Objectives of Programme's Learning Outcomes

• Compétences didactiques
• to determine and master the role of the teacher within the framework of the educational and school systems
• to use the communicational and relational competences required in the teaching profession
• to include the theoretical principles of pedagogy and didactics in their professional practices and to take a critical stance towards the latter
• to adopt a strategy of lifelong learning in order to explore new pedagogical, field-related, and technological approaches and tools and to evolve within the educational and social environments

Learning Outcomes of UE

After the teaching, students will be able to:
- define the term "adolescence";
- present the models for understanding adolescence from a psycho-developmental perspective;
- describe the physiological changes in adolescence;
- present the major characteristics of psychological development in adolescents;
- present the organisation of secondary education in the Wallonia-Brussels Federation;
- present the risk factors in adolescents (individual, family, psychosocial);
- describe the difficulties encountered by adolescents in a school context (harassment in/out of school, learning and impulsivity disorders, adjustment difficulties) and deviant behaviour in adolescence (crime, social conflicts, violent behaviour, addiction, exclusion, suicides);
- describe the relationships between adolescents and others: peer influence, social norms, the teacher/teenager relationship, the place of parents in youth education, the role social networks and their influence at school. - Define "school life",
- Know, from a legal point of view, the provisions on school life - Know theoretical and practical considerations on school life situations, - Define what is meant by the concept of "group/class management" and "group/class dynamics" in a school context, - Identify, prevent and manage the "indiscipline", - Manage the emotions of students through the use of impact techniques, - Distinguish homogeneous groups / heterogeneous and understand their impact on the class group, - Distinguish collaborative learning from cooperative learning and understand their influences on classroom management, - Identify issues related to group management and group dynamics,
- Target psychosocial phenomena through observation, understanding and studying group and individual behaviour,
- Know the internal organisation of groups (informal structure, concept of role, tension, positions of the members of the group, interactions and role of the facilitator, etc.) and be able to react in an appropriate manner with the group,

- Reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts,
- Analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group.

Content of UE

adolescence; adolescent/teenager; developmental psychology; organisation of secondary education; psycho-social relations; learning / teaching ; physiological changes ; school context; learning disabilities; (cyber) harassment ; school life; internal organisation of groups; individual and group behaviour; group dynamics; role of a leader; role; modes of communication; group management; group work; interpersonal relationships; group relationships; homogeneity ; heterogeneity ; collaborative ; cooperative ; interactions; class groups.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Written examination

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q2

• N/A

Q2 UE Assessment Comments

Written test.

Type of Assessment for UE in Q3

• Written examination

Q3 UE Assessment Comments

Written test.

Q1 UE Resit Assessment Comments (BAB1)

Not applicable