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

Transcription

1 Bridges in education: ECEC Artevelde University College, Gent, Belgium 2016: 1 st February 15 th April/15 th May/17 th June 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 young children (0 to 6-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 15th April 2016), they can select 20 ECTS out of the courses: ECTS Short description Creative skills in ECEC Using creative skills develop and perform a creative happening for preschool children together with Flemish students 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. 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) - If students come for a longer period of time (1 st February March April 15th 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 ECEC 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 ECEC 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. Teaching practice ECEC Two weeks of teaching practice including observation and participation to activities in a Flemish daycare centre (0- yrs.old) Evaluation is based on your portfolio with reflection and observational tasks. Teaching practice ECEC 4 Two additional weeks of teaching practice including observation and participation to activities in a Flemish daycare centre (0- 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. Met opmerkingen [GVdB1]: Kan jij dit tekstje bekijken en ev. Aanpassen? Graag ook 1 of 2 fotootjes?

4 - If students come for a longer period of time (1 st February March April May 18 th June), they can also add this course. We recommend choosing this course if you are staying until June for a well-balanced programme. 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 Teaching practice In Belgium, there is a split system in ECEC. - Early childhood education and care for children between 0 and years old in daycare centres - Preschool education for children between 2,5 and 6 years old in preschools Teaching practice is possible in - A preschool: you choose between 2 weeks (TP1, ECTS) or 4 weeks (TP 1&2, 6 ECTS) - A daycare centre: you choose between 2 weeks (TP, ECTS) or 4 weeks (TP &4, 6 ECTS) - Both: you combine 2 weeks in a preschool (TP1, ECTS) and 2 weeks in a daycare centre (TP, ECTS) 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 1 and 14 are the Easter holidays. In week 16 until week 20 (1/5/16) the teaching practice is organized. From week 21 until week 24 (17/06/15) lessons are again given. description Creative skills in ECEC ECTS - Identify fully with the roles, relived by oneself, to support credibility to preschool children - Master techniques to direct class activities in a play full and relaxed atmosphere - Develop ways of expression and use them in a functional way - Be clearly present in a constructive way - Be dynamic, enthusiastic and energetic - Create an artistic-creative environment in which there is room for enjoying, and the individual perception of every child - Be playful and intriguing - Connect to the interests of preschool children

5 Educational activities - Intertwine various musical languages in a functional way - Acquire openness and get inspired by viewing and reflecting on a musical presentation and a musical fragments - Stimulate own expertise through independent study: select content (sources); to process this information so it is useful for one s own professional activity - Speak at the level of preschool children - Cooperate constructively in group Creative skills for children: integrate creative vision and skills in a child oriented range of activities: develop and execute a creative happening for preschool children Creative child oriented shows, workshops, practice moments to develop and design a creative happening for preschool children. A valuable toolbox for movement education 4 ECTS - 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. - 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.

6 Educational activities - 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. 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 4 ECTS - 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 - 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

7 Educational activities 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 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 4 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.

8 - 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. Formats - Including Samuel - movie - Labeling - vision building - 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)

9 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 - 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 : 15/5-17/6! 7 ECTS 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.. 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:

10 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 Educational activities Timing 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 ECE 1: internship in a preschool in Flanders ECTS Experience with young children between 2,5 years and 6 years is recommended. In this teaching practice course, the students do an internship in a preschool in Flanders. This means that they do an internship, alone or together with another student in a preschool class, with children between 2,5 and 6 years old. During this internship, the students have to achieve 4 main goals: 1. In this teacher training course the international students acquire hands-on knowledge about Flemish preschools. The international students develop a personal view on education through cooperation and discussion with other professionals. 2. This teacher training course stimulates the international students to reflect upon the core competencies for the early childhood teacher in Flanders and to draw conclusions so that their own view on early childhood education can be broadened;. The assessment of this practical training pays specific attention to the evaluation of attitudes. We differentiate between four clusters of attitudes: develop own views/act consciously/ communicate/be committed. 4. Additional concrete targets, formulated by the student and related to the level of starting skills of the student : - Formulation of concrete goals by the student - Steps to these self-formulated goals In this teaching practice, the students focus on early childhood education in Flanders and the differences with their own country.

11 Educational activities Therefore, they organise several activities for the children and they complete several observation and reflection tasks. This teaching practice is set in a Flemish preschool class with children between 2,5 and 6 years old. Two weeks of teaching practice, individual work on a portfolio with reflection and observation tasks Teaching practice ECE 2: additional internship in a Flemish preschool ECTS Students have to do the teaching practice ECE 1 before starting this course. Experience with young children between 2,5 years and 6 years is recommended. In this teaching practice course, the students do an internship in a preschool in Flanders. This means that they do an internship alone or with another student in a preschool class, with children between 2,5 and 6 years old. During this internship, the students have to achieve 5 main goals: 1. In this teacher training course the international students acquire hands-on knowledge about Flemish preschools. The international students develop a personal view on education through cooperation and discussion with other professionals. 2. This teacher training course stimulates the international students to reflect upon the core competencies for the early childhood teacher in Flanders and to draw conclusions so that their own view on early childhood education can be broadened;. The assessment of this practical training pays specific attention to the evaluation of attitudes. We differentiate between four clusters of attitudes: develop own views/act consciously/ communicate/be committed. 4. Additional concrete targets, formulated by the student and related to the beginning skills of the student : - Formulation of concrete goals by the student - Steps to this self-formulated goals 5. The students acquire knowledge about the main concepts of experiential education in Flanders and observe young children according to the Leuven-scales of well-being and involvement. In this teaching practice, the students focus upon early childhood education in Flanders and the main concepts of experiential education. Therefore, they organise several activities for the

12 Educational activities children and they complete several observation and reflection tasks. Two weeks of teaching practice, individual study of the concepts of well-being and involvement, individual work on a portfolio with reflection and observation tasks Educational activities Teaching practice ECE : internship in a day care centre in Flanders ECTS Experience with young children between 0 years and years is recommended. In this teaching practice course, the students do an internship in a day care centre in Flanders. This means that they do an internship in child care and work with children between 0 and years old. During this internship, the students have to achieve 4 main goals: 1. In this teacher training course the international students acquire hands-on knowledge about Flemish day care centres. The international students develop a personal view on early childhood care through cooperation and discussion with other professionals. 2. This teacher training course stimulates the international students to reflect upon the core competencies for the bachelor of early childhood education in Flanders and to draw conclusions so that their own view on early childhood education can be broadened;. The assessment of this practical training pays specific attention to the evaluation of attitudes. We differentiate between four clusters of attitudes: develop own views/act consciously/ communicate/be committed. 4. Additional concrete targets, formulated by the student and related to the beginning skills of the student : - Formulation of concrete goals by the student - Steps to this self-formulated goals In this teaching practice, the students focus upon child care in Flanders and the differences with their own country. Therefore, they organise several activities for the children and they complete several observation and reflection tasks in a day care centre. Two weeks of teaching practice, individual work on a portfolio with reflection and observation tasks Met opmerkingen [GVdB2]: Ook dit zal moeten aangepast worden Teaching practice ECE 4: additional internship in a day care centre in Flanders

13 ECTS Students have to do the teaching practice ECE before starting this course. Experience with young children between 0 years and years is recommended. In this teaching practice course, the students do an internship in a day care centre in Flanders. This means that they do an internship in child care and work with children between 0 and years old. During this internship, the students have to achieve 5 main goals: Educational activities 1. In this teacher training course the international students acquire hands-on knowledge about Flemish day care centres. The international students develop a personal view on early childhood care through cooperation and discussion with other professionals. 2. This teacher training course stimulates the international students to reflect upon the core competencies for the bachelor of early childhood education in Flanders and to draw conclusions so that their own view on early childhood education can be broadened;. The assessment of this practical training pays specific attention to the evaluation of attitudes. We differentiate between four clusters of attitudes: develop own views/act consciously/ communicate/be committed. 4. Additional concrete targets, formulated by the student and related to the beginning skills of the student : - Formulation of concrete goals by the student - Steps to this self-formulated goals 5. The students acquire knowledge about the main concepts of experiential education in Flanders and observe young children according to the Leuven-scales of well-being and involvement. In this teaching practice, the students focus upon child care in Flanders and the main concepts of experiential education. Therefore, they organise several activities for the children and they complete several observation and reflection tasks in a day care centre. Two weeks of teaching practice, individual study of the concepts of well-being and involvement, individual work on a portfolio with reflection and observation tasks For further questions regarding the programme, please contact [email protected]