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Bridges Courses 2018-2019
Bridges courses Course Creative skills in ECEC
Semester Spring
Credits 3 ECTS
Profile Early childhood education/Preschool education / Primary education/Secondary
education
Practical
information
Lessons are compulsory, organised on Monday afternoons on campus
Brusselsepoortstraat, lecturers Tom Ollieuz and Barbara Vandorpe
Aims 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
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 usefull for one’s own professional activity
Speak at the level of preschool children
Cooperate constructively in group
Content 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
Educational
activities
Creative child oriented shows, workshops, practice moments to develop and design a
creative happening for preschool children.
Assessment The exam will be composed out of a creative show moment of about 10 tot 15 minutes
for the older preschool childen whereby all creative languages are integrate. This will be
without doubt a group activity.
Link to full ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62807&b=5&c=2
Course A valuable toolbox for movement education
Semester Spring
Credits 4 ECTS
Profile Early childhood education/Preschool education / Primary education/Secondary
education
Practical information Lessons are compulsory, organised on Thursday mornings on campus
Brusselsepoortstraat, lecturer Isabel Tallir
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. 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
Content 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.
Educational activities Interactive lectures and tutorials
Assessment Group presentation of the group work + individual paper
Link to full ECTS
information sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62034&b=5&c=2
Course Comparing education
Semester Spring
Credits 4 ECTS
Profile Early childhood education/Preschool education / Primary education / Secondary education
Practical
information
Lessons are compulsory, organised on Friday mornings on campus Brusselsepoortstraat,
lecturer Geertrui Van den Berghe
Aims 1. Present in a comprehensible way one’s own (national) organisation of the educational system
2. Have some knowledge and understanding of the educational system in the Flemish Community
3. Have some knowledge and understanding of international assessments of learning outcomes and comparing educations
4. Find and use reliable and relevant comparative information on educational systems and teacher training programs in an European perspective
5. Work together in a respectful and constructive way with international students
6. Demonstrate a reflective approach on educational issues from an European perspective
7. Inform and learn about educational systems in Europe: structures, strengths and weak points…
8. Inform and learn about different views on educational paradigms, reform pedagogues
9. Participate in discussions on topics in (European) educational policy: 10. Formulate questions about topics in educational policy 11. Formulate arguments to support one’s opinion on a specific topic in
educational policy 12. reflect on norms, values, talents and intercultural competences in the
curriculum development
Content 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
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.
Assessment Individual paper on the educational system of your dreams + presentation of this
paper (in class OR with a video)
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62193&b=5&c=2
Course Education and policy making in an international perspective
Semester Spring: 13/05 – 14/06/19
Credits 6 ECTS
Profile Early childhood education / Preschool education / Primary education
/Secondary education
Practical
informatio
n
Intensive module with lessons throughout four weeks on various moments,
lessons are compulsory, lecturer Sofie De Backer, campuses Sint-
Amandsberg and Brusselsepoortstraat, includes study-visits, an international
week...
Aims 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 ECEC-organisation
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 .
Content 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…
Education
al
activities
Study visits, exchange with students and parents with a different cultural
background, exchange with students and teachers from different countries
in Europe, (international) lectures
Timing Students who want to take this course should stay in Ghent until half June
Assessmen
t
Group paper with policy suggestions for Flanders and an individual reflection
on these suggestions in relation to your own country
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64101&b=
5&c=2
Course Art Class
Semester Spring
Credits 3
Profile Early childhood education/Preschool education / Primary education/Secondary education
Practical
information
Active sessions where we create our own art + museum visit on Thursday
afternoons
Aims 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
Content Photography Modelling Active art games Study visits Usage of IT tools Usage of popular culture
Formats This course will be a very active one: workshops, games, activities in the
city, visiting places, use of digital media and discussing about art.
Assessment Online portfolio
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64285&
b=5&c=2
Course Inclusive education
Semester Spring
Credits 4
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
informatio
n
Lessons are compulsory, organized on Friday afternoons on campus
Brusselsepoortstraat, lecturers Karen Ryckaert and Lore Van Acker
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 cooperate with parents in a constructive spirit.
- To contribute to the creation of a broad view on inclusion in co-operation 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.
- To endorse the principles of action-oriented assessment.
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.
- To cooperate on the development of an inclusive school-atmosphere.
- To understand special educational needs in a continuum model.
General aims: state and clarify your opinion, listen to others, openness for the opinion of others, take responsibility, work together, ask for explanations, discuss with respect for each other’s viewpoints, and contribute to the positive atmosphere in the group.
Content - Including Samuel - movie
- Vision building - structure of inclusive education in different countries
- Curriculum differentiation – evidenced-based strategies and conceptual frameworks: e.g. STICORDI-measurements, co-teaching and Universal Design for Learning
- Mindsets
- Testimonies by (inter)national guest speakers related to special educational needs
Formats Group sessions
Assessmen
t
Oral group presentation on a case study + written group report and
individual paper
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62524&b=
5&c=2
Course Pedagogical dilemmas
Semester Spring
Credits 3 ECTS
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
information
Lessons are compulsory, organized on Wednesday mornings on campus
Brusselsepoortstraat, lecturer Karen Ryckaert
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).
Content - 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
Assessment Oral group presentation of a chapter of the book + written individual report of
your interpretation of the book
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=62669&b=5&c=2
Course Europe in class
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
information
Lessons are organised on Monday evenings, from 17.30 - 19.00.One
compulsory visit in the weekend.
Aims The student describes the history of the European Union (EU).
The student explains the way in which the European legislation establishes.
The student describes the important actors involved in this legislative work.
The student describes the impact of the EU on the daily life of a European
citizen.
The student transfers the specific didactic points of attention into his
teaching practice.
The student analyses his own point of view towards the EU.
The student examines the attitudes of his environment, in Belgium and in
his domestic country, towards the EU.
The student examines the following concepts: European identity and
European citizenship.
The student elaborates on his own perspectives of European identity.
Content Europe (in class) has two aims. First of all, we discover the EU and its journey
through history. We also explore the political and economical impact of the EU on
the daily life of European citizens. Therefore, we use the presence of the multiple
European nationalities to investigate the concept of European citizenship.
A second aim is to learn how we can integrate Europe into our classroom. By
lectures, practicals, a visit to the European Parliament, simulation games and
many other activities, we get a profound knowledge of how to work on the EU in
your class.
Formats Lectures
Guest lectures
Seminars
Study visits
Simulation
Assessment Oral presentation and written report
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=60381&b=5&c=2
Course Dutch Language (Dutch as a Foreign Language)
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
informatio
n
Lessons are compulsory, organized on Wednesday afternoons on campus
Kattenberg.
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)
Content Beginner’s level: getting by in Dutch in real-life situations: introducing
yourself; shopping; school; the time; public transport …
Formats Group sessions focused on active language learning
Assessmen
t
Oral presentations + written exam
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=60366&b=
5&c=1
Course Gevorderd Nederlands voor inkomende studenten
Semester Spring
Credits 6
Profile Student teachers who are trained to teach Dutch as a foreign language
(minimum level: B1-level)
Practical
informatio
n
Lessons are compulsory, organized on Wednesday afternoons on campus
Kattenberg.
Aims Refining oral and written language skills, starting from a B1, B2 or C1-level of
Dutch
Content Small group sessions in which oral and written language skills are refined.
Formats Group sessions focused on active language learning
Assessmen
t
Oral presentations + written exam
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=60371&b=
5&c=1
Course Culture in Context
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
informatio
n
Lessons are compulsory, organized on Wednesday afternoons on campus
Kattenberg.
Aims - Getting to know the ‘culture’ of the participants
- Exploring Flemish and other cultures
- Reflecting on one’s own and each other’s cultures
- Reflecting on Flemish and other cultures
Content Possible themes are:
- What is ‘culture’?
- Art, film, music
- History
- Daily life …
Formats Wholeclass; group work; pair work
Assessmen
t
Presentation + paper
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=60365&b=
5&c=1
Course Cross-cultural communication
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary
education / Secondary education
Practical
information
Lessons are compulsory, organized on Wednesday afternoons on
campus Kattenberg.
Lecturer Lut De Jaegher has a master degree in applied economics and is currently working as lecturer in the education department for secondary education and as researcher for international projects at Arteveldehogeschool, Ghent. Her subjects are “Digital and social media literacy” in the department of computer science and “Intercultural communication and coaching” in the postgraduate programme “intercultural working and coaching”. She’s presentor at international congresses as ATEE (Europe) and NAPDS (United States) and involved in consultancy, trainings and guest lectures for the Life Long Learning department “Partners in Leren”. She coordinates internships in Nepal, where she yearly organizes teacher training conferences.
Content If you want to become an intercultural sensitive and aware
communicator as a teacher and as a human being, this course will
teach you the communication models and strategies you need and
also challenge you to exercise the theories with your peers. The
course consists of two successive parts and starts with learning,
experiencing and framing differences between cultures and people
from a static and system-theoretical approach. In the second part
of the course, using these frameworks, you get to know and use
strategies for cultural-sensitive communication. During exercises,
your intercultural competences are tightened and you use culture-
sensitive communication in challenging contexts. Step by step you
learn how to deal with differences in communication and opinions,
especially useful while teaching in multi diverse classes.
Formats The course will be a combination of lectures, cooperative sessions,
group and individual assignments, presentations and panel
discussions on various intercultural communication issues.
Assessment A digital portfolio using several communication formats.
An oral presentation of the conclusions of the peer and individual
assignments reported in your digital portfolio.
Link to full ECTS
information sheet To be added later on
Course Youth Culture
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
information
Lessons are compulsory, organized on Monday mornings on campus
Kattenberg.
Lecturer Pedro De Bruyckere (PhD, 1974) is an educational scientist at Arteveldehogeschool, Ghent since 2001 and since 2018 postdoctoral researcher at Leiden University, The Netherlands. He co-wrote several books in Dutch in which he debunks popular myths on GenY and GenZ, education and pop culture. Pedro is an often asked public speaker, one of his strongest points is that he is funny in explaining serious stuff." In 2015 the book 'Urban Myths about Learning and Education" was published worldwide by Academic Press, a book that was listed in The Guardian as one of the 10 books every educator should read. This book was followed in 2018 by his second international published book: The Ingredients for Great Teaching.
Content In education it is key to understand the world children and
youngsters live in. In this course we take a closer look at youth and
youth culture based on the basis idea that everything is a remix.
Topics being discussed:
- history of youth culture
- different view on youth culture
- the importance of old and new media
- media literacy in education
- Urban youth
Formats The course consists of 5 four hour lessons that always will be divided in
two distinct blocks. The first 2 hours of every lesson will be an interactive
lecture on one or more of the course topics, the second block of 2 hours is
supported seminar work in which groups will work on long reads or
equivalents.
Assessment There will be an oral exam based on:
- 2 books you read from the reading list
- the classes
- the long reads that were produced during the seminars
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=99571&
b=5&c=1
Course Empowering didactics
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education /
Secondary education
Practical
information
Lessons are compulsory, organized on Wednesday mornings on campus
Kattenberg.
Aims Will be added later on
Content In this course you will learn to create an empowering and evidence based
learning environment for your pupils. You will understand how to use
stimulating didactics and how to create a safe and supporting learning
environment.
You will gain the fundamental skills on how you can support you pupils in
becoming responsible citizens. Main themes are pupil centered learning,
entrepreneurship in education and enhance the development of
metacognitive strategies.
Furthermore, you'll learn to differentiate taking social, cultural and
linguistic pupil diversity into account. We focus on several didactic tools
such as formative evaluation, diverse learning activities and the
importance of feedback.
You will participate and engage in the societal debate about education,
also in an international perspective.
Formats Will be added later on
Assessment Will be added later on
Link to full
ECTS
Will be added later on
Teaching practice/internship
information
sheet
Course Teaching practice ECE 1: internship in a preschool in Flanders
Semester Spring
Credits 3 ECTS
Profile Preschool education
Practical information Every Tuesday in the period 11/02/19-05/04/19 in a preschool in
Flanders, attendance is compulsory, guidance Geertrui Van den Berghe
Experience with young children between 2,5 years and 6 years is
recommended.
Aims 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;
3. 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
Content In this teaching practice, the students focus on early childhood education
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.
This teaching practice is set in a Flemish preschool class with children
between 2,5 and 6 years old.
Educational
activities
Teaching practice, individual work on a portfolio with reflection and
observation tasks
Assessment The student makes a portfolio with reflection tasks. The feedback of the
mentor is included in the portfolio.
Link to full ECTS
information sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64259&b=5&c=2
Course Teaching practice ECE 2: additional internship in a Flemish
preschool
Semester Spring
Credits 6 ECTS
Experience with young children between 2,5 years and 6 years is
recommended.
Profile Preschool education
Practical
information
Every Tuesday in the period 11/02/19-05/04/19, Every
Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance
is compulsory, guidance Geertrui Van den Berghe
Aims 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;
3. 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.
Content 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
children and they complete several observation and reflection
tasks.
Educational
activities
Four weeks of teaching practice, individual study of the concepts of
well-being and involvement, individual work on a portfolio with
reflection and observation tasks
Assessment The student makes a portfolio with reflection tasks. The feedback of the
mentor is included in the portfolio.
Link to full ECTS
information sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64260&b=5&c=2
Course Teaching practice ECE 3: internship in a day care centre in Flanders
Semester Spring
Credits 3 ECTS
Experience with young children between 0 years and 3 years is
recommended.
Profile Early childhood education
Practical
information
Every Tuesday in the period 11/02/19-05/04/19 , attendance is compulsory,
guidance Sofie De Backer
Aims 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 3 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;
3. 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
Content 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.
Educational
activities
Two weeks of teaching practice, individual work on a portfolio with
reflection and observation tasks
Assessment Individual paper with reflection on the teaching practice
Link to full
ECTS
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64388&b=5&c=2
information
sheet
Course Teaching practice ECE 4: additional internship in a day care centre in
Flanders
Semester Spring
Credits 6 ECTS
Experience with young children between 0 years and 3 years is
recommended.
Profile Early childhood education
Practical
information
Every Tuesday in the period 11/02/19-05/04/19, Every Tuesday/Thursday/Friday
in the period 23/04/19 – 10/05/19, attendance is compulsory, guidance Sofie De
Backer
Aims 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 3 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 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;
3. 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.
Content 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.
Educational
activities
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
Assessment Individual paper with reflection on the teaching practice
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64389&b=5&c=2
Course Teaching Practice Primary Education 1
Semester Spring
Credits 3
Profile Primary education
Practical
informatio
n
Every Tuesday in the period 11/02/19-05/04/19, attendance is compulsory
Aims Practice in a class of elementary education.
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).
Content 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.
Formats Observation tasks,, practical work, fieldwork, lesson plans/preparation,
reflections, (guided by tutor-students and mentors)
Restriction Students enrolling in Teaching Practice are not able to unsubscribe
afterwards due to organizational reasons.
Assessmen
t
The student makes a portfolio with reflection tasks. The feedback of the
mentor is included in the portfolio. Some lessons will be observed by the
teaching practice coach.
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64270&b=
5&c=2
Course Teaching Practice Primary Education 2
Semester Spring
Credits 6
Profile Primary education
Practical
information
Every Tuesday in the period 11/02/19-05/04/19, Every Tuesday/Thursday/Friday
in the period 23/04/19 – 10/05/19, attendance is compulsory
Aims Practice in a class of elementary education.
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).
Content 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.
Formats Observation tasks,, practical work, fieldwork, lesson plans/preparation,
reflections, (guided by tutor-students and mentors)
Restriction Students enrolling in Teaching Practice are not able to unsubscribe
afterwards due to organizational reasons.
Assessment The student makes a portfolio with reflection tasks. The feedback of the
mentor is included in the portfolio. Some lessons will be observed by the
teaching practice coach.
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=64271&
b=5&c=2
Course Teaching Practice Secondary Education 1
Semester Spring
Credits 3
Profile Secondary education
Practical
informatio
n
Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is
compulsory
Aims - Getting to know the Flemish secondary-school system (age group 12-16).
- Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.
Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.
- Presenting one’s own culture to secondary-school pupils in an interactive way.
Education
al
activities
Four weeks of teaching practice, individual work on a portfolio with reflection and
observation tasks
Assessmen
t
The student makes a portfolio with reflection tasks. The feedback of the mentor is
included in the portfolio.
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=60367&b=
5&c=1
Course Teaching Practice Secondary Education 2 or Community Service Learning
Semester Spring
Credits 3
Profile Early childhood education / Preschool education / Primary education/
Secondary education
Practical
informatio
n
Every Tuesday/Thursday/Friday in the period 23/04/19 – 10/05/19, attendance is
compulsory
Aims - Getting to know the Flemish secondary-school system (age group 12-16). Reflecting on the similarities and differences between one’s own and the Flemish educational system, the pedagogical and methodological approach together with supervisors, mentors, fellow trainees and pupils.
OR
- Getting to know the Flemish social structure and the organizations who are part of that field. The students train their communicative, social and intercultural skills.
Content - Observing lessons and involvement in meetings and other activities with mentors, fellow trainees and pupils at a secondary school.
- Presenting one’s own culture to secondary-school pupils in an interactive
way.
OR
- Students are placed in a social organization where they perform community service.
- They will observe, interact with and support the responsible care givers in these organizations.
Education
al
activities
Four weeks of teaching practice, individual work on a portfolio with reflection and
observation tasks
Assessmen
t
The student makes a portfolio with reflection tasks. The feedback of the mentor is
included in the portfolio.
Link to full
ECTS
information
sheet
https://bamaflexweb.arteveldehs.be/BMFUIDetailxOLOD.aspx?a=99003&b=
5&c=1