Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-M1-MEDUOR-007-C | Compulsory UE | LAHAYE Willy | P330 - Sciences de la Famille |
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-SESF-055 | 100% |
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.
- Analyse and model an educational action by critically selecting theories and methodological delivered ex shipapproaches, and taking into account multidisciplinary aspects.
- 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.
- Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
- Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
- 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.
- Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
- Implement the most effective ways of collaboration in a given situation.
- 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.
- Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
- 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.
- Analyse an educational situation (including making a diagnosis regarding disabilities) with reference to theories and methodological approaches resulting from developments in educational sciences, particularly in the specific field of remedial education and social action.
- Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
- Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
- Develop and support an educational device and an individual approach (including the field of remedial education and social action), implement and evaluate them.
- Master knowledge about different educational devices as well as implement them.
- Critically analyse the extent and limitations of different educational devices.
- Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
- Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
- Rate an educational device.
- Alter an educational device.
- Communicate and exchange information (including the specific field of remedial education and social action) 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.
- Act ethically and professionally (including the specific field of remedial education and social action).
- Refer to ethical principles to define the framework of their professional practice.
- Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- Assess and pursue professional and personal development (including in the specific field of remedial education and social action).
- 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.
UE's Learning outcomes
At the end of the instruction, the students will be able to: manage the main principles of the methodology for the educational training of families; to handle the different conceptual and methodological approaches of training for social actors working in family education; to understand the possible expected and unexpected effetcs appearing during the intervention.
UE Content
Methods and technics for intervention in family education; theoretical concepts structuring the intervention for family training; family education programs; organizing speech groups for parents; parental support; parental guidance; initiation for training practices in family education; evaluation for training programs; training for teachers in family education
Prior experience
Not applicable
Term 2 for Integrated Assessment - type
- Practical test
Term 3 for Integrated Assessment - type
- Practical Test
Type of Teaching Activity/Activities
AA | |
---|---|
P-SESF-055 |
Mode of delivery
AA | |
---|---|
P-SESF-055 |
Required Reading
AA | |
---|---|
P-SESF-055 |
Required Learning Resources/Tools
AA | |
---|---|
P-SESF-055 |
Recommended Reading
AA | |
---|---|
P-SESF-055 |
Recommended Learning Resources/Tools
AA | |
---|---|
P-SESF-055 |
Other Recommended Reading
AA | |
---|---|
P-SESF-055 |
Term 1 Assessment - type
AA | |
---|---|
P-SESF-055 |
Term 1 Assessment - comments
AA | |
---|---|
P-SESF-055 |
Resit Assessment - Term 1 (B1BA1) - type
AA | |
---|---|
P-SESF-055 |
Resit Assessment - Term 1 (B1BA1) - Comments
AA | |
---|---|
P-SESF-055 |
Term 2 Assessment - type
AA | |
---|---|
P-SESF-055 |
Term 2 Assessment - comments
AA | |
---|---|
P-SESF-055 |
Term 3 Assessment - type
AA | |
---|---|
P-SESF-055 |
Term 3 Assessment - comments
AA | |
---|---|
P-SESF-055 |