Guidance Counsellor Training 60 ects

1. Academia-guests, welcome toHAAGA-HELIA University of Applied SciencesSchool of Vocational Teacher EducationVocational Guidance Counsellor Training

2. Guidance Counsellor Training60 ects • The pilotstudygroup in the metropolitanarea 5/2011 – 12/2012 • The secondgroup 5/2012 – 12/2013 • Duration 18 months • 12 contactperiods of 2-3 days • 22 students / group • Semi-structuredstudyplan

3. 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

4. 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.

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

6. Themes in Study Plan • Introduction to guidance and counselling, 5ects • Career and counsellingtheories, 5 ects • Personal counsellingskills and counsellingmethods 10 ects • The system of guidance and counsellingprocesses, welfareservices and legislation5 ects • Diversity in guidance and counselling 5 ects • Guidance and counsellingalong the life course5 ects • Ethics in guidance and counselling5 ects • Professional research and developmentproject10 ects • Regionalnetworking10 op

7. Continuous Professional Development Pedagogical Orientations Personalisation

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 8

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 9

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 10

11. An example of a PowerPoint presentation

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