Materials 2026–2027 (list of references for the studies)

Learning material (must read for all) 

Professional Teacher’s Development Programme. Study guide 2026–2027

Gümüş, A. (2022). Twenty-First-Century Teacher Competencies and Trends in Teacher Training. In Y. Alpaydın & C. Demirli (Eds.), Educational Theory in the 21st Century Science, Technology, Society and Education. (pp. 243-267). Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-981-16-9640-4_11

Isacsson, A, Siirilä, J & Rosenblad N. (2019). Ethical Competence permeates through teaching. (pp. 49–54). http://www.e-julkaisu.fi/haaga-helia/opeke

Juuti, S. & Raehalme, O. (2013). Identities in transition – from an expert to a vocational teacher. In Aaltonen et al. 2013. Practical skills, and education and development - Vocational education and training in Finland. Haaga-Helia University of Applied Sciences.

Siirilä, J. & Kaukinen, R. (2019) Facilitating process through Inquiry-based learning. https://esignals.fi/en/category-en/facilitating-process-through-inquiry-based-learning/#dddd16ed

Haaparanta, J., Kaukinen, R. & Nieminen, S. (2022). Opetusharjoittelu on monisärmäistä ammatti-identiteettineuvottelua. https://esignals.fi/kategoria/pedagogiikka/opetusharjoittelu-on-monisarmaista-ammatti-identiteettineuvottelua/ https://esignals.fi/kategoria/pedagogiikka/opetusharjoittelu-on-monisarmaista-ammatti-identiteettineuvottelua/

Supporting learning material (good to know) 

Kaukinen, R. (2023). Turvaamo – turvallisemman tilan toimintatapa opiskelijoiden hyvinvoinnin tukena. Haaga-Helia Julkaisut. https://julkaisut.haaga-helia.fi/turvaamo-turvallisemman-tilan-toimintatapa-opiskelijoiden-hyvinvoinnin-tukena/

Vesterinen, O. (2023). Eettiset periaatteet ammatillisen opettajan osaamisessa. Haaga-Helia Signals. https://esignals.fi/kategoria/pedagogiikka/eettiset-periaatteet-ammatillisen-opettajan-osaamisessa/ 

Wilson, N.S. & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition Learning, 5, pp. 269–288.

Learning material 

Videos produced by Dr. Bill Cope and Dr. Mari Kalantzi:

• From Didactic Pedagogy to New Learning
  https://www.youtube.com/watch?v=YIWM7Ot9yD4
• e-Learning Affordance 2c: Active Knowledge Making https://www.youtube.com/watch?v=j6uJ47ktWk4
• e-Learning Affordance 5b: Collaborative Intelligence https://www.youtube.com/watch?v=GKW1R8VW54I

Jordan, A., Carlile, O. & Stack, A. (2008). Approaches to Learning. A Guide for Teachers.
https://haaga-helia.finna.fi/Record/nelli21.1000000000579098?sid=5349689598 (Pasila Library: E-book) 

Experiental Learning: Schwartz, M. (2013). Experiential Learning Report. Ryerson University.
https://www.scribd.com/document/396981596/Experiential-Learning-Report

Critical Pedagogy: Rebecca Tarlau (2014). From a Language to a Theory of Resistance: Critical Pedagogy, the Limits of "Framing," and Social Change. Educational Theory 64(4). https://www.academia.edu/7706164/From_a_Language_to_a_Theory_of_Resistance_Critical_Pedagogy_the_Limits_of_Framing_and_Social_Change_Educational_Theory_ 

Connectivism: Siemens, G. (2005) A Learning Theory for the Digital Age. 
https://www.urbansystemichealthpartnership.org/s/connectivism.pdf 

Constructivism: Jenkins, E.W. (2000). Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency? Science & Education 9, pp. 599–610.

Supporting learning material

Noddings, N. (2016). Philosophy of Education. Routledge. 

Woolfolk, A. (2007). Educational psychology. 10th Edition. Allyn and Bacon, Boston.

Learning material 

Holmgren, R. & Sjöberg, D. (2022). Who should I talk to? Informal workplace learning among teachers in police education. Studies in Continuing Education, 46(1), pp. 82–100. https://doi.org/10.1080/0158037X.2022.2111411  

Messmann, G., Mulder, R.H. &Palonen, T. (2018). Vocational education teachers’ personal network at school as a resource for innovative work behavior. Journal of Workplace Learning, 30(3), pp. 174–185. https://doi.org/10.1108/JWL-08-2017-0069

Networking and vocational education (2010). Facts and Figures, National Agency for Education in Finland. https://www.oph.fi/sites/default/files/documents/19380_faktaa_1b_2010.pdf

Vähäsantanen, K., Saarinen, J. & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research 48(6), 395–404. https://doi.org/10.1016/j.ijer.2010.04.003

Fuller, A., & Unwin, L. (2011). Workplace learning and the organization. In M. Malloch, L. Cairns, K. Evans, B. N. O'Connor (Eds.) The SAGE Handbook of Workplace Learning. https://www.researchgate.net/publication/286197843_Workplace_learning_and_the_organization

Farnsworth, V., Kleanthous, I. & Wenger-Trayner, E. (2016). 

Communities of practices. British Journal of Educational Studies 64(2), 1-22. https://www.researchgate.net/publication/291423559_Communities_of_Practice_as_a_Social_Theory_of_Learning_a_Conversation_with_Etienne_Wenger 

Supporting learning material

Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice. Routledge.

Schuller, T. Preston, J., Hammond, C., Brassett-Grundy, A. & Bynner, J. (2004). The Benefits of Learning: The Impact of Education on Health, Family Life and Social Capital. Routledge. 

Myllykoski-Laine, S., Postareff, L., Murtonen, M. & Vilppu, H. (2023). Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. Higher Education 85, 937–955. https://doi.org/10.1007/s10734-022-00873-1 

Kankaraš, M. (2021). Workplace learning: determinants and consequences: insights from the 2019 European company survey. Luxembourg: Publications Office of the European Union. Cedefop working paper; No 7. http://data.europa.eu/doi/10.2801/111971 

Learning material

Megatrends 2026. Sitra. https://www.sitra.fi/en/topics/megatrends/

Ministry of Education and Culture. (2023). Anticipation of skills and education needs 

UNESCO: Issues and trends in education for sustainable development (2018)
https://unesdoc.unesco.org/ark:/48223/pf0000261445

The challenges of technical vocational education at a global level (2019)
https://www.cepal.org/sites/default/files/presentations/mesa_3_b_chakroun_0.pdf

Education at a Glance 2025 OECD
https://www.oecd.org/en/publications/education-at-a-glance-2025_1c0d9c79-en.html

Educating the "Good" Citizen: The Politics of School-Based Civic Education Programs. Westheimer, J (2002) https://www.researchgate.net/publication/234597896_Educating_the_Good_Citizen_The_Politics_of_School-Based_Civic_Education_Programs

Kudryavtsev, D. (2024) Bridging knowledge Gaps: AI Enhanced Techniques for Identifying Skills and Competencies. Haaga-Helia eSignals Pro.https://esignals.fi/pro/en/2024/01/31/bridging-knowledge-gaps-ai-enhanced-techniques-for-identifying-skills-and-competencies/#dddd16ed

Supporting material

Pedagogical violence. Matusov, E (2019)
Pedagogical Violence (udel.edu)

What is the educational question. Gert Biesta (2017)
Gert Biesta | What is the educational question? | Conflict Matters 2017 (youtube.com)

Learning material

Ministry of Education and Culture. (2023) Finnish Education System. https://okm.fi/en/education-system

Finnish VET in a nutshell: https://okm.fi/documents/1410845/4150027/Finnish+VET+in+a+nutshell_2023.pdf

Ministry of Justice. (2023). Finlex Data Bank. https://www.finlex.fi/en/legislation/translations

Mielityinen, S. Teachers’ Legal Responsibilities. (pp. 12–18).  https://www.e-julkaisu.fi/haaga-helia/opeke/mobile.html#pid=1  

Supporting material

Ministry of Education and Culture (2019) Financing of vocational education and training – system that rewards outcomes and efficiency

Learning material 

Peer observation of teaching as a faculty development tool  https://doi.org/10.1186/1472-6920-12-26

Using peer observation to enhance teaching
https://itali.uq.edu.au/files/913/Using-peer-observation-to-enhance-teaching-Leeds-University.pdf

Vesterinen, O., Toom, A., & Krokfors, L. (2014). From action to understanding – student teachers’ learning and practical reasoning during teaching practice. Reflective Practice, International and Multidisciplinary Perspectives. Volume 15(5). https://urn.fi/URN:NBN:fi:amk-2024052013429

Supporting learning material 

Bell, C., Dobbelaer, M., Klette K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement. An International Journal of Research, Policy and Practice, 30, 2019 (1) https://ris.utwente.nl/ws/portalfiles/portal/92133682/Qualities_of_classroom_observation_systems.pdf

O’Leary, M. (2020). Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. Routledge.

Learning material

Raudasoja, A. & Ryökkynen, S. (2022). Inclusive Finnish vocational education and training. Sociální pedagogika, 10(1), pp. 72–75. https://soced.cz/wp-content/uploads/2022/04/INSPIRATION_10-1-2022_9122_SocEd.pdf

Finnish National Agency for education. Inclusion and diversity

Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. http://doi.org/10.1080/15017419.2016.1224778

Supporting material

Keskinen, S., Seikkula, M. K., Aminkeng Atabong, A., Salleh-Hoddin, A. & Ruotsalainen, N. E. 2022. Podcast Race, Bordering and Disobedient Knowledge https://www.helsinki.fi/en/swedish-school-social-science/news/studio-sockom/race-bordering-and-disobedient-knowledge

Finnish National Agency for Education. 2023. Prevention of violent radicalisation and extremism in vocational education and training

Kurki, T. & Brunila, K. 2023. Colonial imaginaries and psy-expertise on migrant and refugee mental health in education. In McLeod, J., O’Connor, K., Davis, N. & McKernan, A. (Eds.) Temporality, Space and Place in Education and Youth Research, pp. 126–143. Routledge. https://doi.org/10.4324/9781003021087

Ministry of Justice. https://yhdenvertaisuus.fi/en/

Ryökkynen, S., Anu, R., Maetoloa, K. & Kontu, E. (2023). “First, you must speak good Finnish.”: Adult immigrants’ descriptions of the actants supporting and hindering their inclusion in education and work in Finland. In Bahdanovich Hanssen, N., Harju-Luukkainen, H. & Sundqvist, C. (Eds.), Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. Taylor & Francis, 121-137.  (First, sign-in to Finna (HAKA-login) https://haaga-helia.finna.fi/MyResearch/UserLogin then http://www.urn.fi/URN:NBN:fi:tuni-202504033243)

Shean, M. & Mander, D. 2020. Building Emotional Safety for Students in School Environments: Challenges and Opportunities. In Midford, R., G. Nutton, G., Hyndman, B. & Silburn, S. (Eds.). Health and Education Interdependence, pp. 225–248. Springer.

Salleh-Hoddin, A., Pirih, T., Kiiskilä, E-L. 2021. Tackling discrimination. My Learning Diary. Rauhankasvatusinstituutti, 2021 https://rauhankasvatus.fi/wp-content/uploads/2021/05/DIARY_1905_2021_small.pdf

Haaga-Helia equality and non-discrimination plan https://julkaisut.haaga-helia.fi/en/haaga-helia-equality-and-non-discrimination-plan-2024-2026/

Salmi, K. Empowering Inclusion: the Crucial Role of Trained Staff in Supporting Special Needs Students on Mobility. (2023). Haaga-Helia eSignals pro. https://esignals.fi/pro/en/2023/10/27/empowering-inclusion-the-crucial-role-of-trained-staff-in-supporting-special-needs-students-on-mobility/#dddd16ed

Learning material

National qualification requirements for vocational qualification (upper secondary vocational education) 

Mäkelä. M. & Moisio, A. 2017. Work and Study. Conceptualizing validation of work experience in a Finnish University of Applied Sciences. In: R. Duvekot, D. Coughlan & K. Aagaard(eds.) The Learner at the Center.  Validation of Prior Learning strengthens lifelong learning for The Learner at the Center.  Validation of Prior Learning strengthens lifelong learning all, pp. 273–286 

Methods for assessment: https://teaching.unsw.edu.au/assessment-toolkit-index 

Supporting material

Boud, D. & Soler, R. 2015. Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. (Pasila Library: E-Journals) 

Davies, J. & Ecclestone, K. 2008. 'Straitjacket' or 'springboard for sustainable learning'? The implication of formative assessment practices in vocational learning cultures. The Curriculum Journal 19(2), 71–86. (Pasila Library: E-Journals)

Ecclestone, K. 2010. Transforming Formative Assessment in Lifelong Learning. Publisher: Berkshire, GBR: Open University Press. (Pasila Library: E-book)

ECTS User's guide 2015. European Comission

Foster, M. 2009. Informative Assessment: Understanding and guiding learning. ACER Research Conference Proceedings. 

The following literature is divided based on the research and development topics of the module.

Get familiar with at least one of these UAS curricula:

https://opinto-opas.haaga-helia.fi/en (https://opinto-opas.haaga-helia.fi/?lang=en)

https://ops.laurea.fi/?lang=en

https://opinto-opas.metropolia.fi/?lang=en

and also:

Ministry of Justice (2014). Valtioneuvoston asetus ammattikorkeakouluista: https://www.finlex.fi/fi/laki/ajantasa/2014/20141129

Finnish National Agency for Education (2020). Upper secondary vocational education. Vocational qualifications. https://eperusteet.opintopolku.fi/#/en/selaus/ammatillinen

Mielityinen, S. (2019). Teachers’ Legal Responsibilities. (pp. 12–18). http://www.e-julkaisu.fi/haaga-helia/opeke

Supporting material 

Indeed Editorial Team (2023). Curriculum Design: Definition, Types and Best Practices. https://www.indeed.com/career-advice/career-development/what-is-curriculum-design

UNESCO (2021). Curriculum globALE: competency framework for adult educators. UNESCO Institute for Lifelong Learning. https://unesdoc.unesco.org/ark:/48223/pf0000377422

Aaltonen, K. & Alanko-Turunen, M. (2019). Design Tools can assist in creating inspiring learning processes. (pp. 19–29) http://www.e-julkaisu.fi/haaga-helia/opeke 

Mäkelä, T. & Leinonen, T. (2021). Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies. Buildings 11, no. 12: 581. https://doi.org/10.3390/buildings11120581   

Planning for a Blended Future. A Research-Driven Guide for Educators. 2021.  Every Learner Everywhere in partnership with Online Learning Consortium (OLC) & National Research Center for Distance Education and Technological Advancements (DETA) Available as pdf: https://www.everylearnereverywhere.org/wp-content/uploads/Planning-for-a-Blended-Future-FINAL-1.pdf

Alanko-Turunen, M., & Kaukinen, R. (2023). Turvallisemman oppimistilan yhteisöllinen rakentuminen ammatillisessa opettajakoulutuksessa. Haaga-Helia eSignals Pro.   http://urn.fi/URN:NBN:fi-fe2022121671993  

Jerez, Ó. M., Orsini, C., Ortiz, C., & Hasbún, B. A. (2021). Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education. Learning: Research and Practice, 7(2), pp. 147–164. 
https://ueaeprints.uea.ac.uk/id/eprint/78014/1/RLRP_2020_0018.R1_Proof_hi.pdf

Mende, S., Proske, A., & Narciss, S. (2021). Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist, 56(1), pp. 29–53. https://www.researchgate.net/publication/346037166_Individual_preparation_for_collaborative_learning_Systematic_review_and_synthesis

Mende, S., Proske, A., & Narciss, S. (2021). Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist, 56(1), pp. 29–53. https://doi.org/10.1080/00461520.2020.1828086  https://www.tandfonline.com/doi/citedby/10.1080/00461520.2020.1828086?scroll=top&needAccess=true

Finnish National Agency for Education. Criteria for Good Guidance

Ryökkynen, S., Pirttimaa, R., & Kontu, E. (2019). Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’. Nordic Journal of Vocational Education and Training, 9(2), pp. 156–174. https://doi.org/10.3384/njvet.2242-458X.1992156

Ger, Y. (2013). Sustaining Teamwork and Interaction in Higher Education. Haaga-Helia eSignals Pro. https://esignals.fi/pro/en/2023/05/05/sustaining-teamwork-and-interaction-in-higher-education/ 

Kaukinen, R. (2020). Opettajan tukea antavan vuorovaikutuksen tarkastelua opettajan ja opiskelijan välisessä vuorovaikutussuhteessa. Haaga-Helia eSignals Pro. https://esignals.fi/kategoria/pedagogiikka/opettajan-tukea-antavan-vuorovaikutusosaamisen-tarkastelua-opettajan-ja-opiskelijan-valisessa-vuorovaikutussuhteessa/#aa13116c

PSP discussion for a teacher (2023). https://www.thinglink.com/view/scenario/1786030341505418084. Available for VR glasses in www.thinglink.com/vr with the code aDrgjE

Individual study pathways in Vocational education and training https://www.karvi.fi/en/evaluations/vocational-education/thematic-and-system-evaluations/individual-study-pathways-vocational-education-and-training

Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning: Insights from a Growing Field (Vol. 31). Springer Nature. (where applicable) 

Teräs, M. (2017). Transforming vocational education and training in Finland: Uses of developmental work research approach. Nordic Journal of Vocational Education and Training, 7(2), 22-38. 

APA Style (2025). Style and Grammar Guidelines. https://apastyle.apa.org/style-grammar-guidelines

Denzin N.K. & Lincoln Y.S. (2011). The SAGE Handbook of Qualitative Research. Introduction. (Sage Handbooks) 4th Edition, Sage Publications or newer edition. 

Field, A. (2009). Discovering statistics Using SPSS. SAGE.

Redecker, C. & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. European Commission. https://joint-research-centre.ec.europa.eu/digcompedu_en  (see also https://school-education.ec.europa.eu/en/discover/news/update-digcompedu-framework-underway)

Rogler, A., Lehtomäki, E. & Lampinen, J. Unlocking the potential of online learning in the internationalisation of higher education. Reports and surveys 2023:3. Finnish National Agency for Education. https://www.oph.fi/en/statistics-and-publications/publications/unlocking-potential-online-learning-internationalisation

UNESCO. Artificial intelligence in education. https://www.unesco.org/en/digital-education/artificial-intelligence

European Commission: Directorate-General for Education, Youth, Sport and Culture, Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators, Publications Office of the European Union, 2022, https://data.europa.eu/doi/10.2766/153756

Honkanen, E. & Nuutila, L. 2013. An overview of vocational special education and training in Finland. pp. 258–269. In: Aaltonen et al. 2013. Practical skills, and education and development - Vocational education and training in Finland. HAAGA-HELIA University of Applied Sciences.

Honkanen, E., Kangasho, M. & Nuutila, L. 2019. Structures and possibilities of special support in vocational education. In H. Kotila (Ed)., 2019. Vocational Teacher (pp. 30–38). Haaga-Helia´s publications, Haaga-Helia University of Applied Sciences.https://www.e-julkaisu.fi/haaga-helia/opeke/mobile.html#pid=1

Ryökkynen, S., Pirttimaa, R. & Kontu, E. 2019. Interaction between students and class teachers in vocational education and training: ‘Safety distance is needed’. Nordic Journal of Vocational Education and Training, 9 (2), pp. 156–174. https://jyx.jyu.fi/handle/123456789/67633

Kasa, T., Rautiainen, M., Malama, M. & Kallioniemi, A. (2021). ’Human rights and democracy are not self-evident’. Finnish student teachers’ perceptions on democracy and human rights education. Human Rights Education Review, 4(2), pp. 69–84. 

Rönnlund, M., & Rosvall, P. Å. (2021). Vocational students’ experiences of power relations during periods of workplace learning – a means for citizenship learning. Journal of Education and Work, 34(4), 558–571. https://doi.org/10.1080/13639080.2021.1946493

Scherling, J. Kasa, T., 2024. Navigating the complexities of resistance in critical human rights education to promote democracy In: Ethics and Education.

Suhonen, R. J., Rajala, A., Cantell, H. & Kallioniemi, A. 2023. From training workers to educating global citizens: how teachers view their opportunities of addressing controversial global issues in vocational education In: Journal of Vocational Education and Training.

Internationalisation of VET – Finland. (2019). Finnish national agency for education. https://www.oph.fi/sites/default/files/documents/oph-internationalisation-of-vet-finland-sivut.pdf

Seitamaa, A & Hakoköngäs, E. (2022). Finnish vocational education and training experts’ reflections on multiculturalism in the aftermath of a major reform, Journal of Vocational Education & Training, https://www.tandfonline.com/doi/full/10.1080/13636820.2022.2066559?scroll=top&needAccess=true

PISA 2018 Global Compence Framework. OECD. https://www.oecd.org/content/dam/oecd/en/topics/policy-sub-issues/global-competence/Handbook-PISA-2018-Global-Competence.pdf  

Vanhanen-Nuutinen, L. (2022). Suosituksista käytäntöön – kansainvälisyysosaamisen kehittäminen korkeakouluissa. eSignals Pro. http://urn.fi/URN:NBN:fi-fe2022031824105

Go International – A practical guide for the internationalisation of schools, VET and adult education providers: https://op.europa.eu/en/web/eu-law-and-publications/publication-detail/-/publication/b1039c2f-7179-11ef-a8ba-01aa75ed71a1

European Commission. (2022). GreenComp: the European sustainability competence framework. https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en 

Finnish National Commission on Sustainable Development. (2016). The Finland we want by 2050 – Society's Commitment to Sustainable Development.

IPCC. (2023). Climate change 2023: Synthesis Report. Summary for Policymakers. A Report of the Intergovernmental Panel on Climate Change. https://www.ipcc.ch/report/ar6/syr/downloads/report/IPCC_AR6_SYR_SPM.pdf 

Salonen, A. & Siirilä, J. (2021). Sustainability Science. In: S. Idowu, R. Schmidpeter, N. Capaldi, L. Zu, M. Del Baldo & R. Abreu (Eds.), Encyclopedia of Sustainable Management. Springer Cham. https://www.theseus.fi/handle/10024/507373

UNESCO. (2024). Education for Sustainable Development. https://www.unesco.org/en/sustainable-development/education

United Nations. (2024). Sustainable Development Goals. https://sdgs.un.org/goals

The New Nordic Education for Sustainability. Inspiration from an innovative course in further adult education. (2016) https://nll.org/wp-content/uploads/2022/12/the-new-nordic-education-for-sustainability.pdf  

Hooley, T. (2020) ‘Green’ guidance. https://careerguidancesocialjustice.wordpress.com/2020/12/07/green-guidance/

Safer space approach at Haaga-Helia https://www.haaga-helia.fi/en/guidance-wellbeing/safer-space

Kaukinen. R. (2023) Turvaamo, turvallisemman tila toimintatapa opiskelijoiden hyvinvoinnin tukena. (Turvaamo, the operating method of a safer space in support of students’ well being.) https://julkaisut.haaga-helia.fi/turvaamo-turvallisemman-tilan-toimintatapa-opiskelijoiden-hyvinvoinnin-tukena/

The network of study well-being and guidance in higher education institutions (KOHO) https://opiskeluhyvinvointi.fi/en

Opetushallitus (2023). Kasvatuksen ja koulutuksen turvallisuus. (Safety of upbringing and education) https://www.oph.fi/fi/kasvatuksen-ja-koulutuksen-turvallisuus

Erkkilä, R. & Peuranka, S. 2021. Pedagoginen hyvinvointi voimaannuuttaa ja osallistaa opettajan ja opiskelijan. Oamk Journal. https://oamkjournal.oamk.fi/2021/pedagoginen-hyvinvointi-voimaannuttaa-ja-osallistaa-opettajan-ja-opiskelijan/ 

Vanhanen-Nuutinen, L., & Aura, P. (Eds.), (2023). Opas pedagogiseen hyvinvointiin. Haaga-Helia julkaisut 3/2023. Newprint, Raisio. https://www.haaga-helia.fi/fi/ajankohtaista/artikkelit/opas-pedagogiseen-hyvinvointiin

Leadership for teaching and learning: Exploring a department-level educational leadership role at a Swedish comprehensive university
https://journals.sagepub.com/doi/full/10.1177/17411432211051882

Jyväskylän yliopisto. (2017). The concept of pedagogical leadership. JYU Avoin yliopisto. https://www.youtube.com/watch?v=2yQPN3iIWwA

Hyppönen, O. & Lindén, S. (2009). Handbook for teachers. https://aaltodoc.aalto.fi/server/api/core/bitstreams/49d95c9b-1284-4d03-8a0e-b55c2f9b3151/content

Karppinen, S.J.A., Marttila, M., & Anita Saaranen-Kauppinen, A. (toim.). (2020). Outdoor Adventure Education in Finland – pedagogical and didactic perspectives https://www.humak.fi/wp-content/uploads/2020/01/seikkailukasvatusta-suomessa-outdoor-adventure-education-in-finland.pdf

Raudasoja A, Rinne S, Heino S. (2024). A holistic student-centred guidance framework supports Finnish vocational education and training students in building competence identity. Nordic Journal of Vocational Education and Training. https://doi.org/10.3384/njvet.2242-458X.2414153

A blog post including descriptions of several career theories. https://runninginaforest.wordpress.com/category/careers-theory-2/theories-every-careers-adviser-should-know/

Laajala, T., Lehtelä, P-L., Rantanen, O. & Jussila, O. (2019). Agency in competency-based guidance counsellor education in two Finnish universities of applied sciences. In Š. Grajcár & T. Šprlák (Eds.), Conference Proceedings from the 2019 Conference of the International Association for Educational and Vocational Guidance (IAEVG) 11–13 September 2019, Bratislava, Slovakia., pp. 254–262. https://iaevgconference2019.sk/wp-content/uploads/2020/03/IAEVG-Conference-Proceedings-2019_FINAL.pdf

Lilja, T., Pukkila, P., Helander, J., Leppänen, A., & Mäkinen, S. (2019). A tool for assessing interdisciplinary career guidance. In Š. Grajcár & T. Šprlák (Eds.), Conference Proceedings from the 2019 Conference of the International Association for Educational and Vocational Guidance (IAEVG), 11-13 September 2019, Bratislava, Slovakia, pp. 263–270. https://iaevgconference2019.sk/wp-content/uploads/2020/03/IAEVG-Conference-Proceedings-2019_FINAL.pdf

Määttä, M. (ed) (2018). One-Stop Guidance Center (Ohjaamo) – Ready to offer multi-agency services for the young. Kohtaamo (ESF), ELY-Centre Central Finland. https://www.doria.fi/bitstream/handle/10024/162148/OneStopGuidance.pdf?sequence=5&isAllowed=y

Worklife Guidance Toolbox. ERASMUS+ Project "Worklife Guidance – Development Of Guidance And Counselling In The Workplace". https://wlguidance.wixsite.com/toolbox

Arene (2018). Entrepreneurship recommendations for higher education institutions 2018 (pdf)

Bacigalupo, K., Punie, & Van den brande, L. (2016). EntreComp: The Entrepreneurship Competence Framework. European Commission. https://publications.jrc.ec.europa.eu/repository/handle/JRC101581

Potinkara, H. (2019). Teacher’s guide to entrepreneurial skills. 

The pedagogical literature and research of your choice (to be discussed with your tutor).