Urban Education

6 ECTS credits
180 h study time

Offer 4 with catalog number 1022990BNW 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)
Ingeborg Plackle
Andy Thys
Els Govaerts
Nathalie Michalek

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 (approx. 5 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 the topic of education in the metropolis on the basis of research questions and resources that are given to them. The perspective of the pupils and teachers is central, examining how they experience education in the city and, above all, how they look at the school of the future. The knowledge, information and insights gained have to be collected, 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.).

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’ (frame, ongoing discussions) 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, 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) : Artikels/slides beschikbaar via leerplatform
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) : Zelfstandig op te sporen literatuur

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, 5, 9, 13, 14, 15, 16, 17, 19, 21

Purpose

Learning pathway Professional Practice

The student is able to identify actors, factors and processes impacting the organization and functioning of the educational system in Belgium and Brussels, and can illustrate and explain them.
The student can match broader educational processes against a specific case.
The student can carry out both independently and in group literature and practical research on a topical educational/pedagogical issue and is able to report on this in writing and orally with reference to recent theories and conceptual frameworks.

Learning pathway Reflective and Inquiry-based Practice

The student shows an open and inquisitive attitude.
The student can discuss, adjust and report on his or her own view on education in a (self-)critical manner.
The student can inform himself about and discreetly deal with data about the student.
The student can analyze the experience with an authentic (metropolitan) context in a systematic way and use the provided reference frameworks and relevant (educational) research.
The student can look at events, beliefs and people 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 reflect on his/her own cooperation skills.

Learning pathway Vision

The student has knowledge about and insight in past and contemporary developments in educational theories.
The student has insights in recent debates regarding organization and formation of educational programs in a cosmopolitan environment.
The student is able to translate reference frames concerning philosophy of education and humanistic inspired principles of scientific and professional integrity to the personal view and own class practice.
The student is able to reflect critically on his/her view on education and its place in society.
The student is able to approach in a critical manner different themes related to education within a moral reference frame.
The student adopt a humanistic and ethically sound attitude.
The student is able to present their findings by means of an academic poster.
The student can communicate adequately and concisely about their academic poster.

Grading

The final grade is composed based on the following categories:
Practical Exam determines 10% of the final mark.
Other Exam determines 90% of the final mark.

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

Reflection sessions with a relative weight of 10 which comprises 10% of the final mark.

Note: The students are assessed on their reflective and coaching skills during the sessions (reflective and investigative learning line). Assignments to prepare and monitor the sessions are included in the portfolio.

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

Research Poster with a relative weight of 80 which comprises 80% of the final mark.

Note: The students produce a research poster in group and present and defend it. The poster is printed on A0-format.
Attendance at the defence is required.
Students also make a peer assessment to evaluate the group work.
Correct citations of sources are a prerequisite for success.
For students with a LIO status: In consultation with the teaching staff, LIO students can develop the research poster individually, based on their own teaching assignment and school context.
Paper Educational Vision with a relative weight of 10 which comprises 10% 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

To pass this course the student must participate in all evaluation components. 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 'absent'/‘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