6 ECTS credits
180 h study time
Offer 7 with catalog number 1022993BNW for working students in the 2nd semester at a (B) Bachelor - advanced level.
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.
15 contact hours are set aside for students from the Anderlecht, Diest and Leuven campuses. 165h are performed as self-study.
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
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.
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:
Within the Other Exam category, the following assignments need to be completed:
Within the LEC Paper category, the following assignments need to be completed:
This offer is part of the following study plans:
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Bachelor of Linguistics and Literary Studies: Dutch-French (only offered in Dutch)
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Bachelor of Linguistics and Literary Studies: Dutch-German (only offered in Dutch)
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Bachelor of Linguistics and Literary Studies: English-French (only offered in Dutch)
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Bachelor of Biology: Default track (only offered in Dutch)
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Bachelor of Applied Language Studies: Frans-Engels (only offered in Dutch)
Bachelor of Applied Language Studies: Frans-Duits (only offered in Dutch)
Bachelor of Applied Language Studies: Frans-Spaans (only offered in Dutch)
Bachelor of Applied Language Studies: Engels-Duits (only offered in Dutch)
Bachelor of Applied Language Studies: Engels-Spaans (only offered in Dutch)
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Bachelor of Political Science and Sociology: Political Science Minor Minor Education (only offered in Dutch)
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Master of Business Economics: Standaard traject (only offered in Dutch)
Master of Biology: Ecology and Biodiversity (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)
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Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Science and Technology: biologie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: geografie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: chemie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: fysica (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: wiskunde (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: computerwetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: ingenieurswetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Health Sciences: standaard traject (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Health Sciences: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Health Sciences: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Health Sciences: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Health Sciences: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Physical Education: standaard traject (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Physical Education: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Physical Education: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Physical Education: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Physical Education: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Economics: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Economics: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Economics: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Economics: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Languages: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Bridging Programme Master of Teaching in Economics: Standaard traject (only offered in Dutch)
Bridging Programme Master of Teaching in Behavioural Sciences: Adult Education (only offered in Dutch)
Preparatory Programme Master of Science in Educational Sciences: Standaard traject (only offered in Dutch)