About the programme
Programme summary
Find out more
Off to a good start
After graduation
Study programme content subject to change
| 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
|
|
Subscribe to 18 credit units, depending on the languages chosen in the bachelor's and master's programme, subject to approval by the faculty, with
- Two languages: for each language 9 credit units with the same reference have to be taken.
-
One language + Dutch as a foreign language: 9 credit units with the same reference of language 1 of the bachelor's programme, 3 credit units Introduction to Teaching Methodology of the 2nd language of the bachelor's programme, and 6 credit units with reference i.
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
a
|
1
|
sem 1
sem 2
|
de,nl
de,nl
|
Benjamin Biebuyck
|
3
|
|
|
a
|
1
|
year
|
de,nl
|
Benjamin Biebuyck
|
3
|
|
|
a
|
1
|
sem 2
|
de,nl
|
Benjamin Biebuyck
|
3
|
|
|
b
|
1
|
sem 2
sem 1
|
nl,en
nl,en
|
June Eyckmans
|
3
|
|
|
b
|
1
|
sem 1
|
en
|
Vanessa De Wilde
|
3
|
|
|
b
|
1
|
sem 2
|
en
|
June Eyckmans
|
3
|
|
|
c
|
1
|
year
|
nl,fr
|
Pascale Hadermann
|
3
|
|
|
c
|
1
|
sem 1
|
nl,fr
|
Pascale Hadermann
|
3
|
|
|
c
|
1
|
sem 2
|
nl,fr
|
Pascale Hadermann
|
3
|
|
|
d
|
1
|
year
sem 1
|
nl
nl
|
Katja De Herdt
|
3
|
|
|
d
|
1
|
sem 1
|
nl
|
Katja De Herdt
|
3
|
|
|
d
|
1
|
sem 2
|
nl
|
Katja De Herdt
|
3
|
|
|
e
|
1
|
sem 1
|
nl
|
Katja De Herdt
|
3
|
|
|
e
|
1
|
sem 1
|
nl
|
Katja De Herdt
|
3
|
|
|
e
|
1
|
sem 2
|
nl
|
Katja De Herdt
|
3
|
|
|
f
|
1
|
sem 2
sem 1
|
nl
nl
|
Youri Desplenter
|
3
|
|
|
f
|
1
|
sem 1
|
nl
|
Youri Desplenter
|
3
|
|
|
f
|
1
|
sem 2
|
nl
|
Youri Desplenter
|
3
|
|
|
g
|
1
|
year
|
nl,es
|
Maribel Montero Perez
|
3
|
|
|
g
|
1
|
sem 1
|
es
|
Maribel Montero Perez
|
3
|
|
|
g
|
1
|
sem 2
|
es
|
Patrick Goethals
|
3
|
|
|
h
|
1
|
year
sem 1
|
nl
nl
|
Maribel Montero Perez
|
3
|
|
|
h
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
|
h
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
|
i
|
1
|
sem 1
|
nl
|
Chloé Lybaert
|
3
|
|
|
i
|
1
|
sem 2
|
nl
|
Bart Deygers
|
3
|
|
Subscribe to 15 course units, subject to approval by the faculty, with
- 3 credit units with reference z
- twice 6 credit units with the reference corresponding to the references taken in the Programme Pathway Teaching Methodology.
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
z
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
|
a
|
1
|
year
|
de
|
Benjamin Biebuyck
|
3
|
|
|
a
|
1
|
year
|
de
|
Benjamin Biebuyck
|
3
|
|
|
b
|
1
|
year
|
en
|
Vanessa De Wilde
|
3
|
|
|
b
|
1
|
year
|
en
|
June Eyckmans
|
3
|
|
|
c
|
1
|
year
|
fr
|
Pascale Hadermann
|
3
|
|
|
c
|
1
|
year
|
fr
|
Pascale Hadermann
|
3
|
|
|
d
|
1
|
year
|
nl
|
Katja De Herdt
|
3
|
|
|
d
|
1
|
year
|
nl
|
Katja De Herdt
|
3
|
|
|
e
|
1
|
year
|
nl
|
Katja De Herdt
|
3
|
|
|
e
|
1
|
year
|
nl
|
Katja De Herdt
|
3
|
|
|
f
|
1
|
year
|
nl
|
Youri Desplenter
|
3
|
|
|
f
|
1
|
year
|
nl
|
Youri Desplenter
|
3
|
|
|
g
|
1
|
year
|
es
|
Maribel Montero Perez
|
3
|
|
|
g
|
1
|
year
|
es
|
Patrick Goethals
|
3
|
|
|
h
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
|
h
|
1
|
year
|
nl
|
Maribel Montero Perez
|
3
|
|
|
i
|
1
|
year
|
nl
|
Chloé Lybaert
|
3
|
|
|
i
|
1
|
year
|
nl
|
Chloé Lybaert
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
|
9
|
|
Competence field 1: Competency in one or more disciplines (knowledge)
- 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.