Teacher and School Development

3 ECTS credits
90 h study time

Offer 5 with catalog number 4022318ENR 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

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Nadine Engels
Inge Bogaert
Vicky Willegems (course titular)
Maggy Brusselmans
Tim De Smet
Gracienne Lauwers

Activities and contact hours

36 contact hours Seminar, Exercises or Practicals
68 contact hours Independent or External Form of Study

Course Content

Learning pathway Pedagogy

Using an inquiry- and innovation-based approach the pedagogical pathway in this module aims at strengthening the competences of the teacher as member of the school team, as partner of externals, and as a member of the education community. Students are provided with frameworks on (1) working in the autonomous and accountable school (school policy, school organization, school development, quality assurance, etc.), and (2) school as part of a network (community school, social and other external partners, etc.) with a focus on education that contributes to social cohesion in urban contexts. In small teams and using a mini research cycle, students develop a scenario for an aspect of school development - possibly involving external partners – that aims at broad implementation in the school. The problem statement for these scenario’s is preferably based on authentic challenges as introduced by our partner schools and ready for implementation in the last internship period (Professional Teaching).

Course material

Digital course material (Required) : Beschikbaar op het leerplatform
Digital course material (Recommended) : Beschikbaar op het leerplatform
Practical course material (Required) : Door de student zelf verzamelde onderzoeksartikels, en praktijkgerichte bijdragen die specifiek zijn toegespitst op het thema waarvoor een praktijkscenario wordt ontwikkeld.

Additional info

For students of campuses Anderlecht, Diest and Leuven 12 contact hours will be organised. 78h are completed as self-study.

Learning Outcomes

General competences

Programme specific learning outcomes

8, 9, 11, 13, 16, 17

Learning Pathway Pedagogy
1.   The student understands the responsibilities of the teacher and the school within the context of school autonomy, especially the aspects of vision, management capacity, quality assurance, school development, and the importance of collaborative teams.
2.   By developing evidence-informed scenario’s for practice, the student shows that s/he understands the meaning of building community schools for the purpose of holistic student development, realizing enrichment for different domains of development by promoting commitment and participation of stakeholders and strengthening the relationships between school, neighborhood and possibly labour market.
3.   The student is able to explain the importance of social participation as one of the important clusters of outcomes in education and relate that to recurrent and current topics in the social debate.
4.   The student is able to collaborate with colleagues and external partners for designing enriched school environments.
5.   The student is able to develop scenario’s for practice based on research evidence, critical reflection on practice, on relevant (inter)national theoretical frameworks and their underpinning paradigms, and on social and morally legitimate choices.
6.   The student is able to clarify self-developed ideas and solutions for practice, to communicate them with the appropriate language use for the target audience and to substantiate choices made based on multidisciplinary frameworks.

Grading

The final grade is composed based on the following categories:
SELF Paper determines 100% of the final mark.

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

Paper with a relative weight of 100 which comprises 100% of the final mark.

Note: The student’s mark is based on the scenario for practice at school level he/she developed together with peers in a collaborative team. The scenario is aligned with the collaborative teamwork within the students’ internship. If the student does not collaborate with other preservice teachers during the internship, the scenario can be individual work. If, because of the student’s individual curriculum, the course Teacher and school development and the collaborative teamwork in students’ internship can’t take place in the same semester, the teacher educators can provide a case study for them to work on.

Additional info regarding evaluation

N.A.

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