Becoming a teacher

LEARNING OUTCOMES: Taking this module gives you competencies to:

  • Rreflect your teaching conceptions
  • Understand basic learning processes with the aid of pedagogical concepts such as motivation, metacognition and regulation
  • Start planning your teaching to support your students’ learning

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Self-study materials

Explore all the concepts in the Teachers´ Glossary by watching the short videos about the most central pedagogical concepts such as motivation, metacognition, regulation etc. Read also the articles. All the materials are available for self-study. If you want to earn credits contact your own University to ask possibility for guided study.

ARTICLES

  1. Eekelen, I., Boshuizen, P. & Vermunt J. 2005. Self-regulation in Higher Education Teacher Learning. Higher Education. 50 (3), 447—471.
  2. Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T. & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. British Journal of Educational Psychology, 80, 269–282.
  3. Vermunt, J. & Endedijk, M. 2011. Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences 21 (3), 294—302.

Read more:

  • Postareff, L. & Lindblom-Ylänne, S. 2011. Emotions and confidence within teaching in higher education. Studies in Higher Education. 36 (7), 799–813.
  • Vermunt, J. & Endedijk, M. 2011. Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences 21 (3), 294—302.
  • Murtonen, M., Olkinuora, E., Tynjälä, P. & Lehtinen, E. 2008. “Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses. Higher Education. 56 (5), 599—612.

Guided study

Contact your own University for information regarding guided studies based on the materials.

THE MODULE CREATED BY UNIPS

Content: Mari Murtonen, University Researcher, Adjunct Professor in University pedagogy, University of Turku