Auslandsaufhenthalt an der Universität in Jyväskylä ( Finnland )

1. Auslandsaufhenthalt an der Universität in Jyväskylä (Finnland) InformationenfürStudierende Stand: Sommer 2012

2. Optionen für ein Auslandsaufenthaltan 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 summerschoolInformationen 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

3. Weitere Informationen • Informationen über Auslandstipendien unter: http://www.ph-heidelberg.de/internationales/informationen-fuer-studierende/auslandsstudiumstipendien.html • Ansprechpartner an der PH für Auslandsmobilität: Akademisches Auslandsamt: Henrike Schön Henrike.Schoen@vw.ph-heidelberg.de • Ansprechpartner für inhaltliche Fragen: Dr. Silke Trumpa (trumpa@ph-heidelberg.deDipl. Päd. Isolde Rehm (i.rehm@ph-heidelberg.de)

4. Hinweis Die nachfolgenden Folien stammen von Elisa Heimovaara, verantwortliche Person für internationale Beziehungen an der University ofJyväskylä und geben einen Überblick über education in Finland

5. FINLAND Jyväskylä Berlin London Paris Rome Madrid Athens University of Jyväskylä • founded in 1934 • one of the largest universities in Finland • totalincomeca 180 millioneuros • 7 faculties • over 15 500 students • staff: about 2 500

6. 1863Teacher Training College 1912 Summer University 1912 Scientific Library 1918 University Society 1934University College of Education 1966 University 1963 Physical Education 2011 77th Anniversary History of the University of Jyväskylä

7. 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 • Staff 300 (incl. 100 in TeacherTraining School) • 21 professorships • 80 lecturers • 9 senior assistants • 12 assistants • 2400 students • 170 doctoralstudents Faculty of Education 2011

8. 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

9. Basic Education • Lower secondary school (grades 7-9)- teaching carried out by subject teachers; i.e. different teacher for each subject

10. Teacher’sprofessionhas a high status • Popularfields of studyhighgraduationlevel of enrolledteacherstudents (ca6500 applicants for primaryteachereducation in 2010) • Masterdegreenecessaryalso for primarylevelteachers • Integration of theory and practice (TeacherTrainingschool) • Pedagogicalknowledge and subjectknowledgeintegrated • Teachersarelife-longlearners • Teachereducation is research-based Teacher Education in Finland 2011

11. Departments of Teacher Education in Finland • 10 Departments of Teacher Education • in addition 1 for Adult Students (Kokkola) and 1 for Swedish speaking students (Vaasa) • Regional policy- the 1960’snew universities- filials in the 70’s and 80’s • Number of DTEs to be reduced Rovaniemi Oulu Kokkola Kajaani Vaasa Joensuu Jyväskylä Tampere Savonlinna Rauma Hämeenlinna Turku Helsinki

12. Teacher Education in the Faculty of Education • Kindergarten teacher • Primary school teacher (class teacher) • Special education teacher • School/Study counsellor • Subject teacher • Principals • Adult education teachers • Sign language primary teachersand subject teachers

13. Kindergartenteachers (BA/MA) • Kindergartenteachers orclassteachers (MA) • Classteachers and Subjectteachers (MA) • Subjectteachers (MA) • Kindergarten (0-6 yrs) • Optionalpre-school (6 yrsold) • Comprehensiveschool, 9 yrs • Upper secondaryschool, 3 yrs Teachers’ qualifications 2011

14. Bases and Objectives • Ethicalcompetence • Intellectualcompetence • Communication and interactioncompetence • Cultural, communal and societalcompetence • Pedagogicalcompetence

15. Main Themes • Culturalfoundations of education • Development and growthenvironments • Schoolcommunity and society • Guidance of growth and learning • Inclusive/participativeeducation, multiculturaleducation

16. TeacherTrainingSchools • 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.

17. Duties of TeacherTrainingSchools • Providing teaching for the comprehensive and upper secondary levels • Tutoring the teacher trainees • Teaching experiments • Research • Further educationThe teacher training schools support and complement the teacher education and research activities of the faculties of education.

18. TeachingPracticeSubjectTeacherEducation • InstructedOrientationPractice 5 ECTS credits--------------------------------------------------- • Instructed Basic Practice 5 ECTS credits • InstructedAdvancedPractice 7 ECTS credits • InstructedAdaptivePractice 3 ECTS credits

19. 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

20. Inclusive Education • GOAL: A school where all children are participating and treated equally broad spectrum of learning needs

21. 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.

22. 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

23. 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

24. 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

25. 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