopisto.
Styng, J. 1998. Pop/Jazz-improvisaatio kitaralla.
Opi musiikkia 2. Oulun yliopisto.
Tenni, J. & Varpama, J. 2004.Vapaa säestys ja
improvisointi. Otava.
Ajankohtaiset musiikkikasvatuksen
artikkelit ja www-materiaali (esim.
MOVE, Normaalikoulun ops, OPH:n
opetussuunnitelmien perusteet).
Eri kustantajien (mm. WSOY, Otava, WarnerChappell) perusopetuksen musiikin
oppikirjat ja niiden oheismateriaali.
Eri musiikkityylien ja -lajien soittomateriaalia,
kuten oppi- ja nuottikirjoja sekä
soittooppaita eri kustantajilta.
Literature (in English): introduced by the
lecturers at the beginning of the course.
Course convener: Asta Pihlajaniemi
Art
Code: 406032A
ECTS: 6.0 pts. (3,5 cr.)
Assessment: 0 – 5
During this course, students’ visual thinking
will be enhanced using methods of visual
expression, colour theory, composition and
a range of techniques and materials, including
drawing, painting, design and school graphics.
The emphasis will be on experiences and
emotions as well as on such skills relating to
work, information retrieval, interpretation
and evaluation as are part and parcel of visual
arts. Course contents focus on examining
and reflecting on didactic and pedagogical
applications of visual art teaching and
curriculum development.
Content:
Visual Art Education
• Children’s drawings and artistic development
• Visual arts in learning and teaching
• Core visual arts curriculum
• Thematic entities and assessment
Visual Cultures
• Knowledge of visual arts
• Artistic experiences and conceptions of art
• Artistic images and commercial images
• Cultural institutions and pedagogy
Media and Visual Communication
• Analysis and interpretation of images
• Advertising images, photographic images
and film
Environment Education
• Perceptional and experiential environment
• Cultural and natural environment
• Architecture and design
Delivery and course work: Lectures and work
in small groups 84 h; independent work 78 h
Assessment: Exercises and portfolio (0 – 5)
Literature: Supplementary reading
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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Hakkola, K, Laitinen, S, Ovaska-Airasmaa, M.
1991. Lasten taidekasvatus. Hämeenlinna:
Kirjayhtymä Oy.
Karppinen, S, Puurula, A, Ruokonen, I. 2001.
Taiteen ja leikin lumous. Helsinki: Finn lectura.
Koskenala, H-L. & Sabelström-Leppänen. 2004,
Minä maalaan 2. Tammi.
Khula Udweba. 1989. A handbook about
teaching art to children. African institute
of art.
Ojala, A. 1999. Kuviskimara. Tammi.
Ojala, A. 2004. Kuviskimara 2. Tammi.
Perusopetuksen opetussuunnitelman perusteet;
kuvataide 2004. Helsinki: Opetushallitus.
Saari, P. 2004. Kuvaamataidon ja käsityön
ideoita. Otava.
Saari, P. 2005. Paletti 1. Otava.
Tolonen, M. 1998. Matka taiteen historiaan.
Helsinki: Tammi.
Turtiainen, M. & Raitmaa, M. (toim.)
2004. KOPS Kiasman kiertokoulun
opetussuunnitelma. Nykytaiteen museon
julkaisuja 91. Helsinki:Valtion taidemuseo.
Töyssy, S. & Vartiainen, L. & Viitanen, P. 1999.
Kuvataide.Visuaalisen kulttuurin käsikirja.
Helsinki: WSOY.
Wetzer, H. 2000.Värivaaka. Helsinki: Tammi.
Literature (in English): introduced by the
lecturers at the beginning of the course.
Course convener: Minna Myllykangas and
Tapio Tenhu
Crafts/Textile Work and Technology
Code: 406033A
ECTS: 6.0 pts. (3,5 cr.)
Assessment: 0 – 5
These studies aim at helping students to
understand the role and responsibility of
crafts as part of the educational mission of
comprehensive school. Learning and teaching
are approached from the traditions and
current practices of crafts and textile work,
with a focus on future challenges. Viewed
both from an aesthetic and a technological
perspective, textiles are seen as constituting
the immediate environment of humans and as
part of the constructed environment. Through
a cooperative approach, students become
acquainted with the contents of the subject
area and technological problem solution. The
scientific basis of textile work can be found
in handicrafts science as well as crafts, art and
technology education.
Crafts/Textile Work and Technology studies
comprise three courses:
1. Material, sewing and clothing
technology (2 pts./ 1 cr.)
In material technology, students consider
textiles in terms of their fiber material and
fabric structure and as products. Sewing and
clothing technology is studied by making
a garment from an elastic material and by
lengthening the live span of another garment
by repairing it. Students evaluate their own
learning process both theoretically and
practically using a portfolio.
2. User-cantered design and production
and problem solving in crafts and
technology (2 pts./ 1 cr.)
This course familiarizes students with usercantered design and problem solving in crafts
and technology. They collaborate to design and
manufacture a functional prototype that solves
a particular problem. Theoretical contents
and practical processes are documented and
analyzed using the portfolio approach. The
course also includes excursions.
3.Pedagogical and didactic considerations
(2 pts./ 1,5 cr.)
Product design, manufacture and evaluation
processes are viewed within the framework of
crafts, technology and art education. Teaching
is problem-based and learning is assessed by
means of portfolios.
Delivery and course work:
• Studies include teaching in large and
small groups, individual work and partially
optional participation in workshops
• Completion requires active participation
• Both theoretical and practical studies are
documented in a partially digital, partially
3-dimensional pedagogical portfolio
• Theoretical knowledge can also be tested
through an examination
• Part of studies are common to all craftsoriented courses (textile work and
technology)
• Material, sewing and clothing technology:
lectures 10 h, small groups 18 h,
independent work 26 h
• User-cantered design and production
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and problem solving in crafts and
technology: lectures 8 h, small groups 20 h,
independent work 26 h
• Pedagogical and didactic considerations:
lectures 10 h, small groups 18 h,
independent work 26 h
Assessment:
• Evaluation consists of cooperative
evaluation, peer evaluation, self-evaluation
and evaluation by teacher
• Exercises are graded pass or fail
• Final assignment and teaching portfolio will
be evaluated on the basis of agreed criteria
and graded 0 – 5
Literature:
Karhu, P., Malmström, M. & Mannila, T. 2002.
Hyvä sauma. Otava.
Kojonkoski-Rännäli, S. 1998. Työ tekijäänsä
kiittää – totta toinen puoli. Turun yliopisto.
Kasvatustieteiden julkaisusarja A:189
Lindfors, E. 2005. En teknologisk produkt i
pedagogisk slöjd. Teoksessa Kullas, S. &
Pelkonen, M-L. (Toim.) The relationship
of Nordic handicraft studies to product
development and technology. Techne Series.
Research in Sloyd Education and Crafts
Science B:14/2005, 239 – 250.
Lindfors, E. 2003. Product evaluation in
pedagogical context. Teoksessa C.
Benson, M. Martin & W. Till (toim.)
Fourth international primary design and
technology conference. Designing the
furture. Centre for research in primary
technology. University of Central England.
Lindfors, E. 2002. Textiles and technology
education. Teoksessa Kantola, J. & Kananoja,
J. (toim.) Looking at the future: Technical
work in context of technology education.
University of Jyväskylä. Department of
Teacher Education. Research 76, 118 – 128.
Lindfors, E. 2001 Taide ja teknologia
– näkökulmia käsityökasvatuksen
tulevaisuuteen. Teoksessa L. Hyvönen &
E. Lindfors (toim.) Tehhään yhesä! Taideja taitokasvatuksen tulevaisuus. Oulun
yliopisto. Kasvatustieteiden tiedekunta.
Selosteita ja katsauksia 1/2001, 85 – 96.
Perusopetuksen opetussuunnitelman perusteet:
Käsityö. 2004. Helsinki: Opetushallitus.
Suojanen, U. 1993. Käsityökasvatuksen
perusteet. Porvoo: WSOY.
Tapaninen, R. (toim.) 2002. Peruskoulun
käsityön opetustilojen suunnitteluopas.
Tekninen työ ja tekstiilityö.
Additional literature: Lecture materials,
topical articles as agreed
Literature (in English): introduced by the
lecturers at the beginning of the course.
Course convener: Jaana Anttonen
Crafts/Technical Work and Technology
Code: 406034A
ECTS: 6.0 pts. (3,5 cr.)
Assessment: 0 – 5
Core curriculum in technical work
encompasses knowledge and skills required to
teach technical work in primary school.
These studies comprise three courses:
1. Traditional Handicraft in the Context of
Technical Work (2 pts./ 1 cr.)
2. Mechatronic Applications 2 pts./ 1 cr.)
3. Electronics Applications (2 pts./ 1,5 cr.)
Emphasis on the first of these courses is on
traditional handicraft. Through lectures and
exercises, students familiarize themselves with
common materials used in technical work and
learn how to machine them. Work begins with
individual design, written documentation is
used during design and implementation, and
products are directed toward application at
the primary school level. The second course
focuses on the application of basic mechatronic
principles to technical work at the primary
school level. Adopting a didactic approach, the
course combines mechanical and electrical
elements into technological constructs that
can be brought under critical pedagogical
scrutiny.The main goal of the third course is to
lead students toward an understanding of the
fundamental principles of electrical engineering
and electronics through individual design,
experimentation and construction. Students’
didactic competence is developed with the
primary school pupil in mind.
Content:
1. Traditional Handicraft in the Context of
Technical Work (2 pts./ 1 cr.)
• Students become familiar with common
materials and their machine-tooling
through lectures and exercises
• Starting point for work is individual design
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• Using writing as a tool, design and
implementation of work is directed toward
application to technical work in primary
schools
• Course is offered in the autumn term of
the first year
2. Mechatronic Applications (2 pts./1 cr.)
• Students learn to apply basic mechatronic
principles to primary level technical work
• Didactic starting point
• Mechanical and electronic elements are
combined into technological constructs that
are assessed and analyzed in written reports
• Course is offered in the spring term of the
first year
3. Electronics Applications (2 pts./1,5 cr.)
• Students are guided toward an
understanding of the fundamental
principles of electrical engineering and
electronics through individual design,
experimentation and construction
• Emphasis on developing didactic competence
• Course is offered in the autumn term of
the second year
Assessment:
• Mainly numerical grades, sometimes pass/fail
• Written and/or web-based materials
produced during the course will be
assessed for content and didactic
methodology
• Instead of producing such materials, these
studies may be completed by examination
based on lecture materials and course
books
• Material objects produced by students
during exercises will be graded numerically
paying particular attention to their
pedagogical value and functional and
aesthetic aspects
• Ratio between assessment of material
objects and written materials is 2:1
Delivery and course work:
• Traditional Handicraft in the Context of
Technical Work: lectures 6 h, small groups
22 h,
• Electronics Applications: lectures 4 h, small
groups 24 h
• Electronics Applications: lectures 6 h, small
groups 22 h
Literature:
Bendix, F. 1974. Metallialan perustyöt. Porvoo:
WSOY.
Häti-Korkeila, M. & Kähönen, H. 1985.
Tuotesuunnittelun perusteita. Porvoo,
Helsinki, Juva: WSOY.
Kemppainen, T. (toim.) 1989. Puualan
perusoppi 2. Puun rakenne ja ominaisuudet.
Helsinki: Otava.
Aadeli, S. 2004. Käsityön työturvallisuusopas
teknisen työn ja tekstiilityön opetukseen.
Helsinki: Opetushallitus.
Lavonen, J. & Lindh, M. & Antila, T. & Autio,
O. 1995. Elektroniikka omaksi. Espoo:
Weilin&Göös.
Lavonen, J. & Lindh, M. & Autio, O. & Antila, T.
1997. Elektroniikka omaksi: opettajan opas.
Helsinki: MFKA-kustannus.
Lindh, M. 1985. Luovuuden merkityksestä
teknisessä työssä. Oulu.
Lindh, M. 1989. Tekniikan taitaja. Jyväskylä:
Gummerus.
Lindh, M. & Metsäkalla, J. 1991. Tekniikan
mestarit I. Jyväskylä: Gummerus.
Norman, E. & Cubitt, J. & Urry, S. & Whittaker,
M. 1995. Advanced Design and Technology.
2nd ed. Harlow: Longman.
Ojala, E. & Räsänen, J. 1991. Puualan perusoppi
8: Kursoava työstö; viimeistely. Helsinki:
Otava.
Opetushallitus 1989. Tekninen piirustus 3. – 6.
Helsinki:Valtion painatuskeskus.
Saari, J. 1982. Ergonomian perusteet.Vantaa:
Työterveyslaitos.
Sahi, T. 2003. Ensiapuopas. Helsinki: Duodecim:
Suomen Punainen Risti.
Literature (in English): introduced by the
lecturers at the beginning of the course.
Course convener: Teuvo Pussila
Physical Education
Code: 406035A
ECTS: 6.0 pts. (3,5 cr.)
Assessment: 0 – 5
Students acquaint themselves with the
objectives, contents and teaching methods
of physical education. The aim is to gain
such knowledge and skills as gives them the
competence to teach physical education
classes in grades 0 – 6.
Physical Education comprises the following
courses:
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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M.Ed.
1. Orientation Toward Didactics and
Pedagogy in Physical Education
2. School Gym as a Physical Education
Environment
3. Snow, Ice and Water as Physical Education
Environments
4. Immediate Environment of the School in
Autumn and Spring
5. Independent Work in Physical Education
(LOTTO)
Content:
1) Orientation Toward Didactics and Pedagogy
in Physical Education (12 h)
• Societal justification for physical education
• Physical education = education for physical
exercise and education through physical
exercise
• Based on latest research on physical exercise
and sport and on physical education
• Physical education curriculum and teaching
process
• Approaches to teaching physical education
• Adventure education
2) School Gym as a Physical Education
Environment (38 h)
• Ball games, including ball handling,
basketball, volleyball and floorball
• Gymnastics, including basic gymnastics,
rhythmic gymnastics and gymnastics with
apparatus
3) Snow, Ice and Water as Physical Education
Environments (12 h)
• Cross-country skiing
• Skating
• Swimming ability must be demonstrated
4) Immediate Environment of the School in
Autumn and Spring (22 h)
• Track and field
• Outdoor ball games, including soccer and
Finnish baseball
• Cross-country and nature sports
5) Independent Work in Physical Education
(LOTTO) (76 h)
• Students keep an exercise log
• Preliminary activities for physical exercises
(2 – 5 h)
• Summaries of conducted lessons (5 – 10 h)
• Planning lessons for students’ own classes
(2 h)
• Preparing for the examination (10 h)
• Acquiring and training swimming skills
(0 – 20 h)
• Practicing students’ own physical exercise
skills (20 – 40 h)
• Participating in health-enhancing physical
activities (4 – 10 h)
• Introduction to sports culture and
school sports events, including ball games,
gymnastics and dancing exhibitions, interschool competitions such as the Hese race
and Valio relay race, school sports events
such as Jumppasirkus (gymnastics circus)
and Jumppajuna (gym train) (8 – 20 h)
• Compiling a list of references from PE
teaching materials
Delivery and course work: lectures 8 h,
small groups 76 h and independent work 76 h
Timing:
I year autumn/ total 38 h:
• Lectures 8 h
• Adventure education 4 h
• Track and field 6 h
• Indoor ball games 12 h
• Basic gymnastics 8 h
I year spring/ total 24 h:
• Gymnastics with apparatus 8 h
• Cross-country skiing 6 h
• Outdoor ball games 10 h
II year autumn/ total 16 h:
• Rhythmic gymnastics 10 h
• Cross-country and nature sports 6 h
II year spring/ total 6 h:
• Skating 6 h
• Swimming ability must be demonstrated
1 year exercises 3 pts. (2 cr.)
Examination 1 pts. (0,5 cr.)
2 year exercises 2 pts. (1 cr.)
Literature:
Heikinaro-Johansson P. (toim.) 2003.
Näkökulmia liikuntapedagogiikkaan,
soveltuvin osin.
Perusopetuksen opetussuunnitelman
perusteet (liikunnan osuus). Opetushallitus
2004.
Literature (in English): Introduced by the
lecturers at the beginning of the course.
Course convener: Physical Education
lecturer
Basics of Art and Practical Education
Code: 406036A
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ECTS: 1.0 pts. (0,5 cr.)
Assessment: pass/fail
Students become acquainted with the basic
philosophical and pedagogical principles and
applications of art and practical education. This
course combines practical skills with an art
philosophical discussion, which takes the form
of expert lectures organized in collaboration
with the Youth and Culture Centre of Oulu.
Practical activities are conducted in workshops
by integrating art and practical education
with other subjects and courses in the basic
educational curriculum. The magic lamp
method, developed in film education, is used
a tool of integration. Students also become
familiar with basic animation techniques.
Delivery and course work: Small groups
14 h
Literature: Literature (in English) introduced
by the lecturers at the beginning of the course.
Course convener: Minna Myllykangas and
Pia Leppänen
ECTS: 5.0 pts.
Course convener: Gordon Roberts
Optional Studies in Art and Practical
Education
ADVANCED STUDIES
IN EDUCATIONAL SCIENCES
Code: 406037A
ECTS: 2.0 op– 6.0 pts. (1,5 – 3,5 cr.)
Assessment: pass/fail
Optional studies consist of art and practical
studies or integrating thematic units. Optional
studies and their completion are announced
separately at the beginning of each term. The
extent of optional studies is 2.0 points (1.5 cr.),
and the amount of contact teaching is 14 h/
point.
Optional courses are not compulsory, if
the amount of achieved points within Art and
Practical Education otherwise exceeds 30.
Literature: Literature (in English) introduced
by the lecturers at the beginning of the
course.
Course convener: Marja Ervasti
Code: A250506
ECTS: 80.0 pts.
Assessment: 0 – 5
Advanced Studies in Educational
Sciences consist of following courses:
408501S Global Education (5 pts.)
408502S Development and Education (4 pts.)
408503S Educational Policy and Leadership
(5 pts.)
408519S School Experience II (8 pts.)
408520S Advanced Professional Practice
(9 pts.)
408508S Seminar III: Education and
Professional Ethics (3 pts.)
408509S Research Methods II (5 pts.)
408510S Master’s Thesis (40 pts.)
408511S Educational Administration (1 pts.)
Course convener: Leena Syrjälä
9.2 MASTER’S DEGREE (120 POINTS)
Global Education
LANGUAGE, COMMUNICATION
AND ORIENTATION (M.ED.)
Code: 408501S
ECTS: 5.0 pts. (3 cr.)
Assessment: 0 – 5
The aim is to familiarise with the value basis and
Language, the Learner, the School
Code: 405510Y
ECTS: 5.0 pts. (3 cr.)
Assessment: pass/fail
The aim of this course is to sensitise to the
role of language in education, culture and
society. The course discusses the relationship
between language, culture and identity. It
focuses on the role and functions of education
in these complex interrelations from the
point of view of human rights, identity, various
competences, policies, practices, and changing
societal contexts.
Delivery and course work: L 20 h,
workshop 30 h
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Gordon Roberts
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M.Ed.
contents of international/global education. The
course introduces the human rights process
and the main areas of global/international
education: human rights, equity, peace and
conflict research, culture education, media
education, development studies and sustainable
development. It also focuses on the role and
responsibility of formal and informal education
in the implementation of global education and
introduces the organisations connected with it.
Delivery and course work: workshop 40 h,
visiting lecturers and workshops 50 h
Required reading:
Featherstone, M. 1995. Undoing culture.
Globalisation, postmodernism and identity.
London: Sage.
Arnove, R.F. & Torres, C.A. (eds.) 1999. Comparative education: The dialectic of the global
and the local. Lanham: Rowman and Littlefield.
Burbules, N. C. & Torres, C. A. (eds.) 2000.
Globalisation and education. Critical
perspectives. London: Routledge.
Course convener: Rauni Räsänen
Development and Education
Code: 408502S
ECTS: 4.0 pts. (3 cr.)
Assessment: 0 – 5
The aim is to sensitise to the various
interpretations of development and the
responsibility of individuals, groups and
organisations to search for more sustainable
alternatives. The course analyses various
theories and indicators of human and social
development and sustainable development
as cultural, social, ecological, ethical and
economical concept. It discusses globalisation
as a threat and possibility and the values
directing and re-directing it. It analyses the new
learning environments and changing contexts
of education on the local and global levels. It
also discusses the relationship between the
north and south and possibilities for sustainable
development co-operation.
Delivery and course work: visiting
lecturers and workshops 32 h
Required reading:
Allen, T. & Thomas, A. (eds.) 2000. Poverty
and the development in the 21st century.
Oxford university press.
Puuronen,V. et al. (eds.) 2004. New challenges
for the welfare
society. Joensuu: yliopistopaino.
Course convener: Rauni Räsänen
Educational Policy and Leadership
Code: 408503S
ECTS: 5.0 pts. (3 cr.)
Assessment: 0 – 5
The aim is to familiarise with educational
decision making, planning and implementation,
and the role of leadership in the process. The
module analyses the functions of educational
policy and the tensions between politics and
educational policy. It introduces both national
and international policies and discusses the
processes of decision making, planning and
implementation on national and institutional
levels. It pays special attention to the nature
of leadership in these processes and to what it
means to lead a change.
Delivery and course work: visiting
lecturers and workshops 40 h
Required reading:
Lehtisalo-Raivola, 1986. Koulutuspolitiikka.
Kotter, 1996. Leading Change.
Course convener: Maria-Liisa Järvelä
School Experience II:
Master’s Level (SE I)
Code: 408519S
ECTS: 8.0 pts. (5 cr.)
Assessment: pass/ to be supplemented/ fail
For further information, see chapter HARJ,
which includes the Practice Programme for
Master of Education, International Programme
(Luokanopettajakoulutusten harjoitteluohjelmat).
The practice programme can be found
from Internet: http://www.oulu.fi/ktk/
luokanopettajakoulutus/
Course convener: Leena Syrjälä, Rauni
Räsänen and Maria-Liisa Järvelä
Advanced Professional Practice (APP)
Code: 408520S
ECTS: 9.0 pts. (6 cr.)
Assessment: pass/ to be supplemented/ fail
For further information, see chapter HARJ,
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
OPINTO-OPAS 2006 – 2008
153
which includes the Practice Programme for
Master of Education, International Programme
(Luokanopettajakoulutusten harjoitteluohjelmat).
The practice programme can be found
from Internet: http://www.oulu.fi/ktk/
luokanopettajakoulutus/
Course convener: Leena Syrjälä, Rauni
Räsänen and Maria-Liisa Järvelä
Seminar III:
Education and Professional Ethics
Code: 408508S
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
The aim is to develop sensitivity to education as
an ethical issue and to develop one´s personal
educational philosophy and professional
ethics. The course discusses ethical problems
from various theoretical and philosophical
perspectives and different approaches to teach
ethical questions at school. It discusses ethical
problems as local and global questions and the
scope of caring and responsibilities.
Delivery and course work:
workshops 24 h
Required reading: Reading list for the
Seminar will be given to the participants
before the Seminar starts.
Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Research Methods II
Master’s Thesis
Code: 408510S
ECTS: 40.0 pts. (20 cr.)
Assessment: approbatur–laudatur
The aim is to produce a high-quality research
and to learn to collaborate in a research group.
Participants practise the skills of working in a
research group: presenting one´s research plan,
defending it, discussing various approaches,
learning about literature in the field, evaluating
theses together.
Delivery and course work: seminar 24 h,
master’s thesis, maturity test
Required reading: To be agreed
Course convener: Professors from
Educational sciences
Educational Administration
Code: 408511S
ECTS: 1.0 pts. (1 cr.)
Assessment: pass/fail
For further information, see 408019S Opetushallinnon perusteet in Luokanopettajakoulutus.
Course convener: Eva Raudasoja, Timo
Lappi and Maarit Junkkari
OPTIONAL STUDIES
Optional Studies:
Educational Administration
Code: 408509S
ECTS: 5.0 pts. (3,5 cr.)
Assessment: 0 – 5
The aim is to gain profound knowledge of
either qualitative or quantitative methods in
educational research. The students choose
either quantitative or qualitative methods and
study thoroughly that approach.
For further information, see 413005S Tutkimuskurssi II in Luokanopettajan koulutus.
Delivery and course work: L 22 h,
workshop 20 h, independent work 92 h
Required reading:
Metsämuuronen, J. 2003.Tutkimuksen tekemisen
perusteet ihmistieteissä (soveltuvin osin).
Helsinki: International Methelp.
Course convener: Jouni Peltonen, Kalle
Reinikainen and Leena Syrjälä
Code: 408521S
ECTS: 1.0 pts. (0,5 cr.)
Assessment: pass/ fail
For further information, see 416012A Valinnainen kurssi: Opetushallinnon perusteet in
Luokanopettajan koulutus.
Delivery and course work: This course is a
part of the course Educational Administration
including workshop 4 h and an essay.
Course convener: Eva Raudasoja, Timo
Lappi and Maarit Junkkari
Optional Studies: Foreign Language
Code: 405509Y
ECTS: 3.0 pts. (2 cr.)
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.
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Assessment: pass/fail
ECTS points given automatically after 3 years
of studying.
Course convener: Gordon Roberts
Optional Studies: Mathematics Manipulatives
M.Ed.
ECTS: 2 pts. (1 cr.)
Assessment: pass/fail
The course deals with problem based mathematics teaching using manipulatives. The students design and construct mathematics manipulatives usinf different materials and learn to
teach mathematics using them.
Delivery and course work: Workshop 16 h
and independent work
Course convener: Vesa-Matti Sarenius
Optional Studies: Multimedia
as a Learning Project (TVT2)
Code: 405514Y
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
Aim: Interactive computer-based multimedia
offers an exhilarating and versatile environment
for learning and teaching.The aim of this course
is to gain technological and pedagogical skills
needed to develop and evaluate educational
multimedia applications.
Content:
• Introduction to multimedia
• Multimedia as interactice, pedagogical
process
• Digital voice/sound
• Digital image
• Multimedia software for educational
purposes
• Netbased animation
• Netbased learning environments
• Evaluation seminar
Delivery and course work: 10 h lecturing,
20 h workshop, 10 h netbased work
Course convener: Kari Kumpulainen
Optional studies: Information Society
as a Pedagogical Challenge (TVT3)
Code: 405515Y
ECTS: 3.0 pts. (2 cr.)
Assessment: pass/fail
Aim: Today’s professional educator needs both
technical and pedagogical skills. The aim of this
course is to get acquainted with possibilities
and challenges of educational technology.
Depending on students interests the focus
will be on research-based litterature or on
practicing technical and pedagogical skills.
Content:
Practical implementation depends on target
group – there are two choices:
a) Research based seminar
• Global aspects of information society
• Thematic interest groups: eg. Citizen of
Information Society; Mediabased Education;
Culture of Cyberspace; Technology Based
Subcultures; Mental and Physical Well-being
in Information Society; Computing Addiction
• Research-based referate
• Mini-lecture in seminar
b) Technical and Pedagogical Skills
• Computer as a technical construction
• ICT curricula in schools
• Teaching methods in ICT
• ICT-lab & other technological
environments
• Wireless communication
• Computer based learning / education
• Educational simulations
• Computer based collaborative learning
• Pedagogy and netbased learning
environments
• ICT lesson-plan in theory and in practise
(will be videotaped), feedback
Delivery and course work: 10 h lecturing,
20 h workshop, 10 h netbased work
Course convener: Kari Kumpulainen
MINOR SUBJECT: EDUCATION FOR
INTERCULTURAL COMPETENCIES
Code: A250507
ECTS: 25.0 pts. (15 cr.)
Assessment: pass/fail
Education for intercultural competences can
consist of the following components:
407508A Comparative Education (10 pts.)
407530P Internship (5 pts.)
407531P Selected literature (5 pts.)
407532P Optional (5 pts.)
This minor subject unit concerns only Master of
Education, International Programme students.
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
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Course convener: Maria-Liisa Järvelä and
Rauni Räsänen
Comparative Education
Code: 407508A
ECTS: 10 pts. (6 cr.)
Assessment: pass / fail
Content: The educational systems and
policies of the Nordic countries, Russia & the
Baltic States and Europe.
The objectives of learning: The aim is to
provide the students with knowledge and
understanding of the present educational
systems and policies in the studied areas by
looking at the historical development and
cultural background of these areas.
Delivery and course work: Lectures,
introductory (2 h) and closing seminars (2 h)
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Rauni Räsänen or
Maria-Liisa Järvelä
Internship
Code: 407530P
ECTS: 5 pts. (3 cr.)
Assessment: pass/fail
Content: A period of time spent in a setting
where the student gets practical experience of
activities linked to intercultural education.
The objectives of learning: The aim is
to learn about the work in an intercultural
context and to develop the professional skills
increasing the student’s cultural competences
Delivery and course work: The student
is expected to organise the internship in an
international or multicultural environment in
Finland or abroad. The placement, length and
quality of the internship should be approved
by the tutoring teacher before the internship,
and a brief report should be handed in to the
teacher after the internship.
Required reading: some relevant literature
should be quoted in the internship report.
Course convener: Rauni Räsänen or
Maria-Liisa Järvelä, or another staff member
(an expert in the area of the internship).
Selected Literature
Code: 407531P
ECTS: 5 pts. (3 cr.)
Assessment: 0 – 5
Content: Set books focussing on issues from
four topical areas: globalization, intercultural
and media education, cultural studies, and
educational philosophy and ethics.
The objectives of learning: The aim is to
provide the student with an opportunity to
develop his/ her expertise by studying advanced
academic literature, reflecting upon the read
material and making concise comments on it
in the reading journal.
Delivery and course work:
Student’s independent work. Advanced reading
is selected from the list of set books, one book
from each of the four topical areas. The reading
journal should consist of comments on each 4
books (2 – 3 pages/book), altogether 8 – 10 pages.
Required reading: Literature introduced by
the lecturers at the beginning of the course.
Course convener: Rauni Räsänen or
Maria-Liisa Järvelä
Optional
Code: 407532P
ECTS: 5 pts. (3 cr.)
Assessment: pass / fail
Content: Optional studies can consist of various
types of courses or activities of the student’s
own choice provided they are accepted as part
of the minor subject by the tutoring teacher.
The objectives of learning: The aim is
to provide the student with an opportunity
to deepen the knowledge of the issues that
are relevant for the student’s professional
development and/or research interests.
Delivery and course work: Prior agreement
with the tutor concerning the content and
method of the planned activities. Course work
negotiated individually by the student and the
co-ordinator.
Required reading:
Relevant literature suggested by the student
and the co-ordinator.
Course convener: Rauni Räsänen or
Maria-Liisa Järvelä, or another staff member
depending on the student’s field of interest.
9. MASTER OF EDUCATION, INTERNATIONAL PROGRAMME
M.Ed.