Duration
21h Pr, 40h Internship
Number of credits
| Master of education, Section 5: Social sciences | 11 crédits | |||
| Master of education, Section 4: Social sciences | 11 crédits |
Lecturer
Hervé Bernard, Annick Fagnant, Géraldine Godet, Jean-François Guillaume, France Heuveneers, Pierre Lerusse, Pierre Loriaux, N..., Virginie Oger, Edgar Tasia
Coordinator
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
This 'long' placement aims to further students' learning in the practice of teaching transposition and to introduce future teachers to other aspects of how a school operates.
As part of this, each student plays an active role in the collaborative delivery of the Citizenship seminar, which was developed during the working sessions of the ZENS0298 course.
They are required to supplement this seminar with activities of civic significance, the content and arrangements for which must be agreed with a mentor teacher at the partner school (for example: organising a political debate; visiting a parliament; inviting external experts to the school; etc.).
Each student takes part in facilitating at least two seminars; they are required to be present for the entire duration of the seminar. The practical arrangements for each seminar are specified by the management of the relevant institution, in consultation with the social sciences teaching team.
The first part of the practical training consists of individual assignments; the second is based on a collegial approach and on experimenting with a form of collaborative work (see ZENS0017 Organisation of a school and collaborative work).
Facilitating these two 'Citizenship' seminars requires the following prerequisites:
Writing QRA assignments
Students are required to complete five QRA assignments.
Writing a teaching resource
Drawing on the teaching experiments carried out in the ZENS0098 course and the feedback received, the students, divided into three working groups, will write one of the chapters of the course resource devoted to the mechanisms of citizenship in federal Belgium and intended for pupils in their final year of secondary school.
Drafting assessment questions on the content of the 'Citizenship' syllabus
Each student is asked to draft three assessment questions on each of the three chapters of the syllabus, making a total of nine questions. Some of these questions are intended for a summative multiple-choice assessment; others for a written open-ended examination; and the remaining ones for an oral examination.
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Learning outcomes of the learning unit
At the end of Part 2, and within the deadlines set by the teaching team (taking into account the dates of the various Citizenship seminars held in secondary schools), each student contributed to drafting the Citizenship syllabus, to formulating assessment questions for the syllabus content, to critically reviewing and correcting it, and to drafting and completing five QRA exercises.
They also contributed to the organisation and facilitation of two seminars, and wrote a reflective report on them.
Finally, they took charge of organising at least one citizenship activity that complemented the discussions covered in the Citizenship seminar.
Translated with DeepL.com (free version)
Prerequisite knowledge and skills
Mastery of disciplinary knowledge related to the themes covered, and of the French language.
Planned learning activities and teaching methods
Organisation and facilitation of the 'Citizenship' seminar.
Organisation and facilitation of a complementary citizenship activity at the partner institution.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Teamwork (organising and facilitating the seminar); individual work (drafting the QRA; facilitating the seminar; designing and organising a complementary community engagement activity).
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Pupils are invited to identify external organisations that could contribute to a citizenship-focused activity (e.g. the youth information centre, the non-profit organisation 'Avocat dans l'école', the CNCD, Caritas International, etc.).
Written work / report
Continuous assessment
Further information:
Written work / report
Continuous assessment
Further information:
1°) College-level placement: Citizenship seminars (out of 60 marks)
The assessment of the college-level placement takes into account:
- the overall quality of each of the two seminars in which the student has participated, based on the assessment by the seminar coordinators at the relevant institutions. That is, two marks out of 10 awarded by the Citizenship seminar coordinators at the partner institutions, based on the following criteria: rigour (adherence to timetables and deadlines); conduct (relations with the institution's staff, friendliness, attentiveness, thoughtfulness, etc.); leadership and team coordination (efficiency, responsiveness, etc.).
- the quality of each student's performance, both during classroom sessions and during assessment tests. This consists of a mark out of 40, specific to each student, set by social sciences teaching specialists and university pedagogues for classroom performance; and by social sciences teaching specialists for performance during assessment tests (oral examinations).
The following factors are taken into account in the assessment, in order of importance: the trainee's attitude whilst carrying out their duties at the school (see teaching placements A and B); adherence to commitments, solidarity and team spirit; mastery of the syllabus content during classroom sessions; management of the learning process (supporting and monitoring pupils during their learning); in the assessment of pupils' knowledge during oral examinations: the ability to distinguish between serious mistakes and minor errors; the management of listening and time; the ability to formulate a calm, objective and impartial assessment.
The following will result in a serious fail mark for the Citizenship seminar: any proven breach of the legal, ethical, professional and administrative obligations incumbent upon the trainee; any breach of commitments made within their team; serious shortcomings in their mastery of subject-specific content.
A 'serious fail' mark for the group placement results in a 'serious fail' mark for the HSTG0201 course.
2) Individual performance at the partner organisation (out of 40 marks)
The quality of individual performance is assessed on the basis of the following criteria:
- compliance with the legal, ethical, professional and administrative obligations incumbent upon the trainee;
- the quality of the measures implemented to achieve the objective initially set with the representative of the partner organisation;
- the quality of the result achieved;
- the trainee's interpersonal skills, their sense of initiative, their awareness of the limits and constraints of their actions, and their autonomy;
- their capacity for reflection, as demonstrated by the drafting of an analytical and summarising report on their work.
The final mark is determined in consultation with the representative of the partner institution, based on the terms of reference drawn up at a meeting prior to the long-term placement (see organisational notes).
Work placement(s)
College work placement as part of the Citizenship seminars. Individual tasks (organising a citizenship activity within the partner school).
Organisational remarks and main changes to the course
Please note! To facilitate the Citizenship seminars, each student must have a thorough grasp of all the topics covered, not just the chapter they have contributed to. The sessions dedicated to testing and discussing the chapters written by the teams provide an opportunity to familiarise oneself with the entire syllabus.
Prior to the long-term placement, a working meeting is organised between a member of the teaching team, the representative of the partner school and the student, in order to draw up the 'terms of reference' which set out the scope of the work, the objective to be achieved and the nature of the relationship between the student and the representative of the partner school. These terms of reference are drafted by the student following this meeting, reviewed and countersigned by each of the parties.
Contacts
Jean-François Guillaume, Professeur.
Jean-Francois.Guillaume@uliege.be
France Heuveneers, Assistante pédagogique
fheuveneers@uliege.be
Edgar Tasia, Assistant
edgar.tasia@uliege.be
04/366.35.03
Bureau 1.90, Bâtiment B31, Quartier Agora, Place des Orateurs, Université de Liège, Sart Tilman
afp_pluri@uliege.be