6 ECTS credits
180 h study time
Offer 2 with catalog number 4022728ENW 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 …
Domain specific applications
This track focuses on subject specific pedagogy in the school (school vision and teaching methods, vertical and horizontal coherence, curriculum theory, departmental collaboration, subject oriented learning environment) and on the general aspects of differentiation, assessment, motivation and classroom management. Furthermore, attention is paid to teaching methodology as a scientific discipline: international and historic perspective, pedagogical concepts (e.g. care and language policy) within the domain.
Reflective and Inquiry-Based Practice
During the reflection session in a small group, students analyze the full complexity of classroom practice. 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...). Assignments for preparation and aftercare of the session are included in the portfolio (e.g. learning questions concerning classroom practice). The portfolio consists of 4 different themes: reflective skills, coaching skills, vision and professional competences. Combining these 4 themes shapes the personal development plan.
For students of campuses Anderlecht, Diest and Leuven: 24 contact hours and 156 contact hours Independent or External Form of Study
In order to prepare for practice students are expected to attend the lectures and workshops (professional attitude).
Programme specific learning outcomes
2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 20
Pedagogy
Domain specific applications
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 final grade is composed based on the following categories:
Oral Exam determines 100% of the final mark.
Within the Oral Exam category, the following assignments need to be completed:
In order to pass this course, the student participates in all parts of the evaluation. Active participation in the reflective sessions in which reflective and coaching skills are practiced, is required. For Reflective and Inquiry-based practice a pass/fail is applied. 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).
This offer is part of the following study plans:
Master of Teaching in Behavioural Sciences: agogische wetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: psychologie (120 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Etterbeek) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Anderlecht) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Diest) (only offered in Dutch)
Master of Teaching in Behavioural Sciences: standaard traject (60 ECTS, Leuven) (only offered in Dutch)