3 ECTS credits
90 h study time

Offer 1 with catalog number 4022554DNR for all students in the 1st semester at a (D) Master - preliminary level.

Semester
1st semester
Enrollment based on exam contract
Impossible
Grading method
Grading (scale from 0 to 20)
Can retake in second session
Yes
Enrollment Requirements
Alvorens men kan inschrijven voor 'Vakdidactiek Nederlands 1' moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving TA' en 'Vakdidactiek Nederlands 2'.
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Jill Surmont (course titular)
Wouter Gorissen
Activities and contact hours

12 contact hours Seminar, Exercises or Practicals
78 contact hours Independent or External Form of Study
Course Content

Learning Pathway Professional Practice

In this co-teaching internship, the student assists the mentor in teaching, whereby the responsibilities of the student are gradually built up: from participatory observation as a teacher-guide (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2 hours are prepared in an interview with the mentor.

For students with LIO status: 2 hours observation and in-service internship of 28 hours (and if applicable pre-service or alternative internship). If the assignment volume is between 200 and 499 teaching hours, the student may not be able to perform sufficient unique teaching hours for this course unit. In that case, additional assignments from the regular track will be given in proportion to the missing hours. In cases where the LIO student has no or insufficient teaching assignment within the field of this course unit, an additional assignment is given from the regular track in which the student assists a mentor in a co-teaching internship, in which the student's responsibilities are gradually built up: from participatory observation as a teacher-supervisor (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2h are prepared in a conversation with the mentor.

 

Learning pathway Pedagogical Content Knowledge

Within this section students learn how they can stimulate the further development of their pupils’ linguistic skills through their pedagogical choices. Starting point is the teacher as part of a bigger whole. The students learn how to translate curriculum goals, curriculum files and curriculum plans to the classroom, but also how societal and political debates/discussions and new scientific insights (can) have an impact on their classroom practice. 

 
 
Course material
Digital course material (Required) : Iedereen taalcompetent, Steven Vanhooren, Carlijn Pereira, Maryse Bolhuis, 2017
Handbook (Recommended) : 13 doelen in een dozijn, Een referentiekader voor taalcompetenties van leraren in Nederland en Vlaanderen, Harry Paus, Rita Rymenans, Koen Van Gorp, BIB, 9789070593049, 2003
Digital course material (Required) : Eindtermen (en curriculumdossiers) Nederlands
Digital course material (Required) : Leerplannen van alle netten
Additional info
  • For students of campuses Anderlecht, Diest and Leuven 6 contact hours will be organised. 84h are completed as self-study (including internship).
  • Students are expected to attend all classes within this course unit in order to prepare as much as possible for the internship (professional attitude).
  • Additional information on the course unit internship: internships can take place during academic leaves that does not coincides with school holidays, exam preparation time and exam periods. Students are expected to spread the duration of their internship (see internship guidelines).
  • During this course unit an integrated skill set of competences, needed for the design of a powerful learning environment is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit Powerful Learning Environments.
  • If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next session, the titular can allow the transfer of the grades of the successfully completed sections.
 
 
Learning Outcomes

General competences

Programme specific learning outcomes

1, 2, 3, 4, 5, 6, 10, 11, 14, 16, 19, 20, 22

Learning Pathway Professional Practice

  1. The student shows an open, inquisitive and professional attitude.
  2. The student teacher is able to successfully* support the experienced teacher within the framework of differentiation strategies.
  3. The student teacher is able to design lessons and teach together with the mentor or a fellow student.

*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.

Learning Pathway Pedagogical Content Knowledge   

  1. The student shows an open, inquisitive and professional attitude.
  2. `The student knows and understands the build up of the different curriculum plans Dutch and can use these to select content for their lessons.
  3. The student starts from the starting situation from the class group to formulate lesson goals and links the appropriate work forms to it in the development of his lesson.  The student can provide the necessary support for class groups where pupils have a heterogeneous language background and potentiallly a  different  level of Dutch proficiency. 
  4. The student can formulate lesson goals and link these to content and proficiency training that has been selected and constructed within the horizontal and vertical coherence (i.e. constructive alignment) of the lesson(s).
  5. The student can use instruction models from language pedagogy, as the OVUR-method, to create a powerful learning environment and creates the most appropriate form based on the starting situation from a class group.
  6. The student can create a powerful learning environment from the framework of the 21st century skills. In this powerful learning environment, there is room for grammar instruction, vocabulary acquisition and the different skills.
  7. The student can use course specific research to design a powerful learning environment, to frame his own pedagogical actions and to reflect on his own class practice. 
  8. The student can let pupils actively use the different skills and provided content through meaningful and logical work forms combined with well thought through forms of support and group formation. The student knows the different manuals and online materials that can be used for mother tongue education.
  9. The student can apply the basic models for differentiation based on interest, learning status and learning profile when making a lesson plan. 
  10. The student uses actual and authentical contexts to create a powerful learning environment. He can motivate pupils to reflect on language use (in different contexts) that are typically for Dutch . 
  11. The student applies different methods to check to what extend the lesson goals are reached. 
  12. The student includes a on growth focuses follow-up in this lessons based on the starting situation and the lesson goals. 
  13. The student can design a powerful learning environment in both physical and digital form and can use the appropriate tools. 
  14. The student uses the different opportunities that a heterogeneous class group consists of to create a powerful learning environment. 
  15. The student can apply language focused content education to teach culture. He can introduce pupils to Dutch culture, literature, society, history and politics and stimulates them to communicate. The student can motivate pupils to study the language on a more abstract level. 
 
 

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 40% of the final mark.

Within the Written Exam category, the following assignments need to be completed:

  • Assignment with a relative weight of 60 which comprises 60% of the final mark.

    Note: The students make a written assignment

Within the Practical Exam category, the following assignments need to be completed:

  • Co- of duo-teaching with a relative weight of 40 which comprises 40% of the final mark.

    Note: The evaluation of the co-teaching or in-service internship is done by the internship supervisor based on internship administration, preparations and developed material, oral and written feedback from the mentor, self-evaluation, interview etc.   

Additional info regarding evaluation

  • A final grade can only be calculated if a score was obtained for each category of the evaluation. Not participating in one or more categories results in the mention ‘afwezig’ (afw).  

  • A student can only pass the course unit if at least 7/20 is obtained for each category. The final score awarded is then the grade assigned to the lowest scored category. 

  • If the grade for the practical exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
  • It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a score 'afwezig' (afw) for the internship. 
  • If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next session, the titular can allow the transfer of the grades of the successfully completed sections.
 
 
Allowed unsatisfactory mark
The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context

This offer is part of the following study plans:
Master of Teaching in Languages: 1 taal (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: 2 talen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Leuven) (only offered in Dutch)