Teaching Methodology General Subjects for Technical and Vocational Education 2

3 ECTS credits
90 h study time

Offer 1 with catalog number 4022646ENR 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 kan inschrijven voor 'Vakdidactiek Project Algemene Vakken (PAV) 2' moet men ingeschreven of geslaagd zijn voor 'Vakdidactiek Project Algemene Vakken (PAV) 1' en 'Positief en inclusief leefklimaat'.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Ingeborg Plackle (course titular)
Jelle Van Herreweghe

Activities and contact hours

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

Course Content

Learning Pathway Professional Practice

In this course unit, students start with 2 hours of co-teaching for teaching methodology General Subjects for Technical and Vocational Education (PGS). The form of co-teaching depends on the needs of the situation. Subsequently, a supervised practice internship for teaching methodology in PGS is transferred to a supervised practice internship. Students design lessons (7h) which they also carry out in class practice, in the presence of the mentor.

For students with LIO status: 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 , i.e. guided practice internship. Here the student designs lessons that are carried out in classroom practice, in the presence of the mentor.

Learning Pathway Pedagogical Content Knowledge

Contexts from the professional field of the students form the starting point for:
• adaptive support and attention toward autonomous motivation of pupils in vocational education.
• for setting up linguistic and mathematical learning processes.
Evaluation data is used to determine the next steps in the development.
The aspirant teacher conducts coaching discussions with students in which growth is discussed.
Supporting seminars are offered on working with learning set ups, discussing good practice examples, differentiation and evaluation for learning, and conducting a coaching conversation with students.
Supporting seminars are offered on integrated working on linguistic, quantitative and digital literacy.

Course material

Handbook (Required) : Handboek Vakdidactiek PAV, Leren in Samenhang, Placklé, I. & Van Cauteren, C. (Eds)., Leuven: Acco, 9789463798655, 2020
Digital course material (Required) : Materiaal, Canvas

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).  
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 positive and inclusive climate is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit positive and inclusive climate.

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

The student shows an open, inquisitive and professional attitude.
The student can successfully design, implement and adapt lessons in practice, depending of the contextual needs of their students, under the supervision of a mentor teacher. Student-teachers are encouraged to guide their students for a longer period. Collaboration with the teachers of the team enriches student-teachers learning.

Learning Pathway Pedagogical Content Knowledge

The student shows an open, inquisitive and professional attitude.
Students professional practices form the starting point of the learning pathway pedagogical content knowledge PGS.
The student has insight into curriculum theory and the horizontal and vertical development of skills within PGS and can translate this into team activities, annual and period planning of a PGS course.
The student can translate current scientific evidence and new insights to create a positive and safe learning environment within the professional didactic practice and the integrated learning environment within PGS.
The student can integrate current social themes and use them in his/her didactic practice, with focus on the specific Brussels metropolitan context.
The student is able to recognize and use riche contexts out of vocational and other authentic settings in order to support language and mathematical learning processes.
De student is able to integrate principles of supporting language development education and to give constructive, appreciative feedback on the language use of the vocational student. When designing a powerful learning environment, the student can give special attention in offering adaptive learning support.
The student can evaluate the learning process and product with a view to improve student achievement and to including remediation and differentiation, and to define next steps in students learning.
The student can use evaluation data to provide feedback up, feedback and feed forward.
The student can conduct a coaching conversation with a student in order to discuss following steps in development and learning.
The student can flexibly use domain-specific knowledge and skills in pedagogical-didactic approaches, build on his or her own strengths and, if necessary, correct gaps in the knowledge of the domains of Project General Subjects.
The student pays particular attention to stimulating positive interaction and solidarity between pupils, and a sense of competence for every student in vocational education, including the most vulnerable.
The student can select methods that encourage participation.

Grading

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

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

Co-teaching and guided interns with a relative weight of 60 which comprises 60% of the final mark.

Note: The evaluation of the supervised or in-service internship is done by the internship supervisor based on e.g. internship administration, lesson preparations and developed material, verbal and written feedback from the mentor, self-evaluation and conversation, etc.

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

Assignment with a relative weight of 40 which comprises 40% of the final mark.

Note: Assignment with regard to processing the pedagogical content knowledge.

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.
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 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.
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