3 ECTS credits
90 h study time
Offer 1 with catalog number 4022594DNR for all students in the 1st semester at a (D) Master - preliminary level.
Learning Pathway Professional Practice
This internship consists of 4 hours of participatory observation and related assignments. The student performs one individual mini lesson within the domain of this course. Active participation in the mini-lessons is mandatory in order to be allowed to start the internship in teaching methodology 2.
For students with LIO status: in-service internship of 28 hours (and if applicable pre-service or alternative internship). The students give an individual mini-lesson within the domain of this course. Active participation in the mini lessons is mandatory in order to be allowed to start the internship in teaching methodology 2. 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
Learning Pathway Pedagogical Content Knowledge
Within this course unit, in addition to the location of the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating an optimally powerful learning environment. For the pedagogical and psychological sciences students work in teacher design teams. This means that they (re)design curriculum materials together in groups of no more than four students. The students learn how to translate final attainment levels, curriculum files and curricula into practice, but also, for example, how social and political discussions and new scientific insights (can) have an impact on their classroom practice.
The leitmotif throughout this course unit is the step-by-step subject-specific support for the design of a powerful learning environment so that it can be tested at the end of this course unit. Students have the opportunity to give an individual mini-lesson within the domain of philosphy.
Programme specific learning outcomes
1, 2, 3, 7, 11, 12, 13, 14, 16, 20
Learning Pathway Professional Practice
*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.
*
Learning Pathway Pedagogical Content Knowledge
1. The student can design a powerful learning environment by using subject didactic concepts, theories and evolutions of education within the subject area.
2. The student can translate the concepts of the 21st Century Skills and the principles of a powerful learning environment for their own discipline into a concrete lesson structure.
3. The student can select objectives based on final attainment levels and curriculum files related to the field of study (e.g. positioning psychology within key competences).
4. Starting from the initial situation of students, the student can formulate objectives relating to the field of study in a concrete and operational way.
5. The student can formulate a concrete and relevant problem definition and give it a central place in the didactic lesson structure.
6. The student can choose learning content, divide it into learning steps and link it to suitable working methods, in a specific physical and/or digital learning environment.
7. The student can actively allow students to discover and process the learning content within the behavioral sciences through a meaningful choice of work forms, learning materials, and grouping forms.
8. The student can identify, consult and relate relevant and reliable didactic resources to concrete objectives with a view to designing a powerful learning environment for their own discipline.
9. The student can involve the living environment of the students in the learning content of the subject area.
10. The student can use the student characteristics to strengthen the autonomous motivation of the students, to provide the necessary structure, and to increase involvement.
11. In creating a powerful learning environment, the student can involve the outside world and extracurricular actors (e.g. through museum and concert visits, trips, projects, speakers).
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:
Within the Practical Exam category, the following assignments need to be completed:
This offer is part of the following study plans:
Master of Teaching in Arts and Humanities: History (only offered in Dutch)
Master of Teaching in Arts and Humanities: Art History and Heritage Studies (only offered in Dutch)
Master of Teaching in Arts and Humanities: Philosophy (only offered in Dutch)
Master of Teaching in Arts and Humanities: Ethics and Humanism (only offered in Dutch)
Master of Teaching in Arts and Humanities: Standaard traject 60 ECTS Etb (only offered in Dutch)
Master of Teaching in Arts and Humanities: Standaard traject 60 ECTS And (only offered in Dutch)
Master of Teaching in Arts and Humanities: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Arts and Humanities: standaard traject (60 ECTS, Leuven) (only offered in Dutch)