In English

Hermolle - Model of in-service education in L1 and Literature

On completion of this studies, students/teachers will

have deepened their knowledge of the multifaceted nature of L1 and Literature as a school subject
discern the connections between the contents of the subject and be able to combine them into appropriate learning entities
have deepened their understanding of multiliteracy
be capable of developing the skills of reading, writing, speech communication and interaction (multiliteracy) in different multimodal learning environments in response to future and community needs
be capable of developing their pupils’ linguistic awareness in various school subjects and in situations involving multilingual and multicultural interaction.

Contact sessions, regional groups, with peers in the education (both in- and pre-service teachers) and/or collegues at school
In contact, in the database
Making learning material and testing it, reflecting the usefulness of the material and acting as a teacher, co-working with peers (videos, presentations, discussions, argumentation)
Modelling the teaching practices of one's own

On completion of this study module students will be able to

understand the importance of language for individuals and communities
develop a knowledge of the structure and the use of Finnish language, as well as to develop a knowledge of their role in students' linguistic awareness and language skills development
draw conclusions about the characteristics of the different forms, variants and uses of the language
understand the objective of teaching language awareness in schools and to know how to assess it
view the language as part of thinking, socialization and interaction situations
understand the polyphony of language and culture
observe and evaluate different forms of multilingualism from the perspective of the individual and the society.

Purpose is to

be able to view reading as versatile and to be able to examine primary school children’s textual environments and how children work with texts
deepen the understanding of literacy as a part of the acquisition of information, community involvement and personal development
be familiar with the necessary skills that are needed in working with study-related texts and know how to develop those skills
be able to develop learning environments that enable experiential and effective reading mode and increase the number of all learners’ enthusiasm
deepen the knowledge of literature, in particular of children's literature and juvenile literature, to know the ways of interpreting literature and to be able to utilize one’s knowledge of literature in teaching.

Purpose is to

understand the complex effects of media culture for the school and for the life of the students and to be able to take them into account in learning and teaching
be familiar with the essential ways of interpretation and the production in media and to be able to guide students to work analytically and critically with media texts
be able to interpret and produce a variety of media texts oneself
be aware of one’s own relationship with the media and its presence in teaching
know the key areas of media education and how to apply them in primary school teaching
be able to develop language and literature cross-media learning environments.

Purpose is to

consider writing versatile and to be familiar with primary school children’s textual environment and their ways of working with texts
be familiar with both individual and collaborative writing processes
deepen the understanding of writing skills as a part of the acquisition of information, community involvement and personal development
support and evaluate the development of students’ writing skills in a versatile way
model and make use of writing as a tool for learning.

Purpose is to

examine the importance of speech communication and interaction, and examine how they occur in different communication and interaction situations within school communities, as well as in face-to-face situations and virtual environments
analyze communicative competence from one’s own perspective as well as from the student’s point of view
control and examine the processes in which students learn to interact through interacting.