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| PESU1011-1 | Critical analysis in Higher Education
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| Duration : | 30h Th, 30h Pr |
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| Credits/ECTS : |
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| Holder(s) : | Marianne Poumay |
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| Language : | Langue anglaise |
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| Course contents : | Questioning your teaching method
This questioning of one's method begins with a "SWOT" type analysis, requiring everyone to define their strengths and weaknesses in their current classes, the reasons for which they want to make changes and the type of expected added value. It involves a real analysis of one's professional teaching methods, leading to research questions that will form the basis of the training.
The teaching portfolio (often called "professional portfolio") tracks each person's progress in reflexivity. It is put together over the year and includes each participant's vision of teaching, their way of teaching, their strengths and their progress, the proof of these strengths and the questions being asked.
This demanding work is the result and formalisation of one year (minimum) of reflection on one's own professional method. It corresponds to the requirements of the majority of professional organisations in the domain of education, which validate the educational experience of teachers with a view to their professional advancement (career).
The quality of the teaching portfolio is assessed at the end of the year by a jury of experts (minimum 3 people).
This course includes an introduction to innovative teaching systems and the assessment of their impact, a critical reflection on these systems, an analysis of one's own way of teaching and the beginning of a professional portfolio. The themes dealt with include (non-exhaustive):
- SWOT analysis
- Focus on the student: why, how?
- The teaching contract as a guide
- Teaching at university: aimed at the professional development of teachers in higher education
- Professional associations in university teaching
- The "classroom assessment" in higher education teaching: diagnosing the weaknesses in your teaching method
- The teaching portfolio as a professional development tool in university teaching
- Questioning student motivation |
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| Course objective : | This course will give you the chance to develop the following skills:
- Justify your actions, describe the principles underlying your teaching decisions, demonstrate the validity of your
- teaching knowledge
- Discuss your method
- Reflect upon your method, deliberately analyse your own teaching method with the aim of improving it
- Get involved in professional development activities
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| Prerequisites : |
- PESU0001-1
- PESU0002-1
- PESU0003-1 or PESU0004-1 or PESU0005-1 (depending on the option chosen)
- PESU0006-1
- PESU0007-1
- PESU0003-1 or PESU0004-1 or PESU0005-1 (depending on the option chosen)
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| Organization : |
- Introduction during the first week of tutorials (October).
- Reading the contents (consulting examples, external resources, submitting resources and exchanges on the discussion forum).
- Critique of articles in small groups
- Individual work with tutorial support.
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| Written notes : |
- Online
- Recommended reading: Schön, D.A. (1994). Le praticien réflexif: A la recherche du savoir caché dans l'agir professionnel. Montréal: Editions Logiques.
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| Assessment : | At certain moments during the year, you will have the opportunity to submit the state of progress of your various pieces of work and thoughts to your tutor and/or the Formasup members of staff. This is what is known as the "progress file", and is composed of all the pieces of work that will make up your portfolio at the end of the course. For participants in the eLearning and Reflection/Intervention options, these exchanges will mainly take place using the GIC tool.
To benefit from these services and to ensure good organisation, deadlines must be respected.
The "success file" (professional portfolio) to be handed in at the end of the year and defended in front of a 3-person jury comprises 4 parts:
1. A presentation by the participant-teacher
2. A presentation and critical analysis of their action-research within Formasup. This section includes quality indicators of the participant's teaching (with supporting proof) and a research article.
3. An overview of the prospects and next steps to be taken by the teacher in his/her professional development
4. A communication report by the teacher on the results of his/her research and his/her development |
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| Contacts : | M. Poumay : 04/366 20 79, m.poumay@ulg.ac.be |
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