Laws and Amendments



35. You understand the legislation governing the work of a teacher in vocational and higher education.

36. You teach, guide and assess obeying the laws, amendments and guidelines that regulate the work of a teacher.


I had a great opportunity to attend this 4 hours webinar after a long pause in my studies. 

I am going to summarize what I learned firstly through the questionnaire link which out tutors send to us before the real session start. (AKA, Flipped classroom).

  1. Where can you find the current Finnish laws and amendments concerning vocational/university education and working as a teacher? Are there any English versions available? *

I found all the ACT on vocational education and training on these websites: finelex.fi and ilo.org. Finlex is an online database of up-to-date legislative and other judicial information of Finland. and ilo is International Labour Organization. The laws are presented in both Finnish and English language.


  1. How does a teacher consider the issue of privacy and data security in teacher’s work? *

Personal data include all information concerning an individual or his or her characteristics or living conditions if they can be identified as pertaining to the individual, his or her family or those living with him or her, such as name, personal identity code, contact details, information on studies, IP address, genetic information and marital status.

However, based on ACT chapter 11, sections 107-110 (Processing and disclosing data), there are situations where teacher is obligated to provide information to the duties.


  1. What does “confidentiality” mean in practice? *

To protect personal and sensitive information. Confidentiality means respecting and protecting someone else's secrets and rights to privacy. However, in some circumstances we may legitimately need to pass on the secret to authorities.


  1. How long do you (or the school) have to archive various documents? *

It is necessary to assess how long school should keep the pupil's data in the school information system for the purpose of organizing teaching. ( Henkilötietolain 9 § ja 34 §. Kts. myös Arkistolaitoksen opas säilytysaikojen määrittelyn periaatteiksi).

It is recommended to regularly (for example, at the end of the semester) delete entries from the pupil that are no longer justified. Sensitive data must be deleted from the register immediately after there are no grounds for processing as provided for in the Personal Data Act. The rationale and need for the retention of sensitive data shall, as a general rule, be assessed every five years. (Henkilötietolain 11 § ja 12 § 2 momentti. )

The need to retain personal data is affected, for example, by the fact that a matter concerning the organization of teaching may later be dealt with by the Complaints Authority or as a matter of damages. Sometimes it may be necessary to keep the necessary entries (for example, absence information) for a pupil attending school for a longer period of time, even if the data is removed from the electronic service.


  1. What student-related information can you reveal to your spouse/friends/co-worker/the student…? *

Section 40

Confidentiality and handling of personal data (Amendment 642/2010) Members of bodies responsible for education provision, persons referred to in Section 37, school social workers, school psychologists and teacher trainees may not disclose to outsiders what they have learned in the execution of tasks referred to in this Act about the personal circumstances and economic standing of pupils or the personnel referred to in this Act or the members of their families.


  1. What are the principles of good administration and how are they evident in the everyday work of a teacher? *

Referring to oja.fi, the core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom.

Dignity means respect for humanity. Teachers must respect every person, regardless of gender, sexual orientation, gender diversity, appearance, age, religion, social standing, origin, opinions, abilities and achievements.

Truthfulness is one of the core values in teachers’ basic task, which involves steering learners in navigating life and their environment. Honesty with oneself and others and mutual respect in all communication is a basic aspect of teachers’ work.

Fairness is important both when encountering individual learners and groups but also in the work community. Fairness involves in particular promoting equality and non-discrimination and avoiding favouritism.

Teachers are entitled to their own values, but in their work, teachers’ responsibility is tied to their basic task and its standards such as legislation and the curriculum.

Finnish Administrative Procedure Act consists of 12 chapters and 71 sections. It provides the foundations for good administration provisions and streamlines, how government agencies propose and establish administrative regulations. It implements and promote good administration and protection under the law in administrative matters and promotes the quality and performance of administrative services in institutions. Therefore, we developed our understanding of a good administrator while remaining in the role of a teacher based on this act. (https://gentleway979128527.wordpress.com/)

Some  examples of the core principles of the Administrative Procedure Act (https://www.finlex.fi/en/)

To treat everyone equally and use the competence only for the purposes acceptable under the law(Section 6).

To arrange the use of services and easily accessible to all (Section 7).

To advice on dealing with administrative matters and responding to related questions within its competence (Section 8).

To use the language that is clear, precise and easy to understand (Section 9).

To assist and promote the cooperation between authorities(Section 10).

To maintain confidentiality in dealing with the client’s matter (Section 13).


  1. How can you ensure the safety of the environment as a teacher and what kind of things are regulated by the law? *

I refer you to : Act on Vocational Education and Training

(531/2017)

Chapter 9

Safe learning environment

Section 80-93

"Right to a safe learning environment"

 

  1. What does teacher need to know about copyright laws? *

Copyright Act (404/1961, amendments up to 608/2015), which is in 72 sections, 59 pages all copyrights laws are provided in details. Some examples are:

Subject matter (607/2015)

Economic rights (607/2015)

Moral rights (607/2015)

Adaptation or conversion of a work (607/2015)

Work of compilation (607/2015)

Work by multiple authors (607/2015)

Assumed authorship (607/2015) etc.


  1. How can teacher make sure that the material used in the class doesn't violate the current legislation? *

The Finnish National Agency for Education has acquired our copying licence for free initial vocational education leading to a qualification and preparatory education for vocational training. (Kopiosto.fi)


  1. Where can you get info on copyrights? *

kopiosto.fi provides all the updated information on copyrights for teachers.


It is impossible to remember every chapter or section, however, I have gone through the laws of University of Applied Sciences Act, Vocational Education Act and Administrative Law which are very relevant to a teachers work. Now I know that Finlex.fi is a good source to learn about Finnish laws relevant to teacher’s work.

I had only enough time to go through different blogs written by other students to read about more about these laws.

I provide the summary of what I have come up with.

University of Applied Sciences Act has 10 chapters and 68 sections, therefore it is difficult to explain everything here. However, I would try to reflect on few teaching related sections written in Chapter 3 of University of Applied Sciences Act.

The University of Applied Sciences has the freedom of teaching and research (Section 9). The University of Applied Sciences provides teaching and vocational teacher training leading to a university degree within the limits of the license granted to it. The University of Applied Sciences may also arrange specialization training, training containing parts of degrees as in-service training, open polytechnic education or otherwise as separate studies, and other in-service training (Section 10). The specialization training of polytechnics is post-graduate training aimed at professional development and specialization for those already in employment, with the aim of producing know-how in areas of expertise that do not have a market-based training offer (Section 11a). The University of Applied Sciences has head teachers, lecturers and other teaching and research staff. The qualification requirements for teachers and, if necessary, the tasks are regulated by a Government decree (Chapter 5, section 22).

Chapter 6 deals with the student matters.

Vocational Education Act has 14 chapters and 142 sections. This Act provides for professional qualifications within the administration of the Ministry of Education and Culture, the training required for the acquisition of professional competence, and the demonstration and verification of professional competence (Section 1). Section 2 guide the OAMK as the purpose of the diplomas and training referred to in this Act is to increase and maintain the professional competence of the population, enable the demonstration of professional competence regardless of the method of acquisition, develop work and business life and meet its skills needs, promote employment and professional growth. Section 4 of chapter 1 describe that degrees, training and their organization must take into account the needs of working and business life. When planning, organizing, evaluating and developing degrees and training, as well as anticipating competence needs, co-operation with working and business life must be established.

About students, A person has the right to freely apply for a degree or education referred to in this Act (section 37). Equal selection criteria must be applied for admission (Section 39). A factor related to the applicant’s state of health or ability to function must not be an obstacle to admission as a student (section 40). A personal competence development plan shall be prepared for students starting education, in which individual information concerning the identification, recognition, acquisition, development and demonstration of competence and guidance and support measures shall be recorded (section 44). The training provider prepares and updates a personal competence development plan together with the student (section 45). The organizer of the education is responsible for planning the guidance and support measures needed by the student, monitoring the development of the student’s competence and, if necessary, planning the studies supporting study readiness (section 48). Demonstration of professionalism or competence is individually planned in part of the degree or education (section 49). Students have the right to receive feedback on the development of their skills during graduation or education (Section 51). The professionalism and competence required by the parts of the degree are demonstrated by performing practical work tasks in real work situations and work processes (Section 52). The student’s competence is assessed in a variety of ways by comparing it with the competence prescribed in the basics of the degree or education. The assessment must cover all the professional competence requirements and Competence Objectives in accordance with the criteria of the part of the degree or education to be completed (Section 53).

Administrative Law has 12 Chapters consists of 71 sections. Here I would like to reflect on few sections in a summarize way about Administrative Law governing the work of a teacher. Section 1 states that the purpose of this Act is to implement and promote good governance and legal security in administrative matters. The purpose of the law is also to promote the quality and efficiency of administrative services. Section 2 explains the scope of act as this Act lays down the principles of good administration and the procedure to be followed in administrative matters. Section 8 states that within the limits of its competence, the authority shall, as necessary, provide its clients with advice on the handling of administrative matters and answer questions and inquiries concerning transactions.

The whole above summary of Law is written to demonstrate that I have read the law in detail and I have understanding of Law governing the work of teacher.


Question 35: You teach, guide and assess obeying the laws, amendments and guidelines that regulate the work of a teacher

This question need continuous demonstration of sticking to Law in teaching practice and afterwards in the career as teacher. I believe that by practicing and being persistent in asking whatever we are not sure for all our decisions and by updating our knowledge regarding laws, we will be able to manage different situations during our teaching practice professionally.

I find an element of continuity through keep practicing this competence during my teaching career. Therefore, I believe that the way to answer this question is through ensuring adherence to Law while practicing teaching and also adhering to practicing it as part of my continuous development plan in my teaching career as well.

I will observe and ensure to keep my knowledge in this matter updated in my teaching practice at the moment or in the future careers.



HOW DO I MAINTAIN AND DEVELOP MY TEACHING COMPETENCE?

 To my opinion, teaching is the most challenging profession. Much of the challenge is learning to develop yourself, especially once you have found your place in this career and feel settled. You must continuously strive to improve your own teaching day in and day out. One of the ways which I use in order to improve my teaching skill, knowledge and attitude is to take time to look back and reflect on what I have done. A good way to do this for me is to keep reflection diaries. 


According to Murphy (2001), reflective teaching is a kind of action research. It helps teachers become aware of what is happening in the classroom by identifying common problems, hypothesizing about possible causes and solutions, and applying an action plan. Murphy also explains that one of the advantages of the reflective technique is that it develops the quality of teaching through continuous improvement. 


After each session or day of teaching, I spend ten or fifteen minutes thinking about what I have done and what I have learnt. Then I write down my thoughts and feelings as a diary or journal. I call it reflection diary. The questions which I usually reflect upon are for example:  Did the students enjoy the lesson?  Did I achieve my personal aims at the end of the class? Why/why not? Were all students engaged?  Was I interesting? I add teacher development aims to my plans. This is a practical tip for lesson evaluation. At the end of a lesson, I write down two things that went well and two that I could have improved. I try and work on those points to improve in the next lesson. 


Of course, in addition to this self-evaluation, I also ask my students to fill in a feedback form which I distribute in the beginning, during and the end of the course. As a result, I get the whole image of my approach in teaching and connecting with my students. Based on the result, I develop my teaching competence which is generally my knowledge, skill and attitude.  Sometimes I record my lessons with permission of school, especially when I want to study my lessons in more detail. I record them to analyze afterwards. I usually do that every 3 months. When I prepare my lessons, I think about the following: “By the end of the lesson, students will be able to …” When I follow this, I will be able to improve my aims/objectives of the lesson and the lesson itself. 


To improve my teaching competence, I try to observe my peers. I ask the supervisor or manager if there is a chance for me to observe other teachers while they are teaching. In this way, I will pick up new ideas for teaching and find myself more confident after observing my colleagues. I will have a chat with my observed teacher afterwards, so I can share ideas, opinions and general views of the lesson. In addition, I believe that part of being a teacher is being able to work together as part of a team or a group. When we work together as a team, it provides students with a better chance to learn and have fun. Furthermore, it is always important to be observed as well as observe peers. I ask my colleagues if they are able to look at one aspect of the lesson, which I might be concerned about. And later we chat about it.
 I often visit some online book shops like Amazon and order some additional books on ELT or specific areas of my interest (teaching young learners, technology, listening, role-play, etc.) The majority of these books often contain various lesson ideas which I could incorporate in the classroom. I try to connect with ELT bloggers or ELT websites like eslprintables.com. When I connect with other English language teachers, I will be able to share like-minded ideas or opinions. 


When planning my lessons, I try to put myself in the learners’ shoes and consider what I think would work well in my learners’ opinions. I try to forget what I believe is important and appropriate, but I try to teach what my learners expect. I also have noticed that since I started learning a new language (Finnish), I have been able to understand my learners better and also to become more aware of what being a language learner is like: the difficulties, possible habits and learning styles, etc. 
 I try to find ELT conferences to attend. When I attend a conference, I learn more about the profession as well as meet other teachers with various experiences. It is also important to talk and share your thoughts in ELT conferences or webinars. I have the experience sharing the result of my studies in ELT field in those conferences; as a result, the confidence and the knowledge I gained from that were immeasurable.


 I sometimes like to push the boundaries and try something new in the class by doing something old! One way is for instance trying a more traditional approach, such as drilling or a less student-centered approach. Or something totally new to myself which I get the idea for example from another teacher from different country. 


No single method alone is suitable in language learning classes. Reading different articles in ELT journals is a really good way for me to extend my subject knowledge of ELT and acquire more information about teaching in various other contexts such as Europe, US, Asia etc. I also think that doing research in this area and publishing my studies in popular journals kept me in the right pass of maintaining and developing my competency. And I am motivated enough to continue my researches in the future while keeping my profession as language teacher.
As rapid developments in technology integrate into our day-to-day lives, they affect the way students learn and teachers teach. Modern Teachers need to be competent in not only basic skills but new skill sets (Mandal, 2018). I am trying to adapt with this rapid change and updating expectations and learning standards. The 21st -century teacher needs to know how to provide technologically supported learning opportunities for students and know how technology can support students learning. With the beginning of Covid-19, education has changed dramatically, with the distinctive rise of e-learning. This situation was already familiar to me, since when I moved to Finland I had to keep teaching online to my learners in Iran, through Zoom or Teams platforms. I have thought almost for three years so far online, therefore, I think I am competent enough to keep up with e-learning. I believe that, not only do we need to understand the latest in technology, but we must also know which digital tools are right for our students. It’s a process that may take time but will be greatly influential in the success of our students. 

Laws and Amendments

35. You understand the legislation governing the work of a teacher in vocational and higher education. 36. You teach, guide and assess o...