Urban Education

6 ECTS credits
180 h study time

Offer 2 with catalog number 1022988BNW for working students in the 1st semester at a (B) Bachelor - advanced level.

Semester

1st semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Gustaaf Cornelis
Joost Vaesen (course titular)
Jelle Van Herreweghe
Wim Keyaerts
Yves Blieck
Maggy Brusselmans
Nienke Verwijs
Gracienne Lauwers

Activities and contact hours

20 contact hours Seminar, Exercises or Practicals
160 contact hours Independent or External Form of Study

Course Content

Learning pathway Professional Practice

This course has been built up on the basis of various activities that give an insight into the debates, assets and challenges of education in a metropolitan city. The 'city lab' brings students to two schools and their neighborhood, which are examined as a case in a small group (in general, approx. 5-8 members per group). Debates related to four domains (educational organisation; school infrastructure; pupil profile and diversity; the school and the neighborhood) are discussed, as students gather on site and off site data. Students study urban education (in a metropolitan city-region) on the basis of themes presented, within which a subject can be chosen in group. The knowledge, information and insights gained have to be integrated and presented.

Learning pathway Reflective and Inquiry-based Practice

Through reflection sessions in small groups, students systematically analyze their experiences with an authentic (metropolitan) context. The sessions are structured according to the framework of GRROW coaching.

During the first session, students discuss their personal view on education with fellow students. The students are also encouraged to link their own view on education to the first experiences from the ‘city lab’. On the basis of a dialogue with fellow students and a positioning on the dimensions of professional identity, the students strengthen their view on education. During the second session the focus is on reflection on the experiences from the ‘city lab’ and the students' own cooperation skills in the context of the assignments for their professional practice. Students are encouraged to look at events, beliefs and people from different perspectives (technical level of reflection) and to integrate the reference frames offered from the ‘city lab’ into their own reflection. During both sessions, students actively contribute to the reflection of their fellow students by applying principles of coaching (e.g. being open to the stories of others, expressing a vision on the practical experiences of others, helping others to take up different perspectives, etc.). 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.

For LIO-status students: through reflection sessions in small groups, students analyze their experiences with professional practice in a systematic way. They succeed in integrating the offered frames of reference into their own reflection. The sessions are structured according to the framework of GRROW coaching.

Learning pathway Vision

The main topic ‘Urban Education’ (frameworks, ongoing debates) and the case of Brussels are explained. Several workshops and/or online learning paths are developed to deepen certain aspects of the opportunities of teaching within a cosmopolitan environment. In addition, this course also aims to make teachers aware of the impact of the European Union on the economic, social and political level and on the lives of citizens in Europe, and education in particular. They acquire a basic knowledge of the European Union, the functioning of the European institutions, the freedoms in the European Union, and European policy, each time applied within an educational framework.

Furthermore, students are introduced to the philosophy of education in relation to daily class practice. The influence of politics and religion, projects of the providers of education, school missions, etcetera are charted and assessed. Students get different reference frames for their own values and professional identity. They learn about the moral and political implications of their daily decisions. They combine all these aspects into a personal view on education. They reflect about their personal identity as a teacher and their view on education.

Course material

Digital course material (Required) : Articles/slides/video's/... available on the learning platform
Handbook (Recommended) : Eerlijke wetenschap: waarom hebben wetenschapsmensen een geweten nodig?, Cornelis, G., Lannoo Campus., 9789401413312, 2013
Handbook (Required) : Academisch schrijven tijdens de hogere opleiding, De pen is machtiger dan het zwaard., Cornelis, G., Pelckmans Pro., 9789463370608, 2017
Practical course material (Required) : Literature that must be searched and collected autonomously

Additional info

15 contact hours are set aside for students from the Anderlecht, Diest and Leuven campuses. 165h are performed as self-study.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 3, 6, 7, 9, 13, 14, 15

Purpose

Learning pathway Professional Practice

1. The student is able to identify actors, factors and processes that play a role in the organization and functioning of the educational system in Belgium and Brussels and to demonstrate their significance.

2. The student is able to test broader educational processes against a specific case.

3. The student is able to devise and carry out literature and practical research in group on a current educational/pedagogical theme and can report on this in writing and orally, with reference to recent professional literature.

Learning pathway Reflective and Inquiry-based Practice

The student shows an open and inquisitive attitude.
The student is able to question, adjust and report on his or her own educational vision in a (self-)critical manner.
The student can inform him/herself about pupils and can handle data about pupils discreetly.
The student can interpret events, beliefs and persons from different perspectives.
The student makes a constructive contribution to the learning process of others by applying the principles of coaching (e.g. being open to the story of others, expressing a vision on the practical experiences of others, helping others to take different perspectives ...).
The student can criticize own cooperation skills.

Learning pathway Vision

1. The student is able to summarize historical and/or recent developments in the educational landscape and to give examples.

2. The student is able to interpret recent debates about the organization and interpretation of education in a large city.

3. The student masters (basic) knowledge about the European Union, the functioning of the European institutions, the freedoms in the European Union, and European policy, applied within an educational framework.

4. The student is able to interpret educational philosophical frames of reference and humanistically inspired principles of scientific and professional integrity and translate them into their own vision and into classroom practice.

5. The student is able to criticize (critically reflect) their vision of education and its place in society.

6. The student is able to critically assess educational themes from a frame of reference about values.

7. The student adopts a humanistic and honest attitude.

8. The student is able (in team) to present research results on the basis of an academic poster.

Grading

The final grade is composed based on the following categories:
Written Exam determines 15% of the final mark.
Other Exam determines 70% of the final mark.
LEC Paper determines 15% of the final mark.

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

Written examination with a relative weight of 15 which comprises 15% of the final mark.

Note: This written exam is aimed at learning objective 3 within the learning line vision (knowledge about the European Union, the functioning of the European institutions, the freedoms in the European Union, and European policy, always applied within an educational framework) and other relevant frames of reference regarding the organization and operation of urban/metropolitan education.

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

Research poster with a relative weight of 70 which comprises 70% of the final mark.

Note: The students produce a research poster in group and present and defend it. The poster is produced in a digital format.
Students also make a peer assessment to evaluate the group work.
Correct citations of sources are a prerequisite for success.

Voor studenten met een LIO-statuut: In samenspraak met de titularissen kunnen LIO-studenten de onderzoeksposter individueel uitwerken, op basis van hun eigen lesopdracht en schoolcontext.

Within the LEC Paper category, the following assignments need to be completed:

Paper educational vision with a relative weight of 15 which comprises 15% of the final mark.

Note: The students write a first version of an educational vision before the start of the city labs. In the final version, they can incorporate their insights from the research poster in their paper/report.
The report must be linguistically correct.
Correct citations of sources are a condition for success.

Additional info regarding evaluation

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).  
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.

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