3 ECTS credits
90 h study time

Offer 1 with catalog number 4022488DNR for all students in the 1st semester at a (D) Master - preliminary level.

Semester
1st semester
Enrollment based on exam contract
Impossible
Grading method
Grading (scale from 0 to 20)
Can retake in second session
Yes
Enrollment Requirements
For this course you have to meet certain enrolment requirements. For an overview of the enrolment requirements check https://www.vub.be/en/studying-vub/practical-info-for-students/study-guidance/study-path/individual-study-path#paragraph--id--71647 
Taught in
Dutch
Faculty
Multidisciplinary Institute for Teacher Education
Department
Multidisciplinary Institute for Teacher Education
Educational team
Joost Vaesen (course titular)
Iris Gysels
Activities and contact hours
10 contact hours Seminar, Exercises or Practicals
80 contact hours Independent or External Form of Study
Course Content

Learning Pathway Professional Practice

The internship consists of participatory observation and a minilesson

  • In the participatory observation, students observe classroom practice of subject X by a mentor. As much as possible, students actively participate in these lessons (by prior agreement with the mentor). The aim of the participatory observation is to form a broad and nuanced picture of the learning environment. While observing, students therefore thoroughly map different dimensions of the learning environment (initial situation, lesson structure, teaching methods, interaction, etc.). This part of the internship consists of four hours of participatory observation and a final interview with the mentor.
  • The students perform a minilesson within the domain of this course. Active participation in the minilesson is mandatory to start the internships in Teaching Methodology 2.

For students with LIO status: In-service internship of 28 hours. If the assignment volume is between 200 and 499 teaching hours or if the LIO student's assignment does not or does not sufficiently align with the domain of this course, an additional assignment from the regular track will be given.


Learning Pathway Pedagogical Content Knowledge

Within this course unit, in addition to situating the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating a powerful learning environment. Students learn how to translate final attainment levels and curricula into practice, but also, for example, how societal and political discussions and new scientific insights (can) have an impact on their classroom practice.

The leitmotif throughout this course unit is the step-by-step subject-specific support for the design of a powerful learning environment so that it can be tested at the end of this course unit. Students therefore (re)design an individual mini-lesson within the domain of cultural sciencces.

Course material
Digital course material (Required) : Beschikbaar via Canvas
Handbook (Required) : Geschiedenisdidactiek, Handboek voor de vakdocent, Wilschut, A. & Van Straaten, M. & Van Riesse, D., Bussum: Coutinho, 9789046908815, 2023
Digital course material (Recommended) : Expertisecentrum gescbiedenisdidactiek, https://expertisecentrum-geschiedenis.nl/
Additional info
  • For students of campuses Anderlecht, Diest and Leuven 9 contact hours will be organised. 81h are completed as self-study (including internship). 
  • Students are expected to attend all classes within this course unit in order to prepare as much as possible for the internship (professional attitude).
  • Additional information on the course unit internship: the participatory observation will take place during the internship period scheduled for this purpose (November to December). Students are expected to spread the duration of their internship (see internship guidelines). 
  • During this course unit an integrated skill set of competences, needed for the design of a powerful learning environment is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit Powerful Learning Environments. 
Learning Outcomes

General competences

Programme specific learning outcomes

1, 2, 3, 4, 5, 6, 10, 11, 14, 16, 19, 20, 22 

Learning Pathway Professional Practice

  1. The student shows an open, inquisitive and professional attitude (including planning/preparation of and communication about the internship and minilesson).
  2. The student can identify and map the different characteristics of the initial situation of a learning group using a broad observation toolkit.
  3. The student can formulate substantiated proposals to constructively use the diversity in a learning group in teaching practice.
  4. The student is able to analyse the observed teaching practice on the basis of pedagogical reference frameworks and subject-specific insights.
  5. The student can prepare lessons for a teaching group, in which the starting situation, learning objectives and learning and evaluation activities are explicit and attuned to each other.
  6. The student can incorporate the pedagogical reference frameworks and subject-specific insights necessary for designing a powerful learning environment in the preparation of a minilesson (including formulating appropriate learning objectives and designing teaching materials and learning and assessment activities in line with the initial situation of a learning group).
  7. The student deals constructively with feedback on the preparation and implementation of the minilesson and can give substantiated feedback to peers on their minilessons.
  8. The student can look back critically at the given minilesson and participatory observation internship, reflect on it and, if necessary, formulate alternatives.
  9. The student handles information about the pupil/ student/ teachers/ school/ supervisors in a respectful and discrete manner.

Learning Pathway Pedagogical Content Knowledge

  1. The student shows an open, inquisitive and professional attitude.  
  2. The student assesses the structure of the subject-specific curriculum in the context of the essence and unique societal relevance of the field.
  3. The student is able to reflect and argue his own convictions about the discipline and give them critical meaning. 
  4. The student underpins the educational practice by using subject didactic concepts, theories and evolutions of education within the field of study. 
  5. The student is able to translate concepts of the 21st Century Skills and the principles of a powerful learning environment for their own discipline into a concrete lesson structure, taking into account the educational reform.
  6. The student can choose objectives on the basis of final attainment levels and curriculum files relating to the discipline.
  7. Starting from the initial situation of pupils, the student can formulate and interpret objectives relating to the discipline in a concrete and operational way. 
  8. The student can identify, consult and relate relevant and reliable didactic sources to concrete objectives with a view to designing a powerful learning environment for their own discipline.
  9. When creating a powerful learning environment, the student brings the multidisciplinary and diverse outside world to the classroom (or vice versa) through field trips, projects, speakers, ...
  10. The student can devise and formulate a problem definition in function of the lesson preparation (micro-teaching), taking into account key concepts such as multiperspectivity.
  11. The student can choose learning content from a multidisciplinary perspective, divide it into learning steps and translate it into meaningful assignments.
  12. The student can use the pupil characteristics to strengthen the autonomous motivation of pupils, to provide the necessary structure, and to increase involvement during the lessons.
  13. The student can let pupils actively discover and process subject-specific learning content through a meaningful choice of work forms, learning materials and grouping forms.
  14. The student can involve the pupils' living environment in the learning content of the subject area.
  15. The student relates topicality to the learning objectives (problem definition) and learning content of the discipline. 
  16. Based on the development of a historical frame of reference, students can strengthen their historical awareness by, for example, critically reflecting on historical sources or on the multiperspectivity of historical imagery.

Grading

The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 20% of the final mark.
Other Exam determines 20% of the final mark.

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

  • Assignment with a relative weight of 60 which comprises 60% of the final mark.

    Note: Assignment with a relative weight of 60 which comprises 60% of the final mark. Note: Students work out an assignment.

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

  • Participatory observation with a relative weight of 20 which comprises 20% of the final mark.

    Note: Participatory observation with a relative weight of 20 which comprises 20% of the final mark. Note: The evaluation of the participatory observation is done by the internship supervisor based on internship administration contract, planning), conducting participatory observation with subsequent discussion with the mentor and follow-up task.
    For students with a LIO status: The evaluation of the in-service internship is done by the internship supervisor or the LIO supervisor based on e.g. internship administration, 2 exemplary lesson preparations and developed material, feedback from the mentor and conversation, etc.

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

  • Minilesson with a relative weight of 20 which comprises 20% of the final mark.

    Note: Minilesson with a relative weight of 20 which comprises 20% of the final mark. Note: Students perform a minilesson outside the examination period (December) for their peers.   

Additional info regarding evaluation
  • A student can only pass the course if 
  • - He/she has participated in all parts of the evaluation: the assignment, the participatory observation and the minilesson. A final grade can only be calculated if a score was obtained for all these components. Not participating in one or more components results in the mark 'absent' (afw).
  • - He/she obtained at least 7/20 for each part of the evaluation (assignment, participatory observation and minilesson). If a score lower than 7/20 was obtained for at least one of the components, the final score awarded will be equal to the mark awarded for the lowest scored category.
  • Non-participation in or not passing the minilesson or participatory observation results in a remedial course for Teaching Methodology 2 (binding condition for continuing the internship in the programme).
  • Not passing the participatory observation can only be made up in a subsequent useful session time. In the event of referral to the next useful session, the titular can allow the transfer of the grades of the successfully completed sections. 

     

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 Teaching in Arts and Humanities: History (only offered in Dutch)
Master of Teaching in Arts and Humanities: Art History and Heritage Studies (only offered in Dutch)
Master of Teaching in Arts and Humanities: Philosophy (only offered in Dutch)
Master of Teaching in Arts and Humanities: Ethics and Humanism (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 Social Sciences: communicatiewetenschappen (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)