Objectives of Programme's Learning Outcomes

• Academic, social and cultural skills. These are reflected in the following competencies:
• behave in an appropriate social and cultural manner in schools and society, including in the context of transformation, integrating diversity and developing citizenship practices for greater social cohesion;
• understand the ethical issues and respect the ethical and regulatory frameworks of the profession in a democratic and responsible manner;
• analyse the organisational and institutional environment of the education system and act within it, by interacting with colleagues, parents, management and other parties in order to: - be part of the school's management process and participate in the process of improvement of the French Community's education system; - make school a place where pupils learn, develop and train in a positive climate, and not a place of selection;
• manage their administrative affairs and keep track of their personal administrative file;
• Learning organisation skills applicable within a collective dynamic. These are reflected in the following competencies:
• get involved in collaborations with teaching teams in order to increase professionalism and expertise by using collective intelligence, particularly during consultations;
• identify individual training needs and participate in identifying the training needs of the teaching team;
• share the knowledge gained from ongoing training, or the skills developed as a result of such training or experience, with the teaching team;
• Skills for organising and supporting learning in an evolving dynamic. These are reflected in the following competencies:
• understand the subject content, its epistemological foundations, its scientific and technological development, its didactics and teaching methodology;
• understand the learning process and research the various models and theories of teaching;
• understand written and spoken French in order to teach and communicate adequately in the various contexts and disciplines related to the profession;
• take account of and develop the language dimensions of learning and teaching, paying attention to both the language of schooling and the language of learning, and recognising the socially and culturally unequal nature of familiarisation with it;
• be an educator within the classroom and the school as a whole, in particular through: (1) The design and implementation of a teaching and learning approach, including a variety of practices designed to strengthen the motivation and self-confidence of the pupils and to develop their creativity, initiative and cooperation; (2) The design, choice and use of teaching aids, textbooks, school software and other educational tools; (3) The construction and use of observation and assessment aids, the latter with a specifically designed to be comprehensive and formative, encouraging students to take responsibility and participate in their learning; (4) The design and implementation of differentiated teaching practices and individualised support for pupils, taking into account their prior learning, their learner profile and, where appropriate, their specific needs involving the implementation of reasonable arrangements in particular through co-teaching or co-intervention; (5) Cross-curricular learning activities;
• understand how to integrate digital technologies into your teaching practices;
• take into account media literacy, and topics covering relationships, emotions, sex and gender throughout the curriculum;
• create a supportive environment to facilitate communication with pupils, their families and friends, and with colleagues;
• manage groups in educational and teaching situations in a way that is stimulating, structuring and reassuring;
• Reflective practitioner skills. These are reflected in the following competencies:
• critically read the results of scientific research in education and didactics and draw inspiration from them for their teaching activities, all the while drawing on various disciplines in human sciences to analyse and act in professional situations;
• carry out, individually and with peers, a critical and rigorous observation and analysis of their own practices and the impact these have on pupils, in order to improve their teaching and develop the strategies and conditions for implementation to ensure effectiveness and equity;
• gradually develop their professional identity, in particular by using personal professional development tools such as a portfolio.

Learning Outcomes of UE

At the end of the course, students will be able to apply Dutch language teaching concepts and tools in their teaching placements. They will be able to observe and critically analyze classroom practices, design and implement teaching sequences tailored to the real needs of learners, and experiment with different assessment methods and materials in line with the CEFR and the curriculum. The internships will also provide students with an opportunity to develop a reflective and professional attitude, justify their teaching choices, and progress in building their identity as teachers. The internship is the only learning activity in this teaching unit. 

UE Content: description and pedagogical relevance

The internship includes observing Dutch classes, analyzing teaching practices, designing and implementing teaching sequences for the Dutch language, and participating in the school's educational activities, both inside and outside the classroom. It also includes formative and summative assessment of learners, classroom management, and communication with students, internship supervisors, and peers. The internship is the only learning activity in this teaching unit. 
 

Prior Experience

Not applicable