2023-2024 / AESS0314-1

Special teaching - course and exercises, Part 2


40h Th

Number of credits

 Master in economics : general (120 ECTS)4 crédits 
 Master in management (120 ECTS)4 crédits 
 Certified upper secondary education teacher4 crédits 
 Certified upper secondary education teacher4 crédits 


Jérome Schoenmaeckers

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester


Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

student presentations of didactic sequences 

critical analysis on the basis of general and specific didactics content and principles. 

teaching law, economics and management in secondary education

software in accountancy teaching: presentation of Bob 50 

the pedadogy of the project. Mini-enterprises and pedagogical training enterprises (PTE): what pedagogical approach? 

Exploring group dynamics techniques (e.g.: Philips 6/56, panels, round tables, role plays). 

methodological presentation on the topic of ICT-information and communication technologies in secondary education in a context of pedagogical innovations (information search on the internet, e-learning, collaborative learning, etc.) Model class requiring internet search and collaborative learning. Using online teaching platforms.  

The case method in economic sciences

Organization and didactic exploitation of a company visit. 

Economic and management didactics in qualifying education: remediation techniques, integrated tests and professionally significative integration situations (PSIS). 

Teaching assessment (quality approach - questionnaire-based approaches, quality circles, methodological and ethical precautions). 

Reflection about the impact of the "Pacte d'Excellence" in the Wallonia-Brussels Federation on the Economic course.

Learning outcomes of the learning unit

In accordance with the HEC Liège skills reference framework:
in a skills-oriented approach promoting experiential learning through facing problem-situations enhancing the theory-practice conjunction taking into account student classes specifics taking into account legal and administrative constraints regarding the organization of education in the Wallonia-Brussels Federation
students will be able to:
- plan teaching classes depending on legal reference documents,
- build learning modules based on problem-situations and integrate student-oriented management taking the latter's complexity into account,
- take account of student classes specifics,
- enhance learning though qualitative teacher-student interactions,
- engage in a critical approach.
They will also be able to:
- apply and integrate the main themes of general didactics within economic and management sciences, especially teaching, learning and assessment processes.
- acquaint themselves with didactic transposition, including epistemology, specific didactics, interdisciplinarity, media and NIT supports.
- explore and adapt to didactic and interdisciplinary contents so as to meet final skills requirements and training profiles corresponding to the students' level.
- find out about the practical reality of secondary education and, particularly, that of economic and management sciences.
- master disciplinary and interdisciplinary knowledge justifying pedagogical action.
- enable the prospective teacher to experiment, observe, analyse the various components of teaching, to integrate and act over the time of internships in a given school context (school, classes, internship mentor, school community).
- learn how to manage a student group's learning and interpersonal relationships within that group, in the classroom and within a class context (communication).
- taking distance and reflecting critically on the teaching practices and on one's own teaching so as to develop professional skills and attitudes.

Prerequisite knowledge and skills

Course on general didactics
Course on general didactics - coure and exercices partim 1 

Planned learning activities and teaching methods

- Active, concrete, inductive approach. Seminar work and critical analysis
- Didactic exercices prepared by the students
- Group work projects
- Didactic use of media and information and communication technologies 
- Critical analyis of didactic supports 
- Situational exercice (observation and practice). 
- Assisted self-training (gathering one's documentaiton, managing one's time) and self-assessment training. 

Mode of delivery (face to face, distance learning, hybrid learning)

In-person teaching 

Recommended or required readings

Continuous assessment

Additional information:

- Preparing and presenting a didactic sequence according to a collaborative method 30 %

- Didactic exercice relating to the use of the accounting software BOB,  20 % 

- Presenting one lesson in front of a jury  50 % 

Please note:

The three activities amounting to this final score must be evaluated, which makes the submission of the required work projects mandatory. If one of these can't be scored, the students will be given a score of attendance for the course.  

Work placement(s)

Organisational remarks and main changes to the course




Association of one or more MOOCs