3 ECTS credits
90 h study time
Offer 2 with catalog number 4022885DNW for working students in the 1st semester at a (D) Master - preliminary level.
Learning Pathway Professional Practice
The internship consists of participatory observation and a minilesson
In the participatory observation, students observe classroom practice of subject philosophy 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 the location of the subject area in current Flemish education, specific attention is paid to translating subject-specific concepts and reference frameworks for creating an optimally powerful learning environment. For the pedagogical and psychological sciences students work in teacher design teams. This means that they (re)design curriculum materials together in groups of no more than four students. The students learn how to translate final attainment levels, curriculum files and curricula into practice, but also, for example, how social 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 have the opportunity to give an individual mini-lesson within the domain of philosphy.
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 (6 November 2023 to 1 December 2023). 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.
Programme specific learning outcomes
1, 2, 3, 7, 11, 12, 13, 14, 16, 20
Learning Pathway Professional Practice
The student shows an open, inquisitive and professional attitude (including planning/preparation of and communication about the internship and minilesson).
The student can identify and map the different characteristics of the initial situation of a learning group using a broad observation toolkit.
The student can formulate substantiated proposals to constructively use the diversity in a learning group in teaching practice.
The student is able to analyse the observed teaching practice on the basis of pedagogical reference frameworks and subject-specific insights.
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.
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).
The student deals constructively with feedback on the preparation and implementation of the minilesson and can give substantiated feedback to peers on their minilessons.
The student can look back critically at the given minilesson and participatory observation internship, reflect on it and, if necessary, formulate alternatives.
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 can design a powerful learning environment by using subject didactic concepts, theories and evolutions of education within the subject area.
2. The student can translate the concepts of the 21st Century Skills and the principles of a powerful learning environment for their own discipline into a concrete lesson structure.
3. The student can select objectives based on final attainment levels and curriculum files related to the field of study (e.g. positioning psychology within key competences).
4. Starting from the initial situation of students, the student can formulate objectives relating to the field of study in a concrete and operational way.
5. The student can formulate a concrete and relevant problem definition and give it a central place in the didactic lesson structure.
6. The student can choose learning content, divide it into learning steps and link it to suitable working methods, in a specific physical and/or digital learning environment.
7. The student can actively allow students to discover and process the learning content within the behavioral sciences through a meaningful choice of work forms, learning materials, and grouping forms.
8. The student can identify, consult and relate relevant and reliable didactic resources to concrete objectives with a view to designing a powerful learning environment for their own discipline.
9. The student can involve the living environment of the students in the learning content of the subject area.
10. The student can use the student characteristics to strengthen the autonomous motivation of the students, to provide the necessary structure, and to increase involvement.
11. In creating a powerful learning environment, the student can involve the outside world and extracurricular actors (e.g. through museum and concert visits, trips, projects, speakers).
The final grade is composed based on the following categories:
Written Exam determines 60% of the final mark.
Practical Exam determines 40% of the final mark.
Within the Written Exam category, the following assignments need to be completed:
Within the Practical Exam category, the following assignments need to be completed:
A student can only pass the course if
He 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 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.
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)