1P00CH05: Orientation and Assessment of Vocational Pedagogy Competence (Blog-02)

Professional Teacher Education- Start up

Stepstone: Teaching on an international scale

‘I never teach my pupils; I only attempt to provide the conditions in which they can learn.’ –Albert Einstein

Considering the training objectives, teachers, students, and pedagogical techniques, I had wonderful experiential learning at the Oulu Applied Science University during the session of professional teacher training.

I discovered that the training programs were contemporary, logical, modern, and goal-oriented from the perspective of learning outcomes. For example, pedagogical competency, teaching experience, and specialized education were used to assess the student's current competencies. I also realized that the teachers' training took into account the deep-learning method, such as students teaching each other for half of the course. As a result, the teacher training aim would be met, and the students' desires would be met.

Furthermore, our teachers were also competent, upbeat, energetic, enthusiastic, and self-motivated, which was excellent given the multicultural value dynamics. Teachers, for example, attempted to gain a thorough understanding of each learner and assist them with their requests. They also discussed several challenges related to becoming good listeners. After the day, the entire class was engaged and driven. I also had the impression that each student was extremely qualified, experienced, and enthusiastic about becoming an excellent teacher.

I did notice, though, that the practice session was a little longer than normal. It may assist students in getting to know one another better and improving the efficiency and efficacy of teamwork. In addition, given the teaching style, I assumed that there may be outside activities throughout the session.

Having previously taught in Bangladesh, I am familiar with the notions of vocational/higher education mentorship. However, cultural variations may cause some principles to diverge from one country to the next. However, I believe that the principles, strategies, and types of support utilized in vocational and higher education are more or less universal. In terms of professional teaching, I have some prior pedagogical expertise from my past job experience, such as the Green University of Bangladesh, where I finished several courses and training.

I attended a four-day's workshop on "Teaching and Learning at GUB: Steps Toward Quality and Excellence."

I also have a broad understanding of industrial research and educational technologies through my study into internationalization and entrepreneurship, but I only have little teaching experience and pedagogical competence in Finland. As a result, I was ecstatic to be a student in the professional teacher training program, because the training objectives, teachers, and students created an excellent learning environment for me to become an ideal UAS teacher in the future, which I sensed in my first two days at Oulu Applied Science University.