EVL-VEIL115R Educational Counselling. Counselling in Kindergarten and School.

Contents and structure

The content of the education is divided into four topics:

Learning and teaching work

Organisation

Culture and innovation

Professional knowledge

The subject will illuminate professional practice, the development of professional identity and participation in the professional teaching community. It will also make abasis for critical analysis and reflection in mentoring/guidance. The module puts the emphasis on basic mentoring/guidance theory, strategy and methods of guidance for newly qualified teachers. The content is also relevant to practise supervisors and mentoring/guidance of colleagues.

Learning Outcome

The student has knowledge of mentoring/guidance theory, mentoring/guidance strategies and method

The student has knowledge of communication theory, communication strategies and method

The student has knowledge of interplay processes in various groups

The student has knowledge of learning and learning theory The student has knowledge of a teacher's work assignments, as well as the framework and curriculum guidelines The student has knowledge of a teacher's mandate and various roles

The student has knowledge of pre-schools and schools as learning organisations

The student has knowledge of how to include newly-qualified and practice students in a critical reflective community within the pre-school and school The student has knowledge of professional development and challenges relating to the transition from education to work The student has knowledge of ethical dilemmas and power

- authority relationships in mentoring/guidance situations The student has knowledge of the concept of suitability, progression and development in practice plans in teacher training.

 

The student is able to plan, substantiate, implement and critically analyse and discuss mentoring/guidance, communication processes and learning processes The student is able to support and challenge the guidance seeker in the issues, themes or challenges the person is asking for guidance in

The student can give support, guide and include the newly-qualified/teacher education students in a complex workplace

The student is able to practise and substantiate his/her own professional academic performance

The student is able to analyse and reflect over own and others' practice as a guide

The student is able to contribute to giving experience of the professional teaching community to the guidance seeker, for example team work, various development projects etc.

 

 

The student is able to reflect critically about the contribution mentoring/guidance gives to professional development

The student knows the content of various interplay processes and is able to reflect critically on possibilities, influence and alternatives for change in these.

The student is able to critically analyse and reflect on own and others' teaching, and practical occupational theory The student is able to reflect on mentoring/guidance as a contribution to innovation and renewal of the pre-school and school's activities

The student is able to reflect on the contribution mentoring/guidance gives to professional development

Entry requirements

None

Recommended previous knowledge

None

Teaching methods

The course is characterised by participation and varied working methods and will contribute to the qualification of mentors/guides in order for them to carry out their guidance assignments to the benefit of the person seeking guidance Mentoring/Guidance as a learning activity must be consistent across all subjects.

Practice during the course is a requirement. Practice will primarily be carried out at the place of work with the newly-qualified teachers, students or other colleagues in real mentoring/guidance situations.

The course emphasises student-active learning forms and the students must expect a high level of participation activity. In order to create a good learning environment, it is important to use and further develop the resources the students have already gained from work experience and knowledge. The students can be organised into local network groups in order to guide each other and discuss academic themes.

Lectures

Work, individually and in groups Student presentations Plenary discussions

Practical exercises

Video can be used in mentoring/guidance situations

Various written assignments.

Use of ICT The e-learning platform Fronter will be used for communication, submission of written papers and guidance

Compulsory learning activities

The work requirements will include both theoretical and practical work.

Obligatory attendance at 80% of sessions/tutorials    

Obligatory work in basic group

More detailed specification of study requirements in the semester plan

Assessment

Home exam with pass/fail

Examination support material

All

More about examination support material