Bridges in education: primary education Artevelde University College, Gent, Belgium

Transcription

1 Bridges in education: primary education Artevelde University College, Gent, Belgium This information is still under revision for ! Bridges in education is a programme for international students at the Artevelde University College. It is organized by the Bachelors of secondary education, primary education, preschool education and early childhood education. The aim of this programme is to offer a broad choice of courses to all interested students. In 2014 we welcomed more than 40 students. Artevelde University College is situated in Ghent, one of the most beautiful and vivid cities in Belgium. Programme According to the age group the student is trained to teach, the subjects they are trained to teach, the courses they have already taken and the amount of credits they want to achieve, they can select their own programme. Students who are trained to work with pupils (6 to 12-years-old) are suggested to choose from a range of courses for this target group. - If students come for a shorter period of time (1 st February March 15 th April 2015), they can select 20 ECTS out of the courses: ECTS Short description Art class In this active course you will encounter clay, paint, photography and other interesting media to create your own art lessons. 3 A valuable toolbox for movement education Explore possibilities for indoor and outdoor play and movement integration for preschool children. Learn advanced teaching strategies and teaching materials for preschool movement education activities 4

2 Comparing education Learn about various European educational issues through lectures, guest lectures, workshops, school visits, working-together sessions, group and individual presentations, panel discussions and individual work with Erasmusstudents from all over Europe. 4 Pedagogical dilemmas Based on a group reading of a book, discuss educational challenges and dilemmas for teachers in a postmodern society. Talk about the impact of the personal professional identity on your personal educational practice. Culture in context Exploring Flemish and other European cultures and reflecting on them. This course also includes a visit to Brussels and a visit to one other Belgian city. 3 3 Dutch language Beginner s level: developing all four language skills in Dutch; at the end of the course you will have an A1-level (Common European Reference) 3 - If students come for a longer period of time (1 st February March April 15 th May 17 th June), they can add some of these courses. We recommend to choose at least 1 teaching practice course for a well-balanced programme. ECTS Short description

3 Inclusive education In this course several guest lecturers from all over Europe teach about inclusion and inclusive education. Learn about inclusion and special needs education through group and individual assignments, discussions, etc. 4 Teaching practice primary education 1 Two weeks of teaching practice including observation and participation to activities in a Flemish preschool (2,5-6 yrs.old) Evaluation is based on your portfolio with reflection and observational tasks. Teaching practice primary education 2 Two additional weeks of teaching practice including observation and participation to activities in a Flemish preschool (2,5-6 yrs.old). You also do an individual assignment on wellbeing and involvement. Evaluation is based on your portfolio with reflection and observational tasks in combination with the assignment. 3 Pictures please 3 Pictures please - If students come for a longer period of time (1 st February March April May 17 th June), they can also add this course. ECTS Short description Education and policy making in international perspective Learn international concepts and paradigms regarding early childhood education and care in Flanders, Europe and the world. This course also include the participation in the international week and several visits to ECEC settings in Flanders and surroundings. 7 Timing Students are expected for the introduction week in week 5 (1/2/16). Lessons are given from week 6 (8/2/16) until week 15 (15/4/15). Week 13 and 14 are the Easter holidays. In week 16 until week 20 (13/5/16) the teaching practice is organized. From week 21 until week 24 (17/06/15) lessons are again given. description Art class

4 Credits Aims Educational activities 3 ECTS 1. to be able to co-operate on an assignment 2. to be able to express own experiences, ideas, feelings and appreciation through digital media 3. to help other students with critical and positive attitude to explore the proper possibilities. 4. being open minded towards the art-historical aspects of art. 5. to integrate the five domains of education of culture in one activity. 6. to experience the power of a musical form of expression. 7. to learn art out of other cultures 8. to work with puppetry 9 to work with comic books 10. to work with photography 11. to work with clay Photography Modelling Active art games Study visits Use of IT tools Use of popular culture This course will be a very active one: workshops, games, activities in the city, visiting places, use of digital media and discussing about art. A valuable toolbox for movement education Credits 4 ECTS Aims - The emphasis will be on: - EC12 (exploration and research): Acquiring information based on literature, results or research and school culture. - EC14 (cooperation): Cooperation in a constructive way with fellow students in function of task and presentation. - EC5: Students detect the initial situation and adjust from a developmental perspective. - EC5: Students observe and interpret individual differences in motor competences of preschool children. - EC6: Students select developmental opportunities and aims based on guiding (policy) documents during the preparation of movement activities. - EC 6: Students have sufficient knowledge and understanding of the motor development of preschool children. - EC7: Students realize varied and rich movement activities during movement activities. - EC7: Students realize movement integration in classroom activities.

5 Educational activities - EC8: Students use sufficient and correct content-related background information during the preparation of movement activities. - EC8: Students improve their didactical skills during movement activities and during movement integration in classroom activities. - EC9: Students organise movement activities and movement in classroom activities functional and safely manner. - EC 11: Students reflect on the movement related offer for preschool children. - EC 15: Students make a critical assessment of (actual) literature related to preschool movement education. - EC 15: Students generate ideas to stimulate learning in and through movement. - EC 16: Students underpin the (social) relevance of movement education of preschool children. - DA1: eagerness - DA2: critical attitude - DA10: organisational skills 1. Students obtain coordination skills at their own level 2. Students explore the possibilities of psychomotor exercises and movement materials for preschool children 3. Students gain insight in advanced teaching strategies and teaching materials for preschool movement education activities 4. Students explore the possibilities of outdoor play and of movement integration in classroom activities in relation to movement education goals for preschool. 5. Students establish and take a critical position with regard to the aims and the contents of movement education in preschool. Interactive lectures and tutorials Comparing education : 9th February 22nd May 2015 Credits 4 ECTS Aims - Present in a comprehensible way one s own (national) organisation of the educational system - Have some knowledge and understanding of the educational system in the Flemish Community - Have some knowledge and understanding of international assessments of learning outcomes and comparing educations - Find and use reliable and relevant comparative information on educational systems and teacher training programs in an European perspective - Work together in a respectful and constructive way with international students - Demonstrate a reflective approach on educational issues from an European perspective - Inform and learn about educational systems in Europe: structures, strengths and weak points

6 Educational activities - Inform and learn about different views on educational paradigms, reform pedagogues - Participate in discussions on topics in (European) educational policy: - Formulate questions about topics in educational policy - Formulate arguments to support one s opinion on a specific topic in educational policy - reflect on norms, values, talents and intercultural competences in the curriculum development The Flemish educational system, different European educational systems, comparing education: what? how? why?, PISA-assessment: critical reflections, theoretical studies Eurydice-network, creating the 'school of your dreams', alternative educational systems: Freinet, Waldorf, Reggio Emilia,..., topical matters in education The course will be a combination of lectures, guest lectures, meeting colleges, school visits, working-together sessions, group and individual presentations, panel discussions and individual work on various educational issues in an European comparative perspective. Pedagogical dilemmas Credits 3 Aims Knowledge and insight into: - The educational challenges and dilemmas for teachers in a postmodern society - The true meaning of pedagogical practice - The impact of the personal professional identity on the one's personal educational practice. Being skilled in - The recognition of educational challenges in social developments. - Attitude Being willing to study and evaluate existing educational practices from different points of view; Being open to accepting one's own pedagogical responsibility as a teacher (with the objective of professionalizing oneself in this). - Classroom education in a post-modern society - Emancipation of children - Pedagogical ideas on education of children. Formats -Reading the book together presenting summaries in group tell the group your personal answer to the book Inclusive education Credits 4

7 Aims To acknowledge every child/person, based on a well-founded and experienced view on (the idea of) inclusion, on a strong empathy and on an attitude of fundamental acceptance. - To describe the concept of 'inclusion' in own words. - To approach the concept of 'inclusion' in a critical way. - To approach the concept of 'inclusion' in the broadest way. - To describe the historical background of inclusion - To relate inclusion to the concepts of diversity, integration, segregation, normalisation, emancipation and empowerment. - To recognise, acknowledge and discuss prejudices in the proper working context. - To have an empathic attitude towards people with specific needs and their environment. - Not to discriminate anybody. - To approach every situation with a fresh perspective. - To have a democratic attitude. To develop for every child/youngster the (specific) care needs, based on an open and respectful attitude. Hereby starting from ones own expertise, to co-operate with parents and other professionals as indispensable and complementary partners. To recognize different forms of co-operation with parents and colleagues. - To understand why it's essential to have parents as complementary partners. - To pass on relevant information to parents in a respectful way. - To co-operate with parents in a constructive spirit. - To contribute to the creation of a broad view on inclusion in cooperation with others. - To report and communicate adequately and child-orientated. - To judge yourself and your professional capacities correctly. - To ask spontaneously for support from parents, colleagues and other disciplines when needed. Within an inclusive context, to adapt optimally the daily school and class life to the individual educational needs of children/youngsters. - To understand the relations between inclusive education on micro, meso and macro level. - To see different options for differentiation in a specific situation. - To adapt a didactical environment to inclusive situations. - To differentiate within every element of the didactical model, within an inclusive context. - To pay attention to participation of children/youngsters with specific needs. - Including Samuel - movie - Labeling - vision building

8 Formats - Curriculum differentiation - teaching strategies - STICORDI measurements - Multiple intelligences as a conceptual framework - Testimony by (inter)national guest speakers related to special education needs - Parent involvement within inclusive education Lectures, guest lectures by international teachers, group and individual assignments Dutch Language (Dutch as a Foreign Language) Credits 3 Aims Beginner s level: developing all four language skills in Dutch; at the end of the course you will have an A1-level (Common European Reference) Beginner s level: getting by in Dutch in real-life situations: introducing yourself; shopping; school; the time; public transport Formats / Culture in Context Credits 3 Aims - Getting to know the culture of the participants - Exploring Flemish and other European cultures - Reflecting on one s own and each other s cultures - Reflecting on Flemish and other European culture Formats Possible themes are: - What is culture? - Art, film, music - The European Union - History - Daily life Wholeclass; group work; pair work; trip to Brussels and to another Flemish town Education and policy making in an international perspective : 15/5-13/6! Credits 7 ECTS

9 Aims Educational activities Timing 1. The student understands how early childhood education and care (ECEC) is organised in Flanders. 2. The student has knowledge of strengths, innovations, challenges and particularities of ECEC-initiatives in Flanders and Europe and he can situate them in their political and social context. 3. The student can compare different countries regarding their ECECorganisation and policy and reflect critically on this comparison. 4. The student knows different international actors and can explain their influence on young children 5. The student knows international societal evolutions and is able to explicit how they influence ECEC 6. The student can illustrate how values and ethical choices affect ECEC, by using international examples. 7. The student can explain how his/her own frame of reference concerning ECEC affects his/her appreciation of different international practices. Early childhood education and care (ECEC) in international perspective: International concepts regarding ECEC Paradigms regarding ECEC ECEC in Flanders ECEC in Europe ECEC in the world ECEC-policies in international perspective ECEC-policy in Belgium ECEC-policy in Europe International organizations regarding ECEC: UN, Unicef, Decet, Oeso Studyvisits, exchange with students and parents with a different cultural background, exchange with students and teachers from different countries in Europe, (international) lectures Students who want to take this course should stay in Ghent until half June Teaching Practice Primary Education 1 Credits 3 Aims Practice in a class of elementary education. Formats Goals: to get to know the school context of a Flemish school / to develop pedagogical and didactical skills through observation and participation (learning objectives to be determined individually). Join students of the Arteveldehogeschool at their placement schools for observation and participation; depending on the foreign trainee s training, competences and language skills some active teaching may be organised. Observation tasks,, practical work, fieldwork, lesson plans/preparation, reflections, (guided by tutor-students and mentors)

10 Restriction Students enrolling in Teaching Practice are not able to unsubscribe afterwards due to organizational reasons. Teaching Practice Primary Education 2 Credits 3 Aims Continuation of Teaching Practice Primary Education 1. This can only be chosen when subscribing to Teaching Practice Primary Education 1. Practice in a class of elementary education. Formats Restriction Goals: to get to know the school context of a Flemish school / to develop pedagogical and didactical skills through observation and participation (learning objectives to be determined individually). Join students of the Arteveldehogeschool at their placement schools for observation and participation; depending on the foreign trainee s training, competences and language skills some active teaching may be organised. Observation tasks,, practical work, fieldwork, lesson plans/preparation, reflections, (guided by tutor-students and mentors) Students enrolling in Teaching Practice are not able to unsubscribe afterwards due to organizational reasons. For further questions regarding the programme, please contact Philip.O Neill@arteveldehs.be