6 ECTS credits
180 h study time
Offer 3 with catalog number 4022726ENW for working students in the 2nd semester at a (E) Master - advanced level.
Pedagogy
This track focuses on general pedagogical theoretical frameworks that can be used to create a positive and inclusive classroom and school climate. Two professional roles are emphasized: teacher as educator and teacher as organizer. In addition to the introductory frameworks on positive and inclusive classroom climate a series of workshops will be held on specific topics such as: multilingual education, gender sensitive education, dealing with violent extremism and radicalisation, culturally responsive education, parental involvement, bullying, drug prevention, sustainable development goals, advanced development …The themes that will be addressed depend on the availability of the experts who are invited as guest speakers.
Domain specific applications
This part focuses on the design of subject-oriented education by applying the general frameworks around differentiation, growth-oriented evaluation, language-oriented and gender sensitive economics and/or law education. Furthermore, attention is also paid to innovative themes that contribute to a positive and inclusive learning and living environment for economics and/or law, such as financial literacy and legal competences, research competences, organizing excursions and company visits, workplace learning, intrapreneurship and entrepreneurship. These themes are studied from the standpoint of didactic scientific research as well as from the practical implementation in the classroom.
Reflective and Inquiry-Based Practice
During the reflection session in a small group, students analyze the full complexity of classroom practice. The session is structured according to the framework of GRROW coaching. Students integrate in their reflection offered frames of reference that contribute to the design of a positive and inclusive living environment (pathway pedagogy and subject didactics) and independently consult scientific sources to strengthen the reflection. During the session, students actively contribute to the reflection of their fellow students by applying coaching skills (e.g. involved confrontation, challenging, inspiring, allowing and giving space, relaxing...). 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.
Programme specific learning outcomes
2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 20
Pedagogy
The student shows an open, inquisitive and professional attitude.
The student can analyse and solve cases of authentic classroom situations by suggesting interventions to create a positive and inclusive classroom climate.
The student can use theories on classroom management to design interventions aimed at guaranteeing a targeted and structured learning and instruction process.
The student can identify the necessary conditions and propose interventions to prevent and deal with problematic classroom behaviour.
The student can be responsive to pupil diversity by using universal design for learning as well as differentiated instruction.
The student knows the legislation regarding inclusive education and the care continuum and can develop measures to improve basic care.
The student has insight into partnership models for cooperation with pupils and parents / guardians that strive for equal participation. In doing so the student uses an appropriate language register and supports the language development to facilitate collaboration.
The student is familiar with care organizations that can support pupils and parents in collaboration with the school.
The student can use the results of educational research to improve and innovate teaching practices.
Domain specific applications
The student demonstrates an open, inquisitive and a professional attitude.
The student can design and evaluate initiatives to work on the financial and/or legal key competence.
The student can analyse, evaluate and adjust a concrete situation outline regarding an inclusive learning environment by using strategies such as universal design for learning, inner class differentiation, language-oriented and gender-sensitive economics and/or law education.
On the basis of a inspection report 2.0, the student can formulate recommendations to bring subject didactic action in line with the reference framework for educational quality.
The student can identify, interpret and integrate scientific knowledge and insights regarding a positive and caring living environment into economics and/or law education.
The student can situate concrete actions regarding entrepreneurship and enterprise education and research competences in a horizontal and vertical learning line within and outside the subject area of economics and/or law.
Students can evaluate the learning content in a process- and product-oriented way with a view to a growth-oriented evaluation and the adjustment of their own pedagogical-didactical actions.
The student appreciates the outside world when creating a powerful learning environment, chooses relevant extracurricular actors to bring learning content to life and can organise excursions or company visits.
Learning Pathway Reflective and Inquiry-Based Practice
The student shows an open, inquisitive and professional attitude.
The student can discuss, adjust and report on his or her own functioning in a (self-)critical manner.
The student can inform himself about and discreetly deal with data about the student.
The student can formulate and argue concrete strengths and working points with regard to the student's own reflection and coaching skills.
The student can identify learning questions in an authentic educational environment and share them with colleagues.
The student can systematically analyze his own experience in educational practice from different perspectives.
The student can test his or her own educational practice against pedagogical-didactical and subject-didactical insights with regard to creating a positive and inclusive living environment.
The student can identify internal sources of strength.
The student can actively search for solutions to strengthen his or her educational practice on the basis of the reference frameworks he or she has provided.
The student can formulate concrete follow-up steps to strengthen his/her own educational practice.
The student can constructively integrate the given feedback with regard to learning to coach into the coaching.
The student makes a constructive contribution to the learning process of others by applying advanced and climate-enhancing coaching skills (confronting, challenging, inspiring, allowing and giving space, relaxing).
The final grade is composed based on the following categories:
Oral Exam determines 100% of the final mark.
Within the Oral Exam category, the following assignments need to be completed:
This offer is part of the following study plans:
Master of Business Engineering: Standaard traject (only offered in Dutch)
Master of Business Economics: Standaard traject (only offered in Dutch)
Master of Teaching in Social Sciences: rechten (90 ECTS, Etterbeek) (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 Economics: standaard traject (90 ECTS, Etterbeek) (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)