Pedagogical learning culture at Techcollege

At Techcollege, we are committed to ensuring that our education programs always reflect the skills that society and the labor market demand. Therefore, at Techcollege, together with our partners in business, the university and other partnership institutions, we will take joint responsibility for ensuring that students gain the skills to succeed in the labor market of the future.

For the students, this means that they can expect to encounter pedagogical practices that support their development towards becoming competent in life. This means that we work with the students' academic skills, their personal skills and their reflective skills. We do this by working predominantly inductively and problem-oriented. The purpose is to create a common thread in the students' educational process, while continuously qualifying the teaching and its quality.

The path towards a pedagogical learning culture is fundamentally based on a human perspective, where we meet students at eye level and are open to the exciting new things that students bring with them from their view of the world. At Techcollege, this is supported by our explicit work with education, experimental teaching environments, collaboration and relationships, and digitalization – all with an eye for quality, the labor market, further education, and entrepreneurship.

The mentioned focus areas are detailed below.

Education is about the individual's way of relating to themselves, others and the world. As an individual and as a professional within a field. At Techcollege we address both what education is needed to become a competent person in the society of the future, and what education is needed to become a relevant workforce in the labor market of the future.

That's why we at Techcollege work with education in all aspects of our education. This means that teachers, leaders and resource persons work consciously to contribute to students' personal development, character formation and professional pride. In this way, students get the best opportunities to become part of an innovative and creative workforce.

This means that as a teacher at Techcollege, you always consider how the teaching contributes to the students achieving professional competence, as well as how they manage this professional competence. In this way, students are trained to take an active part in the job market that awaits them, their self-esteem is strengthened, and they practice reflecting on their own learning and practice. At Techcollege, you learn something, and you learn to learn.

As a teacher, this means taking responsibility for ensuring that students not only become something, but also become someone.

The labor market demands students who are ready for the labor market. Today, this means, among other things, that students must be able to function independently in a high degree of interdisciplinary complexity. Therefore, at Techcollege, we want to stimulate students' abilities to think for themselves, think new things, see opportunities and translate ideas into action and value.

Therefore, a key point in our understanding of learning at Techcollege is that learning occurs through experimental practice. We want learning spaces where both students and teachers focus on being curious, investigating and active learners. Being an active learner means that the teacher sets the framework for the student's opportunity to reflect and test thoughts and skills. The school's learning space must exude the idea that it is permissible to wonder, ask questions and make mistakes, because we believe that good learning occurs through reflection on both product and process.

This means that as a teacher, you set the framework for experiments through a facilitating role, and the students are invited to initiate experiments themselves that they can learn from. In this way, the students are trained to gain both the skills and the courage to embark on new knowledge, without knowing the answer in advance. We believe that as a student, you learn most by being active in the learning process yourself.

The job market expects employees who are able to collaborate. This is partly because many tasks today are so complex that a single person cannot handle the task on their own. Collaboration skills are necessary to integrate individual expert knowledge and ideas into a coherent solution together with others.

That is why we at Techcollege focus on collaboration. We are aware that we can only succeed if we are united in the core task – the students’ learning and well-being. We believe in strengthened relationships through increased collaboration, across and internally in subjects and programs. The collaboration naturally involves external partners such as masters, companies and other educational institutions. Focus on relationships is emphasized, as they are of crucial importance for the learning, well-being and behavior of both students and employees.

This means that as a teacher you take responsibility for, together, creating a coherent educational process for the students. It also means that you plan teaching in dialogue, where the students have the opportunity to practice their collaboration skills. The collaboration is always characterized by a good tone and constructive formative and summative feedback. As a teacher, you are of course the role model that the student can look up to. This applies in the classroom, in collaboration with other colleagues and in collaboration with external parties in connection with internships, etc.

Technology is constantly changing the way we work, learn, communicate, organize, find information and acquire knowledge. The increasing digitalization of society places demands on what it takes to be a citizen. As an educational institution, we at Techcollege will take responsibility for ensuring that our students gain the general digital skills that life in a digitalized society requires.

That's why we at Techcollege actively approach technology. Thus, digitalization is not a goal, but a means to support the school's learning culture.

This means that as a teaching team, we take responsibility for ensuring that our students are prepared to navigate a technology-rich world. We do this by taking responsibility for ensuring that students – through safe digital use – understand and reflect on the logic of digital technologies. As a teacher, we organize teaching so that it strengthens students' digital judgment, information skills and digital communication. Didactically, we as a teacher and team consider how technology can contribute to promoting learning and improving the quality of education by having students develop digital solutions and products that are supported by digital workflows.

The future will call for abilities and competencies to be able to see across subjects, to reflect on one's own learning and actions, and to handle and navigate change. It is not enough to master a subject or craft, and there is an expectation that the school's students will keep up with and master the technological development of the subjects.

This means that as a teacher, you must be aware of who is looking at you when you look out the window.

As a teacher, you have an obligation to be curious about these stakeholders, engage in dialogue with them and challenge each other on how we can do things better. Everyone has a responsibility. School and practice. Students must be educated. Students must work experimentally, and students must be able to enter into relationships and be able to collaborate - academically and interdisciplinary. Analogue and digital.

Our pedagogical learning culture at Techcollege must support students in gaining skills so that they are equipped to face the future labor market, be lifelong learners and, for those who are motivated, to start their own business.