JOMITE CURRICULUM

FRAMEWORK 2009/2010
JOMITE GROUP

This framework is a result of the JoCiTE project. This project has been funded with support from
the European Commission. This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information
contained therein.
 P ARTNERS
This framework is mainly the result of the EU funded JoCiTE project.

• University of Groningen, the Netherlands

• Eszterházy Károly, Eger, Hungary

• Charles University, Prague, Czech Republic

• Universitat Autònoma de Barcelona, Spain, Catelonia

• University of Tartu, Estonia

• University of Edinburgh, United Kingdom, Scotland

• University of Helsinki, Finland

• University of Joensuu, Finland

• University of Regensburg, Germany

Part of this framework, especially the chapters about, competences, reflection and
practice, are based on the results of another EU funded project: SPriTE. Above
partners are also member of The SPriTE project. Furthermore, the following partners
participated in SPriTE:

• Dr. Nassau College, Assen, The Netherlands

• EKF Training School, Eger, Hungary

• Akademicke gymnazium Štepanska, Prague, Czech Republic

• Institut d’Educació Secundària Sabadell, Barcelona, Spain

• Miina Härma Gymnasium, Tartu, Estonia

• Joensuun normaalikoulu, Joensuu, Finland

For reference to this document:

JoMiTE Group (2009). JoMiTE Curriculum Framework 2009/2010.

Please take note of Annex 1 of all the contributors to this document.

 C ONTENT

Partners ....................................................................................................................................................................... i

Content ...................................................................................................................................................................... ii

1 Introduction....................................................................................................................................................... 1

2 Key-Competences .............................................................................................................................................. 4

3 Basic structure of the curriculum ...................................................................................................................... 6

4 Block and role descriptions ............................................................................................................................. 10

5 Course descriptions ......................................................................................................................................... 16

6 Subject Didactics courses ................................................................................................................................ 17

7 General courses ............................................................................................................................................... 28

8 Research .......................................................................................................................................................... 31

9 Reflection ........................................................................................................................................................ 34

10 Practice ............................................................................................................................................................ 35

Annex 1. People involved in writing this framework ........................................................................................ 37

 1 I NTRODUCTION

W H Y J O M I TE?
Europe hosts many different and interesting cultures. Within these cultures education
plays an important role to teach our learners about the importance of the own
culture, but also about the importance of living together with other cultures in the
European Communion. Teachers play a crucial role in how our learners learn to value
their own culture and how they learn to value and live with other cultures (cultural
sensitivity). Teachers need to be prepared for this role.

Europe is not only rich in culture, but also in pedagogical approaches. Educational
systems, teaching methods and pedagogical thinking differ between countries and
cultures. Teachers can learn a lot from these differences, adopt what they think would
improve their teaching, sustain and strengthen what they think they do well already.

Furthermore we see the possibilities for teachers to work in other countries. Because
they do like that, because they are needed there because of their mother tongue or
maybe because just there is no job in their home country but there is in another
European country.

These reasons show us it is important to educate teachers with a broader scope then
their own region. This is reflected in the Green Paper on Teacher Education in Europe
(Buchberger et al., 2000). Paper stresses that the EU should support curriculum
projects within teacher education and the mobility of teacher education staff and
students. Future teachers should learn about cultural diversity, speaking different
languages, working in different cultures and situations so they can teach our learners
about the richness of Europe. We think it is necessary to educate student teachers in
different cultures and different educational settings. Therefore we developed a Joint
Curriculum in Teacher Education on Master level.

T H E J O M I TE P E R S P EC T I V E
Universities throughout Europe started the JoMiTE initiative, to establish a joint
master in teacher education. The partners (teacher education institutions and schools
that are hosts for student teachers) who support this initiative find it important that
student teachers will do part of their teaching practice and teacher education course
in other countries. We expect this will increase the cultural awareness of students,
improve their social and cultural competences and increase their knowledge about
different pedagogies and educational methods.

To make this possible, the JoMiTE initiative aims for the following:
1
• A 60 ECTS course in Teacher Education (secondary education) on Academic
2
Master level with a focus on research based education;

1
To make a distinction with professional masters, mostly offered by universities of
applied sciences.

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 • for students who already have obtained, or will obtain also knowledge about
their subject on Master level;

• whereas 30 ECTS is covered at the home university, 15 ECTS in a university in

country A and 15 ECTS in a university in country B;

• whereas the student teacher has practice experience and university courses in
all three countries;

• on the basis of diversity and autonomy of the local universities.

The curriculum as described in this framework will make such a perspective possible.

THE M AST E R L EV E L
The JoMiTE curriculum is on (academic) master level. In 2005, the ministers for
education in Europe agreed upon the Framework for Qualifications of the European
3
Higher Education . In that framework the master level is referred to as the second
cycle which describes clearly the level of thinking, learning and working on master
4 5
level which was based upon the Joint Quality Initiative (see also the Tuning project )

It shows that master level does not require necessarily a bachelor on before hand in
the same field. It might, however, require a bachelor in any degree to be able to reach
the master level of thinking.
6
In the Bologna process , the master level is referred to as the second cycle of higher
7
education (this is level 7 in the European Qualifications Network ). The descriptors for
this level are:

“Qualifications that signify completion of the second cycle are awarded to

students who:

- have demonstrated knowledge and understanding that is founded upon and

extends and/or enhances that is typically associated with Bachelor’s level, and
that provides a basis or opportunity for originality in developing and/or
applying ideas, often within a research context;

2
Research based refers to the fact that student teachers should be able to make use
of existing research literature, but also to use research based approaches in the
development of their education.
3
http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf
4
http://www.jointquality.nl. This project was funded by the EU. Also called: Dublin
descriptors
5
http://unideusto.org/tuning/. This initiative consists of several EU funded projects.
6
See http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ for a description.
7
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

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 - can apply their knowledge and understanding, and problem solving abilities in
new or unfamiliar environments within broader (or multidisciplinary) contexts
related to their field of study;

- have the ability to integrate knowledge and handle complexity, and formulate
judgements with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their
knowledge and judgements;

- can communicate their conclusions, and the knowledge and rationale

underpinning these, to specialist and non-specialist audiences clearly and
unambiguously;

- have the learning skills to allow them to continue to study in a manner that
may be largely self-directed or autonomous.”

The document makes also a clear distinction between bachelor (first cycle) and master
degree (see the document itself).

Above descriptors are used by describing the JoMiTE learning objectives. It means that
the course level, and especially the way how the courses are assessed, should fit to
the qualifications.

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 2 K EY -C OMPETENCES

The SPriTE project developed key-competences for teaching practice. These

competences are slightly adjusted for the whole curriculum. The competences fit to
the document of the European Commission about Improving the Quality of Teacher
8
Education.

Competence here refers to a standardized requirement for an individual to perform in

a specific area of work properly. It is related to the concept of skill, but it is broader,
since the concept of skill can be seen only as a single technique or ability. Competence
also differs from the concept of proficiency. Compared to competence, proficiency has
unlimited potential.

Often competences can be divided in knowledge, skills and wider competences. The
key-competences as described below do not describe competences in all these details,
but describe on a higher level the competences of a teacher. These key-competences
are elaborated in the learning objectives in the block descriptions (see chapter @). The
key-competences are used as a guideline for developing the joint program as a whole
and to have a common understanding between the partners what kind of teacher we
want to educate.

The competences as described in this chapter are an underlying guideline for

developing the curriculum and the courses. It shows what kind of competences we
expect from our graduates at the end of the program. It does not mean that each
activity in the curriculum should support a specific competence, but the curriculum as
a whole should support student teachers to reach the competences.

Interpersonal competence deals with the ability to communicate, perform, and

interact in teacher’s work. With interpersonal competence the teacher understands
the means of educational communication at school and in the classroom, and is willing
and able to communicate clearly, making skilful use of a variety of media, and interact
productively with pupils, individually and collectively.

Pedagogical and psychological competence is the core of general education. The

teacher provides psychologically oriented support for learners’ development. With
pedagogical and psychological competence the teacher understands the processes
and conditions of education at both a theoretical and a practical level, has knowledge
of psychological, social and multicultural aspects of education and is willing and able
to motivate students to engage in learning and working tasks, challenge them to do
their best and help them accomplish their tasks successfully.

8
http://ec.europa.eu/education/com392_en.pdf

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On a secondary education level, the teacher must also be an expert in his/her field.
9
Subject content and methodological competence consist of knowledge of a subject
as well as evidence based knowledge how it is taught. With subject content and
methodological competence the teacher masters the contents of his/her discipline, is
able to establish learning objectives emerging from them and is willing and able to
plan, conduct and evaluate teaching and studying through the teacher’s pedagogical
thinking. With this competence the teacher is able to introduce the scientific way of
thinking in the subject field.

Organizational competence is naturally connected to organize the teacher’s work. The

teacher is aware of the classroom environment and its mechanisms and is willing and
able to engage students and parents and to cooperate with colleagues in planning
studies by adjusting plans and activities according to the changes in learning
environment.

The JoMiTE initiative promotes understanding of cultures within Europe. The teacher
has knowledge about different cultures and educational systems and is able to adept
his teaching to other cultural contexts. Accordingly, with intercultural competence the
teacher is aware of the global context of education and is willing and able to help
pupils acquire democratic social values, distinctive national traditions, European
cultural values and global human values. The teacher is able to reckon with peculiarity
of multicultural learning environment and anticipate different situations.

9
Subject content is however not part of this joint curriculum. The master level in the
subject should be achieved before or besides this joint curriculum in teacher
education.

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 3 B ASIC STRUCTURE OF THE CURRICULUM

O V ER A LL ST R U CT U R E
The JoMiTE curriculum is 60 ECTS in total (one fulltime study year). The curriculum is
divided in four blocks of 15 ECTS each. Each block has a specific theme, according to
the roles of teachers, and is offered in a fixed period. Within each role there are
learning objectives formulated. On base of these roles and learning objectives,
institutions are free to develop their own program within each block.

The blocks are:

• Teacher as Instructor: The teacher as instructor is leads a group of learners,

teaches those learners the subject on their level and activates their learning.

• Teacher as Coach: The teacher as coach organizes and facilitates a safe and
motivating learning environment and promotes learning taking account of
personal and cultural differences of learners based on psychological insights.

• Teacher as Developer: The teacher as developer develops and evaluates

learning environments in the broadest sense with regard to personal and
cultural differences between learners.

• Teacher as Researcher: The teacher is the bridge between the scientific field
of his subject and the learner and is able to introduce learners into research
approaches. He identifies critical situation in his class or school, analyzes the
core of this situation, with reference to research literature, and presents the
results and evidence based recommendations to colleagues and other
stakeholders. He is a critical consumer of relevant research literature.

The reflection part is especially focussing on the learning process of the student and
on the relation between theory (institute) and practice (school).The block Teacher as
instructor is an entrance block for all three other blocks. The other three blocks can be
done independently from each other.

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Each block is offered in a fixed period. This period needs, however, to be interpreted
with flexibility as they might vary according to local conditions. These periods are
(roughly):

• Teacher as Instructor block: September / October

• Teacher as Coach block: November / January

• Teacher as Developer block: February / Half April

• Teacher as Researcher block: Half April/ June

S T R U CT U R E O F A B LO C K
Each block has a structure consisting of seven elements: cultural course, general
courses, subject didactics, practice, research, reflection and an elective part. Local
universities have freedom to fill in these courses as they want and can even combine
courses. However, the requirements of each blocks, as described in detail in the next
chapter, should be achieved. We especially stress on integration of theory and
practice: what is done during practice should be used somehow during the activities at
the institution and what is done at the institution should be reflected somehow during
the activities in the school.

The cultural course is especially of importance for the international component of

JoMiTE. It is meant to make student teachers cultural sensitive before they go abroad,
but also to learn specifically from the situation in the countries where they go to. The
cultural course is 1 ECTS in each block.

General courses are dealing with general questions, like learning theories, that are
broader than one subject only. General courses have a minimum of 2 ECTS in the
blocks “teacher as instructor”, “teacher as coach” and “teacher as developer”, but no
minimal requirements for the block “teacher as researcher”.

Subject didactics is focused on the methodology of teaching in a certain subject: how

to teach for example electrons or how to teach grammar. This is also the place for
relating the subject research to education in the subject. In each block subject
didactics covers a minimum of 2 ECTS.

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Research can be courses about, as well as activities, related to research methodology
of educational sciences, but can also refer to (small) research tasks, like observations,
interviews with learners or evaluation tasks. It covers 2 ECTS as a minimum in each
block, except for the block “teacher as researcher” where the minimum is 4 ECTS.

Reflection is the activity where student teachers reflect on their learning and personal
and professional development, especially with regard to the relation between theory
and practice. It is 1 ECTS for each block.

Practice means the activities in the school. Teaching activities are always part of this
element, but there can be other activities as well. Each block has a minimum of 4 ECTS
practice.

Elective is not elective for the students, but elective for the institution that offers a
block. Institutions are free to define what learning objective is covered in what course
element. They are also free to divide credits (ECTS) over different elements, with
regard to certain minima per element and regard to the fact that the whole block
should cover 15 ECTS. It is possible that institution A offers in a certain block a 5 ECTS
subject didactics course and a 2 ECTS general course, whereas another institution B
offers in a similar block a 2 ECTS subject didactics course and a 5 ECTS general course,
as long as they both cover the learning objectives within that block. It is also possible
to use it for more practice.

In the next chapter the blocks are described in detail.

E N T R AN CER EQ UI R E ME N T S
Students who want to subscribe for the JoMiTE program should have:

• English language skills on B2 level. Each university will take care of the
assessment of their own student teachers before sending them abroad and
we trust each other’s choice. Students will be encouraged to take a crash
course in the hosting country language.

• The subject should, as entrance requirement, be on bachelor level. However,

for the final grading, the JoMiTE student teachers should also reach master
level for their subject. Be aware that we are speaking of level (in the sense of
the Dublin descriptors), not about the amount of ECTS in a certain field.

• The student teacher proves that he is motivated for the JoMiTE program (to
be considered by the local university).

A S S ES S M EN T
Every local university itself is responsible for assessing and grading of a visiting student
teacher, following their normal assessment procedures. To transform the grades from
10
one country to another, we make use of the toolkit as developed by Karran (2005) .

10
Karran, T. (2005). Pan-European Grading Scales: Lessons from National Systems and
the ECTS. In: Higher Education in Europe, 30, 1, pp 5-22

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The student who fails for an assessment (when he/she is abroad), will get a second
chance (if necessary: on distance)

When the student fails a second time, the home university rules will apply in case of
two failures. The home university will take care of that situation.

In some situations some universities give only a pass or failure. That is not always
accepted in the home university in a way that it is fair to the student. Therefore, a
university that gives a “pass” will accompany that pass by a letter stating that the
student fulfilled course requirements in a sufficient (E), satisfactory (D), good (C), very
good (B) or excellent (A) way, to the home university.

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 4 B LOCK AND ROLE DESCRIPTIONS

B LO CK “I N ST R U CT O R ”
Role description The teacher as instructor is leads a group of
learners, teaches those learners the subject on
their level and activates their learning.

Aim The aim is to provide student teachers with

knowledge, skills and tools for the role of instructor
and to prepare them for the other three blocks, including being able to go abroad.

Timing September & October. However, this block is covered at the home university. It might
be carried out on a different moment in a previous year.

Learning objectives After this block, students can demonstrate their:

I.1. knowledge of basic educational sciences and basic subject

didactics.

I.2. Knowledge of the national curriculum, especially in his own

subject.

I.3. knowledge of effective classroom management theories.

I.4. knowledge of basic educational science research methods.

I.5. Knowledge of the impact of cultural differences on education.

I.6. ability to write and conduct a lesson plan.

I.7. ability to teach the subject on a learners’ level to activate the

learners’ thinking and learning.

I.8. ability to manage a class.

I.9. ability to observe and analyze, critically lessons based on

relevant research.

I.10 Ability to learn from practice and to discover the own strengths
and weaknesses.

Remarks This block might also be offered in the bachelor phase, as long as the entrance
requirements are achieved. This block is an entrance requirement for the other three
blocks.

It is especially important in this block to focus on instruction and activating learners’

thinking with basic teaching methodologies.

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 B LO CK “C O A C H ”
Role description The teacher as coach organizes and facilitates a safe
and motivating learning environment and promotes
learning taking account of personal and cultural
differences of learners based on psychological
insights.

Aim The aim is to prepare student teachers for the coach

role and to stimulate student teachers to become aware of their own expertise and to
cooperate with other experts when necessary.

Timing November - January

Learning objectives After this block, students can demonstrate their:

11
Int.1. Ability to demonstrate knowledge of the educational realities of
home and host countries.

Int.2. Ability to compare educational realities of different countries.

Int.3. Ability to act upon educational realities in different countries.

C.1. knowledge of specific subject didactics topics [described in the

subject didactics section]

C.2. knowledge of learning difficulties of learners in the subject.

C.3. Knowledge of special needs of learners.

C.4. knowledge of relevant educational theories and methods to

understand the personal and cultural differences between
learners [see general courses for detailed description].

C.5. ability to provide a safe and effective learning climate in the

group with regard to personal and cultural differences of
learners.

C.6. ability to motivate learners to learn the subject using evidence

based methodologies.

C.7. ability to guide students to find out their learning strategies and
strengths and to develop these strategies.

C.8. ability to cooperate and communicate with colleagues and other

relevant stakeholders.

11
Int.1.-3. are similar for the coach, developer and researcher block as they are
related to the cultural course which depends if the student teacher follows this block
in his home country or a foreign country.

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C.9. ability to make explicit their view on the pedagogical approach
and on their understanding of the contribution of the subject for
the wider future development of the learner.

C.10. Ability to use relevant systematic approaches to explore and

describe personal, professional and cultural differences in
educational realities.

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 B LO CK “D E V E LO P E R ”
Role description The teacher as developer develops and evaluates
learning environments in the broadest sense with regard
to personal and cultural differences between learners.

Aim To prepare student teachers for the developer role, to

learn from the evaluation and critics of colleagues and
develops his own learning plan on base of this evaluation
and critics and to become responsible for their own personal professional
development.

Timing February - April

Learning objectives After this block, students can demonstrate their:

Inter.1. Ability to demonstrate knowledge of the educational realities of

home and host countries.

Inter.2. Ability to compare educational realities of different countries.

Inter.3. Ability to act upon educational realities in different countries.

D.1. knowledge of specific subject didactics topics [described in the

subject didactics section].

D.2. knowledge of advanced teaching evidence based methodologies.

D.3. knowledge of relevant educational approaches, theories and

methods for developing learning environments.

D.4. ability to develop learning environments in the subject taking

into account personal and cultural differences between learners..

D.5. ability to apply teaching methodologies and approaches.

D.6. ability to assess learning activities of learners.

D.7. ability to make explicit their view on the way how the subject
should be taught in specific contexts.

D.8. ability to evaluate learning environment and teaching process

and draw conclusion for improvement.

D.9. ability to make and implement a professional development plan

(own development process).

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 B LO CK “R E S E AR C HE R ”

Role description The teacher is the bridge between the scientific field of his
subject and the learner and is able to introduce learners
into research approaches. He identifies critical situation in
his class or school, analyzes the core of this situation, with
reference to research literature, and presents the results
and evidence based recommendations to colleagues and
other stakeholders. He is a critical consumer of relevant
research literature.

Aim To prepare student teachers to

• undertake the researcher role

• be able to cooperate in a research team

• understand the relevance of research as an important part of their role

• take account of ethical aspects of research

Timing April – June

Learning objectives After this block, the student has:

Inter.1. Ability to demonstrate knowledge of the educational realities of

home and host countries.

Inter.2. Ability to compare educational realities of different countries.

Inter.3. Ability to act upon educational realities in different countries.

R.1. knowledge of specific subject didactics topics [described in the

subject didactics section].

R.2. ability to make explicit their view on the role of research in their
profession.

R.3. ability to read critically research literature and to discuss this

with colleagues.

R.4. ability to identify trends in scientific research in the subject and

to communicate applicable results of this research to learners on
their own level.

R.5. ability to identify and analyze trends in society that influence the
processes in school and to write down recommendations on
class and school level how to react on these trends.

R.6. ability to identify individually or collectively a critical situation in

the class or in the school, to design and apply research to the

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 situation using appropriate methods and techniques to collect
data, to find appropriate scientific articles and to provide
recommendations.

R.7. ability to present the results of their own research to an

audience of specialists and non-specialists.

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 5 C OURSE DESCRIPTIONS

I N T E R C U LT UR A L
COURSE
See below for the objectives for the Intercultural (background) course

Objective

I.5. Knowledge of the impact of cultural differences on education.

Inter.1. Ability to demonstrate knowledge of the educational realities of home

and host countries.

Inter.2. Ability to compare educational realities of different countries.

Inter.3. Ability to act upon educational realities in different countries.

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6 S UBJECT D IDACTICS COURSES

In this section, the learning objectives that are applicable for Subject Didactics are given. These objectives fit to the overall curriculum and are a specification within the
total overview for the specific subject didactic courses.

Learning objective Modern foreign languages Mathematics Science

Teacher as Block theme Algebra and arithmetic

instructor
I.1. knowledge of basic general • Introduction to teaching 5 skills
didactics and basic subject (speaking, listening, writing,
didactics. reading, interacting) and formal
aspects of the language.
• Introduction to SLA theories,
methods & approaches.
• Development of language
teaching and current trends in
each country
• Introduction to the European
portfolio for student-teachers of
languages
• How to explain mathematics to a
learner
• How to give the learner an active
role in the class, learning
mathematics.
• How to link the real live
(contexts) with mathematics?
• How to link different
mathematical ideas?
• Realizing that there are different
methods of teaching
mathematics
Science education:
• classroom management (safety
regulations etc.)
• basic methodology
• modelling
• science communication skills in
the classroom
• Basic experimental skills
• Assessment for and assessment
of learning (formative and
summative assessment)

• Introduction: Different methods

of doing mathematics (like the

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Learning objective Modern foreign languages Mathematics Science

role of “reasoning” and “proving”

in mathematics)

• Awareness the importance of

designing problems by learners
in mathematics.

I.2. Knowledge of the national • Curriculum national (and local • Knowledge about the national Curriculum:
curriculum, especially in his own schools) mathematics curriculum
• lesson planning
subject.
• CEFR
• local curriculum including
different methods

• introduction to learning
materials

• understanding learning
outcomes, distinct from teaching
goals

Goals for science education:

• Nature of science

• Nature of science education

• Scientific literacy

I.6. ability to write and conduct a • Introduction to approaches to • How to prepare a mathematics • Ability to write a science lesson
lesson plan on base of existing planning, implementation and

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 Learning objective Modern foreign languages Mathematics Science

learning materials. evaluation. lesson? plan

• Introduction to lesson design,

implementation and reflection
on work done.

I.7. ability to teach the subject on a
learners’ level to activate the
learners’ thinking and learning.
• Introduction to dealing with
diversity in the foreign language
classroom (differentiation and
inclusion; individualising;
facilitation).
• Using the target language as
classroom language at an
appropriate level.
• Understanding that learners do
not always understand
mathematics.
• How to deal in mathematics with
different levels in education (a 12
yr old is not a 16 yr old)
• Realizing what the complexity is
in math class.

I.10 Ability to learn from practice and to Professional development:

discover the own strengths and
• Reflection and action
weaknesses.
• Student teachers´ attitude

• Good science teacher ; intrinsic

and extrinsic motivators

Teacher as Block theme Geometry

coach
C.1. knowledge of specific subject • Adopting different roles of • How to “listen” to ideas (like Science education:
didactics topics teachers in contemporary solutions) of learners?

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Learning objective
C.2. knowledge of learning difficulties
of learners in the subject.
Modern foreign languages
modern teacher education
• Classroom management and
interaction.
• Cooperative & Collaborative
learning
• Teaching 5 skills and formal
aspects of the language with
Mathematics
• Learners have different cultural
ideas about mathematics (“ethno
mathematics”).
• How to differentiate in
mathematics lessons?
Specific mathematic learning
challenges:
Science
• Additional support for learning
• advanced methodology
• Create an inspiring learning
environment
• Behavior for learning
• classroom discourse
• Learners prior knowledge
(including emotions about
science)
Goals:
• science in the classroom
contextual aims
Assessment:
• formative assessment (including
peer and self assessment)
• Assessment as learning process
• Metacognitive reflection
• Misconceptions and learning
difficulties
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Learning objective Modern foreign languages
respect to learner differences
and language differences
C.3. Knowledge of special needs of • Responding to diversity in the
learners. foreign language classroom (for
example, gifted children, mixed
abilities, learning styles, multiple
intelligences).
C.6. ability to motivate learners to learn • Promoting learner autonomy
the subject using evidence based through a systematic approach
methodologies. to language (for example, raising
self-awareness, developing study
skills, promoting critical
thinking/reading, compensating
strategies).
Mathematics Science
• Knowledge about transfer to • Social inclusion
other subjects and connect with
• Learning theories and their
mathematical ideas
application
• The abstraction of mathematics
Curriculum:
• Relationships and functions
• individualizing
• lesson series
• ICT to support learning
• HIdden curriculum
• How to deal with learners with
special needs? (Dyscalculia,
Dyslexia, Talented learners,
ADHD)
• How to motivate learners to
learn mathematics?
• “Bring” evidence to student
teachers (articles, video,
observations, interviews)
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 Learning objective Modern foreign languages Mathematics Science

C.9. ability to make explicit their view
on the pedagogical approach and
on their understanding of the
contribution of the subject for the
wider future development of the
learner.
• Promoting the awareness of the
importance of learning
languages.
• Analysing and evaluating
different methods & approaches
and applying them appropriately
in multiple contexts to enhance
language learning.

Teacher as Block theme Statistics, probability, combinatory

developer
D.1. knowledge of specific subject • Critical selection and use of
didactics topics existing materials.
• Design own materials, projects,
teaching sequences, etc. based
on sound didactic principles.
• Develop learning environment Goals:
on base of “informed” choice
• Science technology society (STS)
• To be able to adapt existing
• Relevance of science education
learning materials to the own
situation Science education:

• To be able to analyze different • ICT and electronic learning

schoolbooks environment

• To develop learning environment • Innovation and creativity in

where mathematical ideas are learning
transferred to other subjects
• Projects in science education

• Diversity of learning and teaching

approaches

22 | P a g e
Learning objective
D.2. knowledge of advanced teaching
evidence based methodologies.
D.4. ability to develop learning
environments in the subject taking
into account personal and cultural
differences between learners.
Modern foreign languages
• Becoming familiar with current
research on subject didactics.
• Critical selection of
methodologies and development
of rationale.
• Develop tasks and strategies to
benefit from diversity.
• Critical reflection on the ELP and
Mathematics
Elaborated methodologies:
• Cooperative learning
• Using technology (computer,
graphic calculator, interactive
whiteboard, databases) for
learning mathematics
• Games in teaching mathematics
• Use of history in mathematics
• Project education
• Knowledge of several different
methods of teaching
mathematics
• Being able to deal with the
Science
• Controversial issues in science
(Darwin, creationism)
Curriculum:
• choosing methods and
developing innovative/creative
own material
• Sequence planning for longer
periods (years, school period)
• Controversies in society about
education (methods of
assessment, teaching methods,
central examination, inclusion,
integration)
Theory:
• context based education and
learning cycles
• inquiry based learning
23 | P a g e
 Learning objective Modern foreign languages Mathematics Science

its potential application. complexity of different learners

in mathematics
• Becoming familiar with the
underlying theories behind • Ability to design/pose problems
concepts such as CARAP, for different levels
Language awareness,
intercultural competence,
multilingual competence and
their application.

D.6. ability to assess learning activities • Evaluate own materials, projects, • Ability to assess • As (metacognition), for
of learners. teaching sequences, etc. based (formative/summative) the (formative) and of (summative)
on sound didactic principles learners’ mathematical learning
knowledge and skills.
• Understand the underlying
principles of valid and fair
assessment and how to apply
them.

D.7. ability to make explicit their view

on the way how the subject should
be taught in specific contexts.

Teacher as Block theme Functions and calculus

researcher
R.1. knowledge of specific subject • Introduction to current research • How to integrate new concepts Goals:
didactics topics areas in the field of subject in education
• Critical analysis of reading and
didactics.
• Elaboration: ability to stimulate

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Learning objective Modern foreign languages Mathematics Science

thinking processes in practice

mathematics: “reasoning”,
Curriculum:
“proving”, “logical thinking”,
“conjecturing (hypothesis)” • developing material in research
based situation
• Ability to stimulate and make use
of learners inventing mathematic • Communicating science research
problems. outcomes

Theory:

• Reflection and action

• Ethics and social responsibility

• Methodology in science
education research (e.g. case
study and ethnographic
appraoches to research)

• Interpreting outcomes of science

educational research

Science education:

• open projects

• investigations

• integration of science

25 | P a g e
Learning objective
R.2. ability to make explicit their view
on the role of research in their
profession.
R.3. ability to read critically research
literature and to discuss this with
colleagues.
R.4. ability to identify trends in
scientific research in the subject
and to communicate applicable
results of this research to learners
on their own level.
Modern foreign languages Mathematics Science
• presentation
• communication
• debates
• Evaluate current research in the Professional development:
field of subject didactics for their
• research on own work
personal and professional
development. • Reflection: I and we reciprocity
and action research
• professional networks
• classroom discourse analysis
• Ability to find resources, criticize
and value them (critical reader)
• Read and discuss articles about
mathematics education
• Come up with a relevant and
manageable question of research
in language learning / teaching in
an educational context
• Reflect upon how to disseminate
results to colleagues and how
teachers´ research can have an
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Learning objective Modern foreign languages Mathematics Science

impact on actual language

education (See research module)

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 7 G ENERAL COURSES

General courses refer to courses that are applicable for student teachers from
different subjects at the same time. Example of such courses are Psychology courses,
Pedagogy courses and Research courses. The latter are described in the section
Research. The other general courses are described below.

The distinction used in this document between general courses and subject didactics
might be different than in some institutions is common. For example, in some
institutions learning theories are taught within subject didactics. That is also possible
within the JoMiTE curriculum. The description in this section and in the section Subject
Didactics are just for clarity and communication. Universities are free to use other
distinctions as long as they reach the learning objectives.

The learning objectives that are applicable for General courses are listed below.

Learning objectives Comment

Teacher as instructor I.1. knowledge of basic educational
sciences and basic subject
didactics.
• basic teaching and assessment methods
• the use of instructional materials and
technology

• communication theory

I.2. Knowledge of the national • knowledge of curriculum on a higher

curriculum, especially in the level than subject curriculum: aims of
own subject. education, how fits the curriculum in
the educational structure

I.3. knowledge of effective • classroom management

classroom management
• structure of the lesson
theories.
• timing (time management)

I.6. ability to write and conduct a Needs to be prepared in general courses.

lesson plan. See content of I.1.

I.7. ability to teach the subject on a Needs to be prepared in general courses.

learners’ level to activate the See content of I.1.
learners’ thinking and learning.

I.8. ability to manage a class. Needs to be prepared in general courses.

See content of I.3.

28 | P a g e
Teacher as coach C.3. Knowledge of special needs of
learners.
C.4. knowledge of relevant
educational theories and
methods to understand the
personal and cultural
differences between learners
C.5. ability to provide a safe and
effective learning climate in the
group with regard to personal
and cultural differences of
learners.
C.6. ability to motivate learners to
learn the subject using evidence
based methodologies.
C.7. ability to guide students to find
out their learning strategies and
strengths and to develop these
strategies.
C.9. ability to make explicit their
view on the pedagogical
approach and on their
understanding of the
contribution of the subject for
the wider future development
of the learner.
Teacher as developer D.2. knowledge of advanced
teaching evidence based
methodologies.
D.3. knowledge of relevant
educational approaches,
More specific topics within this learning
objective:
• the role of the youth in present
society
• students with special needs (also
cultural diversity)
• pedagogical ethics
• communicational skills for
encountering different situations and
different people (ICT)
• handling behavior disorders
• group dynamics (diversity)
• school as a networking organization
• counseling and counseling skills
• diagnostic assessment
Needs to be prepared in general courses.
See C.4. for content.
Needs to be prepared in general courses
with regard to motivation theories. See
C.4. for content.
Needs to be prepared in general courses.
See C.4. for content.
Needs to be prepared in general courses.
See C.4. for content.
• Advanced teaching methods (like
problem solving, cooperative learning,
self-direct learning)
More specific topics within this learning
objective:
29 | P a g e
 theories and methods for
developing learning
environments.
D.5. ability to apply teaching
methodologies and approaches.
D.6. ability to assess learning
activities of learners.
D.7. ability to make explicit their
view on the way how the
subject should be taught in
specific contexts.
D.9. ability to make and implement
a professional development
plan (own development
process).
Teacher as researcher N.a.
• learning theories, learning strategies,
learning techniques, learning styles
• Characteristics of powerful learning
environments
• Cognitive psychology and learning
theories
• Evaluation, assessment and quality
assurance
• Social cognition theories/skills as part
of the communication, working with
colleagues/parents/society
• Creativity theorie and skills.
• Differentation (for inclusion)
• Curriculum design theories
• Implementation strategies
• School development and educational
change
• Learning about effect of society on
education (relation society and own
curriculum)
Needs to be prepared. See D.4.
Needs to be prepared. See D.3.
Needs to be prepared. See D.4.
Needs to be prepared by Subject
Didactics, but also by General courses.
See D.4.
Research activities and introduction to
research are probably in most cases also
general courses. However, these are
described in the chapter Research. Those
activities might also be done under the
capture General courses.
30 | P a g e
 8 R ESEARCH

Research is an important part of the whole program and is even the main topic in the
Teacher as Researcher block. There is a division of specific research elements over the
blocks , that is described below. The research elements are observation, inventory,
evaluation and analysis, including communicating the results of the analysis. The aim is
that the students are able to do research on their own.

Teacher as instructor As this is the entrance block before all other blocks, this is the phase where students
learn about the nature of research in social sciences (with a special focus on education
12
and/or their specific subject didactics field ) and how to adopt a critical orientation to
it as a consumer of its outcomes. This implies knowledge of a range of basic
methodologies and initial skills so to apply them in a school context.

In practical terms students learn basic skills of observation and how to make a
distinction between facts and opinions. Especially learners’ responses on teaching
(behaviour or representations) or basic didactic skills are good topics for assignments
in this block, as they cover the block’s theme.

Teacher as coach Further training in methodological skills is implemented by an inventory. Typical

inventory tools are interviews, questionnaires and document/text analysis. For
example, “identifying learners’ interests” or “identifying how learning needs of
individual learners are considered in schools” are good topics for assignments in this
block, as they cover the block’s theme. Ethical issues also belong to this block.

Teacher as developer The roles of a teacher as a developer and a researcher are intertwined (didactic
intervention and/or small scale research project).

The student has to design a learning task or a didactic intervention based on existing
research literature to promote specific curricular goals and to plan how to implement
it and critically evaluate its outcomes in relation to what was formerly known about
the phenomenon in focus. Didactic intervention is presented as a written document
and commented on by mentors and peers.

Teacher as researcher The main goal of this activity is to ensure that students are ready for further research
oriented studies in education. The students plan, conduct and report a small-scale
research project, and present it, for discussion and grading, to an appropriate
audience, typically their peer group. The students learn to report on the findings from
their research activity and to draw conclusions and present recommendations based
on it. They apply their understanding of educational research and knowledge on
research methods. The focus is on communicating the findings through the
conventions of educational sciences.

12
Can also be covered in subject didactics courses

31 | P a g e
 Objectives Comments

Teacher as instructor I.4. knowledge of basic educational Difference (and commonalities)

science research methods. between subject research and
educational research

Introduction in
Qualitative/quantitative approach

Introduction to educational research

literature

Introduction in:

• Questionnaires

• Interviews

• Observations

• Document analysis

• Standardized tests for education

I.9. ability to observe and analyze,

critically lessons based on relevant
research.

Teacher as coach C.10. Ability to use relevant systematic Interviews

approaches to explore and describe
Questionnaires
personal, professional and cultural
differences in educational realities. Document analysis

Discourse analysis

Ethics in research

Teacher as developer D.8. ability to evaluate learning Evaluation techniques

environment and teaching process
Qualitative/quantative research
and draw conclusion for
methods
improvement.

Teacher as researcher R.2. ability to make explicit their view on To both, the subject and teacher
the role of research in their profession.
profession.

R.3. ability to read critically research

literature and to discuss this with

32 | P a g e
 colleagues.

R.4. ability to identify trends in scientific

research in the subject and to
communicate applicable results of
this research to learners on their
own level.

R.5. ability to identify and analyze trends

in society that influence the
processes in school and to write
down recommendations on class and
school level how to react on these
trends.

R.6. ability to identify individually or

collectively a critical situation in the
class or in the school, to design and
apply research to the situation using
appropriate methods and techniques
to collect data, to find appropriate
scientific articles and to provide
recommendations.

R.7. ability to present the results of their

own research to an audience of
specialists and non-specialists.

33 | P a g e
 9 R EFLECTION

Objectives Comments

Teacher as instructor I.10. Ability to learn from practice and to

discover the own strengths and
weaknesses.

Teacher as coach C.8. ability to cooperate and communicate

with colleagues and other relevant
stakeholders.

C.9. ability to make explicit their view on

the pedagogical approach and on
their understanding of the
contribution of the subject for the
wider future development of the
learner.

Teacher as developer D.9. ability to make and implement a

professional development plan (own
development process).

Teacher as researcher

34 | P a g e
 10 P RACTICE

Teacher as instructor I.6. ability to write and conduct a lesson plan.

I.7. ability to teach the subject on a learners’

level to activate the learners’ thinking
and learning.

I.8. ability to manage a class.

I.9. ability to observe and analyze, critically

lessons based on relevant research.

Teacher as coach Int.3. Ability to act upon educational realities in

different countries.

C.5. ability to provide a safe and effective

learning climate in the group with regard
to personal and cultural differences of
learners.

C.6. ability to motivate learners to learn the

subject using evidence based
methodologies.

C.7. ability to guide students to find out their

learning strategies and strengths and to
develop these strategies.

C.8. ability to cooperate and communicate

with colleagues and other relevant
stakeholders.

Teacher as developer Inter.3. Ability to act upon educational realities in

different countries.

D.5. ability to apply teaching methodologies

and approaches.

D.6. ability to assess learning activities of

learners.

D.8. ability to evaluate learning environment

and teaching process and draw
conclusion for improvement.

35 | P a g e
Teacher as researcher Inter.3. Ability to act upon educational realities in
different countries.

R.4. ability to identify trends in scientific

research in the subject and to
communicate applicable results of this
research to learners on their own level.

R.6. ability to identify individually or

collectively a critical situation in the class
or in the school, to design and apply
research to the situation using
appropriate methods and techniques to
collect data, to find appropriate scientific
articles and to provide recommendations.

36 | P a g e
Annex 1. P EOPLE INVOLVED IN WRITING THIS FRAMEWORK

J.F. (Jan Folkert) Deinum (ed.) University of Groningen

Adriaan Hofman University of Groningen
Agnes Budavari Eszterhazy Karoly Foiskola
Aiso Heinze University of Regensburg
Andras Tarnocz Eszterhazy Karoly Foiskola
Anita Früchlt University of Regensburg
Anita Molnar Eszterhazy Karoly Foiskola
Anna Marbà Universitat Autonoma de Barcelona
Carla Griep Dr. Nassau college
Conxita Márquez Universitat Autonoma de Barcelona
Cristina Laborda Molla Universitat Autonoma de Barcelona
Csaba Komlo Eszterhazy Karoly Foiskola
Dénes Nagy Eszterhazy Karoly Foiskola
Dik Maandag University of Groningen
Dolors Masats Universitat Autonoma de Barcelona
Elisabeth Eixarch Domenech Institut déducacio secundaria Sabadell
Erja Karvinen University of Joensuu
Florian Freund University of Regensburg
Gabor Gonczi Eszterhazy Karoly Foiskola
Georg Bruckmaier University of Regensburg
Gerhard Messmann University of Regensburg
Györgyi Majorosné Kovács Eszterhazy Karoly Foiskola
Harri Hakulinen Joensuun Normaalikoulu
Haso Kukemelk University of Tartu
Heidi Krzywacki University of Helsinki
Heikki Veinimae Miina Harma gymnasium
Henk Pol University of Groningen
Ilona Olahne Teglasi Eszterhazy Karoly Foiskola
Irena Smetackova Charles University Prague
Jaap Buitink University of Groningen
Jan Apotheker University of Groningen
Jana Srpova Akademicke Gymnazium Stepanska
Jarkko Lampiselkä University of Helsinki
Jochen Mecke University of Regensburg
Jordi Deulofeu Piquet Universitat Autonoma de Barcelona
Josep Bazoco Garcia Institut déducacio secundaria Sabadell
Jozsef Sandor Eszterhazy Karoly Foiskola
Jüri Afanasjev University of Tartu
Julia Rosu University of Regensburg

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Kalle Juuti University of Helsinki
Kálmán Liptai Eszterhazy Karoly Foiskola
Kari Sormunen University of Joensuu
Karmen Trasberg University of Tartu
Karolina Marková Charles University Prague
Katalin Nagyne EKF training school
Katalin Nagyné Fóris EKF training school
Katerina Vaneckova Charles University Prague
Katja Schröder University of Regensburg
Kerli Luik University of Tartu
Krisztina Szoke Eszterhazy Karoly Foiskola
Lajos Kis-Toth Eszterhazy Karoly Foiskola
Lourdes Figueiras Universitat Autonoma de Barcelona
Louwarnoud van der Duim University of Groningen
Magdolna Keller Eszterhazy Karoly Foiskola
Mária Dávid Eszterhazy Karoly Foiskola
Maria Nagy Eszterhazy Karoly Foiskola
Màrius Martínez Muñoz Universitat Autonoma de Barcelona
Marjon Tammenga University of Groningen
Martha Witterholt University of Groningen
Melinda Dooly Universitat Autonoma de Barcelona
Mequè Edo Basté Universitat Autonoma de Barcelona
Mervi Holopainen Joensuun Normaalikoulu
Miia Rannikmäe University of Tartu
Miquel Mas Sala Institut déducacio secundaria Sabadell
Mozes Mihaly Eszterhazy Karoly Foiskola
Nada Stehlikova Charles University Prague
Olahne Teglas Ilona Eszterhazy Karoly Foiskola
Olli vesterinen University of Helsinki
Pat McLaughlin University of Edinburgh
Petr Chalupsky Charles University Prague
Piret Kärtner University of Tartu
Piret Luik University of Tartu
Pirkko Pollari University of Joensuu
Radka Wildova Charles University Prague
Rafael Merino Pareja Universitat Autonoma de Barcelona
Raija Kangaspunta Joensuun Normaalikoulu
Raili Hilden University of Helsinki
Regina Mulder University of Regensburg
Richard Easton University of Edinburgh
Rita Utassy Eszterhazy Karoly Foiskola
Ritva Kantelinen University of Joensuu
S. Kraus University of Regensburg
Sabine Buresch University of Regensburg

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Sabine Buresch University of Regensburg
Sean Doyle University of Edinburgh
Susanne Zieglmeier University of Regensburg
Tasko Tunde Eszterhazy Karoly Foiskola
Tiiu kadajas University of Tartu
Tom MacIntyre University of Edinburgh
Tunde Tasko Eszterhazy Karoly Foiskola
Varga Estefanne Eszterhazy Karoly Foiskola
Varga Magdolna Eszterhazy Karoly Foiskola
Zita Mako Eszterhazy Karoly Foiskola
Zoltán Murányi Eszterhazy Karoly Foiskola
Zoltanne Pelbart Eszterhazy Karoly Foiskola

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