Teaching practice
Helsinki Normal Lyceum is a teacher training school of the Faculty of Education of the University of Helsinki. Our school conducts teacher training for class, subject and special needs teacher trainees.
Teaching practice at the Helsinki Normal Lyceum

Teaching practice is part of the studies of students pursuing the qualifications of subject teacher, special needs teacher or class teacher at the University of Helsinki. The Helsinki Normal Lyceum Norssi is one of the two teacher training schools of the University of Helsinki. Supervision is provided to students pursuing the qualifications of subject teacher, special needs teacher and class teacher. Students plan teaching, give lessons, take part in feedback discussions and receive guidance for their future in the teaching profession.

Student teachers are encouraged to employ and experiment with different teaching methods, support and encourage learning, take a spectrum of learners into consideration, as well as obtain appropriate qualifications for carrying out and developing in assessment.

Class teacher training

Teacher trainings are studies included in the teacher's pedagogical studies, the purpose of which is to develop and deepen the student's professional growth and understanding of the values ​​and curricula of teaching. This is done by practicing various tasks related to the teacher’s job description and by observing the students and the teaching-learning process. In training, theory and practice interact: the theoretical material of educational science or educational psychology and interdisciplinary studies is applied to practice and practice is conceptualized. The development of the student's own use theory and his or her pedagogical thinking is supported by both community and individual ways of working. Trainings are supervised and progress at the pace of theoretical studies, with the aim of gradually increasing the student's self-direction. In the basic and subject study phase, students become acquainted with the school world and learning environments and the construction of interaction. It progresses through holistic and unified teaching towards holistic teaching.


After completing the training, the student

  • understands the student's perspective and class interaction and is familiar with practical schoolwork.
  • is able to set goals for the teaching unit, implement them using different teaching methods (including drama) and evaluate them, and understand what knowledge and skills the required entity requires.
  • understand the starting points of different disciplines when making subject-specific didactic solutions.
  • is able to use different learning environments and is able to implement multidisciplinary learning entities in his or her upbringing and teaching work.
  • understands the basics of knowledge-based integration or phenomenon-based learning and is able to apply them in teaching in collaboration.
  • guides different learners in a guided way and knows different forms of support.
  • is able to act as a co-teacher and co-operate in practical school work


After completing the course, the student

  • is able to plan, implement and evaluate the teaching work and class activities of whole school days.
  • understands the ethical nature of the classroom teaching profession and the diversity and social significance of education and teaching.
  • understand the importance of school as part of the local community.
  • understands the school as a forum for leadership, development, and collaboration, and as a learning organization.
  • is able to structure his / her own teaching with the help of theory and practice and is able to act as a co-teacher.
  • recognizes different learners and knows different forms of support.
Subject teacher training

Students learn the professional practices of subject teachers, strengthen their proficiency in the subject and practise the supervision of learning in comprehensive school and general upper secondary school. Students observe predetermined plans, schedules and ethics guidelines. Teaching practice is full-time studying.

When planning their teaching, student teachers take into consideration the age and initial level of their pupils and students, as well as the group composition. They study the use of diverse teaching methods and technical solutions in their teaching. Students utilise previously acquired knowledge in theories relevant to teaching and justify their pedagogical choices on the basis of research. Students reflect on their personal actions throughout the training.

Supervised basic teaching practice includes following lessons, planning and giving practice lessons, participating in feedback discussions, attending group supervision for the relevant teaching subjects and completing the Koulu yhteisönä (‘School as a community’) module.

In advanced teaching practice, student teachers further advance their teaching skills and implement teaching more independently compared to basic teaching practice. In advanced teaching practice, students learn to utilise various teaching practices even more flexibly and diversely, as well as take various learners into consideration.

Students learn a range of assessment methods and how to use assessment in a diverse manner. Teaching practice involves collaboration with pupils, students, supervisors, other student teachers and the school staff. Students also practise collaboration between school and home.

Special needs teacher training

The student observes and learns the working methods of a special education teacher and practices guiding and supporting learning in both general and special education in primary and secondary school. The student has agreed plans, schedules, and ethical guidelines that he or she follows. Teaching practice is full-time study. Basic training takes place on both the primary and secondary school and high school side. The training is made up of two episodes. The length of one period is about four weeks. The second period is completed in primary school and the second in upper secondary school. The student is allowed to monitor teaching, learning and learning support in general and special education.

Professional development in training is a process that proceeds individually and flexibly. The student practices to evaluate his or her own teaching in a versatile way, as well as the activities during the training and the effectiveness of the activities on the basis of the theoretical knowledge acquired in special pedagogical studies and the work experience acquired during the training.