pedagogic professionalism, diversity and intercultural education, support of pupils, ethics of teaching

This course is built on:

• Foundations of education.

• to relate the pedagogical assignment of the school to a social rationality and an emancipatory view on education.
• to relate equal chances in education, intercultural and inclusive education to the moral and pedagogical imperatives of the teacher.
• to explain the importance of cooperative learning and teamwork in relation to inclusive education.
• to compare and to evaluate methods of conscious value education.
• to recognise methods of handling with diversity.
• to recognise learning problems and to relate them to models of support.
• to relate the concept of the teacher as an intellectual to the pedagogical assignment of teachers.
• to relate reflection and the ethics of teaching.
• to analyse pedagogical situations and cases and to formulate suggestions for the practice of teaching.

• evolutions in society and the pedagogical professionalism of teachers;
• the relation between teachers and pupils regarded from an ethical point of view, integrating support, moral education and a reciprocal perspective;
• objectives and methods of value education;
• concepts and models of support, intercultural education and diversity in learning situations;
• actual interpretations responsibility of parents and school, related to the different models of guidance;
• equal chances in education;
• the wellbeing of pupils and the affective components of learning;
• learning problems and socio-emotional problems;
• external guidance centres;
• social competences and citizenship;
• methods for reflection as instruments in supporting the pedagogical professionality.

This course supposes the competences as obtained after having followed the bachelor and master of science.
Final competences connected to the course Foundations of education.

The insight in and application of following basic competences are persued, as determined by decree:

• Being able to determine the starting position of individual and the group of learners
• Selecting and defining learning objectives
• Determining didactical strategies and grouping approaches
• Developing a powerful learning environment that considers classroom heterogeneity
• The teacher is able to participate in initiatives to initiatives focussing on learners needing special attention (zorgverbreding) and incorporating these initiatives within a holistic approach of the school
• Coping with diversity in groups of learners
• Creating a positive classroom and school climate
• Fostering the emancipation of learners
• Developing learner attitudes to prepare them for individual development and participation in society
• Dealing with actual developments in society within a pedagogical context
• Coping in an adequate way with learners with social-emotional and/or problematic behaviour
• Deploying strategies to work with non-Dutch speaking learners
• Fostering a structured working climate
• Becoming acknowledged of the results of educational research, that is relevant for the personal instructional context
• Questioning and redirecting one’s own personal professional approach
• Getting informed and being discrete about data of learners
• Communicating with parents/care takers about their children at school
• Communicating with parents and care takers – in collaboration with the school team – about classroom and school issues, considering the diversity in parents
• having conversations with parents/care takers about school and education
• Developing strategies to communicate with non-Dutch speaking parents
• Collaboration and negotiation within a school team
• Discussing the pedagogical and didactical role and approach of a team
• Contacting and collaborating – in collaboration with colleagues - with external parties or organisations that present educational initiatives
• Participation in the societal debate about educational themes
• Identifying and approaching in a critical way societal themes and developments about:
• the social-political domain
• the social-economical domain
• the philosophical-ideological domain
• the cultural-esthetical domain
• the cultural-scientific domain

Cost: 50.0 EUR
Syllabus available via Minerva.

• Aelterman, A. (2002). De rol van de lerarenopleidingen in het ontwikkelen van de rol van de leerkracht als opvoeder. Impuls voor onderwijsbegeleiding, 32, (3), 126-141.
• Artiles, A., Kozleski, E., Dorn, S., Christenene, C. (2006). Learning in Inclusive Education Research: Re-mediating Theory and Methods with a transformative Agenda. Review of Research in Education, 30, 65-108.
• Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, Soder, R., & Sirotnik, K. A. (Eds.), The moral dimensions of teaching (pp. 130-151). San Francisco, Oxford: Jossey-Bass.
• Goodson, I. & Hargreaves, A. (2003). The Ethical Teacher, Maidenhead-Philadelphia: Open University Press.
• Verlot, M., Sierens, S., Soenen, R. & Suijs, S. (2000). Intercultureel onderwijs. Leren in verscheidenheid. Gent: Steunpunt ICO, Universiteit Gent.

• Interactive support using Minerva.
• By appointment.

• lectures with guest speakers;
• case studies;
• discussions in small groups about specific themes.

Periodical evaluation.
Students following an in-service training for teachers obtain these competences composing a portfolio. Specific criteria are explained to the student and are determined by agreement.

Written exam (open questions and discussion about a case).