Teaching Methodology Economics 1

3 ECTS credits
90 h study time

Offer 1 with catalog number 4022448DNR 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

Alvorens een inschrijving te kunnen nemen op 'Vakdidactiek Economie 1', 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

Maarten Toeback
Wim Keyaerts
Tom Kuppens (course titular)

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

In this co-teaching internship, the student assists the mentor in teaching, whereby the responsibilities of the student are gradually built up: from participatory observation as a teacher-guide (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2 hours are prepared in an interview with the mentor.

For students with LIO status: 2 hours observation and in-service internship of 28 hours (and if applicable pre-service or alternative internship). 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 in which the student assists a mentor in a co-teaching internship, in which the student's responsibilities are gradually built up: from participatory observation as a teacher-supervisor (2h), to at least two more active forms of co-teaching: parallel teaching, adapted teaching, teaching in one of several complementary groups, or team teaching together with the mentor or with a fellow student (2h). These last 2h are prepared in a conversation with the mentor.

Learning Pathway Pedagogical Content Knowledge

In this course, in addition to the situation of economics in current Flemish education, specific attention is paid to translating subject-specific concepts and frames of reference for creating an optimally powerful learning environment within the (business) economic sciences. Students learn to take into account the sustainability aspects of the (business) economy in a globalizing world. For economics teaching methodology, students work in teacher design teams. This means that in groups of maximum four students they (re) design curriculum materials in the field of economics. The students learn how they can translate official learning goals and curricula into practice, but also how social and political discussions and new scientific insights (can) have an impact on their classroom practice.

The common thread throughout this course is the step-by-step subject-specific support in the design of a powerful learning environment so that these can be tested at the end of this course. In addition to the co-teaching internship, the students have the opportunity to 1) present the results of their design team to their peers in the form of a co-teaching moment and 2) to give an individual mini-lesson within the domain of economics.

Course material

Digital course material (Required) : Beschikbaar via Canvas
Handbook (Recommended) : Vakdidactiek Economie, De Witte, K. & Schelfhout, W., LannooCampus, 9789401428064, 2015
Handbook (Required) : Vakdidactiek voor leraren economie, Een praktijkgerichte benadering, Fastré, L., Tulleneers, V. & Vlayen, K., LannooCampus, 9789401477420, 2021

Additional info

For students of campuses Anderlecht, Diest and Leuven 6 contact hours will be organised. 84 hours 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: internships can take place during academic leaves that does not coincides with school holidays, exam preparation time and exam periods. 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.
If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next session, the titular can allow the transfer of the grades of the successfully completed sections.

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

The student shows an open, inquisitive and professional attitude.
The student teacher is able to successfully* support the experienced teacher within the framework of differentiation strategies.
The student teacher is able to design lessons and teach together with the mentor or a fellow student.
*Successfully here means: integrating the objectives formulated in pathways pedagogy and pedagogical content knowledge.

Learning Pathway Pedagogical Content Knowledge

The student shows an open, inquisitive and professional attitude.
The student assesses the build-up of the subject specific curruculum within the framework of the essence and unique societal relevance of the subject.
The student can design a powerful learning environment by using subject-specific concepts, theories and evolutions of (business) economics education.
The student can translate the concepts of the 21st century skills and the principles of a powerful learning environment for his/her own subject to a concrete lesson plan.
The student can choose learning objectives based on official learning goals and curricula w.r.t. the subject (e.g. positioning business economics within key competences).
The student can formulate concrete and operational objectives that are in line with the background characteristics of pupils.
The student can formulate a concrete and relevant problem statement in function of a lesson plan and give it a central place in the lesson plan.
The student can choose learning content, divide it into learning steps and link it to appropriate assignments, and this within a specific physical and digital learning environment.
The student can allow pupils to actively discover and process the learning content within business economics through a meaningful choice of didactical methods, learning materials and grouping forms.
The student can identify and consult relevant and reliable subject specific sources and relate them to concrete learning goals with a view to design a powerful learning environment for his/her own subject domain.
The student can involve the living environment of the pupils within the learning content of the subject.
The student can use the pupil characteristics to strengthen the autonomous motivation of the pupils, to provide the necessary structure, and to increase their involvement.
The student can involve the outer world and extracurricular actors when creating a powerful learning environment (e.g. company visit, excursions, guest lectures).

Grading

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:

Vakdidactische taak with a relative weight of 60 which comprises 60% of the final mark.

Note: The students work out a didactic project in design teams, in which the integration of sustainability in the lessons (business) economics is central.

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

Co- of duo-teaching with a relative weight of 40 which comprises 40% of the final mark.

Note: The evaluation of the co-teaching or in-service internship is done by the internship supervisor based on internship administration, preparations and developed material, oral and written feedback from the mentor, self-evaluation, interview etc.

Additional info regarding evaluation

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).
A student can only pass the course unit if at least 7/20 is obtained for each category. The final score awarded is then the grade assigned to the lowest scored category.
If the grade for the practical exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a score 'afwezig' (afw) for the internship.
If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next 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