Duration
80h AUTR
Number of credits
Lecturer
Jean-François Guillaume, Jean-François Guillaume, France Heuveneers, Edgar Tasia
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Each student is required to complete three practical placements.
An individual practical placement lasting 10 to 12 hours in a secondary school class (social sciences course) on a topic chosen at random by the student at the start of the course from a list provided by the teaching team.
Two group placements focused on leading 'Citizenship' seminars for final-year secondary school pupils in partner schools.
Learning outcomes of the learning unit
At the end of these placements, students will demonstrate their ability to:
- meet the legal, regulatory and ethical obligations associated with the teaching profession (see also the document 'Trainee's Declaration of Commitment', published by CEFEN);
- apply, on the basis of a given theme, the teaching principles identified during the first partim and set out in the lesson plan grid;
- question their teaching practices and choices;
- identify teaching methods that comply or do not comply with legal and ethical requirements (Socrates' Oath), teaching methods that are effective or ineffective, and make the necessary changes;
- master the knowledge and skills that must be transposed into systems focused on the acquisition of skills;
- write high-quality course materials within the required deadlines;
design tests to assess knowledge and skills (multiple-choice questions, open-ended questions, oral exams); - conduct calm, fair, objective and impartial assessments of students' performance;
manage learning and assessment time; - work as part of a team and honour commitments made.
Prerequisite knowledge and skills
The contributions of Partim 1 form an essential basis for the three practical placements.
Planned learning activities and teaching methods
Individual internship lasting 10 to 12 hours.
Internships are prepared using the preparation grid developed and corrected during the first part of the training programme.
The written material must include the subject matter covered, an initial problem situation, the teaching approach and a method of assessing learning outcomes (formative and summative assessment).
Group internship, leading citizenship seminars.
This internship consists of leading a group citizenship seminar for sixth form students. Each student participates in the facilitation of two seminars and is required to be present for the entire seminar. The practical details of each seminar are specified by the management of the school concerned, in consultation with the social sciences teaching team.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Individual and group presentations in secondary school classes.
Debriefing of these presentations after meeting with the internship supervisor. Critical analysis of the course material forms the essential basis of this debriefing.
Course materials and recommended or required readings
See French version.
Written work / report
Further information:
Written work / report
Further information:
Each student's performance is assessed on the basis of an overall mark out of 150 points, comprising a mark for the individual internship (out of 90 points) and a mark for the group internship (out of 60 points).
Individual internship
To be considered and assessed, the internship must meet the following conditions:
- no later than one week before the date of the first lesson, the intern must contact the member of the teaching team responsible for supervising internships to provide them with the exact dates and times. An internship cannot begin without the teaching team having been notified;
- the complete lesson file, i.e. a document that must include an initial problem situation, a teaching approach based on questions and the use of materials presented in the document, a formative assessment and a summative assessment, must be submitted to the internship supervisor within the time frame agreed with them for corrections and/or adjustments, and communicated to the teaching team no later than the day before the internship. the internship supervisor within the timeframe agreed with them, for corrections and/or adjustments, and communicated to the teaching team no later than the day before the internship.
The individual internship is assessed on the basis of an evaluation by the internship supervisor (a mark out of 10), an evaluation of professional practices by the teaching team (a mark out of 20) and an internship report written by the student at the end of the debriefing session on their performance (a mark out of 60).
This debriefing session, attended by members of the teaching team and the student concerned, is based on the report written by the student and on observations provided by the internship supervisor and/or made during supervision.
The following are taken into account in the assessment of the internship performance, in order of importance:
- the intern's attitude during their work at the school (in line with their position as an intern and the content of the Missions Decree);
- the subject matter (accuracy, precision, clarity, rigour, up-to-date concepts or rules, suitability of the content to the level and needs of the pupils);
- the teaching methods, processes and materials, including the initial problem situation and syntactic and spelling accuracy;
- relationships with pupils (maintaining the position of teacher and educator, making oneself accessible to pupils, using understandable language, listening to and paying attention to everyone).
Each student meets with the teaching team to receive individualised feedback on the report written after the debriefing. The purpose of this interview is to ensure that the student does not go down the wrong path when writing the public lesson.
The following will result in a serious failing grade for the internship:
- any proven breach of the legal, ethical, professional and administrative obligations incumbent upon the intern;
- the lesson does not cover the assigned topic.
-
the topic is not addressed from a social sciences perspective, but rather from the perspective of another discipline or a philosophy and citizenship education course;
serious gaps in the mastery of the subject matter; - the course materials are not correctly written (spelling and syntax);
- an inability to incorporate comments, advice or instructions given by the internship supervisor.
The assessment of the college internship takes into account:
(1) the overall quality of each of the two seminars in which the student participated, based on the assessment of the seminar leaders in the institutions concerned;
This means two marks out of 10 awarded by the Citizenship seminar leaders in the partner institutions, based on the following criteria:
- rigour (adherence to timetables and deadlines);
- conduct (relations with the institution's staff, cordiality, attentiveness, thoughtfulness, etc.);
- leadership and team coordination (efficiency, responsiveness, etc.).
A mark out of 40 points, specific to each student, set by the teaching team. The following are taken into account in the assessment, in order of importance:
- mastery of the syllabus content during class sessions;
- the quality of their performance during the assessments organised at the end of the seminars. The following will be taken into consideration: mastery of the subject matter; the ability to distinguish between serious faults and minor errors; listening and time management skills; the ability to formulate a calm, objective and impartial assessment;
- respect for commitments, solidarity and team spirit.
- any proven breach of the legal, ethical, professional and administrative obligations incumbent upon the intern;
- any breach of the commitments made within their team;
- serious gaps in their mastery of the subject matter.
Work placement(s)
See previous sections
Organisational remarks and main changes to the course
The second individual internship takes place in a different school from the first internship, unless an exception is granted by the teaching team. As with the first internship, students may not undertake this internship in a secondary school they have previously attended. The internship location is chosen by the teaching team.
The placement takes place as part of a social sciences course (general education; transitional technical education).
The placement must be completed within the timeframe set by CEFEN, except in exceptional circumstances.
Students must meet with the placement supervisor before the start of the placement in order to prepare the content and specify the teaching methods.
Internships are prepared using the preparation grid that has been developed and approved. They must include the subject matter, an initial problem situation, the teaching approach and a method for assessing learning outcomes (formative assessment and summative assessment).
With regard to the internship report and its focus, it should be borne in mind that the debriefing session for the second internship should enable students to lay the foundations for their public lesson portfolio. The approach tried out during the internship can be reviewed in depth, even if the internship is evaluated positively.
During the debriefing session for the second placement, each student is therefore invited to take note of any comments, suggestions and/or requests for changes that are made, in order to reorient and/or improve the learning approach for the sequence that will be submitted to the public lesson jury. These reflections must be included in the placement report written by the student.
Contacts
Jean-François Guillaume, Professor
Jean-Francois.Guillaume@uliege.be
France Heuveneers, Teaching Assistant
fheuveneers@uliege.be
Edgar Tasia, Assistant
Edgar.Tasia@uliege.be
04 366 35 03
Office 1.90, Building B31, Agora Quarter, Place des Orateurs, University of Liège at Sart Tilman.