Teacher as Professional

9 ECTS credits
270 h study time

Offer 5 with catalog number 4022326ENR for all 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 een inschrijving kan nemen voor 'Professioneel leraarschap' moet men geslaagd zijn voor 'School in partnerschap' en 'Positief en inclusief leefklimaat'.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Nadine Engels (course titular)
Gustaaf Cornelis
Ariane Caplin
David Maquenne
Anja Decoster
Joost Vaesen
Steven Claes
Ingeborg Plackle
Marie-Dominique Bekaert
Wouter Cools
Iris Stiers
Jetske Rosa Strijbos
Inge Bogaert
Jill Surmont
Jo Dirix
Vicky Willegems
Jef Carlier
Wouter Gorissen
Wim Keyaerts
Iris Gysels
Gerlinde De Clercq
Anne Schatteman
Liesbet Notebaert
Maggy Brusselmans
Jo Tondeur
Tom Kuppens
Pascale Fierens
Jelle Van Herreweghe
Liesbeth Noppen
Matthias Verdoodt
Tim De Smet
Bart Windels

Activities and contact hours

8 contact hours Seminar, Exercises or Practicals
262 contact hours Independent or External Form of Study

Course Content

Learning pathway Professional Practice

Students continue their internship supervised by the school-based mentor, designing and teaching their subject specific lessons. After approval of the mentor they are allowed to teach autonomously without the latter’s presence (20 hours spread over at least four weeks, and of which at least 10h autonomously; 30 hours for students in the master of teaching in physical education).

Besides the classroom practice students also take responsibility at school level. Assignments at school level are based on authentic challenges as introduced by the schools involved and the students’ preferences. Scenarios have been prepared for implementation in the course ‘School in partnership’.

For LIO-students: in-service training of 140 hours. If the student’s total number of hours is between 200 and 499 it might be impossible to perform enough unique training hours for this course. In that case, extra assignments or training is required, in proportion to the missing hours.

Learning pathway Reflective and Inquiry-based Practice

During video-stimulated reflection sessions in small groups, students analyze the full complexity of classroom practice in a 1-on-1 coaching conversation with a fellow student. The actions and functioning of a fellow student are the focus of this reflection. The students make use of pre-filmed practical experiences of a fellow student's classroom practice. The sessions are structured according to the framework of GRROW coaching. The students integrate the reference frameworks offered in their reflection and independently consult scientific sources in order to apply them to the formulated learning question. During the session, students actively contribute to the reflection of a fellow student by applying all coaching skills and principles.

During design sessions, the experiences with the assignments at school level and the student's own collaborative skills are central. Students are encouraged to look at events, beliefs and people from different perspectives (technical level of reflection) and to integrate the offered frames of reference in their own reflection.

Assignments for preparation and aftercare of the sessions are included in the portfolio (e.g. learning questions about class practice). The portfolio is structured in four categories: reflection skills, coaching skills, personal philosophy of education, professional competences. Combined they inspire the personal development plan.

Course material

Digital course material (Required) : Beschikbaar via Canvas

Additional info

For students of the campuses Anderlecht, Diest and Leuven 12 contact hours will be organised. 258h are completed as self-study (including internship).
Internship activities can exceed the academic terms as long as they don’t coincide with school holidays, exam preparation weeks or exam periods. For the best possible learning outcomes students are expected to distribute their internship activities in time (see guidelines for teaching practice).
In this course the integrated set of competences a teacher needs as a professional in a relatively autonomous and accountable school is further developed. In the internship the student is expected to integrate the intended learning outcomes of the different learning pathways and previous courses.

Learning Outcomes

General competences

Programma specific learning outcomes

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 20

Purpose

Learning pathway Professional Practice

The student is able to design and teach lessons autonomously, and to flexibly respond to the diversity within the learning group.
The student is able to consult and collaborate within a (school)team.
The student is able to purposely contribute to school activities/development.
The student commits him/herself to contribute to the mission and pedagogical project of the school, its quality assurance, collaboration among colleagues and other stakeholders, etc.
The student contributes to the school’s networking aimed at providing learners with authentic learning tasks, at improving the accomplishment of the school’s pedagogical and social mission and bring about a community school.
The student integrates his/her insights regarding school embedded in community in the own classroom practice, thereby applying theory to practice and vice versa and consistently developping professional knowhow.
The student is able to integrate (subject specific) pedagogical insights while designing learning activities and teaching.
The student questions and examines his/her own practice informed by research-based evidence.
The student is able to use evidence from relevant (inter)national research for the improvement of his/her teaching.

Learning pathway Reflective and Inquiry-based Practice

The student shows an open and inquisitive attitude.
The student can discuss, adjust and report on his own functioning in a (self-)critical manner.
The student can inform himself about and discreetly deal with data about the student.
The student can identify learning questions in an authentic educational environment of colleagues.
The student can systematically analyze an experience from the educational practice of colleagues from different perspectives.
The student can test his own educational practice against pedagogical-didactical and subject-didactical insights.
The student can identify internal sources of strength.
The student can actively search for solutions to strengthen his/her educational practice on the basis of the offered frames of reference.
The student can constructively integrate the feedback given with regard to learning to reflect in order to arrive at concrete follow-up steps to strengthen his/her own educational practice.
The student can constructively integrate the given feedback with regard to learning to coach in the 1-on-1 coaching session.
The student can apply all coaching skills during a 1-on-1 coaching session with a view to strengthening the learning process of a colleague.
The student can reflect on his own cooperation skills.
The student can reflect on the place and role of reflection and coaching in future educational practice.
The student critically evaluates his development as an education professional and formulates the challenges for the initial period in the teaching profession.
The student explains the version of his vision of education at the end of the Master of Teaching.

Grading

The final grade is composed based on the following categories:
PRAC Practical Assignment determines 20% of the final mark.
SELF Practical Assignment determines 20% of the final mark.
SELF Internship determines 60% of the final mark.

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

Reflection and coaching skills with a relative weight of 20 which comprises 20% of the final mark.

Note: PRAC Practical Assignment
assessment of reflection and coaching skills based on preparation of, participation in and processing of intervision sessions, and based on the final reflection (20%).

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

Collab work at school level with a relative weight of 20 which comprises 20% of the final mark.

Note: SELF Practical Assignment
assessment of collaborative work at school level based on logbook and 360°-feedback (20%).

Within the SELF Internship category, the following assignments need to be completed:

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

Note: SELF Internship
assessment of internship based on 20 lesson plans and teaching/learning materials, oral and written feedback from the school mentor, internship administration, self-evaluation, lesson observation and consultation with the mentor, other documentation of performance. The assessment is carried out by the practice supervisors (1x60% or 2x 30% in case of 2 pedagogical content knowledges).

Additional info regarding evaluation

In order to pass participation in all the parts of the assessment is compulsory (part reflection & coaching; part class practice; part collaborative school development).
In case of unacceptable shortcomings, established based on formative evaluation by the practice supervisor and after consultation with mentor and professor of subject specific pedagogy, the student can only be allowed to autonomous teaching after a remedial activities.
If the student fails for part of the practice, he fails for the entire course. Minimum scores to pass: a total score of minimum 10/20; a minimum score of 10/20 for class practice; a minimum score of 7/20 for reflection & coaching; a minimum score of 7/20 for collaborative school development.
A re-examination is only possible in a next useful exam session after a remedial pathway. In case the student passed for subparts of the course, transfer of these subscores to the next exam session can be allowed.
The student is obliged to communicate the internship schedule before the internship starts (see guidelines for teaching practice). Late communication leads to a fail.

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