Compulsory courses

12 ECTS-credits

Introduction to didactics Course Code : 6101OIWIDI Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Wil Meeus Gilberte Verbeeck   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch General knowledge of the use of a PC and the Internet Specific prerequisites for this course: The student is to have acquired the general final competences of an academic bachelor's degree. Solid written and oral Dutch language skills are required as well. 2. Learning outcomes The teacher as monitor of learning and developmental processes assesses the initial levels of individual learners and groups of learners; selects and formulates objectives; selects, course contents and learning experiences; structures contents and experiences and transforms them into learning activities; designs adequate methods and settings; agrees and implements media in a team; creates a beneficial learning environment; organises observation and evaluation; observes and evaluates both processes and achievements. The teacher as an organizer: creates a clear working atmosphere; plans and structures lessons adequately and flexibly; takes care of administrative tasks correctly; creates a stimulating classroom setting; observers safety concerns. 3. Course contents These topics are dealt with: the professional profile: basic competences, vision, didactical framework, planning; the lessonplan: level assesment, didactical/teaching principles, objectives, contents, settings, didactical approaches, cooperative learning, media, evaluation; 4. Teaching method Class contact teaching: Lectures 5. Assessment method and criteria Examination: Written without oral presentation 6. Study material Required reading Imbrecht, I., Van Petegem, P. & Meeus W. (2008). Oriëntatie in onderwijskunde. Een openleerpakket. Leuven: Acco. Optional reading The following study material can be studied on a voluntary basis: Documents on Blackboard 7. Contact information (+)last update: 23/03/2012 16:30 wil.meeus

Student counselling Course Code : 6102OIWLLB Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Elke Struyf Carlijne Ceulemans   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch Specific prerequisites for this course: No specific prerequisites needed. 2. Learning outcomes The objectives of this courses are connected with the basic competences of the beginning teacher of the secondary school, as prescribed by the Flemish Government: the teacher as a monitor, the teacher as an educator, the teacher as a partner of parents and the teacher as a partner of external parties. The attitudes receiving primary attention are: responsibility, flexibility, relational orientation and ability to cooperate. 3. Course contents The following topics are dicussed: 1. Student care and counselling 2. Conversation techniques 3. Inclusive education 4. Students demanding specific care 4. Teaching method Class contact teaching: Lectures Personal work: Assignments:Individually 5. Assessment method and criteria Examination: Written without oral presentation Closed book Multiple-choice Open-question 6. Study material Required reading Composed reader. Optional reading The following study material can be studied on a voluntary basis: Available on blackboard. 7. Contact information (+)last update: 01/02/2013 16:09 carlijne.ceulemans

Educational politics and policies Course Code : 6103OIWOOB Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Peter Van Petegem Ingrid Imbrecht   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: The final competences of an academic bachelor; the competences acquired in previous courses of teacher training and correct use of language (Dutch). 2. Learning outcomes To stimulate starting competences for teaching in higher secondary education. This involves the teacher as member of a school team; member of a teaching community; participator in culture; working together with non-school educative organisations. 3. Course contents A critical view on the way education is provided and organised. The student will be informed on the goals, functions, contents, organisational forms of education, the values and ideologies in education, it's relation with society,.... Educational structures, educational policies, educational sociology, school structures, school cultures and school policies and external relations are part of the lessons. 4. Teaching method Class contact teaching: Lectures Personal work: Assignments:In group 5. Assessment method and criteria Examination: Written without oral presentation Open book 6. Study material Required reading Van Petegem, P. en Imbrecht, I. (2010). Wegwijs in het Vlaamse onderwijs. Onderwijsorganisatie en -beleid in kaart gebracht. Mechelen: Wolters Plantyn. Optional reading The following study material can be studied on a voluntary basis: Recent articles and information provided on blackboard. 7. Contact information Prof. Dr. Peter Van Petegem E-mailadres peter.vanpetegem@ua.ac.be Telefoon (werk) 03 220 47 05 Kantoorlocatie s.Ve35.106 Kantooruren na afspraak Persoonlijke koppeling http://www.ua.ac.be/main.aspx?c=peter.vanpetegem Assistent  Ingrid Imbrecht E-mailadres ingrid.imbrecht@ua.ac.be Telefoon (werk) 03 220 49 67 Kantoorlocatie s.Ve35.107 Kantooruren na afspraak (+)last update: 07/06/2012 11:24 peter.vanpetegem

Individual research Course Code : 6105OIWLOZ Study domain: Instructional and educational Semester: Semester: 1st/2nd semester Contact hours: 39 Credits: 6 Study load (hours): 168 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st and/or 2nd semester Tutor(s) Johan Deprez Jozef Colpaert Wil Meeus Rita Rymenans Annie Pinxten Peter Van Petegem Paul Janssenswillen Wouter Schelfhout Mathea Simons Tom Smits Elke Struyf Carlijne Ceulemans   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch A passive knowledge of : French English General knowledge of the use of a PC and the Internet Specific prerequisites for this course: excellent knowledge of Dutch (writing and oral skills) general competencies of an academic bachelor programme 2. Learning outcomes Teacher as researcher and innovator - having knowledge about practitioner research methods - having knowledge about how practitioner research can be set - having experience in carrying out an own practioner research project during practice placement 3. Course contents In this course student teachers have to carry out an individual practitioner research project during practice placement to explore a specific point of interest or concern. The main aim is to develop the own knowledge base about the chosen research topic by means of empirical research. In line with the practioner research project carried out within the context of the course 'student research', students need to elaborate the research activities in their project. Three options are available: (1) a profound theoretical exploration of the knowledge base in the educational research literature about their chosen research topic, (2) a more expanded data collection and analysis or (3) the preparation of the set up of an invention study which will be empirically investigated during their practioner research project. During this course student teachers:   - gain insight into their subjective educational theory; - are able to critically reflect upon their own subjective educational theory; - acquire knowledge about the empirical research cycle; - acquire knowledge about different research methods; - learn how pracitioner research can be set up; - carry out an own pracitioner research project under supervision; - reflect about implications of result of their own practitioner research project. 4. Teaching method Class contact teaching: Tutorials Personal work: Assignments:Individually Assignments:In group Directed self-study 5. Assessment method and criteria Continuous assessment: Assignments Presentation 6. Study material Required reading Course contents are provided on the blackboardsite of the course. Optional reading The following study material can be studied on a voluntary basis: Hopkins, D. (2002). A teacher’s guide to classroom research. Open University Press.   Lankshear, C., & Knobel, M. (2005). A handbook for teacher research. From design to implementation. Open University Press. 7. Contact information (+)last update: 10/10/2012 14:31 johan.deprez

Practical component

30 ECTS-credits

Practice sessions Course Code : 6400OIWOEF Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 36 Credits: 3 Study load (hours): 84 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Paul Janssenswillen Johan Deprez Rita Rymenans Wil Meeus Wouter Schelfhout Luc Braeckmans Annie Pinxten Mathea Simons Helma De Smedt Tom Smits Peter Visser   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: *General competences             - Final competences of an academic bachelor’s degree;              - Adequate language skills of Dutch.   * The student has completed the following course modules or to take them simultaneously:             - Introduction to didactics;             - Didactics of the subject with which the practice sessions are associated. 2. Learning outcomes The final competences consist of the basic competences (knowledge, skills and attitude) required of a teacher at secondary school level by the Flemish Government (http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903). They are categorised as ten functional domains. Priority is given to the following domains in the practice sessions: The teacher as a monitor of developmental and learning processes; The teacher as an expert in his field;  The teacher as an organiser; The teacher as an innovator/researcher. Attitudes that receive special attention are decision-making, organizational power and cooperation. 3. Course contents The practice sessions link up with the specific didactics of the subject(s) the student takes. They are supervised by the specific didactics professor and his/her assistants. Students trained in two subjects will split the amount of time spent on the two options. In this course description only the main principles are outlined. More information can be found in the Course Guide for the Practice Sessions of the specific didactics. Practice sessions are lessons in which students teach fellow students or pupils of secondary education. These lessons need to be prepared and will be discussed afterwards. Students attend their fellow students’ lessons and participate actively. Attendance and participation during all practice sessions are absolutely essential, for practising as well as for experiencing. The students can explore the interaction with an audience, the organisation of classes and observe the impact of all kinds of techniques on themselves. The framework is provided by the general and the specific didactics courses. 4. Teaching method Class contact teaching: Practice sessions Skills training Personal work: Exercises Assignments:Individually Assignments:In group Portfolio 5. Assessment method and criteria Continuous assessment: Exercises Assignments Participation in classroom activities Portfolio: Without oral presentation 6. Study material Required reading Course Guide Practice Sessions Lesson Plans, Obervation and Evaluation Forms Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 29/06/2012 16:56 rita.rymenans

In-school training: immersion Course Code : 6500OIWINL Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 0 Credits: 3 Study load (hours): 84 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Elke Struyf Wouter Brandt Ingrid Imbrecht   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch 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:   A4 inquisitiveness; A5 organisational ability; A7 responsibility. 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 Placement 5. Assessment method and criteria Portfolio: Without oral presentation 6. Study material Required reading Course Guide Immersion Module (Wegwijzer Inleefstage) Workbook Information and forms on the electronic learning platform Optional reading 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

In-school training: initiation Course Code : 6600OIWINS Study domain: Instructional and educational Semester: Semester: 2nd semester Sequentiality: Contact hours: 0 Credits: 3 Study load (hours): 84 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Rita Rymenans Luc Braeckmans Mathea Simons Paul Janssenswillen Wil Meeus Annie Pinxten Johan Deprez Tom Smits Wouter Schelfhout   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch General knowledge of the use of a PC and the Internet Specific prerequisites for this course: Final competences of an academic bachelor’s degree; Adequate language skills. * The student needs to have completed the following course modules or to take them simultaneously with the in-school training: Introduction to didactics; The didactics of the subjects preparing the in-school initiation; Practice sessions; In-school training: immersion 2. Learning outcomes The final competences are derived from the so-called basic competences of a teacher in secondary school as described by the Flemish Government (http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903). The basic competences focused on during the initiation phase of the in-school training belong to the following socalled functional domains: The teacher as a monitor of developmental and learning processes; The teacher as an educator; The teacher as an expert in his field; The teacher as an organiser. Attitudes that are given priority are decision-making ability and flexibility. 3. Course contents The in-school initiation is a continuation of the course(s) didactics for which the student is registered. In this course description the general principles are outlined. Further details can be found in the Wegwijzer Instapstage (course guide). At the initiation stage of their in-school training the students get to know the role of a teacher a bit better. The training corresponds to the school subject chosen in the teacher education program. The focus is on observation: you observe 6 lessons, during each of which you do one of the observation tasks from the course description. You will also prepare and teach a restricted number (4) of lessons. The initiation phase takes place at one school, normally one of the schools where the in school training will be completed. 4. Teaching method Placement 5. Assessment method and criteria Placement assessment 6. Study material Required reading Course Guide Initiation Module (Wegwijzer Instapstage). Reference documents, handbooks, curricula relative to the subject. Course materials provided by the mentor. Optional reading The following study material can be studied on a voluntary basis: 7. Contact information for further questions, you can contact the teacher of the didactics course corresponding to the school subject chosen (+)last update: 01/05/2012 21:04 johan.deprez

In-school training: completion 1 Course Code : 6700OIWGSA Study domain: Instructional and educational Semester: Semester: 2nd semester Sequentiality: Contact hours: 0 Credits: 6 Study load (hours): 168 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Rita Rymenans Tom Smits Paul Janssenswillen Johan Deprez Mathea Simons Wil Meeus Annie Pinxten Wouter Schelfhout Luc Braeckmans   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: Final competences of an academic bachelor’s degree; Adequate language skills. * Final competences of the following course modules: Practice sessions; Immersion module; Initiation module. It is assumed that the student has finished the above course modules before embarking on the completion stage of the in-school training. However, registration for these modules and the completion module is possible within the same academic year. * The student needs to have completed the following course modules or to take them simultaneously with the in-school training: Introduction to didactics; Educational politics and policies; Didactics of the subjects taught during the in-school training; Counselling * The following course modules are related to the course modules In-school training: completion 1 and 2 and should be taken simultaneously: In-school training: tasks related to the discipline; In-school training: interdisciplinary tasks; Supervision; Individual research. 2. Learning outcomes The final competences are derived from the so-called basic competences of a teacher in secondary school as described by the Flemish Government (http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903). The basic competences focused on during the initiation phase of the in-school training belong to the following so-called functional domains: The teacher as a monitor of developmental and learning processes; The teacher as an educator; The teacher as an expert in his field; The teacher as an organiser.; The teacher as an innovator/researcher; The teacher as an member of the school team. All the attitudes mentioned in the basic competences are aimed at (A1-A8). 3. Course contents This course module is taken twice by each student. Therefore, it exists twice (... 1 and ... 2) in the administrative system. Both have the same objectives and content. In this course description the general principles are outlined. Further details can be found in the course guide Wegwijzer Groeistages. During this course module(s) students practice more in depth as a teacher in their own subject(s) in two different educational contexts. Each of both course modules consists of: 4 observations; 20 lessons. Coaching in school is done by a mentor. At the university the didactician provides assistance and monitoring. At first, the student is guided strongly but, depending on his progress, gradually he will act more independently. 4. Teaching method Placement 5. Assessment method and criteria Placement assessment 6. Study material Required reading Course Guide In-school training: Completion 1 (Wegwijzer Groeistage). Reference documents, handbooks, curricula relating to the subject. Course materials provided by the mentor. Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 21/09/2012 16:24 annie.pinxten

In-school training: tasks related to the discipline Course Code : 6702OIWVDO Study domain: Instructional and educational Semester: Semester: 2nd semester Sequentiality: Contact hours: 6 Credits: 3 Study load (hours): 84 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Mathea Simons Annie Pinxten Wil Meeus Paul Janssenswillen Johan Deprez Tom Smits Wouter Schelfhout Rita Rymenans Luc Braeckmans   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: Final competences of an academic bachelor’s degree; Adequate language skills in Dutch. * The student has completed the following course modules or to take them simultaneously with the in-school training: Introduction to didactics; Didactics of the subjects taught during the in-school training. * The course module is related to the course modules In-school training: completion 1 and 2 and should be taken simultaneously with at least one of these two. 2. Learning outcomes The final competences are derived from the so-called basic competences of a teacher in secondary school as described by the Flemish Government (http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903). The basic competences focused on during the initiation phase of the in-school training belong to the following socalled functional domains: The teacher as a monitor of developmental and learning processes; The teacher as an expert in his field; The teacher as an organiser; The teacher as an innovator/as a researcher; The teacher as member of a school team. Attitudes that are given priority are critical disposition, inquisitiveness, organisational ability an cooperation. 3. Course contents In this course description the general principles are outlined. Further details can be found in the course guide Wegwijzer Vakdidactische Opdrachtenstage. This part of the in-school training focusses on tasks of a teacher that are closely related to teaching: making a test, analysing a school book, ... Hence, this module supplements the modules of the in-school training that are oriented directly to the teaching itself. Students also have to be present during two tutorials in which the in-school training or the results of the tasks are being discussed. 4. Teaching method Class contact teaching: Tutorials Placement 5. Assessment method and criteria Placement assessment 6. Study material Required reading Course Guide (Wegwijzer Vakdidactische Opdrachtenstage). Reference documents, handbooks, curricula relating to the subject. Course materials provided by the mentor. Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 03/07/2012 13:58 rita.rymenans

In-school training: completion 2 Course Code : 6701OIWGSB Study domain: Instructional and educational Semester: Semester: 2nd semester Sequentiality: Contact hours: 0 Credits: 6 Study load (hours): 168 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Annie Pinxten Luc Braeckmans Wil Meeus Rita Rymenans Mathea Simons Paul Janssenswillen Wouter Schelfhout Tom Smits Johan Deprez   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: PLEASE CONSULT THE COURSE DESCRIPTION OF THE COURSE IN-SCHOOL TRAINING: COMPLETION 1, WHICH HAS THE SAME OBJECTIVES AND CONTENT. 2. Learning outcomes 3. Course contents 4. Teaching method Placement 5. Assessment method and criteria Placement assessment 6. Study material Required reading Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 20/09/2012 15:31 annie.pinxten

In-school training: interdisciplinary tasks Course Code : 6703OIWVOO Study domain: Instructional and educational Semester: Semester: 2nd semester Sequentiality: Contact hours: 0 Credits: 3 Study load (hours): 84 Contract restrictions: Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Elke Struyf Carlijne Ceulemans Ingrid Imbrecht   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch 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: 6. The teacher as a partner of parents or guardians; 7. The teacher as a member of a school team; 8. The teacher as a partner of those who are external to the school; 9. The teacher as a member of a teaching community; 10. The teacher as someone who participates in culture .   Attitudes that are given priority : A1 decisiveness; A2 relation skilfulness; A3 critical attitude; A4 inquisitiveness; A5 organisational ability; A6 ability of working together; A7 responsibility; A8 flexibility .   3. Course contents This apprenticeship is about crosscurricula assignments. There are two options. ·      The student signs in on a project that we, by mutual arrangement with external partners, offer to our students; ·      The student hands in a proposition, by mutual arrangement with the school(s) where he/she accomplishes his/her apprenticeship ('groeistage'). 4. Teaching method Personal work: Assignments:Individually Assignments:In group Placement 5. Assessment method and criteria Portfolio: Without oral presentation 6. Study material Required reading Guideliness "In-school training: interdisplinary tasks". Optional reading The following study material can be studied on a voluntary basis: 7. Contact information The students can always address docents or their assistants for content-related questions or for counselling. For organisational problems they can contact the SLO traineeship coordinator. (+)last update: 15/06/2011 17:51 elke.struyf

Supervision Course Code : 6704OIWSPV Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 12 Credits: 3 Study load (hours): 84 Contract restrictions: Credit and exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Wil Meeus Gilberte Verbeeck Iris Snoeck Nadra Beyram Saskia Vandeputte Carlijne Ceulemans   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch General knowledge of the use of a PC and the Internet Specific prerequisites for this course: No specific prerequisites needed. 2. Learning outcomes Through reflection on and critical analysis of practical experiences, the student gains insight in his/her personal educational style and the convictions and opinions it is grounded upon. By making these explicit, the student can search for alternatives and develop eduactional behavior in relation to professional knowledge, attitudes and competencies.  3. Course contents During supervision, the essential aspects of the educational behaviour of each student are being discussed. In doing so, the student gains insight in his/her personal educational style. To integrate this personal style with professional knowledge, attitudes and competencies, a kind of reflective learning is needed in which the student analyses his/her way of acting, thinking, wanting and feeling in educational practice. Based on the experiences during their internship, students search in group for the convictions underlying their behaviour and which alternatives they find for their thinking and behaving in their future practice as teacher. 4. Teaching method Class contact teaching: Seminars 5. Assessment method and criteria Continuous assessment: Participation in classroom activities Only one assessment period, no second assessment possible 6. Study material Required reading None. Optional reading The following study material can be studied on a voluntary basis: None. 7. Contact information (+)last update: 23/03/2012 16:43 wil.meeus

Chemistry Didactics

3 ECTS-credits

Didactics chemistry Course Code : 6234OIWCHE Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Annie Pinxten Inge Janssens   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: *General The student must have: - the final competences of an academic bachelor; - an outstanding domainspecific knowledge; - a correct language, both orally and in writing. Didactics of Chemistry is organised parallel with Didactics of Sciences. Therefore competences learned in Didactics of Sciences will be used and expanded during the course Didactics of Chemistry. 2. Learning outcomes The final competences of this course are in line with the basic competences of a secondary school teacher as stated by the Flemish Government (http://www.onderwijs.vlaanderen.be/nieuws/2007p/0420-basiscompetenties.htm). Following objectives will be pursued in particular: a sufficient knowledge of learning and instruction, especially of chemistry; to be able to plan and teach a chemistry lesson (using a didactic order, asking adequate questions, using diverse teaching methods, motivating pupils,...); to be able to reflect on their own teaching practice. 3. Course contents Some of the topics are: Situation and organisation of the chemistry curriculum in the educational system in Flanders; Content analysis of chemistry curricula; Teaching methods and concepts for chemistry; Materials and equipments for chemistry teaching and learning; Use of ICT in chemistry teaching; Evaluation and assessment in chemistry. 4. Teaching method Class contact teaching: Lectures Tutorials Skills training Personal work: Assignments:Individually Assignments:In group Portfolio 5. Assessment method and criteria Continuous assessment: Exercises Assignments Portfolio: With oral presentation 6. Study material Required reading The students will be given the syllabus during the lectures and tutorials, some topics will be published on Blackboard.   Optional reading The following study material can be studied on a voluntary basis: Interesting reading and study materials are the chemistry books used in secondary schools. To activate prior knowledge of chemistry, or to fill the gaps in one’s prior knowledge: McMurry, J. & Fay, R. C. (2004). Chemistry. Upper Saddle River, N.J.: Pearson. Zumdahl, S.S. & Zumdahl, S.A. (2000). Chemistry. Boston: Houghton Mifflin. 7. Contact information  Prof. Dr. Rianne Pinxten (annie.pinxten@ua.ac.be)  Assistent: Inge Janssens (inge.janssens@yahoo.com) (+)last update: 20/09/2012 16:12 annie.pinxten

Natural sciences Didactics

3 ECTS-credits

Didactics natural sciences basics Course Code : 6232OIWNAT Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Annie Pinxten   1. Prerequisites At the start of this course the student should have acquired the following competences: Competences corresponding the final attainment level of secondary school An active knowlegde of : Dutch General knowledge of the use of a PC and the Internet Specific prerequisites for this course: The student must have: - the final competences of an academic bachelor; - an outstanding domainspecific knowledge;  - a correct language, both orally and in writing. 2. Learning outcomes To compliment the basis competences of the secondary education teacher training as detailed by the Flemish government: http://www.onderwijs.vlaanderen.be/nieuws/2007p/0420-basiscompetenties.htm   The following will be addressed:   Type function 1: the teacher as a supervisor of learning and development processes. Type function 3: the teacher as a “subject” expert. Type function 4: the teacher as an organizer. Type function 5: the teacher as an innovator - the teacher as a researcher. Type function 7: the teacher as a member of a school team. Type function 9: the teacher as a member of the educational community   General objectives   Knowledge The students can: Define contemporary insights and concepts of scientific didactics Define didactic models Situate science within secondary education Define the aims of common final attainment levels within science and with the interdisciplinary final attainment levels Recognise which didactic educational tools can be used to form a positive learning environment.   Skills The students can: in a didactically responsible manner prepare a science theory lesson where attention is given to: processing insights from a theoretical point of view assessing the initial situation documenting operational objectives selecting course contents assessing the environment of the students in function of the phase in the learning process developing the chosen didactic tools incorporating ICT selecting suitable evaluation forms in function of the objectives assessing text books employing new mediums reflecting on experiences     Attitudes The students develop the capacity to make decisions (A1 (*)), to have a critical attitude (A3), inquisitiveness (a4), organisation capacity (A5), sense for cooperation (A6), sense of responsibility (A7), creative orientation (A8) and flexibility (A9). (*): attitudes from the basis competences of the teacher. 3. Course contents The basis module Diadactic general sciences with the extension module biology, chemistry or physics form a complete unit. The following topics are taken into consideration:   Teaching science: results and insights of educational research Vision on the education of science in Flanders Stipulation of the course contents Objectives Concretisation of didactic forms   Lesson preparation ICT and new media Evaluation   Since developing skills is one of the most important objectives of the module, a high level of active student input is expected.  Registration for an examination contract is not possible.   4. Teaching method Class contact teaching: Lectures Tutorials Skills training Personal work: Assignments:Individually Assignments:In group Portfolio 5. Assessment method and criteria Examination: Written without oral presentation Closed book Open book Continuous assessment: Exercises Assignments Portfolio: Without oral presentation 6. Study material Required reading Syllabus published on Blackboard. Optional reading The following study material can be studied on a voluntary basis: Interesting reading and study material are the science books used in secondary schools. 7. Contact information Prof. Dr. Rianne Pinxten (annie.pinxten@ua.ac.be) (+)last update: 21/09/2012 16:18 annie.pinxten

Optional courses

12 ECTS-credits

Policy making of schools Course Code : 6302OIWBVV Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Peter Van Petegem Wouter Brandt   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: Starter competency level *General competencies Students have acquired a number of competencies that are relevant to achieve the prescribed Basic Competencies Teacher Secondary School via the general-didactic training modules (TMs) and in the student teaching internship (STI). *Order of enrolment / sequentiality None.     2. Learning outcomes Final attainment level / objectives Giving the students an initial impetus to the basic competencies for the teacher secondary school, in particular the teacher as - partner of parents / guardians-caretakers; - member of the school team; - partner of nonresidents / third parties) - member of the educational community. 3. Course contents Content The course covers introductory and practice sessions regarding the contribution of all participants to (aspects of) school policy, including internal and external quality care, educational innovation and documents like the school curriculum (SC) and the school regulations (SR). To that end practical sessions will be organised through which students will get acquainted with / take cognisance of the vision of leading figures from diverse policy (supporting) organizations A concrete case needs to be worked out to measure how exactly either the shaping of or the participation in school policy is realised in concreto. 4. Teaching method Class contact teaching: Lectures Tutorials Skills training Personal work: Casussen: In group Paper: Individually Paper: In group Portfolio Project-based work: Individually Project-based work: In group 5. Assessment method and criteria Examination: Written without oral presentation Open book Practical examination Continuous assessment: Exercises Assignments Case studies Participation in classroom activities Portfolio: Without oral presentation 6. Study material Required reading   - Vanhoof en Van Petegem (2006). Pei/ijlen naar succesvol schoolbeleid. Praktijkboek voor de beleidseffectieve school. Wolters/Plantyn. (verkrijgbaar bij ACCO, Prinsstraat). - Syllabus (printed version) with the diverse session bundles, containing obligatory and optional assignments. - Supporting interactive site via Bb. Optional reading The following study material can be studied on a voluntary basis: Articles in a reader incorporated in the syllabus. 7. Contact information wouter.brandt@ua.ac.be   (+)last update: 04/06/2011 12:32 peter.vanpetegem

Philosophizing with adolescents and adults Course Code : 6312OIWFJV Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Luc Braeckmans Peter Visser   1. Prerequisites At the start of this course the student should have acquired the following competences: Competences corresponding the final attainment level of secondary school An active knowlegde of : Dutch A passive knowledge of : French English German Specific prerequisites for this course: Philosophical knowledge and insights in accordance with a bachelor degree. 2. Learning outcomes To obtain the required didactic knowledge and insights: - to teach philosophy to pupils in the final years of generally oriented secondery school options; - to teach philosophy at a professional bachelors level; - to teach philosophy in special educational programmes. 3. Course contents Analysing actual philosophical problems and questions in dialoque with interested adolescents and adults. We will go into the diverse and complex contexts in which philosophy as a subject can play its role. 4. Teaching method Class contact teaching: Practice sessions Seminars Tutorials Skills training Personal work: Exercises Assignments:Individually Assignments:In group Casussen: Individually Casussen: In group Portfolio 5. Assessment method and criteria Continuous assessment: Exercises Assignments Case studies Participation in classroom activities Portfolio: Without oral presentation 6. Study material Required reading Schemes handed out during the teaching sessions. Optional reading The following study material can be studied on a voluntary basis: 7. Contact information Prof. dr. Luc Braeckmans: Studentenhome 'Ten Prinsenhove', Koningstraat 8, BE - 2000 Antwerp. T.: + 32 3 265 46 60. F.: + 32 3 265 46 52. E.: Luc.Braeckmans@ua.ac.be. Assistant: Peter Visser E.: Peter.Visser@ua.ac.be.   (+)last update: 15/06/2011 17:52 luc.braeckmans

Classroom management Course Code : 6304OIWKLM Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Elke Struyf Gilberte Verbeeck   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch A passive knowledge of : English Specific prerequisites for this course: No specific requirements. 2. Learning outcomes The teacher as monitor of learning and developmental processes: creates a beneficial and powerful learning environment. The teacher as an organizer: creates a clear working atmosphere; plans and structures lessons adequately and flexibly; takes care of administrative tasks in a correct way; creates a stimulating classroom setting and a safe atmosphere. 3. Course contents The following topics will be dealt with (check the study planner for more details) looking at class management in a broader perspective, situating possible problems; introduction to researchers and their work; the class as an environment; proactive class management skills; basic principles of class management: control, tempo, motivating and being clear promoting a favourable class climate; the self-determination theory of Deci and Ryan (2002); the model for Interpersonal behaviour. 4. Teaching method Class contact teaching: Lectures Personal work: Casussen: In group 5. Assessment method and criteria Examination: Written without oral presentation Closed book Open-question 6. Study material Required reading Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 06/09/2012 15:08 gilberte.verbeeck

Learning and thinking processes Course Code : 6305OIWLDP Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Peter Van Petegem Jan T'Sas   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch Specific prerequisites for this course: No specific knowledge required The final competences of this course are in line with the following basic competences of a secondary school teacher as stated by the Flemish Government (http://www.onderwijs.vlaanderen.be/nieuws/2007p/0420-basiscompetenties.htm).   1. The teacher as guide in the learning and developmental processes 1.1. Tracing the initial situation of the pupils and the teaching group 1.5 Determining a suitable methodical approach and grouping 1.7 Achieving a powerful learning environment 1.10 Setting up learning and developmental processes from a cross-curricular point of view   3. The teacher as content expert 3.1 Having a basic knowledge and following up and questioning recent developments related to the content and skills from the learning areas / disciplines 3.3 Situating his own teaching content and integrating it within the entire content   5. The teacher as innovator and researcher 5.1 Introducing and using innovative elements 5.2 Gaining knowledge about the results of educational research 5.3 Questioning and adjusting his/her own performance   Attitudes: A5 Critical attitude A6 Inquisitiveness 2. Learning outcomes Knowledge Students -       are able to describe the characteristics of learning in the constructivist view -       are able to sum up factors enhancing or impeding learning processes -       are able to translate the characteristics of ‘the contemporary professional’ into some desirable characteristics of learning -       are able to sum up several learning determinants (learning expectation, motivation, ability, …) -       are able to describe the various components of skilful learning -       are able to describe the following concepts: learning activity, learning function, learning style -       understand the theories of learning style by D. Kolb and J. Vermunt -       are able to document the connections between learning style and teaching style -       are able to make a distinction between various forms of independent work by pupils -       have knowledge concerning different methodological models based on characteristics of learning (e.g. meta cognitive instruction, developmental education, …) -       know the cross-curricular final objectives ‘learning how to learn’ in mainstream secondary education -       are able to sum up the various stages of problem solving  -       are able to make a distinction between the various aspects influencing the implementation of the final objectives ‘learning how to learn’     Skills Students -       can derive methodological consequences from the factors enhancing or impeding learning processes -       can derive some methodological consequences from the characteristics of learning in the constructivist view -       can derive methodological consequences from the characteristics of the ‘ contemporary professional’ -       can derive methodological consequences from the various learning determinants -       can derive methodological consequences from the various components of skilful learning -       can determine their own learning style using the research tools of Kolb and Vermunt -       can determine their own teaching style using the research tool ‘Inventory Teaching Styles’ -       can derive methodological consequences regarding their own teaching, based on the view on their own learning and teaching style   -       can choose teaching methods taking into account the desired level of independent learning of their pupils -       can critically analyse or/and write a lesson(plan) based on a chosen model of learning -       can link the cross-curricular final objectives ‘learning how to learn’ to some concepts of constructivist learning -       can derive methodological consequences from the characteristics of problem solving -       can design a lesson enhancing problem solving -       can critically review a presentation about the implementation of the cross-curricular final objectives ‘learning how to learn’   Attitudes Students acquire a critical attitude toward their own beliefs about learning. Students acquire a passion towards their own learning and the learning of their pupils.  3. Course contents Topics 1. Putting into practice some ‘older’ learning theories Students’ own learning process Characteristics of learning (constructivist view) and some methodological consequences Factors influencing learning The contemporary professional (Kaldeway) 2. Components of skilful learning (knowledge base, strategies, meta cognitive knowledge, affective component) Concepts: learning task, learning activity, learning function, learning style   Learning style theories (David Kolb, Jan Vermunt) Research tool ILS (Inventaris Leerstijlen) 3. Methodological models using learning characteristics as a starting point: -       Ladekastmodel (Crasborn & Henissen) -       Developmental education (Van Parreren) -       Meta cognitive instruction (Simons) -       VAARDIG-model (Korthagen) Research tool IDS (Inventaris DoceerStijlen) 4. The connection between learning style and teaching style and some methodological consequences The basic assumptions concerning the cross-curricular final objectives ‘learning how to learn’ Summary of the cross-curricular final objectives ‘learning how to learn’   The constructivist view on learning as a base for the cross-curricular final objectives ‘learning how to learn’ 5. The implementation of the cross-curricular final objectives ‘learning how to learn’ at school level:   -       a conceptual frame work -       vision, innovation, innovation strategy 6. Presentation by a school team (subject: the implementation of the cross-curricular final objectives ‘learning how to learn’ at school level) followed by a critical discussion 7. Problem solving: -       Characteristics of ‘a problem’ -       Various kinds of problems -       Problem solving o   Review of the research about problem solving o   Methodological consequences of the research outcomes 4. Teaching method Class contact teaching: Practice sessions Tutorials Personal work: Exercises Assignments:Individually Assignments:In group Portfolio 5. Assessment method and criteria Portfolio: Without oral presentation 6. Study material Required reading Each session: -       Working paper including assignments -       Course content (theoretical explanations, interesting articles and books, interesting websites)   Each document is available at Blackboard.   Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 26/04/2012 14:10 jan.tsas

Education for the underpriveleged Course Code : 6306OIWOAA Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Paul Mahieu Carlijne Ceulemans   1. Prerequisites At the start of this course the student should have acquired the following competences: Specific prerequisites for this course: No specific competences are required. This course is Dutch spoken. 2. Learning outcomes The students become aware of facts, causes, governmental initiatives and pedagogical consequences of the deprivation of pupils. Basic competences to detect and support disadvantaged pupils are attained. 3. Course contents In this course students are confronted with the definition and explanation of the phenomenon of disadvantaged pupils in education. Specific attention goes to pupils living in poverty and pupils from foreign origin. Theoretical approaches, practical examples and guest lecturers help students to become aware of this theme and to get some tools which can help to remediate.   4. Teaching method Class contact teaching: Lectures Practice sessions Personal work: Assignments:Individually 5. Assessment method and criteria Continuous assessment: Participation in classroom activities Written assignment: Without oral presentation 6. Study material Required reading -       GROENEZ, Steven (2004). Gekregen maar niet verdiend. Ongelijkheid op school: omvang, oorzaken en gevolgen. In: Mahieu, P. (Red.). School en samenleving, 6, p. 53-75. Mechelen, Wolters Plantijn.   -       KUSSE, Pat (2003). Omgaan met armoede in de school. In: BOONEN, R. (Red.). Bouwstenen voor intercultureel onderwijs, p. 213-220. Antwerpen, Garant.   -       DE METS, Jan (2006). Allochtone ouders en de school. In: Mahieu, P. (Red.). School en samenleving, 11, p. 81-102. Mechelen, Wolters Plantijn.   -       SALMI, Ali (1996). Voorwaarden voor een goede relatie. In: Lesgeven aan Fatima en Ahmed, p. 51-89. Leuven: ACCO. Optional reading The following study material can be studied on a voluntary basis: See blackboard. 7. Contact information (+)last update: 05/11/2009 14:33 kim.tote

Interdisciplinary educations Course Code : 6310OIWVOE Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) Peter Van Petegem Monique Sys   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch Specific prerequisites for this course: The final competences of an academic bachelor Basical knowledge of education policy Basical knowledge of didactics 2. Learning outcomes The students: get acquinted with interdisciplinary teaching are able to act as a member of a multidisciplinary team setting up an educational project take knowledge of education for sustainable development 3. Course contents The course provides in knowledge on interdisciplinary education within the context of education for sustainable development. Lectures are given on concepts and methodologies in theory and practice. Taking into account the Flemish educational policy and by working together in multidisciplinary groups,  students experience how to design and implement an interdisciplinary project at the secundary school. 4. Teaching method Class contact teaching: Lectures Practice sessions Tutorials Personal work: Assignments:Individually Assignments:In group Portfolio Project-based work: In group 5. Assessment method and criteria Written assignment: With oral presentation Portfolio: Without oral presentation Presentation 6. Study material Required reading Optional reading The following study material can be studied on a voluntary basis: 7. Contact information monique.sys@ua.ac.be UA/CDE- Institute of Environment & Sustainable Development (IMDO/IESD) (+)last update: 05/02/2013 10:42 monique.sys

Training different age groups - adult education Course Code : 6308OIWVED Study domain: Instructional and educational Semester: Semester: 2nd semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 2nd semester Tutor(s) David Gijbels Ingrid Imbrecht   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch Specific prerequisites for this course: The course can be followed by all students in the teacher training program and the master 'training and Education sciences' 2. Learning outcomes The students: -          get insight in the wide fieldof adult education -          get insight in the characteristics of adults learning - 3. Course contents The policy of adult aducation in Flanders and Europe Analysing the learning of adults form different theoretical perspectives: deliberate practice (Erickson) workplace curriculum (Billet) transformational learning (Mezirow) experiental learning (Kolb) communities of practice (Lave and Wenger) reflective practitioner (Schön) systems thinking (Senge) organisational learning (Argyris) expansive learnign (Engeström) 4. Teaching method Class contact teaching: Lectures Tutorials Personal work: Assignments:Individually Assignments:In group Casussen: In group Directed self-study 5. Assessment method and criteria Examination: Written without oral presentation Closed book Written assignment: Without oral presentation Presentation 6. Study material Required reading Syllabus Optional reading The following study material can be studied on a voluntary basis: DIVA (2003). Levenslang en levensbreed leren in Vlaanderen. Gegevens, ontwikkelingen en beleidsmaatregelen.  Leuven: Hoger Instituut voor de Arbeid. Ministerie van de Vlaamse Gemeenschap (2005). Vlaanderen leert. Cijfers en beleidsontwikkelingen. Brussel: Ministerie van de Vlaamse Gemeenschap. Van Valckenborgh, K., & Douterlunge, M. (2004). Flexibilisering van het volwassenenonderwijs in Vlaanderen: wens of werkelijkheid na het decreet van 1999? De positie en knelpunten van het volwassenenonderwijs in de context van levenslang leren.  Leuven: Hoger Instituut voor de Arbeid. Mampuys, J. (red., 2007). Vorming in beweging. Heverlee: Sociale school. 7. Contact information (+)last update: 12/12/2012 11:34 ingrid.imbrecht

Language and learning Course Code : 6300OIWTEL Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Rita Rymenans Jan T'Sas   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch Specific prerequisites for this course: The student must have: - the final competences of an academic master; - an outstanding domain-specific knowledge; - an adequate language proficiency of Dutch. This course is only open for students that have followed the course Introduction to didactics (6101OIWIDI). A numerus clausus is fixed on 30 students. 2. Learning outcomes The final competences of this course are in line with the basic competences of a secondary school teacher as stated by the Flemish Government (http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903). Especially the required language competences, defined by the Nederlandse Taalunie(http://taalunieversum.org/onderwijs/publicaties/taalcompetenties) are studied in this course. Following objectives will be pursued in particular: to have a profound knowledge of the link between language delay and learning difficulties; the objectives of the Flemish government regarding the language policy schools must develop; language oriented instruction; the required language competences for a teacher in secondary education; to plan and to teach a language oriented domainspecific lesson; to be able to evaluate a given domainspecific lesson from a language oriented point of view; to enriche an existing domainspecific lesson with language oriented learning activities;  to select a domain-specific schoolbook from a language oriented point of view.   3. Course contents 1. Language oriented education 2. Oral questions and instructions 3. Written questions and instructions 4. Assessing the usability of text material, making texts more accessible for learning 5. Assessment and feedback 6. Explorative talk and language policy 4. Teaching method Class contact teaching: Practice sessions Tutorials Personal work: Assignments:Individually Assignments:In group 5. Assessment method and criteria Continuous assessment: Exercises Assignments Participation in classroom activities Written assignment: Without oral presentation 6. Study material Required reading Rymenans, R. & T'Sas, J.: Vademecum Taal en leren 2012-2013.  Paus, H., Rymenans, R. & Van Gorp, K. (2003). Dertien doelen in een dozijn. Een referentiekader voor taalcompetenties van leraren in Nederland en Vlaanderen. Den Haag: Nederlandse Taalunie. Can be downloaded from http://taalunieversum.org/onderwijs/publicaties/taalcompetenties Other study materials are handed out during the tutorials. Optional reading The following study material can be studied on a voluntary basis: Hajer, M. & Meestringa, T. (1995). Schooltaal als struikelblok. Bussum: Coutinho. Hajer, M. & Meestringa, T. (2009). Handboek Taalgericht Vakonderwijs. Bussum: Coutinho (2de herziene druk). Berends, R. (2007). De leraar taalvaardig. 13 praktische taaldoelen voor studenten aan de pabo. Assen: Koninklijke Van Gorcum.   7. Contact information (+)last update: 15/05/2012 14:50 rita.rymenans

Educational technology Course Code : 6314OIWONT Study domain: Instructional and educational Semester: Semester: 1st semester Contact hours: 18 Credits: 3 Study load (hours): 84 Contract restrictions: Exam contract not possible Language of instruction : Dutch Exam period: exam in the 1st semester Tutor(s) Jozef Colpaert Margret Oberhofer   1. Prerequisites At the start of this course the student should have acquired the following competences: An active knowlegde of : Dutch A passive knowledge of : English General knowledge of the use of a PC and the Internet 2. Learning outcomes 3. Course contents 4. Teaching method Class contact teaching: Lectures Tutorials Personal work: Assignments:Individually Assignments:In group 5. Assessment method and criteria Examination: Practical examination Continuous assessment: Exercises Assignments Written assignment: With oral presentation Presentation 6. Study material Required reading Optional reading The following study material can be studied on a voluntary basis: 7. Contact information (+)last update: 02/10/2012 11:29 jozef.colpaert