bridges courses - artevelde university of applied sciencesec 16: students underpin the (social)...

Bridges Courses 2018-2019

Bridges courses Course Creative skills in ECEC

Semester Spring

Credits 3 ECTS

Profile Early childhood education/Preschool education / Primary education/Secondary

education

Practical

information

Lessons are compulsory, organised on Monday afternoons on campus

Brusselsepoortstraat, lecturers Tom Ollieuz and Barbara Vandorpe

Aims Identify fully with the roles, relived by oneself, to support credibility to

preschool children

Master techniques to direct class activities in a play full and relaxed atmosphere

Develop ways of expression and use them in a functional way

Be clearly present in a constructive way

Be dynamic, enthusiastic and energetic

Create an artistic-creative environment in which there is room for enjoying, and

the individual perception of every child

Be playful and intriguing

Connect to the interests of preschool children

Intertwine various musical languages in a functional way

Acquire openness and get inspired by viewing and reflecting on a musical

presentation and a musical fragments

Stimulate own expertise through independent study: select content (sources);

to process this information so it is usefull for one’s own professional activity

Speak at the level of preschool children

Cooperate constructively in group

Content Creative skills for children: integrate creative vision and skills in a child oriented range of

activities: develop and execute a creative happening for preschool children

Educational

activities

Creative child oriented shows, workshops, practice moments to develop and design a

creative happening for preschool children.

Assessment The exam will be composed out of a creative show moment of about 10 tot 15 minutes

for the older preschool childen whereby all creative languages are integrate. This will be

without doubt a group activity.

Link to full ECTS

information

sheet

https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62807&b=5&c=2

Course A valuable toolbox for movement education

Semester Spring

Credits 4 ECTS

Profile Early childhood education/Preschool education / Primary education/Secondary

education

Practical information Lessons are compulsory, organised on Thursday mornings on campus

Brusselsepoortstraat, lecturer Isabel Tallir

Aims The emphasis will be on: EC12 (exploration and research): Acquiring information based on literature, results or research and school culture. EC14 (cooperation): Cooperation in a constructive way with fellow students in function of task and presentation. EC5: Students detect the initial situation and adjust from a developmental perspective. EC5: Students observe and interpret individual differences in motor competences of preschool children. EC6: Students select developmental opportunities and aims based on guiding (policy) documents during the preparation of movement activities. EC 6: Students have sufficient knowledge and understanding of the motor development of preschool children. EC7: Students realize varied and rich movement activities during movement activities. EC7: Students realize movement integration in classroom activities. EC8: Students use sufficient and correct content-related background information during the preparation of movement activities. EC8: Students improve their didactical skills during movement activities and during movement integration in classroom activities. EC9: Students organise movement activities and movement in classroom activities functional and safely manner. EC 11: Students reflect on the movement related offer for preschool children. EC 15: Students make a critical assessment of (actual) literature related to preschool movement education. EC 15: Students generate ideas to stimulate learning in and through movement.


EC 16: Students underpin the (social) relevance of movement education of preschool children. DA1: eagerness DA2: critical attitude DA10: organisational skills

Content 1. Students obtain coordination skills at their own level

2. Students explore the possibilities of psychomotor exercises and movement

materials for preschool children

3. Students gain insight in advanced teaching strategies and teaching materials for

preschool movement education activities

4. Students explore the possibilities of outdoor play and of movement integration

in classroom activities in relation to movement education goals for preschool.

5. Students establish and take a critical position with regard to the aims and the

contents of movement education in preschool.

Educational activities Interactive lectures and tutorials

Assessment Group presentation of the group work + individual paper

Link to full ECTS

information sheet


Course Comparing education

Semester Spring

Credits 4 ECTS

Profile Early childhood education/Preschool education / Primary education / Secondary education

Practical

information

Lessons are compulsory, organised on Friday mornings on campus Brusselsepoortstraat,

lecturer Geertrui Van den Berghe

Aims 1. Present in a comprehensible way one’s own (national) organisation of the educational system

2. Have some knowledge and understanding of the educational system in the Flemish Community

3. Have some knowledge and understanding of international assessments of learning outcomes and comparing educations

4. Find and use reliable and relevant comparative information on educational systems and teacher training programs in an European perspective

5. Work together in a respectful and constructive way with international students

6. Demonstrate a reflective approach on educational issues from an European perspective

7. Inform and learn about educational systems in Europe: structures, strengths and weak points…

8. Inform and learn about different views on educational paradigms, reform pedagogues

9. Participate in discussions on topics in (European) educational policy: 10. Formulate questions about topics in educational policy 11. Formulate arguments to support one’s opinion on a specific topic in

educational policy 12. reflect on norms, values, talents and intercultural competences in the

curriculum development

Content The Flemish educational system, different European educational systems,

comparing education: what? how? why?, PISA-assessment: critical reflections,

theoretical studies Eurydice-network, creating the 'school of your dreams',

alternative educational systems: Freinet, Waldorf, Reggio Emilia,..., topical matters

in education

Educational

activities

The course will be a combination of lectures, guest lectures, meeting colleges,

school visits, working-together sessions, group and individual presentations, panel

discussions and individual work on various educational issues in an European

comparative perspective.

Assessment Individual paper on the educational system of your dreams + presentation of this

paper (in class OR with a video)

Link to full

ECTS

information

sheet


Course Education and policy making in an international perspective

Semester Spring: 13/05 – 14/06/19

Credits 6 ECTS

Profile Early childhood education / Preschool education / Primary education

/Secondary education

Practical

informatio

n

Intensive module with lessons throughout four weeks on various moments,

lessons are compulsory, lecturer Sofie De Backer, campuses Sint-

Amandsberg and Brusselsepoortstraat, includes study-visits, an international

week...

Aims 1. The student understands how early childhood education and care (ECEC) is

organised in Flanders.

2. The student has knowledge of strengths, innovations, challenges and

particularities of ECEC-initiatives in Flanders and Europe and he can situate them in

their political and social context.

3. The student can compare different countries regarding their ECEC-organisation

and policy and reflect critically on this comparison.

4. The student knows different international actors and can explain their influence

on young children

5. The student knows international societal evolutions and is able to explicit how

they influence ECEC

6. The student can illustrate how values and ethical choices affect ECEC, by using

international examples.

7. The student can explain how his/her own frame of reference concerning ECEC

affects his/her appreciation of different international practices .

Content Early childhood education and care (ECEC) in international perspective:

International concepts regarding ECEC

Paradigms regarding ECEC

ECEC in Flanders

ECEC in Europe

ECEC in the world ECEC-policies in international perspective

ECEC-policy in Belgium

ECEC-policy in Europe

International organizations regarding ECEC: UN, Unicef, Decet, Oeso…

Education

al

activities

Study visits, exchange with students and parents with a different cultural

background, exchange with students and teachers from different countries

in Europe, (international) lectures

Timing Students who want to take this course should stay in Ghent until half June

Assessmen

t

Group paper with policy suggestions for Flanders and an individual reflection

on these suggestions in relation to your own country

Link to full

ECTS

information

sheet

https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64101&b=

5&c=2

Course Art Class

Semester Spring

Credits 3

Profile Early childhood education/Preschool education / Primary education/Secondary education

Practical

information

Active sessions where we create our own art + museum visit on Thursday

afternoons

Aims 1. to be able to co-operate on an assignment

2. to be able to express own experiences, ideas, feelings and appreciation

through digital media

3. to help other students with critical and positive attitude to explore the

proper possibilities.

4. being open minded towards the art-historical aspects of art. 5. to

integrate the five domains of education of culture in one activity.

6. to experience the power of a musical form of expression.

7. to learn art out of other cultures

8. to work with puppetry

9 to work with comic books

10. to work with photography

11. to work with clay

Content Photography Modelling Active art games Study visits Usage of IT tools Usage of popular culture

Formats This course will be a very active one: workshops, games, activities in the

city, visiting places, use of digital media and discussing about art.

Assessment Online portfolio

Link to full

ECTS

information

sheet

https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64285&

b=5&c=2



Course Inclusive education

Semester Spring

Credits 4

Profile Early childhood education / Preschool education / Primary education /

Secondary education

Practical

informatio

n

Lessons are compulsory, organized on Friday afternoons on campus

Brusselsepoortstraat, lecturers Karen Ryckaert and Lore Van Acker

Aims To acknowledge every child/person, based on a well-founded and experienced view on (the idea of) inclusion, on a strong empathy and on an attitude of fundamental acceptance.

- To describe the concept of 'inclusion' in own words.

- To approach the concept of 'inclusion' in a critical way.

- To approach the concept of 'inclusion' in the broadest way.

- To describe the historical background of inclusion

- To relate inclusion to the concepts of diversity, integration, segregation, normalisation, emancipation and empowerment.

- To recognise, acknowledge and discuss prejudices in the proper working context.

- To have an empathic attitude towards people with specific needs and their environment.

- Not to discriminate anybody.

- To approach every situation with a fresh perspective.

- To have a democratic attitude.

To develop for every child/youngster the (specific) care needs, based on an open and respectful attitude. Hereby starting from ones own expertise, to co-operate with parents and other professionals as indispensable and complementary partners. To recognize different forms of co-operation with parents and colleagues.

- To understand why it's essential to have parents as complementary partners.

- To pass on relevant information to parents in a respectful way.

- To cooperate with parents in a constructive spirit.

- To contribute to the creation of a broad view on inclusion in co-operation with others.

- To report and communicate adequately and child-orientated.

- To judge yourself and your professional capacities correctly.

- To ask spontaneously for support from parents, colleagues and other disciplines when needed.

- To endorse the principles of action-oriented assessment.

Within an inclusive context, to adapt optimally the daily school and class life to the individual educational needs of children/youngsters.

- To understand the relations between inclusive education on micro, meso and macro level.

- To see different options for differentiation in a specific situation.

- To adapt a didactical environment to inclusive situations.

- To differentiate within every element of the didactical model, within an inclusive context.

- To pay attention to participation of children/youngsters with specific needs.

- To cooperate on the development of an inclusive school-atmosphere.

- To understand special educational needs in a continuum model.

General aims: state and clarify your opinion, listen to others, openness for the opinion of others, take responsibility, work together, ask for explanations, discuss with respect for each other’s viewpoints, and contribute to the positive atmosphere in the group.

Content - Including Samuel - movie

- Vision building - structure of inclusive education in different countries

- Curriculum differentiation – evidenced-based strategies and conceptual frameworks: e.g. STICORDI-measurements, co-teaching and Universal Design for Learning

- Mindsets

- Testimonies by (inter)national guest speakers related to special educational needs

Formats Group sessions

Assessmen

t

Oral group presentation on a case study + written group report and

individual paper

Link to full

ECTS

information

sheet


5&c=2

Course Pedagogical dilemmas

Semester Spring

Credits 3 ECTS


Secondary education

Practical

information

Lessons are compulsory, organized on Wednesday mornings on campus

Brusselsepoortstraat, lecturer Karen Ryckaert

Aims Knowledge and insight into:

The educational challenges and dilemmas for teachers in a postmodern society

The true meaning of pedagogical practice

The impact of the personal professional identity on the one's personal educational practice.

Being skilled in

The recognition of educational challenges in social developments.

Attitude

Being willing to study and evaluate existing educational practices from different points of view;



Being open to accepting one's own pedagogical responsibility as a teacher (with

the objective of professionalizing oneself in this).

Content - Classroom education in a post-modern society - Emancipation of children - Pedagogical ideas on education of children.

Formats -Reading the book together – presenting summaries in group – tell the group your

personal answer to the book

Assessment Oral group presentation of a chapter of the book + written individual report of

your interpretation of the book

Link to full

ECTS

information

sheet


Course Europe in class

Semester Spring

Credits 3


Secondary education

Practical

information

Lessons are organised on Monday evenings, from 17.30 - 19.00.One

compulsory visit in the weekend.

Aims The student describes the history of the European Union (EU).

The student explains the way in which the European legislation establishes.

The student describes the important actors involved in this legislative work.

The student describes the impact of the EU on the daily life of a European

citizen.

The student transfers the specific didactic points of attention into his

teaching practice.

The student analyses his own point of view towards the EU.


The student examines the attitudes of his environment, in Belgium and in

his domestic country, towards the EU.

The student examines the following concepts: European identity and

European citizenship.

The student elaborates on his own perspectives of European identity.

Content Europe (in class) has two aims. First of all, we discover the EU and its journey

through history. We also explore the political and economical impact of the EU on

the daily life of European citizens. Therefore, we use the presence of the multiple

European nationalities to investigate the concept of European citizenship.

A second aim is to learn how we can integrate Europe into our classroom. By

lectures, practicals, a visit to the European Parliament, simulation games and

many other activities, we get a profound knowledge of how to work on the EU in

your class.

Formats Lectures

Guest lectures

Seminars

Study visits

Simulation

Assessment Oral presentation and written report

Link to full

ECTS

information

sheet


Course Dutch Language (Dutch as a Foreign Language)

Semester Spring

Credits 3


Secondary education

Practical

informatio

n

Lessons are compulsory, organized on Wednesday afternoons on campus

Kattenberg.


Aims Beginner’s level: developing all four language skills in Dutch; at the end of

the course you will have an A1-level (Common European Reference)

Content Beginner’s level: getting by in Dutch in real-life situations: introducing

yourself; shopping; school; the time; public transport …

Formats Group sessions focused on active language learning

Assessmen

t

Oral presentations + written exam

Link to full

ECTS

information

sheet


5&c=1

Course Gevorderd Nederlands voor inkomende studenten

Semester Spring

Credits 6

Profile Student teachers who are trained to teach Dutch as a foreign language

(minimum level: B1-level)

Practical

informatio

n


Kattenberg.

Aims Refining oral and written language skills, starting from a B1, B2 or C1-level of

Dutch

Content Small group sessions in which oral and written language skills are refined.

Formats Group sessions focused on active language learning

Assessmen

t

Oral presentations + written exam

Link to full

ECTS

information

sheet


5&c=1

Course Culture in Context

Semester Spring

Credits 3


Secondary education

Practical

informatio

n


Kattenberg.

Aims - Getting to know the ‘culture’ of the participants

- Exploring Flemish and other cultures

- Reflecting on one’s own and each other’s cultures

- Reflecting on Flemish and other cultures

Content Possible themes are:

- What is ‘culture’?

- Art, film, music

- History

- Daily life …

Formats Wholeclass; group work; pair work

Assessmen

t

Presentation + paper

Link to full

ECTS

information

sheet


5&c=1

Course Cross-cultural communication

Semester Spring

Credits 3

Profile Early childhood education / Preschool education / Primary

education / Secondary education

Practical

information

Lessons are compulsory, organized on Wednesday afternoons on

campus Kattenberg.

Lecturer Lut De Jaegher has a master degree in applied economics and is currently working as lecturer in the education department for secondary education and as researcher for international projects at Arteveldehogeschool, Ghent. Her subjects are “Digital and social media literacy” in the department of computer science and “Intercultural communication and coaching” in the postgraduate programme “intercultural working and coaching”. She’s presentor at international congresses as ATEE (Europe) and NAPDS (United States) and involved in consultancy, trainings and guest lectures for the Life Long Learning department “Partners in Leren”. She coordinates internships in Nepal, where she yearly organizes teacher training conferences.

Content If you want to become an intercultural sensitive and aware

communicator as a teacher and as a human being, this course will

teach you the communication models and strategies you need and

also challenge you to exercise the theories with your peers. The

course consists of two successive parts and starts with learning,

experiencing and framing differences between cultures and people

from a static and system-theoretical approach. In the second part

of the course, using these frameworks, you get to know and use

strategies for cultural-sensitive communication. During exercises,

your intercultural competences are tightened and you use culture-

sensitive communication in challenging contexts. Step by step you

learn how to deal with differences in communication and opinions,

especially useful while teaching in multi diverse classes.

Formats The course will be a combination of lectures, cooperative sessions,

group and individual assignments, presentations and panel

discussions on various intercultural communication issues.

Assessment A digital portfolio using several communication formats.

An oral presentation of the conclusions of the peer and individual

assignments reported in your digital portfolio.

Link to full ECTS

information sheet To be added later on

Course Youth Culture

Semester Spring

Credits 3


Secondary education

Practical

information

Lessons are compulsory, organized on Monday mornings on campus

Kattenberg.

Lecturer Pedro De Bruyckere (PhD, 1974) is an educational scientist at Arteveldehogeschool, Ghent since 2001 and since 2018 postdoctoral researcher at Leiden University, The Netherlands. He co-wrote several books in Dutch in which he debunks popular myths on GenY and GenZ, education and pop culture. Pedro is an often asked public speaker, one of his strongest points is that he is funny in explaining serious stuff." In 2015 the book 'Urban Myths about Learning and Education" was published worldwide by Academic Press, a book that was listed in The Guardian as one of the 10 books every educator should read. This book was followed in 2018 by his second international published book: The Ingredients for Great Teaching.

Content In education it is key to understand the world children and

youngsters live in. In this course we take a closer look at youth and

youth culture based on the basis idea that everything is a remix.

Topics being discussed:

- history of youth culture

- different view on youth culture

- the importance of old and new media

- media literacy in education

- Urban youth

Formats The course consists of 5 four hour lessons that always will be divided in

two distinct blocks. The first 2 hours of every lesson will be an interactive

lecture on one or more of the course topics, the second block of 2 hours is

supported seminar work in which groups will work on long reads or

equivalents.

Assessment There will be an oral exam based on:

- 2 books you read from the reading list

- the classes

- the long reads that were produced during the seminars

Link to full

ECTS

information

sheet


b=5&c=1

Course Empowering didactics

Semester Spring

Credits 3


Secondary education

Practical

information

Lessons are compulsory, organized on Wednesday mornings on campus

Kattenberg.

Aims Will be added later on

Content In this course you will learn to create an empowering and evidence based

learning environment for your pupils. You will understand how to use

stimulating didactics and how to create a safe and supporting learning

environment.

You will gain the fundamental skills on how you can support you pupils in

becoming responsible citizens. Main themes are pupil centered learning,

entrepreneurship in education and enhance the development of

metacognitive strategies.

Furthermore, you'll learn to differentiate taking social, cultural and

linguistic pupil diversity into account. We focus on several didactic tools

such as formative evaluation, diverse learning activities and the

importance of feedback.

You will participate and engage in the societal debate about education,

also in an international perspective.

Formats Will be added later on

Assessment Will be added later on

Link to full

ECTS

Will be added later on

Teaching practice/internship

information

sheet

Course Teaching practice ECE 1: internship in a preschool in Flanders

Semester Spring

Credits 3 ECTS

Profile Preschool education

Practical information Every Tuesday in the period 11/02/19-05/04/19 in a preschool in

Flanders, attendance is compulsory, guidance Geertrui Van den Berghe

Experience with young children between 2,5 years and 6 years is

recommended.

Aims In this teaching practice course, the students do an internship in a

preschool in Flanders. This means that they do an internship, alone or

together with another student in a preschool class, with children between

2,5 and 6 years old.

During this internship, the students have to achieve 4 main goals:

1. In this teacher training course the international students acquire hands-

on knowledge about Flemish preschools. The international students

develop a personal view on education through cooperation and discussion

with other professionals.

2. This teacher training course stimulates the international students to

reflect upon the core competencies for the early childhood teacher in

Flanders and to draw conclusions so that their own view on early

childhood education can be broadened;

3. The assessment of this practical training pays specific attention to the

evaluation of attitudes. We differentiate between four clusters of

attitudes: develop own views/act consciously/ communicate/be

committed.

4. Additional concrete targets, formulated by the student and related to

the level of starting skills of the student :

- Formulation of concrete goals by the student

- Steps to these self-formulated goals

Content In this teaching practice, the students focus on early childhood education

in Flanders and the differences with their own country. Therefore, they

organise several activities for the children and they complete several

observation and reflection tasks.

This teaching practice is set in a Flemish preschool class with children

between 2,5 and 6 years old.

Educational

activities

Teaching practice, individual work on a portfolio with reflection and

observation tasks

Assessment The student makes a portfolio with reflection tasks. The feedback of the

mentor is included in the portfolio.

Link to full ECTS

information sheet


Course Teaching practice ECE 2: additional internship in a Flemish

preschool

Semester Spring

Credits 6 ECTS

Experience with young children between 2,5 years and 6 years is

recommended.

Profile Preschool education

Practical

information

Every Tuesday in the period 11/02/19-05/04/19, Every

Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance

is compulsory, guidance Geertrui Van den Berghe

Aims In this teaching practice course, the students do an internship in a

preschool in Flanders. This means that they do an internship alone

or with another student in a preschool class, with children between

2,5 and 6 years old.


1. In this teacher training course the international students acquire

hands-on knowledge about Flemish preschools. The international

students develop a personal view on education through

cooperation and discussion with other professionals.

2. This teacher training course stimulates the international students

to reflect upon the core competencies for the early childhood

teacher in Flanders and to draw conclusions so that their own view

on early childhood education can be broadened;

3. The assessment of this practical training pays specific attention

to the evaluation of attitudes. We differentiate between four

clusters of attitudes: develop own views/act consciously/

communicate/be committed.

4. Additional concrete targets, formulated by the student and

related to the beginning skills of the student :


- Steps to this self-formulated goals

5. The students acquire knowledge about the main concepts of

experiential education in Flanders and observe young children

according to the Leuven-scales of well-being and involvement.

Content In this teaching practice, the students focus upon early childhood

education in Flanders and the main concepts of experiential

education. Therefore, they organise several activities for the

children and they complete several observation and reflection

tasks.

Educational

activities

Four weeks of teaching practice, individual study of the concepts of

well-being and involvement, individual work on a portfolio with

reflection and observation tasks


mentor is included in the portfolio.

Link to full ECTS

information sheet


Course Teaching practice ECE 3: internship in a day care centre in Flanders

Semester Spring

Credits 3 ECTS

Experience with young children between 0 years and 3 years is

recommended.

Profile Early childhood education

Practical

information

Every Tuesday in the period 11/02/19-05/04/19 , attendance is compulsory,

guidance Sofie De Backer

Aims In this teaching practice course, the students do an internship in a day care

centre in Flanders. This means that they do an internship in child care and

work with children between 0 and 3 years old.



on knowledge about Flemish day care centres. The international students

develop a personal view on early childhood care through cooperation and

discussion with other professionals.


reflect upon the core competencies for the bachelor of early childhood

education in Flanders and to draw conclusions so that their own view on

early childhood education can be broadened;


evaluation of attitudes. We differentiate between four clusters of attitudes:

develop own views/act consciously/ communicate/be committed.

4. Additional concrete targets, formulated by the student and related to the

beginning skills of the student :



Content In this teaching practice, the students focus upon child care in Flanders and

the differences with their own country. Therefore, they organise several

activities for the children and they complete several observation and

reflection tasks in a day care centre.

Educational

activities

Two weeks of teaching practice, individual work on a portfolio with

reflection and observation tasks

Assessment Individual paper with reflection on the teaching practice

Link to full

ECTS



information

sheet

Course Teaching practice ECE 4: additional internship in a day care centre in

Flanders

Semester Spring

Credits 6 ECTS

Experience with young children between 0 years and 3 years is

recommended.

Profile Early childhood education

Practical

information

Every Tuesday in the period 11/02/19-05/04/19, Every Tuesday/Thursday/Friday

in the period 23/04/19 – 10/05/19, attendance is compulsory, guidance Sofie De

Backer

Aims In this teaching practice course, the students do an internship in a day care

centre in Flanders. This means that they do an internship in child care and

work with children between 0 and 3 years old.



on knowledge about Flemish day care centres. The international students

develop a personal view on early childhood care through cooperation and

discussion with other professionals.


reflect upon the core competencies for the bachelor of early childhood

education in Flanders and to draw conclusions so that their own view on

early childhood education can be broadened;


evaluation of attitudes. We differentiate between four clusters of attitudes:

develop own views/act consciously/ communicate/be committed.

4. Additional concrete targets, formulated by the student and related to the

beginning skills of the student :



5. The students acquire knowledge about the main concepts of experiential

education in Flanders and observe young children according to the Leuven-

scales of well-being and involvement.

Content In this teaching practice, the students focus upon child care in Flanders and

the main concepts of experiential education. Therefore, they organise

several activities for the children and they complete several observation

and reflection tasks in a day care centre.

Educational

activities

Two weeks of teaching practice, individual study of the concepts of well-

being and involvement, individual work on a portfolio with reflection and

observation tasks

Assessment Individual paper with reflection on the teaching practice

Link to full

ECTS

information

sheet


Course Teaching Practice Primary Education 1

Semester Spring

Credits 3

Profile Primary education

Practical

informatio

n

Every Tuesday in the period 11/02/19-05/04/19, attendance is compulsory

Aims Practice in a class of elementary education.

Goals: to get to know the school context of a Flemish school / to develop

pedagogical and didactical skills through observation and participation

(learning objectives to be determined individually).


Content Join students of the Arteveldehogeschool at their placement schools for

observation and participation; depending on the foreign trainee’s training,

competences and language skills some active teaching may be organised.

Formats Observation tasks,, practical work, fieldwork, lesson plans/preparation,

reflections, (guided by tutor-students and mentors)

Restriction Students enrolling in Teaching Practice are not able to unsubscribe

afterwards due to organizational reasons.

Assessmen

t

The student makes a portfolio with reflection tasks. The feedback of the

mentor is included in the portfolio. Some lessons will be observed by the

teaching practice coach.

Link to full

ECTS

information

sheet


5&c=2

Course Teaching Practice Primary Education 2

Semester Spring

Credits 6

Profile Primary education

Practical

information

Every Tuesday in the period 11/02/19-05/04/19, Every Tuesday/Thursday/Friday

in the period 23/04/19 – 10/05/19, attendance is compulsory

Aims Practice in a class of elementary education.

Goals: to get to know the school context of a Flemish school / to develop

pedagogical and didactical skills through observation and participation

(learning objectives to be determined individually).

Content Join students of the Arteveldehogeschool at their placement schools for

observation and participation; depending on the foreign trainee’s training,

competences and language skills some active teaching may be organised.

Formats Observation tasks,, practical work, fieldwork, lesson plans/preparation,

reflections, (guided by tutor-students and mentors)



Restriction Students enrolling in Teaching Practice are not able to unsubscribe

afterwards due to organizational reasons.


mentor is included in the portfolio. Some lessons will be observed by the

teaching practice coach.

Link to full

ECTS

information

sheet


b=5&c=2

Course Teaching Practice Secondary Education 1

Semester Spring

Credits 3

Profile Secondary education

Practical

informatio

n

Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is

compulsory

Aims - Getting to know the Flemish secondary-school system (age group 12-16).

- Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.

Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.

- Presenting one’s own culture to secondary-school pupils in an interactive way.

Education

al

activities

Four weeks of teaching practice, individual work on a portfolio with reflection and

observation tasks

Assessmen

t

The student makes a portfolio with reflection tasks. The feedback of the mentor is

included in the portfolio.



Link to full

ECTS

information

sheet


5&c=1

Course Teaching Practice Secondary Education 2 or Community Service Learning

Semester Spring

Credits 3

Profile Early childhood education / Preschool education / Primary education/

Secondary education

Practical

informatio

n

Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is

compulsory

Aims - Getting to know the Flemish secondary-school system (age group 12-16). Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.

OR

- Getting to know the Flemish social structure and the organizations who are part of that field. The students train their communicative, social and intercultural skills.

Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.

- Presenting one’s own culture to secondary-school pupils in an interactive

way.

OR

- Students are placed in a social organization where they perform community service.

- They will observe, interact with and support the responsible care givers in these organizations.

Education

al

activities

Four weeks of teaching practice, individual work on a portfolio with reflection and

observation tasks

Assessmen

t

The student makes a portfolio with reflection tasks. The feedback of the mentor is

included in the portfolio.

Link to full

ECTS

information

sheet


5&c=1

bridges courses - artevelde university of applied sciencesec 16: students underpin the (social)...

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