3 ECTS credits
90 h study time
Offer 2 with catalog number 4022892DNW for working students in the 1st semester at a (D) Master - preliminary level.
Learning Pathway Professional Practice
This internship consists of 4 hours of participatory observation and related assignments. The student performs one individual mini lesson within the domain of this course. Active participation in the mini-lessons is mandatory in order to be allowed to start the internship in teaching methodology 2.
For students with LIO status: in-service internship of 28 hours (and if applicable pre-service or alternative internship). The students give an individual mini-lesson within the domain of this course. Active participation in the mini lessons is mandatory in order to be allowed to start the internship in teaching methodology 2. If the assignment volume is between 200 and 499 teaching hours, the student may not be able to perform sufficient unique teaching hours for this course unit. In that case, additional assignments from the regular track will be given in proportion to the missing hours. In cases where the LIO student has no or insufficient teaching assignment within the field of this course unit, an additional assignment is given from the regular track
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 mathematics.
1, 2, 3, 7, 11, 12, 13, 14, 16, 20
The student shows an open, inquisitive and professional attitude.
The student teacher is able to design lessons.
The student teacher is able to successfully* support the experienced teacher within the framework of differentiation strategies.
*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.
The student is able to express the essence and the unique social relevance of mathematics education in the Flemish educational system.
The student is able to consult and interpret the curriculum goals in mathematics education.
The student is able to formulate concrete and operational learning objectives based on the curriculum goals that match with the initial needs and strengths of the learning group.
The student is able to choose learning content, divide it into learning steps and employ it in meaningful assignments.
The student is able to utilize models for teaching and instruction in order to create a powerful learning environment for mathematics.
The student is able to use mathematics text books and other didactic resources to create a powerful learning environment for mathematics.
The student is able to use classroom activities, learning resources and group settings to create a powerful learning environment for mathematics.
The student is able to utilize current and authentic contexts in order to create a powerful learning environment for mathematics.
The student is able to utilize the framework of 21st century skills in order to create a powerful learning environment for mathematics.
The student is able to utilize the initial needs and strengths of the learning group in order to make classroom activities fit student learning.
The student is able to utilize the physical and digital learning environment in order to create a powerful learning environment for mathematics.
The student is able to use elements of subject specific pedagogical research in order to create a powerful learning environment and to account for his/her own didactic choices.
The student is able to link the various sub-areas of the subject mathematics.
The student is able to relate mathematics to other fields of science and use this to create a powerful learning environment for mathematics.
The student is able to use computer algebra software to promote or scaffold student learning.
The student is able to use dynamic geometry software to promote or scaffold student learning.
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:
This offer is part of the following study plans:
Master of Teaching in Social Sciences: politieke wetenschappen en sociologie (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 Social Sciences: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Social Sciences: standaard traject (60 ECTS, Leuven) (only offered in Dutch)
Master of Teaching in Science and Technology: biologie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: geografie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: chemie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: fysica (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: wiskunde (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: computerwetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: ingenieurswetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Science and Technology: standaard traject (60 ECTS, Leuven) (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)
Master of Teaching in Economics: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Economics: standaard traject (60 ECTS, Leuven) (only offered in Dutch)