Objectives of Programme's Learning Outcomes

• 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.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• 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.
• Develop a teaching-learning device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement teaching-learning device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• 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.
• 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.
• 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 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.
• Master scientific approaches for research in educational sciences, in the specific field of teaching and academic learning.
• Master the different steps to carry out research in educational sciences.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.
• Adequately interpret results taking into account the reference framework within which the research was developed.

Learning Outcomes of UE

Building on a specific theme, the EU aims to develop:
- the theoretical mastery of key concepts applied to different disciplines and this in a multidisciplinary approach (conceptualization, representations, didactic transposition, etc.);
- the practical mastery of the principal concepts (reflections on the implementation of concepts in teaching-learning sequences);
- the ability to understand relations between the didactic and assessment in a broad sense of the term;
- the link between teaching and the curriculum to teach;
- the ability to implement instructional sequences already developed;
- the ability to share with the class group about the concepts and implementation of the teaching-learning sequence based on the lesson study principle ;
- the ability to perform a reflexive return on the pedagogical sequence ;
- the ability to introduce, in the form of an oral presentation, the reflexive return and propose necessary adjustments in light of the scientific literature.

Content of UE

Understand what the didactics of awakening disciplines are; Differentiate pedagogy from didactics; Master the key concepts in the didactics of early learning disciplines and be able to re-invest them in teaching-learning situations; To perceive the main links and issues that unite didactics and evaluations; Understand the disciplinary content from the study programs and reflect on the consistency of the latter; Know how to develop and implement a teaching-learning sequence based on the principle of lesson study; Provide reflective feedback on the implementation of a teaching-learning sequence (reflection documented by recent research in didactics).

Prior Experience

Knowledges and abilities built up during the BA courses "pédagogie générale" and "psychologie de l'éducation", and MA course "didactique générale".

Type of Assessment for UE in Q1

• Presentation and/or works
• Oral examination

Q1 UE Assessment Comments

Reflective file and oral presentation. Presence is compulsory during the seminar.
50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students)
50% for the oral presentation.

Type of Assessment for UE in Q3

• Presentation and/or works

Q3 UE Assessment Comments

Reflective file and oral presentation. Presence is compulsory during the seminar.
50% for the collective realization of a teaching-learning sequence based on the lesson study principle (in groups of 3 to 4 students)
50% for the oral presentation on video.

Type of Resit Assessment for UE in Q1 (BAB1)

• N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable