| 1P00BA77 |
Working in an International Environment (3 cr) |
| Prerequisites |
To participate in the course, you must meet at least one of the following requirements:
a. a lengthy period working abroad (at least three months), or
b. a lengthy period spent in a multicultural work environment in Finland where the language used was not your mother language, or
c. the student is an immigrant, or
d. the student has been in an international exchange period (min. three months). |
| Objectives |
You recognise the effect of international experience on your professional development.
You understand the effect of working in an international environment on a teacher's work.
You present justifiable viewpoints on building a good learning environment for a multicultural group of students by referring to the sources. |
| Content |
Core contents:
1. My experiences in international activities
2. Similar activities within the Finnish culture
3. The similarities and differences in operative cultures
4. Adjusting to cultures / learning from them
5. What new have I learned about the Finnish (or my own) culture?
6. How did I feel about settling back in Finland (or my native country) after a period abroad?
7. How do I view people from other cultures at work or leisure time?
8. What instruction would I give myself about being a multicultural group teacher?
9. What have I learned about myself, and how has my identity changed after the international experience? |
| Recommended optional programme components |
If necessary, the student advisor will recommend optional programme components for each student based on their individual study plan. |
| Accomplishment methods |
You become acquainted or have been acquainted with another country's culture (by living or visiting).
You explore the similarities and differences between cultures and analyse the significance of teachers' work experiences.
An in-depth reflective essay based on your experiences and references.
Pre-task:
A written plan (1 x A4) where you describe your activities in the international community to show the focus.
Learning Task:
When the pre-task has been accepted, the learning task will be written directed by nine core contents weighting the content no: 8. |
| Execution methods |
Not applicable |
| Materials |
Recommended references:
1. Banks, J. A. 2006. Cultural diversity and education. Foundations, curriculum, and teaching. Boston: Pearson/Allyn and Bacon.
2. Bennett, J.M. & Bennett, M.J. 2003. Developing intercultural sensitivity.
Landis, D., Bennett, J., Bennett, M. (ed.). Handbook of Intercultural Training, p. 147-156.
www.diversitycollegium.org/pdf2001/2001Bennettspaper.pdf
3. De Jong, L., Meirink, J. & Admiraal, W. 2019. “School-based teacher collaboration: Different learning opportunities across various contexts.” Teaching and Teacher Education, Vol. 86, doi: https://doi.org/10.1016/j.tate.2019.102925
4. Freire, J. A., & Valdez, V. E. 2021. The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and Their Hybrid and Fluid Multicultural Practices. International Journal of Multicultural Education, 23. https://ijme-journal.org/index.php/ijme/article/view/2647/1529
5. Hutchinson-Reis, M. 2010. We understand the words but we just don´t get the joke. In M. Rantala (ed.) Maahanmuuttajat ja ammatillisen osaamisen moninaisuus, 89-96. https://www.metropolia.fi/sites/default/files/images/conten...
6. Khan, S.R., Benda, T., & Stagnaro, M.N. 2012. Stereotyping From the Perspective of Perceivers and Targets. Online Readings in Psychology and Culture, 5(1).
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1...
7. Lasonen, Johanna. 2005. Reflections of Interculturality over the Relation of Education and Work. Manuscript for the Journal of Higher Education Policy
8. Pitkänen, P. 2005. A Philosophical basis for Multicultural Counseling. In Launikari, M. & Puukari, S. (eds.) Multicultural Guidance and Counseling. Theoretical Foundations and Best Practices in Europe. Jyväskylä: Centre for International Mobility CIMO and Institute for Educational Research, 137-150.
https://jyx.jyu.fi/bitstream/handle/123456789/44292/951-39-...
9. Rantala, M. (toim.) 2010. Maahanmuuttajat ja ammatillisen osaamisen moninaisuus. Helsinki: Metropolia ammattikorkeakoulu. https://www.metropolia.fi/fileadmin/user_upload/TK/Kuvat/ME...
10. Rothbaum, F., & Trommsdorff, G. 2007. Do Roots and Wings Complement or Oppose One Another? The Socialization of Relatedness and Autonomy in Cultural Context. Teoksessa J.E. Grusec & P. Hastings, The handbook of socialization, s. 461-489. New York: The Guildford Press. Retrieved from https://www.researchgate.net/publication/30014419_Do_Roots_...
11. Sue, D.W. & Sue D. 2003. Counseling the Culturally Diverse.Theory and Practice. New York: Wiley.
12. Accredited Schools Online. 2020. Teaching Multicultural Students. Tips, Expert Advice, and Resources for Building Inclusion in the Classroom. https://www.accreditedschoolsonline.org/education-teaching-... |
| Literature |
Not applicable |
| Evaluation Criteria |
Approved/Failed |
| Evaluation Criteria |
pass/fail
Approved/Failed
The course has been accepted when the learning objectives have been achieved.
|
| Assessment Frameworks |
Not applicable |
| Further Information |
To participate in the course, you must meet at least one of the following requirements:
a. a lengthy period working abroad (at least three months), or
b. a lengthy period spent in a multicultural work environment in Finland where the language used was not your mother language, or
c. the student is an immigrant, or
d. the student has been in an international exchange period (min. three months).
Course can be studied in Finnish or in English.
The responsible teacher is Mr. Esa Virkkula. |
| Responsible persons |
Not applicable |
| Links |
Not applicable |
- 01.06.2022 - 31.05.2023 (1P00BA77-3015 | EXP22SPTE, EXP23KPTE, OPE22pte, OPE21pte, VAI22S23K, OPE20pte)
Group(s)
EXP22SPTE, EXP23KPTE, OPE22pte, OPE21pte, VAI22S23K, OPE20pte
Max Seats
Not applicable
Evaluation Criteria
Approved/Failed
Language of Instruction
English
Type of Course
Not applicable
Responsible Teacher
Not applicable
Mode of Delivery
R&D Studies: 0.00 cr
Virtual Studies: 3.00 cr
Contact Teaching: 0 cr
Teacher(s)
Esa Virkkula
Smaller Group(s)
Not applicable
Evaluation Criteria
Approved/Failed
Assessment Methods and Criteria
The course has been accepted when the learning objectives have been achieved.
Planned Learning Activities and Teaching Methods
Pre-task
A written plan (1 x A4) where the student describes his/her activities in the international community.
- Personal experiences (incl. possible diaries, portfolio, documents etc.) to prove the scope of the international experience.
Learning Task
When the plan has been accepted, the learning task will be written directed by the nine core contents weighting the content no: 8 (What instruction would I give to myself about being the teacher of a multicultural group?).
Location and time
Not applicable
Learning environments
Not applicable
Recommended or Required Reading
Recommended references: 1. Banks, J. A. 2006. Cultural diversity and education. Foundations, curriculum, and teaching. Boston: Pearson/Allyn and Bacon. 2. Bennett, J.M. & Bennett, M.J. 2003. Developing intercultural sensitivity. Landis, D., Bennett, J., Bennett, M. (ed.). Handbook of Intercultural Training, p. 147-156. www.diversitycollegium.org/pdf2001/2001Bennettspaper.pdf 3. Campinha-Bacote, J. 2018. Cultural competemility: A paradigm shift in the cultural competence versus cultural humility debate - Part I. OJIN: The Online Journal of Issues in Nursing 24 (1). https://doi.org/10.3912/OJIN.Vol24No01PPT20 4. De Jong, L., Meirink, J. & Admiraal, W. 2019. “School-based teacher collaboration: Different learning opportunities across various contexts.” Teaching and Teacher Education, Vol. 86, doi: https://doi.org/10.1016/j.tate.2019.102925 5. Freire, J. A., & Valdez, V. E. 2021. The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and Their Hybrid and Fluid Multicultural Practices. International Journal of Multicultural Education, 23. https://ijme-journal.org/index.php/ijme/article/view/2647/1529 6. Hutchinson-Reis, M. 2010. We understand the words but we just don´t get the joke. In M. Rantala (ed.) Maahanmuuttajat ja ammatillisen osaamisen moninaisuus, 89-96. https://www.metropolia.fi/sites/default/files/images/conten... 7. Khan, S.R., Benda, T., & Stagnaro, M.N. 2012. Stereotyping From the Perspective of Perceivers and Targets. Online Readings in Psychology and Culture, 5(1). https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1... 7. Lasonen, Johanna. 2005. Reflections of Interculturality over the Relation of Education and Work. Manuscript for the Journal of Higher Education Policy 8. Pitkänen, P. 2005. A Philosophical basis for Multicultural Counseling. In Launikari, M. & Puukari, S. (eds.) Multicultural Guidance and Counseling. Theoretical Foundations and Best Practices in Europe. Jyväskylä: Centre for International Mobility CIMO and Institute for Educational Research, 137-150. https://jyx.jyu.fi/bitstream/handle/123456789/44292/951-39-... 9. Rantala, M. (toim.) 2010. Maahanmuuttajat ja ammatillisen osaamisen moninaisuus. Helsinki: Metropolia ammattikorkeakoulu. https://www.metropolia.fi/fileadmin/user_upload/TK/Kuvat/ME... 9. Rothbaum, F., & Trommsdorff, G. 2007. Do Roots and Wings Complement or Oppose One Another? The Socialization of Relatedness and Autonomy in Cultural Context. Teoksessa J.E. Grusec & P. Hastings, The handbook of socialization, s. 461-489. New York: The Guildford Press. Retrieved from https://www.researchgate.net/publication/30014419_Do_Roots_... 10. Sue, D.W. & Sue D. 2003. Counseling the Culturally Diverse.Theory and Practice. New York: Wiley. 11. Accredited Schools Online. 2020. Teaching Multicultural Students. Tips, Expert Advice, and Resources for Building Inclusion in the Classroom. https://www.accreditedschoolsonline.org/education-teaching-...
Further Information
Exchange students can pursue this course once, either in autumn or spring with a scope of 3 ECTS cr.
Completion Alternatives
-
Teacher(s)
Esa Virkkula
Work Placement and Working Life Connections
Not applicable
Exam Schedule
Not applicable
International Connections
-
Student's Time Use and Workload
Not applicable
Learning Progress
Not applicable
Evaluation criteria accepted
Not applicable
Evaluation criteria failed
Not applicable
- 01.06.2022 - 31.05.2023 (1P00BA77-3016 | OPE20, OPE22, OPE21)
Ryhmä(t)
OPE20, OPE22, OPE21
Paikkoja
-
Arviointiasteikko
Hyväksytty/Hylätty
Opetuskieli
Suomi
Opintojakson tyyppi
-
Vastuuopettaja
-
Toteutustapa
T&k-osuus: 0.00 op
Virtuaaliosuus: 3.00 op
Lähiopetus: 0 op
Opettaja(t)
Esa Virkkula
Pienryhmä(t)
-
Arviointiasteikko
Hyväksytty/Hylätty
Arviointimenetelmät ja arvioinnin perusteet
-
Opetusmenetelmät
Suomeksi
Itsenäinen työskentely: kirjallinen raportti.
Ennakkotehtävä:
Kirjallinen näyttösuunnitelma (1 x A4), jossa opiskelijan lyhyt kuvaus kansainvälisessä yhteisössä toimimisestaan.
Kun näyttösuunnitelma on hyväksytty, kirjoitetaan raportti ydinkysymysten ohjaamina, painottaen erityisesti kysymystä no 8: Millaisia ohjeita annan itselleni monikulttuurisen opiskelijaryhmän opettajana? Raportin kirjoittamisessa hyödynnetään lähdeaineistoa.
Aika ja paikka
-
Oppimisympäristöt
-
Oppimisresurssit
-
Lisätietoja opiskelijoille
-
Opintojaksototeutuksen valinnaiset suoritustavat
-
Opettaja(t)
Esa Virkkula
Harjoittelu- ja työelämäyhteistyö
-
Tenttien ajankohdat
-
Kv-yhteydet
-
Opiskelijan ajankäyttö ja kuormitus
-
Sisällön jaksotus
-
Arviointikriteerit hyväksytty
-
Arviointikriteerit hylätty
-
- 01.06.2023 - 31.05.2024 (1P00BA77-3019 | OPE20, OPE23, OPE22, OPE21)
Ryhmä(t)
OPE20, OPE23, OPE22, OPE21
Paikkoja
-
Arviointiasteikko
Hyväksytty/Hylätty
Opetuskieli
Suomi
Opintojakson tyyppi
-
Vastuuopettaja
-
Toteutustapa
T&k-osuus: 0.00 op
Virtuaaliosuus: 3.00 op
Lähiopetus: 0 op
Opettaja(t)
Esa Virkkula
Pienryhmä(t)
-
Arviointiasteikko
Hyväksytty/Hylätty
Arviointimenetelmät ja arvioinnin perusteet
-
Opetusmenetelmät
Itsenäinen työskentely: kirjallinen raportti.
Ennakkotehtävä:
Kirjallinen näyttösuunnitelma (1 x A4), jossa opiskelijan lyhyt kuvaus kansainvälisessä yhteisössä toimimisestaan.
Kun näyttösuunnitelma on hyväksytty, kirjoitetaan raportti ydinkysymysten ohjaamina, painottaen erityisesti kysymystä no 8: Millaisia ohjeita annan itselleni monikulttuurisen opiskelijaryhmän opettajana? Raportin kirjoittamisessa hyödynnetään lähdeaineistoa.
Aika ja paikka
-
Oppimisympäristöt
-
Oppimisresurssit
-
Lisätietoja opiskelijoille
-
Opintojaksototeutuksen valinnaiset suoritustavat
-
Opettaja(t)
Esa Virkkula
Harjoittelu- ja työelämäyhteistyö
-
Tenttien ajankohdat
-
Kv-yhteydet
-
Opiskelijan ajankäyttö ja kuormitus
-
Sisällön jaksotus
-
Arviointikriteerit hyväksytty
-
Arviointikriteerit hylätty
-
- 01.06.2023 - 31.05.2024 (1P00BA77-3018 | OPE23pte, VAI23S24K, OPE22pte, OPE21pte, EXP23SPTE, EXP24KPTE)
Group(s)
OPE23pte, VAI23S24K, OPE22pte, OPE21pte, EXP23SPTE, EXP24KPTE
Max Seats
Not applicable
Evaluation Criteria
Approved/Failed
Language of Instruction
English
Type of Course
Not applicable
Responsible Teacher
Not applicable
Mode of Delivery
R&D Studies: 0.00 cr
Virtual Studies: 3.00 cr
Contact Teaching: 0 cr
Teacher(s)
Esa Virkkula
Smaller Group(s)
Not applicable
Evaluation Criteria
Approved/Failed
Assessment Methods and Criteria
The course has been accepted when the learning objectives have been achieved.
Planned Learning Activities and Teaching Methods
Pre-task
A written plan (1 x A4) where the student describes his/her activities in the international community.
- Personal experiences (incl. possible diaries, portfolio, documents etc.) to prove the scope of the international experience.
Learning Task
When the plan has been accepted, the learning task will be written directed by the nine core contents weighting the content no: 8 (What instruction would I give to myself about being the teacher of a multicultural group?).
Location and time
Not applicable
Learning environments
Not applicable
Recommended or Required Reading
Recommended references: 1. Banks, J. A. 2006. Cultural diversity and education. Foundations, curriculum, and teaching. Boston: Pearson/Allyn and Bacon. 2. Bennett, J.M. & Bennett, M.J. 2003. Developing intercultural sensitivity. Landis, D., Bennett, J., Bennett, M. (ed.). Handbook of Intercultural Training, p. 147-156. www.diversitycollegium.org/pdf2001/2001Bennettspaper.pdf 3. Campinha-Bacote, J. 2018. Cultural competemility: A paradigm shift in the cultural competence versus cultural humility debate - Part I. OJIN: The Online Journal of Issues in Nursing 24 (1). https://doi.org/10.3912/OJIN.Vol24No01PPT20 4. De Jong, L., Meirink, J. & Admiraal, W. 2019. “School-based teacher collaboration: Different learning opportunities across various contexts.” Teaching and Teacher Education, Vol. 86, doi: https://doi.org/10.1016/j.tate.2019.102925 5. Freire, J. A., & Valdez, V. E. 2021. The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and Their Hybrid and Fluid Multicultural Practices. International Journal of Multicultural Education, 23. https://ijme-journal.org/index.php/ijme/article/view/2647/1529 6. Hutchinson-Reis, M. 2010. We understand the words but we just don´t get the joke. In M. Rantala (ed.) Maahanmuuttajat ja ammatillisen osaamisen moninaisuus, 89-96. https://www.metropolia.fi/sites/default/files/images/conten... 7. Khan, S.R., Benda, T., & Stagnaro, M.N. 2012. Stereotyping From the Perspective of Perceivers and Targets. Online Readings in Psychology and Culture, 5(1). https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1... 7. Lasonen, Johanna. 2005. Reflections of Interculturality over the Relation of Education and Work. Manuscript for the Journal of Higher Education Policy 8. Pitkänen, P. 2005. A Philosophical basis for Multicultural Counseling. In Launikari, M. & Puukari, S. (eds.) Multicultural Guidance and Counseling. Theoretical Foundations and Best Practices in Europe. Jyväskylä: Centre for International Mobility CIMO and Institute for Educational Research, 137-150. https://jyx.jyu.fi/bitstream/handle/123456789/44292/951-39-... 9. Rantala, M. (toim.) 2010. Maahanmuuttajat ja ammatillisen osaamisen moninaisuus. Helsinki: Metropolia ammattikorkeakoulu. https://www.metropolia.fi/fileadmin/user_upload/TK/Kuvat/ME... 9. Rothbaum, F., & Trommsdorff, G. 2007. Do Roots and Wings Complement or Oppose One Another? The Socialization of Relatedness and Autonomy in Cultural Context. Teoksessa J.E. Grusec & P. Hastings, The handbook of socialization, s. 461-489. New York: The Guildford Press. Retrieved from https://www.researchgate.net/publication/30014419_Do_Roots_... 10. Sue, D.W. & Sue D. 2003. Counseling the Culturally Diverse.Theory and Practice. New York: Wiley. 11. Accredited Schools Online. 2020. Teaching Multicultural Students. Tips, Expert Advice, and Resources for Building Inclusion in the Classroom. https://www.accreditedschoolsonline.org/education-teaching-...
Further Information
Exchange students can pursue this course once, either in autumn or spring with a scope of 3 ECTS cr.
Completion Alternatives
-
Teacher(s)
Esa Virkkula
Work Placement and Working Life Connections
Not applicable
Exam Schedule
Not applicable
International Connections
-
Student's Time Use and Workload
Not applicable
Learning Progress
Not applicable
Evaluation criteria accepted
Not applicable
Evaluation criteria failed
Not applicable
- 01.06.2024 - 31.05.2025 (1P00BA77-3021 | OPE24, OPE23, OPE22)
Group(s)
OPE24, OPE23, OPE22
Max Seats
Not applicable
Evaluation Criteria
Approved/Failed
Language of Instruction
Finnish, English
Type of Course
Not applicable
Responsible Teacher
Not applicable
Mode of Delivery
R&D Studies: 0.00 cr
Virtual Studies: 3.00 cr
Contact Teaching: 0 cr
Teacher(s)
Esa Virkkula
Smaller Group(s)
Not applicable
Evaluation Criteria
Approved/Failed
Assessment Methods and Criteria
Not applicable
Planned Learning Activities and Teaching Methods
Pre-task
A written plan (1 x A4) where the student describes his/her activities in the international community.
- Personal experiences (incl. possible diaries, portfolio, documents etc.) to prove the scope of the international experience.
Learning Task
When the plan has been accepted, the learning task will be written directed by the nine core contents weighting the content no: 8 (What instruction would I give to myself about being the teacher of a multicultural group?).
Location and time
Not applicable
Learning environments
Not applicable
Recommended or Required Reading
Not applicable
Further Information
Not applicable
Completion Alternatives
Not applicable
Teacher(s)
Esa Virkkula
Work Placement and Working Life Connections
Not applicable
Exam Schedule
Not applicable
International Connections
Not applicable
Student's Time Use and Workload
Not applicable
Learning Progress
Not applicable
Evaluation criteria accepted
Not applicable
Evaluation criteria failed
Not applicable