Study programme
2015 - 2016
Programme component of Master's Degree in Education (Charleroi (Hor. décalé)) à la Faculty of Psychology and Education
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-M1-MEDUEN-014-C | Compulsory UE | AUBERT Angeline | P316 - Méthodologie et formation |
Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
Français | 0 | 0 | 0 | 0 | 0 | 5 | 1 |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
P-SEMF-092 | 40% | |||||||
P-SEMF-094 | 60% |
Objectives of general skills
- Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
- Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
- Develop and support a teaching-learning device, and implement and evaluate it.
- Master knowledge about different educational devices as well as implement them.
- Critically analyse the extent and limitations of different educational devices.
- Rate an educational device.
- Alter an educational device.
- Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present and structure data in a clear, precise, neutral, and non-oriented way.
- Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
- Appropriately use presentation materials.
- Work effectively with different actors as part of a team or a network of professionals.
- Share knowledge and data to carry out a common project.
- Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Assess and pursue professional and personal development.
- Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Master scientific research methods in educational sciences.
- Collect data and analyse it.
- Adequately interpret results taking into account the reference framework within which the research was developed.
- Analyse a situation of teaching and learning in reference to theories and methodological approaches resulting from developments in educational sciences.
- Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand a teaching-learning situation.
- Develop and support a teaching-learning device, and implement and evaluate it.
- Master knowledge about different teaching-learning devices as well as implement them.
- Critically analyse the extent and limitations of different teaching-learning devices.
- Rate a teaching-learning device.
- Alter a teaching-learning device.
- Communicate and exchange information in the specific field of teaching and academic learning in a structured and adapted way to the intended purpose and relevant public.
- Present and structure data in a clear, precise, neutral, and non-oriented way.
- Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
- Appropriately use presentation materials.
- Work effectively with different actors as part of a team or a network of professionals in the specific field of teaching and academic learning.
- Share knowledge and data to carry out a common project.
- Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
- Act ethically and professionally in the specific field of teaching and academic learning.
- Refer to ethical principles to define the framework of their professional practice.
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Assess and pursue professional and personal development in the specific field of teaching and academic learning.
- Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Master scientific approaches for research in educational sciences, in the specific field of teaching and academic learning.
- Collect data and analyse it.
- Adequately interpret results taking into account the reference framework within which the research was developed.
UE's Learning outcomes
Cf. AA
UE Content
Cf AA
Prior experience
Not applicable
Term 1 for Integrated Assessment - type
- N/A
Term 2 for Integrated Assessment - type
- N/A
Term 3 for Integrated Assessment - type
- N/A
Resit Assessment for IT - Term 1 (B1BA1) - type
- N/A
Type of Teaching Activity/Activities
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Mode of delivery
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Required Reading
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Required Learning Resources/Tools
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Recommended Reading
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Recommended Learning Resources/Tools
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Other Recommended Reading
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 1 Assessment - type
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 1 Assessment - comments
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Resit Assessment - Term 1 (B1BA1) - type
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Resit Assessment - Term 1 (B1BA1) - Comments
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 2 Assessment - type
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 2 Assessment - comments
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 3 Assessment - type
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |
Term 3 Assessment - comments
AA | |
---|---|
P-SEMF-092 | |
P-SEMF-094 |