This learning diary is a reflective synthesis of my journey through the Practical Teacher Training (PTT)
module, part of the International Professional Teacher Education (IPTE) programme (60 ECTS) at Häme
University of Applied Sciences (HAMK), Finland.
It documents not only the theoretical frameworks and institutional policies that shape the work of vo-
cational teachers in Finland, but also the pedagogical planning, implementation, and reflection involved in
delivering a real-world course—Data Analytics & Statistics in Python—at Metropolia University of Applied
Sciences.
The diary is structured to follow the multi-phase requirements of the PTT module, beginning with an anal-
ysis of educational policies, national strategies, and institutional guidelines that influence teaching practices
in the Finnish higher education context. Through both individual reflections and collaborative peer discus-
sions, I have explored how these macro-level frameworks translate into the micro-level realities of teaching
in a diverse, inclusive, and innovation-driven learning environment.
The second part of this diary is practice-oriented: it details the design and delivery of an eight-week data
analytics course tailored for adult learners from multidisciplinary backgrounds. The sessions were guided
by pedagogical principles such as constructivism, scaffolding, and learner-centred instruction. The course
integrated tools like Jupyter Notebooks, Python libraries, and project-based learning to foster interactivity,
applied understanding, and student engagement.
The included observation reports provide insight into the structures and strategies used in Finnish voca-
tional and higher education. My self-reflections highlight the evolution of my teaching philosophy—one
that values inclusion, active participation, and lifelong professional growth.
Ultimately, this diary serves not only as a formal record of my PTT training but also as a personal testa-
ment to the transformative power of reflective teaching practice. It emphasizes the alignment of educational
design with institutional values, learner diversity, and real-world relevance—principles I am committed to
upholding in my future career as an educator.
I would like to express my sincere gratitude to Vesa Parkkonen, Senior Lecturer at Häme University of
Applied Sciences and my tutor teacher, and to Janne Salonen, Director School of ICT and Industrial Manage-
ment at Metropolia University of Applied Sciences and my supervising teacher, for their guidance, support,
and encouragement throughout this training period. Their professionalism, expertise, and mentorship have
been truly invaluable.
Hamed Ahmadinia
Turku, Finland
April 2025