|Course Code :||6500OIWINL|
|Study domain:||Instructional and educational|
|Semester:||Semester: 2nd semester|
|Study load (hours):||84|
|Contract restrictions: ||Credit and exam contract not possible|
|Language of instruction :||Dutch|
|Exam period:||exam in the 2nd semester|
At the start of this course the student should have acquired the following competences:
An active knowlegde of :Specific prerequisites for this course:
- Final competences of an academic bachelor’s degree:
- Adequate language skills.
2. Learning outcomes
The final competences encompass the basic competences (knowledge, skills, attitude) of the secondary school teacher as stipulated by the Flemish Government and clustered in ten functional domains (in the December 30, 2006 version). The basic competences focused on during the immersion phase of the in-school training are the following functional domains:
1. The teacher as a monitor of developmental and learning processes (basic competences 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13);
2. The teacher as an educator (basic competences 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7);
4. The teacher as an organiser (basic competences 4.1, 4.2, 4.3, 4.4);
6. The teacher as a partner of parents or guardians (basic competences 6.1, 6.2, 6.3, 6.4, 6.5);
7. The teacher as a member of a school team (basic competences 7.1, 7.2, 7.3, 7.4).
Attitudes that are given priority are:
A5 organisational ability;
3. Course contents
In this course description only the main principles are outlined. For further details consult the Wegwijzer Inleefstage (immersion stage course guide) that will be available at the beginning of the academic year.
At the immersion stage of their in-school training the students are introduced to a wide range of activities that are part of the teaching profession. Besides observation of classes (microlevel) attention is paid to activities at school level (mesolevel) and to the way the school as an organisation deals with government directives (macrolevel). The students don’t observe the lessons from the perspective of their own field but within the scope of teacher learner interaction, the pupils’ interests, activating settings, etc. Activities at school level encompass participation in meetings, supervision, contacts with external partners, etc. The students also immerse in the school context, e.g. policy implementation, tutoring, participation, etc. with reference to governmental decrees pertaining to these matters.
The students accomplish the immersion module in a schools with a professional or technical orientation. The added value of the immersion lies in experiencing educational and learning environments that are unfamiliar to them and so broaden their views on education. Hence, students are not allowed to choose their own secondary school for the immersion.
4. Teaching method
Personal work: Assignments:Individually
5. Assessment method and criteria
Portfolio: Without oral presentation
6. Study material
Course Guide Immersion Module (Wegwijzer Inleefstage)
Information and forms on the electronic learning platform
The following study material can be studied on a voluntary basis:
Fontys Lerarenopleiding: Bronnenboek bij Stagehandreiking. Suggesties voor opdrachten. Tilburg, Fontys Hogescholen Nederland, 2005.
7. Contact information
(+)last update: 15/06/2011 17:46 elke.struyf