Objectives of Programme's Learning Outcomes

• Master the disciplinary didactics that guide the educational activity
• Adequately interpret situations experienced in the classroom and outside the classroom by mobilising knowledge in human sciences
• Adapt to different school groups by mobilising knowledge in human sciences
• Interact with the institution, colleagues and parents for effective partnerships
• Master legal documents so as to practise the profession properly
• Develop relational skills related to the requirements of the profession
• Measure the ethical issues regarding everyday practice
• Work as a team within the school
• Maintain a critical and autonomous relationship with scientific knowledge
• Reflect on practice

Learning Outcomes of UE

At the end of the course, students will be able to:
for the AA “approach to adolescents in an educational context”
- define the term "adolescence"; - present the models for understanding adolescence from a psycho-developmental perspective; - describe the physiological changes in adolescence; - present the major characteristics of psychological development in adolescents; - present the risk factors in adolescents (individual, family, psychosocial); - describe the difficulties encountered by adolescents in a school context and deviant behaviour in adolescence ; - describe the relationships between adolescents and others: peer influence, social norms, the teacher/teenager relationship, the place of parents in youth education, the role social networks for the construction of identity; - to provide elements of reflection on the place to be given to adolescents' life projects at school;
for the AA "school life, group and behavior management"
- define "school life"; - define what is meant by the concept of "group/class management" and "group/class dynamics" in a school context; - develop theoretical and practical considerations on school life situations; - identify, prevent and manage "a lack of discipline"; - manage the emotions of students through the use of impact techniques; - distinguish homogeneous / heterogeneous groups and understand their impact on the class group; - distinguish collaborative learning from cooperative learning and understand the influences on classroom management, - identify issues related to group management and group dynamics; - target psychosocial phenomena through observation, understanding and studying group and individual behaviour; - to understand the issues and impacts uniting school life and crisis situations (health crisis, terrorist attacks, etc.) and how to act in order to preserve well-being in education;- react in an appropriate manner with the group; - reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts; - analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group.

UE Content: description and pedagogical relevance

adolescence; adolescent/teenager; adult ; cognitive psychology ; developmental psychology; psycho-social relations; learning / teaching ; physiological changes ; school context; learning disabilities; school life; well-being in education; internal organisation of groups; individual and group behaviour; group dynamics; role of a leader; role; modes of communication; group management; group work; interpersonal relationships; group relationships; homogeneity ; heterogeneity ; collaborative ; cooperative ; interactions; class groups ; behavior management.

Prior Experience

Not applicable