Peda-forum-päivät 2018

KEYNOTE SPEAKERS

 

Anna-Greta Nyström is senior lecturer in international marketing at the School of Business & Economics at Åbo Akademi University. Anna-Greta’s teaching is project based and focuses on collaborative and team learning. Anna-Greta was awarded Teacher of the Year 2017 at the Åbo Akademi University and received an honorary mention by the Finnish Association of Business School Graduates (Suomen Ekonomit) in 2016 for integrating research and company cooperation in her teaching. Developing teaching and as a teacher as well as workshop methods and tools is Anna-Greta’s passion.

Meaningful learning – who, when, where and how?

Learning is foremost about connecting the dots, pieces of information, that form the larger picture of a specific topic. Approaching learning with curiosity and aspiration is not restricted to students only; it applies to teachers as well. How can and should teachers support learning processes? Tools and methods exist, whereas the challenge lies in knowing when to use the right tools, and when not to use them. The presentation will touch upon how to support the ability to quickly respond to big shifts and learn fast. What is the role of the teacher in higher education, preparing students for, for instance, jobs that do not yet exist or a world in constant flux?

Leena Jokinen
Education Manager Lic.Sc. (Econ&Bus.Adm.), M.Soc.Sc.

Jokinen´s  research topics and expertise covers personal futures orientation and guidance, corporate foresight systems, and food consumption. She has developed together with her team a futures guidance model and tools to support active personal futures thinking and acting. She has experience in several international and national projects both as a coordinator and partner in project co-operation. Jokinen works actively with both public, private, and  NGO organizations conduction development projects, giving lectures and workshops. She has worked in Finland Futures research Centre over 15 years.

The Future – Very Much Possible!

Futures studies has much to offer for training and especially guidance. The learning contents are constantly changing and the changes in working life demand new competences which we have hard to anticipate. Can students and teachers keep up to date in this turbulent world? We have developed a model and methods for future guidance to help reflections around this issue. Futures guidance adds a long-term perspective for individual and group guidance. Futures guidance aims to give frameworks for education and career choices as well as career turning point reflections.

The theories and methods of futures guidance have been developed together with students, guidance personnel, instructors and teachers. As a product of this development there is for example a workbook summarizing the key principles of the model and a collection of guidance methods and tools. One example of new methods is a futures simulation where the user faces different life situations and is able to experiment and learn form the consequences of her choices.

PhD Liisa Postareff works as an associate professor of higher education pedagogy at the University of Turku. Her research focuses on university teaching and learning, assessment of learning and the interaction between teaching and learning. Her most recent research concentrates especially on the academic emotions and well-being of university teachers and students. For example, she has explored how students’ emotions are related to their studying and learning, study progress and success, as well as the relations between university teachers’ emotions and their approaches to teaching. She is involved in developing a research-based self-assessment tool HowUTeach for university teachers, which supports their pedagogical competence and well-being as teachers. The research methods of the project vary from body metrics measures to more traditional self-report measures such as questionnaires and interviews. In addition to university pedagogical research, she has a long experience of teaching courses on university pedagogy and of developing university pedagogical studies in several Finnish universities. She is an active member of EARLI (European Association for Research on Learning and Instruction), being a member of the Executive Committee and the coordinator of SIG4 Higher Education in 2013-2017. She is in the editorial board of Frontline Learning Research and Active Learning in Higher Education. She has won two best article awards of her articles related to teachers’ emotions and assessment of learning.

University teachers’ emotions, well-being and pedagogical competence

Teachers’ pedagogical competence is related to their emotions and well-being as a teacher, but there has been relatively little discussion about this topic, and the research on this area has been scarce. University teachers constantly face new challenges in their work and interaction with the students might be challenging. Therefore, it is highly important to focus on how university teachers’ enthusiasm for teaching and well-being can be supported, so that they can enhance their students’ studying and learning as well as possible. In this keynote, the focus is on university teachers’ emotions, well-being and pedagogical competence. This topic will be discussed through the following questions:

  • What kind of positive and negative emotions university teachers’ experience?
  • To what extent do university teachers experience stress, anxiety and burnout? How do these influence their work as teachers?
  • How is university teachers’ pedagogical competence related to their emotions and well-being?
  • How can university teachers’ pedagogical competence and well-being be supported? How can the self-assessment tool ‘HowUTeach’ be used to support teachers’ pedagogical development and well-being?