Auslandsaufhenthalt an der
Universität in Jyväskylä
(Finnland)
Informationen für Studierende
Stand: Sommer 2012
Optionen für ein Auslandsaufenthalt
an der University of Jyväskylä
 Semesterzeiten in Jyväskylä: September bis Weihnachten und
Neujahr bis Mitte Mai
 Bewerbungsfristen: Anfang November ERASMUS, Anfang Januar
für Summerschool, online Bewerbung
 Mögliche Studierzeiten (während des Heidelberger Sommersemesters):
März - Mitte Mai: Besuch von Kompaktveranstaltungen oder
Mitte Mai - August: Kurse in der summerschool
Informationen über Seminarangebote in englischer Sprache
unter: https://www.jyu.fi/en/study/
 Daneben haben Sie Gelegenheiten an den Ausbildungsschulen
zu hospitieren und/oder ein eigenes kleines Forschungsprojekt
durchzuführen
2010
Weitere Informationen
 Informationen über Auslandstipendien unter:
http://www.ph-heidelberg.de/internationales/informationenfuer-studierende/auslandsstudiumstipendien.html
 Ansprechpartner an der PH für Auslandsmobilität:
Akademisches Auslandsamt:
Henrike Schön [email protected]
 Ansprechpartner für inhaltliche Fragen:
Dr. Silke Trumpa ([email protected]
Dipl. Päd. Isolde Rehm ([email protected])
2010
Hinweis
Die nachfolgenden Folien stammen von
Elisa Heimovaara, verantwortliche Person
für internationale Beziehungen an der
University of Jyväskylä und geben einen
Überblick über education in Finland
2010
University of Jyväskylä
►
founded in 1934
► one of the largest
universities in Finland
London
► total income ca 180
Berlin
million euros
► 7 faculties
Paris
Madrid
► over 15 500 students
Rome
Athens
► staff: about 2 500
2010
History of the University of Jyväskylä
1863 Teacher Training
College
1912 Summer University
1912 Scientific Library
1918 University Society
1934 University College of Education
1963 Physical Education
1966 University
2011 77th Anniversary
2010
Faculty of Education
►Staff 300 (incl. 100
in Teacher Training
School)
►21 professorships
►80 lecturers
►9 senior assistants
►12 assistants
►2400 students
►170 doctoral students
Two departments:
Department of
Educational Sciences:
Early Childhood Educ.
Special Education
Education/Adult Educ.
Institute of Educ. Leadership
Department of Teacher
Education
===============
► Teacher Training School
2010
2011
Basic Education
 Primary School (grades 1-6)
- teaching carried out mostly by primary
teachers, ’class teachers’
 Some subjects taught by subject teachers,
e.g. languages, music, crafts, PE
2010
Basic Education
 Lower secondary school (grades 7-9)
- teaching carried out by subject teachers;
i.e. different teacher for each subject
2010
Teacher Education in Finland
•
•
•
•
•
•
•
Teacher’s profession has a high status
Popular fields of study  high graduation level of enrolled
teacher students (ca 6500 applicants for primary teacher
education in 2010)
Master degree necessary also for primary level teachers
Integration of theory and practice (Teacher Training
school)
Pedagogical knowledge and subject knowledge
integrated
Teachers are life-long learners
Teacher education is research-based
2010
2011
Departments of Teacher
Education in Finland
 10 Departments of
Teacher Education
Rovaniemi
 in addition 1 for Adult
Students (Kokkola) and
1 for Swedish speaking
students (Vaasa)
 Regional policy
- the 1960’s
new universities
- filials in the 70’s and
80’s
 Number of DTEs to be
reduced
Oulu
Kokkola
Kajaani
Vaasa
Joensuu
Jyväskylä
Rauma Tampere
Turku
Savonlinna
Hämeenlinna
Helsinki
2010
Teacher Education
in the Faculty of Education
 Kindergarten teacher  Subject teacher
 Primary school
 Principals
teacher (class
 Adult education
teacher)
teachers
 Sign language
primary teachers
and subject teachers
 Special education
teacher
 School/Study
counsellor
2010
Teachers’ qualifications
►Kindergarten teachers
(BA/MA)
►Kindergarten teachers
►Optional pre-school
or class teachers (MA)
(6 yrs old)
►Comprehensive school, ►Class teachers and
Subject teachers (MA)
9 yrs
►Upper secondary school,►Subject teachers (MA)
3 yrs
►Kindergarten (0-6 yrs)
2010
2011
Bases and Objectives
 Ethical competence
 Intellectual competence
 Communication and interaction competence
 Cultural, communal and societal competence
 Pedagogical competence
2010
Main Themes
 Cultural foundations of education
 Development and growth environments
 School community and society
 Guidance of growth and learning
 Inclusive/participative education,
multicultural education
2010
Teacher Training Schools
 The teacher training schools are administratively part
of the faculties of education, matters concerning open
vacancies are handled by the administrative organs of
the universities. In other respects these schools enjoy
total independence.
 The operations of the schools are governed by the
relevant legislation on the teacher training schools and
regulations issued directly by the Ministry of
Education.
2010
Duties of Teacher Training Schools
 Providing teaching for the comprehensive
and upper secondary levels
 Tutoring the teacher trainees
 Teaching experiments
 Research
 Further education
The teacher training schools support and complement
the teacher education and research activities of the
faculties of education.
2010
Teaching Practice
Subject Teacher Education
 Instructed Orientation Practice 5 ECTS
credits
-------------------------------------------------- Instructed Basic Practice 5 ECTS credits
 Instructed Advanced Practice 7 ECTS credits
 Instructed Adaptive Practice 3 ECTS credits
2010
Inclusive Education
 APPROACH: Inclusive education is a process
of addressing and responding to the diverse
needs of all learners by increasing participation in
learning and reducing exclusion within and from
education.
 OBJECTIVE: To support education for all, with
special emphasis on removing barriers to
participation and learning for girls and women,
disadvantaged groups, children with disabilities
and out-of-school children
2010
Inclusive Education
 GOAL:
A school where all children are participating
and treated equally
broad spectrum of learning needs
2010
Inclusive Education
Concerned with providing appropriate responses to the
broad spectrum of learning needs
- Is not a marginal theme on how some learners can
be integrated into the mainstream education system,
but an approach that looks into how to transform the
system so it will respond to the diversity of all learners
Involves changes and modifications in content, structures,
processes, policies and strategies
The principle of inclusive education was adopted at the
Salamanca World Conference on Special Needs Education
in Spain, 1994.
2010
Special Education services
in Finland
 1.Part time SE
–“First aid”: Child isn’t officially labeled as
“Special” – no official statement nor decision
of moving child into SE
–Problems in reading/writing/speech or
subjects (math, lang.)
–Visiting SE 2-4 hours per week
–Temporary or permanent
–Mostly used, the “typical form”
–Usually without IEP
2010
Special Education services
in Finland
2. Small groups / self contained groups
- More severe or permanent learning or
behavioural problems
- Pupil might spend most of the time in these
special settings, BUT is still a member of the
regular class – principally s/he is included
- Not necessarily with IEP, but usually with
2010
Special Education services
in Finland
 3.Special classes in regular schools
- Special classes placed in regular schools
- Learning and/or behavioural difficulties
(mild or severe)
- Always with IEP i.e. HOJKS
2010
Special Education services
in Finland
4.Special schools
- Based on very obvious SEN’s (sensory,
socio-emotional, intellectual)
- Always with IEP
- In 1990: 362 special schools
- In 2009: 138 special schools
•In Germany: the number of only EBD special
schools raised with 140 % in 1995 - 2005
2010
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