| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
sem 1
|
nl
|
Bram De Wever
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Melissa Tuytens
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Wim Beyers
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Tijs Rotsaert
|
4
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
Koen Aerts
|
6
|
|
|
|
1
|
year
sem 1
|
nl
nl
|
Maribel Montero Perez
|
3
|
|
|
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
Subscribe to 15 credit units from the following list, with
- 4 credit units from the courses with reference a, if no additional Teaching Methodology Course is taken in Module 2 of the Elective Courses
- 4 credit units from the courses with reference b, if an additional Teaching Methodology Course is taken in Module 2 of the Elective Courses
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
Koen Aerts
|
3
|
|
|
|
1
|
year
|
nl
|
Koen Aerts
|
4
|
|
|
|
1
|
year
|
nl
|
Maribel Montero Perez
|
4
|
|
|
a
|
1
|
year
|
nl
|
Maribel Montero Perez
|
4
|
|
|
b
|
1
|
year
|
nl
|
Chloé Lybaert
|
4
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
|
9
|
|
Subscribe to 6 credit units from one or different modules from the following list. Subject to approval by the faculty.
The courses with reference b can only be chosen if the course with reference a has been passed.
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
sem 2
|
nl
|
Veerle Segers
|
4
|
|
|
UKV
|
1
|
|
|
Elisabeth De Schauwer
|
3
|
|
|
UKV
|
1
|
|
|
Stef Craps
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Kris Rutten
|
4
|
|
|
|
1
|
|
|
Tammy Schellens
|
3
|
|
|
UKV
|
1
|
|
|
Steven Caluwaerts
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Beatrijs Wille
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Yannick Boddez
|
5
|
|
|
|
1
|
sem 2
|
nl
|
Petra Warreyn
|
5
|
|
|
|
1
|
sem 2
|
nl
|
Veerle Provoost
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Joachim Waterschoot
|
5
|
|
|
|
1
|
sem 2
|
nl
|
Mieke Van Houtte
|
5
|
|
|
UKV
|
1
|
|
|
Joni Dambre
|
3
|
|
|
a
|
1
|
sem 1
|
nl
|
Ulrike Vogl
|
3
|
|
|
b
|
1
|
sem 2
|
nl
|
Bart Deygers
|
3
|
|
|
b
|
1
|
sem 2
|
en
|
June Eyckmans
|
3
|
|
|
b
|
1
|
sem 2
|
fr
|
Pascale Hadermann
|
3
|
|
|
b
|
1
|
sem 2
|
de
|
Gunther Martens
|
3
|
|
|
|
1
|
sem 2
|
nl
|
|
6
|
|
Taking an additional Teaching Methodology Course implies taking the corresponding Internship in the Programme Pathway Internship.
Students who are able to demonstrate that they have acquired at least 30 academic credits in another specific domain (60 credits if it concerns a language), can submit a request to the Curriculum Manager for the Master of Education to take the corresponding teaching methodology course. If the Curriculum Manager agrees, the Programme Pathway Internship needs to be revised allowing a student to follow an "Internship C" in this additional teaching methodology.
The courses with reference a should both be taken.
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
a
|
1
|
sem 1
|
nl
|
Chloé Lybaert
|
3
|
|
|
a
|
1
|
sem 2
|
nl
|
Bart Deygers
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
Koen Aerts
|
3
|
|
|
|
1
|
year
|
nl
|
Koen Aerts
|
6
|
|
Subscribe to a course of no less than 6 credit units, related to education, and lectured at a university belonging to the Flemish Community (see also: Enlight Elective Courses), subject to approval by the faculty.
- Mastering, expanding, updating, broadening, deepening specialized theoretical and practical discipline-specific knowledge.
- Mastering, expanding, updating, broadening, deepening specialized theoretical and practical (subject) teaching knowledge.
- Independently unlocking (inter)national academic research on teaching in general and the discipline in particular and applying the insights in one's own classroom and school context.
- Knowing the possibilities and limits of different theoretical paradigms in educational and (subject)-didactic research, questioning them critically and approaching them from a multitude of perspectives.
- Completing a full research cycle on an educationally relevant topic and reporting on it according to academic criteria.
- Critical-reflective handling of (dissonant) information, teaching practices, methodologies and learning resources based on academic evidence.
- Contributing to professional innovation, school policy and school development on the basis of an active and investigative attitude towards the educational reality.
- Through research-based learning and critical self-evaluation, adjusting one's own functioning as a teacher and thus giving direction and innovation to his or her professional practice and development.
- Communicating from a pluralistic basic attitude with pupils, parents or caregivers with various language backgrounds in various linguistic situations with a view to exchanging information, stimulating involvement and participation, and jointly developing constructive solutions to support and stimulate learning.
- Cooperating constructively with external partners with a view to enriching the education and training opportunities and facilitating the flow between educational levels and into the labour market.
- Cooperating constructively in a school team and taking initiative for, participating in and leading (inter)disciplinary team meetings between teachers.
- Communicating about educational themes, the teaching profession and self-developed solutions for teaching practice with colleagues and other stakeholders in the field of education.
- Connecting knowledge with current social themes and developments where the confrontation with other perspectives enriches one's own teaching practice.
- Participating in the social debate based on a personal social commitment and with a view to broadening perspectives.
- Creating a positive, safe and powerful evidence-informed learning environment that is in line with the initial situation of the learners and responsive to the diversity in the learning group.
- Using knowledge, skills and attitudes to create challenging learning environments for learners and developing new ideas for teaching practice and testing them against reality.
- Creating a positive living environment and supporting the broad personal, intellectual and social development of pupils through targeted activities and formal and informal interactions, while respecting their social, cultural and philosophical background.
Work Placements and Clinics during Summer Recess Prior to Start of Academic Year
There is a possibility to organise work placements during the summer recess, the resit examination period and feedback week for students who will sign up for these work placements in their curriculum for the following academical year, but only on the condition that these students are validly registered in the program.