Duration
60h Th
Number of credits
| Master in sociology and anthropology (60 ECTS) | 12 crédits | |||
| Master of education, Section 4: Social sciences | 10 crédits |
Lecturer
Jean-François Guillaume, François Taillard, Edgar Tasia
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
With the implementation of the core curriculum, social studies education is an integral part of the frameworks and programs from P1 (first year of primary school) to S3 (third year of secondary school). It is therefore a mandatory requirement for all primary school teachers and their students, as well as for teachers who will be responsible for social studies education during the first three years of secondary school.
Faced with this innovation, how do teachers approach the content of the FHGES (historical, geographical, economic, and social studies) section of the core curriculum? In the limited time available to them, how do they translate the guidelines of the framework and the program's guidelines into their teaching practices?
The course is divided into two parts: the first consists of an investigation with primary school teachers from different networks. The aim is to determine the representations of the objectives assigned to social training, the methods of its transposition, the obstacles encountered, and the strategies possibly implemented to overcome them. In the second part of the course, the student is asked to design learning sequences focusing on the acquisition of the basic concepts included in the social training framework. The different programs offer sequence models: this involves demonstrating creativity and inventiveness.
Learning outcomes of the learning unit
This course pursues three objectives. The learner, considered a teacher apprentice in upper secondary education, must be able to:
First, question the methods of learning fundamental knowledge or skills in the early stages of the school curriculum in order to inform reflections and practical courses of action for a pedagogical continuum of social education.
Second, draw on on-site observations and the study of evidence (reference frameworks, curricula, and any preparations provided by teachers) to identify sensitive areas in the design of social science learning programs.
Third, use the collected data (objectification and systematization) to propose a sociological translation of the observed problem (problematization) and formulate concrete courses of action (design of a learning sequence dedicated to a basic concept in the social sciences).
Prerequisite knowledge and skills
Mastery of basic concepts in social sciences.
Planned learning activities and teaching methods
Workin sessions dedicated to analyzing the FHGES framework and the programs of the various networks.
Observation in primary school classrooms; interviews with teachers.
Collegiate analysis of the collected data and collaborative design of a learning sequence for one of the basic concepts of social sciences included in the FHGES framework.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Attendance is mandatory given the nature of the learning activities.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Reference documents available via eCampus.
Written work / report
Further information:
Preparation of an individual written report, necessarily including:
1. a summary of the observations made
2. an analysis of the observations made, including the identification of major obstacles encountered in the didactic transposition work
3. a draft learning sequence dedicated to one of the basic concepts of the social sciences included in the FHGES framework
The following will be taken into consideration in the evaluation of this report:
- formal presentation (spelling, syntax, readability, attention to detail);
- coherence of the analysis and relevance of the justifications;
- nuances introduced into the problematization;
- relevance of the didactic choices made in the learning sequence;
- originality of the didactic orientation of the learning sequence.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Jean-François Guillaume, Professeur
Jean-Francois.Guillaume@uliege.be
04 366 35 03
Bureau 1.90, Bâtiment B31, Place des Orateurs, Quartier Agora, Université de Liège au Sart Tilman