Professional Development Programmes

BUILDING LEADERSHIP FOR CHANGE THROUGH SCHOOL IMMERSION

Helsinki, Finland 2017

During a six-month professional development programme, 56 Saudi teachers improved their English language skills, participated in cutting-edge pedagogical training, took part in a three-month supervised observation course in carefully-selected Finnish schools, and practiced 21st century education skills. The aim of the programme was to coach participants to become change agents in their home schools in KSA with the help of teacher training and customised tools from the Finnish educational system. The programme was delivered in Helsinki, Finland, and it was funded by the Ministry of Education of The Kingdom of Saudi Arabia.

改进秘鲁教师的在职培训

2013–2015

本项目的目的是通过加强秘鲁合作高校的教学能力和实践,为提高秘鲁高校在职教师培训体系的质量作出贡献。

该项目的成果还有助于促进秘鲁的民主、社会、经济和可持续发展,并且有望逐渐推广到拉丁美洲其他地区。

在项目实际进行过程中,赫尔辛基大学对参与项目的RPU(Red Peruana de Universidades)大学的教师培训师进行了培训。这些教师培训师在接受了培训之后,再将他们所学到的新知识应用于培训当地的教学法导师。 通过这些教学法导师的辅导,秘鲁当地学校的教师们也都获益匪浅。秘鲁总共有60名高校教师和近200名导师参加了这个项目的培训。

该项目是依据秘鲁的国家政治指导方针和战略目标(Logros de Aprendizaje de los Estudiantes de Educación Básica Regular,PELA 2013-2016,以及Metas educativas e Indicatores al 2021)制定计划并执行的。

强化专业能力:新加坡的儿童早期教育

2013–2014

赫尔辛基大学与新加坡某客户组织合作开展了培训。培训的主要目标是提高学员从事早期儿童教育的专业能力。 培训包括在芬兰和新加坡的当面培训以及在线培训。当面培训包括听课、小组项目、作业、参观访问等。


Master Classes

FINNISH EARLY CHILDHOOD EDUCATION AND CARE

Helsinki, Finland 2017

The Master Class in Finnish Early Childhood Education and Care (ECEC) involved a group of six education administrators from Hong Kong, who took part in an intensive five-day course in Helsinki. The course included keynote lectures and workshops on Finnish ECEC, the new national core curriculum and its local implementations, and the related quality assurance system. Participants saw theory implemented in practice during site visits to the Playful Learning Centre as well as local kindergartens. The administrators also received more detailed insights into themes such as inclusive and child-centred education, learning environments, the use of ICT and benchmarking best practices. The aim of the Master Class was to offer participants an understanding of Finnish ECEC and to inspire new ideas for implementation in their local education system.

FACULTY DEVELOPMENT: UNIVERSITY TEACHING AND LEARNING

Helsinki, Finland 2016

A custom-designed five-day Master Class in University Pedagogy provided 12 participants from a Federal University in Russia a broad overview of carefully-selected aspects of university teaching and learning. Faculty experts from the University of Helsinki delivered training on topics such as leadership in teaching, curriculum design, interactive teaching methods, project-based learning and evaluation of students’ learning experiences. The teaching approach included lectures, workshops, active participation and knowledge sharing.

教师培训——怎样在韩国教英语

赫尔辛基, 芬兰 2013

这一强化课程为期10天,旨在与韩国的英语教师分享芬兰最新的英语教学方法。该课程建立在国际和芬兰国内的研究基础之上,侧重于在对说话者有意义的场合下使用语言进行交流。此外,强化课程还介绍了不以语法为重点的外语学习方法。

中国金融机构环境经济学强化培训

赫尔辛基, 芬兰 2013

说明:本课程的目的是向金融机构的决策者介绍环境经济学的主要原理。目标是找到将环境问题纳入金融机构社会决策和项目评估程序的新途径,并加强融资公司的经营前提条件。本课程采取强化培训的形式,在芬兰赫尔辛基进行,为期两周。


Intensive Training Programmes

UNIQUE FINNISH TEACHING METHODOLOGY

Beijing, China 2017

This intensive five-day in-service training course was tailored for 40 primary school teachers in China. During the programme, distinguished trainers from the University of Helsinki updated participants on the Finnish education system and contemporary teaching methods. The training programme covered areas such as the Finnish national curriculum and its local implementations, quality assurance systems and innovative teaching methods, using 21st century skills in teaching and specialised methods like phenomenon-based learning. During the programme, participants and trainers also explored ways to leverage the methods learnt in the Chinese context. The structure of the programme was designed to integrate theoretical information with active participation and knowledge sharing.

DIVERSIFIED INNOVATIVE TEACHING METHODS

Beijing, China 2017

It has been proven that a creative problem-solving methodology increases assessment skills (not only teachers’ ability to assess students but also students’ self-assessment skills), critical thinking, learning motivation and classroom management. The Diversified Innovative Teaching Methods programme sought to answer the following questions: What is creative problem-solving? How can we use creative problem-solving effectively to teach different subjects? The five-day in-depth programme delivered by faculty members from the University of Helsinki was designed for 40 primary school teachers in China. The approach combined theoretical academic information with interactive methods. Participants used the methods learned to design their own creative problem-solving process.

LEADERSHIP DEVELOPMENT PROGRAMME

Beijing, China 2017

The Leadership Development Programme aimed to help 40 Chinese principals answer today’s need for dynamic and competent leadership in the field of education. Constantly evolving proficiency in school leadership is the key to a successful educational system. The 10-day programme was delivered by trainers from the Faculty of Educational Sciences of the University of Helsinki. The customised course focused on research-based training on curriculum leadership and Finnish phenomenon-based learning. The aim of the programme was to enhance participants’ knowledge and skills in education leadership. It offered new ideas and tools to assist in developing leadership expertise in the participants’ local context. The programme utilised academic theory and supervised interactive methods.


Eduvisits

EXPLORING THE FINNISH EDUCATION PHENOMENON AND SCHOOL LEADERSHIP

Helsinki, Finland 2017

In October 2017 a delegation of school owners, leaders and administrators from India participated in an Eduvisit programme. The three-day Eduvisit covered areas such as Finnish teacher education, educational reform in Finland, the Finnish educational system, challenges during times of change, as well as new curricula and future trends. Participants visited the Finnish National Agency for Education, where they received insights into the key programme areas. They were also hosted at three different schools in the Helsinki Region, where they were able to see practical delivery of education in the Finnish system through class room observation and discussions with teachers and students. The school visits provided insights into areas such as the National Dream School project, the extensive use of open source IT, pupil-centred teaching methods, phenomenon-based learning and modern techniques in school management.

THE FINNISH EDUCATION PHENOMENON

Helsinki, Finland 2017

In May 2017 an Eduvisit programme was organised for a group of student teachers from an American university. The aim of the four-day Eduvisit was to explore the Finnish education system and teacher education. Participants attended a presentation on the key themes, delivered by an expert from the University of Helsinki’s Department of Teacher Education and visited three schools during their stay. They were hosted at an elementary school where the discussions focused on aggression replacement training, multicultural students in preparatory classes and pupils with special needs. Their second visit took them to the University of Helsinki’s Teacher Training School where they gained an understanding of teacher training in Finland and had the opportunity to shadow teachers at work. The third school visit focused on music teaching and special education. All field visits offered participants an opportunity to observe lessons and engage in discussions with teachers and students.


Preparatory Courses

海湾地区医学预备课程与医学和分子生物科学研究生课程

2013‒2014

说明:该专业能力建设课程的对象是希望进入斯堪的纳维亚高校中的医学与分子生物学专业深造的研究生。主要目标是为学生提供必要的技能,并帮助他们了解芬兰和斯堪的纳维亚地区高校研究生学习的要求。本课程分为两个部分,其中一个部分安排在学生自己的国家内进行。第二部分为期四周的学习安排在芬兰赫尔辛基和瑞典斯德哥尔摩。

赫尔辛基大学继续教育中心HY+

赫尔辛基大学继续教育中心HY+

P.O. Box 53 (Fabianinkatu 32)

FI-00014 University of Helsinki


总机: +358 294 1911

Our Finnish website: hyplus.helsinki.fi

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