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| AESS0230-1 | Special didactics in social sciences (part II)
- Course and exercices
- Teaching placements
- Reflexive practices
- Extra-curricular school practices
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| Duration : | Course and exercices : 35h Th
Teaching placements : 20h Internship
Reflexive practices : 5h Pr
Extra-curricular school practices : 10h Pr
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| Number of credits : |
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| Lecturer : | Course and exercices : Jean-François Guillaume
Teaching placements : Jean-François Guillaume
Reflexive practices : Jean-François Guillaume
Extra-curricular school practices : Jean-François Guillaume
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| Coordinator : | Jean-François Guillaume |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| Teaching in the second semester |
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Course contents :
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| The teaching method course for social sciences (part 2) will be based on the knowledge acquired in part 1. The student teachers are required , on one hand, to complete an individual course in a secondary school, and on the other hand, to design, organize and collegiately assess an initiation seminar for citizenship aimed at students in their last year of secondary teaching. After the "deconstruction" phase of the initial representations, future teachers will be required to implement a new approach to teaching tested within the framework of work sessions which will take place on Wednesday afternoons. In the context of this learning process based on deconstruction and reconstruction, the ability of each student to critically examine the learning-method activities implemented will be a determining factor. ("Reflexive practices").
 | | Extra-curricular school practices |
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| School practices-throughs include part of the seminar "citizenship." |
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Learning outcomes of the course :
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| Following the teaching delivered in the teaching method classes for social sciences (including courses and reflexive practices), students must be capable of:
1) Designing, organizing and assessing an individually prepared learning sequence in a class situation (with a duration of 8 to 12 hours) based on the principles covered in part 1;
2) Designing, collectively organizing and individually designing a seminar of citizenship initiation prepared during the sessions of teacher training for social sciences (part 2);
3) Designing, writing creating and assessing "questions of active research", that is to say, ten problem situations covering matters relating to social security, social law and any other question with bearing on aspects of daily life (housing, contract and consumption etc.), aimed at students in the final year of secondary teaching;
4) Designing, writing, presenting assessing and correcting a preparation file for a sequence of lessons on an imposed subject (public lessons);
5) Designing a written individual report dealing with experience lived during the year of teacher training during which the different teaching or learning practices implemented are subjected to critical reading ("reflexive practices"). |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| Presenting and meeting the requirements of the teacher training course in social sciences (part 1).
Proficiency in the French language (written and spoken) |
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Planned learning activities and teaching methods :
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| Team-work: editing a syllabus covering the political organization of Federal Belgium, on the organization of Belgian justice and the electoral procedure aimed at students in the last year of secondary school; the design of assessment questions (QCM and open questions) on the subjects taught in the syllabus.
Individual practical course in class (secondary, general, technical or professional teaching).
Practical courses in teams (teams of two students in each class) centred on the initiation to citizenship and the preparation for higher studies (at least two courses per student).
Individual interviews ("reflexive practices").
No supervised classes. Learning will be "learning by doing" and "problem-based learning". |
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Mode of delivery (face-to-face ; distance-learning) :
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| Practical work; obligatory presence. |
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Recommended or required readings :
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Assessment methods and criteria :
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| The knowledge acquired from the course in Education training for social sciences (part 2) and courses will be assessed based on an overall mark of 300 marks composed as set out below. Whatever the marks obtained in the different components of the special didactics course(part 2), the performance of the student will be judged to be insufficient (serious insufficiency) in case of serious insufficiency in one of the two courses (individual performance; citizenship seminars); serious insufficiency in public lessons; serious insufficiency in reflexive practices ; non-performance of duties described in section 4b (improvements requested by the jury of public lessons). There will not be a second session for the practical courses.
Assessment of the individual course (50 pts) The course will be assessed by the pedagogical team after consultation with the course head by considering. The practical details of the organization of the training and assessment of the benefit criteria are specified in a written document submitted at the start of training.
Evaluation of the development of an integrated sequence in a training team (seminar citizenship) (30pts).
The following items will be evaluated: describe and solve the issue of active research that will be given as an example; dial 10 issues acive research; write instructions and the accompanying sheet of QRA for students; collaborate on writing a chapter of a syllabus for students participating in the seminar citizenship, dial interrogation questions on the subject of the chapter, to capture the content of the entire syllabus.
The rules for implementing the QRA will be detailed in a document filed with the start of training.
Assessment of the collective course ("citizenship" seminar) (50 marks).
Specific evaluation criteria are detailed in a document filed at the beginning of training.
Assessment of the public lesson (50 marks; 20 marks + 30 marks) The panel for public lessons may refuse this lesson in case of plagiarism or if he or she adjudges that the document presented by the student cannot in any way possible be seen to perceive the nature, meaning and content of the proposed didactic approach. A first assessment of the file will be conducted following the oral defense, by considering exactness, preciseness, clarity, rigor with regard to the presentation of the content, the updating of ideas or rules; the feasibility and appropriateness of the lesson with regard to the level of requirements of the targeted public; the pertinence of the documents given to the students, the presence of documents distributed to the students and the relevance of these documents; the methods and didactic procedures.
The instructions are detailed in a document filed in early training.
Assessment of reflexive practices (100 marks) The elements taken into consideration in the assessment of reflexive practices and rapport are: actual presence (absence will be penalized); the ability to integrate formulated observational remarks and advice, to adopt a critical attitude with regard to performance and to accept to deconstruct his or her initial representations; the ability to establish a reflexive and argued rapport with regard to his or her professional practice; the quality of argument proposed in the individual report: analysis of the practices is constructed examined, nuanced etc. ; the coherence of the proposal put forward in the individual report: the ideas are related to each other, integrated or follow each other without a common thread. In case of serious insufficiency, the assessment will be the subject of a written report. |
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Work placement(s) :
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| An individual course in a secondary school class (teaching with a duration of 8 to 10 hours).
Group classes in the final-year classes of secondary transition (3 to 5 days). |
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Organizational remarks :
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Contacts :
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| PEDAGOGICAL TEAM
Jean-François Guillaume, Professor
Tel: 04/366 35.03
Office 1.90 (Bât. B31, Sart Tilman)
E-mail : Jean-Francois.Guillaume@ulg.ac.be
France Heuveneers, teaching assistant
Olivier Dethine, teaching monitor
Igor Porru, teaching monitor |
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