Academia-guests, welcome to HAAGA-HELIA University of Applied Sciences School of Vocational Teacher Education Vocational Guidance Counsellor Training

Guidance Counsellor Training 60 ects  The pilot study group in the metropolitan area 5/2011 – 12/2012  The second group 5/2012 – 12/2013  Duration 18 months  12 contact periods of 2-3 days  22 students / group  Semi-structured study plan

The students  have the vocational teacher training  most of them are working as guidance cousellors or vocational teachers in vocational institutes, universities of applied sciences and in adult education institutes  some of them are working in grammar school  in 2013 there were 135 applicants – 22 were selected  Most of the students come from the metropolitan area; all of them from the southern Finland An example of a PowerPoint presentation 3

Organization of Guidance Counsellor Training Blended learning; Mixing of different learning environments and media  Contact days ( app. 10%)  Team work  Independent work with assignments and literature  Computer-mediated activities  On-the-job-learning and work- related assignments (app. 90%)  Personal tutoring/counselling  Face-to-face  In teams, pairs  On-line, telephone etc

Competence areas for guidance counsellors Guidance and Counselling Competence Research and Development Competence Work Community and Networking Competence

Themes in Study Plan  Introduction to guidance and counselling, 5ects  Career and counselling theories, 5 ects  Personal counselling skills and counselling methods 10 ects  The system of guidance and counselling processes, welfare services and legislation 5 ects  Diversity in guidance and counselling 5 ects  Guidance and counselling along the life course 5 ects  Ethics in guidance and counselling 5 ects  Professional research and development project 10 ects  Regional networking 10 op

Research Oriented Approach Collaborative Learning Continuous Professional Development Personalisation Pedagogical Orientations

8 Orientations to Learning Continuous Professional Development  An idea of long-term learning process in the day-to- day work inside the school and in networks and partnerships  Reflecting and analyzing working habits, changing the actual practices by developing, and modifying and testing new ideas  Grounded on profound theoretical and practical knowledge base

9 Orientations to Learning Personalisation – giving space to the voice of the student  Meetings face-to-face and online conversations  Negotiations concerning one´s competences and the process of learning & study activities  Creating and updating personal development plan and the study plan  Reflecting and assessing personal progress during the programme

10 Orientations to Learning Collaborative Learning – shared study activities and shared responsibilities  Learning teams of 4-5 persons  Learning activities and assignments  Individual part; analysing ones own practices and workplace; reading literature  Team work; co-reflecting each other´s professional practices and co-developing new ideas and methods  Group work in contact days and between them; sharing and giving feedback

An example of a PowerPoint presentation 11

12 Thank You! More Information: helia.fi/aokk/en