6 ECTS credits
180 h study time

Offer 4 with catalog number 4022739ENW for working students in the 2nd semester at a (E) Master - advanced level.

Semester
2nd 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 'Positief en inclusief leefklimaat', moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving'.
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Joost Vaesen
Ingeborg Plackle
Inge Bogaert
Els Consuegra (course titular)
Djiwo Weenas
Nathalie Michalek
Sarah Van der Aa
Activities and contact hours
40 contact hours Seminar, Exercises or Practicals
140 contact hours Independent or External Form of Study
Course Content

Pedagogy

This track focuses on pedagogical theoretical frameworks that can be used to create a positive and inclusive classroom and school climate. Two professional roles are emphasized: teacher as educator and teacher as organizer. In addition to the general frameworks on positive and inclusive classroom climate a series of workshops will be held on specific topics such as: multilingual education, gender sensitive education, dealing with violent extremism and radicalisation, culturally responsive education, parental involvement, bullying, drug prevention, sustainable development goals, advanced development … The themes that will be addressed depend on the availability of the experts who are invited as guest speakers.

Domain specific applications

This track focuses on subject specific pedagogy in the school (such as school vision and teaching methods, vertical and horizontal coherence, curriculum theory, departmental collaboration, subject oriented learning environment) and on aspects such as of differentiation, assessment, motivation and classroom management. Furthermore, attention is paid to teaching methodology as a scientific discipline: international and historic perspective, pedagogical concepts (e.g. care and language policy) within the domain.

Reflective and Inquiry-Based Practice

During the reflection session in a small group, students analyze the full complexity of classroom practice. The session is structured according to the framework of GRROW coaching. Students integrate in their reflection offered frames of reference that contribute to the design of a positive and inclusive living environment (pathway pedagogy and subject didactics) and independently consult scientific sources to strengthen the reflection. During the session, students actively contribute to the reflection of their fellow students by applying coaching skills (e.g. involved confrontation, challenging, inspiring, allowing and giving space, relaxing...). Assignments for preparation and aftercare of the session are included in the portfolio (e.g. learning questions concerning classroom practice). The portfolio consists of 4 different themes: reflective skills, coaching skills, vision and professional competences. Combining these 4 themes shapes the personal development plan. 

Course material
Handbook (Recommended) : Regisseer je klas, Theorie, Struyf E. & Verbeeck G., Pelckmans Pro, 9789463370783
Handbook (Recommended) : Regisseer je klas, Werkboek, Leroy A., Struyf E. & Verbeeck G., 2de, Pelckmans Pro, 9789464017021, 2021
Handbook (Recommended) : Leren Zichtbaar Maken, Hattie J., Bazalt Educatieve Uitgaven, 9789461182043, 2014
Handbook (Recommended) : Wat echt werkt, 29 strategieën voor het onderwijs, Mitchell D., Uitgeverij Pica, 9789493209510, 2022
Digital course material (Required) : Beschikbaar via Canvas
Additional info

  • For students of campuses Anderlecht, Diest and Leuven 24 contact hours will be organised. 156h are completed as self-study. 

  • In order to prepare for practice students are expected to attend the lectures and workshops (professional attitude). 

Learning Outcomes

General competences

Programme specific learning outcomes

2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 20

Learning Pathway Pedagogy

  1. The student shows an open, inquisitive and professional attitude. 
  2. The student can analyse and solve cases of authentic classroom situations by suggesting interventions to create a positive and inclusive classroom climate. 
  3. The student can use theories on classroom management to design interventions aimed at guaranteeing a targeted and structured learning and instruction process. 
  4. The student can identify the necessary conditions and propose interventions to prevent and deal with problematic classroom behaviour.  
  5. The student can be responsive to pupil diversity by using universal design for learning as well as differentiated instruction.  
  6. The student knows the legislation regarding inclusive education and  the care continuum and can develop measures to improve basic care.   
  7. The student has insight into partnership models for cooperation with pupils and parents / guardians that strive for equal participation. In doing so the student uses an appropriate language register and supports the language development to facilitate collaboration.  
  8. The student is familiar with care organizations that can support pupils and parents in collaboration with the school. 
  9. The student can use the results of educational research to improve and innovate teaching practices. 

Domain specific applications

  1. The student shows an open, inquisitive and professional attitude. 
  2. The student can trace and assess the place of the subject domain in the school's vision(s) and then formulate consequences for the subject didactic practice and learning environment.
  3. The student is able to explain the horizontal and vertical structure of the discipline and relate it to departmental, annual and period planning.
  4. The student is able to interpret societal debates, discuss them and adapt them to their own learning environment, with particular attention to the Brussels metropolitan context.
  5. The student is able to identify and interpret scientific knowledge and insights about a positive and caring living environment and to map out its use within their own discipline.
  6. The student is able to identify and distil learning objectives, learning content and working methods from relevant sources that encourage participation and collaboration.
  7. The student can compare and consider different models of evaluation when designing lesson preparations within the discipline.
  8. The student can compare and consider different models of investigative learning when designing lesson preparations within the discipline.
  9. The student can relate techniques of language-oriented discipline-specific education to the lesson design, report on this and differentiate where necessary.
  10. The student can initiate positive interaction between students within the subject domain, devise and set up a sense of connection and competence with a view to optimising each student's learning.  

Reflective and Inquiry-Based Practice

  1.     The student shows an open, inquisitive and professional attitude.
  2.     The student can discuss, adjust and report on his or her own functioning in a (self-)critical manner.
  3.     The student can inform himself about and discreetly deal with data about the student.
  4.     The student can formulate and argue concrete strengths and working points with regard to the student's own reflection and coaching skills.
  5.     The student can identify learning questions in an authentic educational environment and share them with colleagues.
  6.     The student can systematically analyze his own experience in educational practice from different perspectives.
  7.     The student can test his or her own educational practice against pedagogical-didactical and subject-didactical insights with regard to creating a positive and inclusive living environment.
  8.     The student can identify internal sources of strength.
  9.     The student can actively search for solutions to strengthen his or her educational practice on the basis of the reference frameworks he or she has provided.
  10.     The student can formulate concrete follow-up steps to strengthen his/her own educational practice.
  11.     The student can constructively integrate the given feedback with regard to learning to coach into the coaching.
  12.     The student makes a constructive contribution to the learning process of others by applying advanced and climate-enhancing coaching skills (confronting, challenging, inspiring, allowing and giving space, relaxing).

Grading

The final grade is composed based on the following categories:
Oral Exam determines 100% of the final mark.

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

  • Mondeling examen with a relative weight of 100 which comprises 100% of the final mark.

    Note: Mondeling examen open boek met schriftelijke voorbereiding over de leerinhouden uit de leerlijnen vakdidactiek en pedagogiek en didactiek. Studenten analyseren casussen en stellen oplossingen voor vanuit de aangereikte referentiekaders.

Additional info regarding evaluation
  • In evaluation assignments, the use of generative AI is permitted as a support as long as these AI tools are used responsibly and with integrity. Any use of generative AI must be appropriately indicated (see guidelines on Canvas).
  • In order to pass this course, the student participates in all parts of the evaluation. Active participation in the reflective sessions in which reflective and coaching skills are practiced, is required. For Reflective and Inquiry-based practice a pass/fail is applied. 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).   
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 Social Sciences: communicatiewetenschappen (90 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Social Sciences: politieke wetenschappen en sociologie (90 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Social Sciences: criminologische wetenschappen (90 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)