6 ECTS credits
180 h study time
Offer 2 with catalog number 4022734ENW for working 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
- Enrollment Requirements
- Alvorens men kan inschrijven voor 'Positief en inclusief leefklimaat', moet men ingeschreven of geslaagd zijn voor 'Krachtige leeromgeving'.
- Taught in
- Dutch
- Faculty
- Multidisciplinary Institute for Teacher Education
- Department
- Multidisciplinary Institute for Teacher Education
- Educational team
- Ariane Caplin
Wouter Cools
Els Consuegra
(course titular)
Wim Keyaerts
Yves Blieck
Maggy Brusselmans
Nienke Verwijs
- Activities and contact hours
- 40 contact hours Seminar, Exercises or Practicals
140 contact hours Independent or External Form of Study
- Course Content
Pedagogy
This track focuses on introductory 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 …
Domain specific applications
This track focuses on subject specific pedagogy in the school (school vision and teaching methods, vertical and horizontal coherence, curriculum theory, departmental collaboration, subject specific oriented learning environment) and on the general aspects of differentiation, assessment, motivation and classroom management. Furthermore, attention is paid to teaching methodology as a scientific discipline.
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.
- Course material
- Handbook (Recommended) : Regisseer je klas, Theorie, Struyf E. & Verbeeck G., Pelckmans Pro, 9789463370783
Handbook (Recommended) : Regisseer je klas, Werkboek, Leroy A., Struyf E. & Verbeeck G., 2de, Pelckmans Pro, 9789464017021, 2021
Handbook (Recommended) : Leren Zichtbaar Maken, Hattie J., Bazalt Educatieve Uitgaven, 9789461182043, 2014
Handbook (Recommended) : Wat echt werkt, 29 strategieën voor het onderwijs, Mitchell D., Uitgeverij Pica, 9789493209510, 2022
Digital course material (Required) : Beschikbaar via Canvas
Practical course material (Required) : Leerplannen LO en Sportwetenschappen, eindtermen LO en Sportwetenschappen
Handbook (Required) : De alles(z)weter, Beweging in wetenschap, wetenschap in beweging, De Martelaer, K. & De Bauw, J., ASP, 9789057187322, 2018
- Additional info
- For students of campuses Anderlecht, Diest and Leuven 24 contact hours will be organised. 156h are completed as self-study.
- In order to prepare for practice students are expected to attend the lectures and workshops (professional attitude).
- Learning Outcomes
-
General competences
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 shows an open, inquisitive and professional attitude.
- The student is able to situate pedagogical content knowledge of PE, Sports education and Sports Sciences in a school vision and can apply a school vision to a learning environment.
- The student understands curriculum theory and the horizontal and vertical structure of PE, Sports education and Sports Sciences and is able to apply this to departmental cooperation and planning.
- The student is able to utilize current scientific evidence and recent insights concerning a positive and caring living environment when creating a subject specific learning environment for PE, Sports education and Sports Sciences.
- The student is able to integrate current social themes when creating a subject specific learning environment for science education, with special attention to the Brussels metropolitan context.
- The student is able to utilize models of evaluation when designing lessons.
- The student is able to utilize strategies that encourage the pupils' language development within PE, Sports education and Sports Sciences and is able to react constructively to the pupils' language.
- The student is able to organize a process and product oriented assessment of the learning content in view of study evaluation, remediation, differentiation and optimization of his/her own didactic actions.
- The student is able to design learning activities that realize the subject specific curriculum goals with regard to the research competence and link a valid assessment to this.
- The student is able to flexibly utilize subject specific knowledge and skills in his/her didactic actions and, if necessary, to correct gaps in his/her own subject specific knowledge.
- The student is able to stimulate a positive interaction between students and realize connection and a sense of competence in order to optimize the learning of individual students.
- The student is able to select methods for teaching and learning that encourage participation.
- The student is able to provide feedback, feed forward and feed up.
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).
- Grading
-
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:
- Oral examination
with a relative weight of 100
which comprises 100% of the final mark.
Note: Oral open book exam with time for written preparation on the pedagogical content and domain specific applications. Students analyze and solve cases by using the theoretical frameworks.
- 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).
- 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
This offer is part of the following study plans:
Master of Linguistics and Literary Studies: Profile Profile Literary Studies
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 Movement and Sports Sciences: Afstudeerrichting sportbeleid en sportmanagement - profiel onderwijs (only offered in Dutch)
Master of Movement and Sports Sciences: Physical Activity, Fitness and Health Profile Profile Education (only offered in Dutch)
Master of Movement and Sports Sciences: Sports Training and Coaching Profile Profile Education (only offered in Dutch)