6 ECTS credits
180 h study time
Offer 2 with catalog number 4022725ENW for working students in the 2nd semester at a (E) Master - advanced level.
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 … In online discussion groups students discuss the topics from the learning pathway pedagogy to deepen their understanding of the theoretical frameworks by using the frameworks to analyse and solve cases.
Domain specific applications
This part focuses on the design of subject-oriented education by applying the general frameworks around differentiation, growth-oriented evaluation and language-oriented economics education. Furthermore, attention is also paid to innovative themes that contribute to a positive and inclusive learning and living environment for the economy, such as financial literacy, research competences, organizing excursions and company visits, workplace learning, entrepreneurship and entrepreneurship. These themes are studied from the standpoint of didactic scientific research as well as from the practical implementation in the classroom.
Reflective and Inquiry-Based Practice
During a video-stimulated reflection session in a small group, students analyze the full complexity of classroom practice. The student's own actions and functioning in the classroom group are the focus of this reflection. The students make use of pre-filmed practical experiences of their own class practice. For students who do not take a course with internship practice at the same time, the reflection assignments can be different. 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...).
In online discussion groups students discuss the topics from the learning pathway pedagogy. Students take on a research disposition and apply coaching skills to support the professional learning of their fellow students.
Programme specific learning outcomes
1, 2, 3, 4, 5, 6, 10, 11, 14, 16, 19, 20, 22
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 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 can situate the field of economic sciences in the school vision and can translate the school's vision into economics teaching practice.
The student can integrate current societal themes into the teaching practice, with special attention to the Brussels metropolitan context.
The student can identify, interpret and integrate scientific knowledge and insights about a positive and caring living environment within (business) economics education.
The student can select teaching methods that encourage participation.
The student can evaluate the learning content in a process and product oriented manner with a view of growth oriented evaluation and optimisation of the student's own pedagogical actions.
The student can integrate the principles of investigative learning when designing economics lesson plans.
The student can apply techniques of language oriented discipline specific education within (business) economics lessons.
The student can initiate positive interaction between pupils and stimulate a sense of connection and competence with a view to optimising each pupil's learning.
Learning Pathway 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).
The student can manage an online discussion forum by respecting general communication rules in contributions, applying moderator skills, maintaining order and clarity and adopting an engaged attitude towards others.
The final grade is composed based on the following categories:
Oral Exam determines 70% of the final mark.
Practical Exam determines 30% of the final mark.
Within the Oral 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 Business Economics: Standaard traject (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)