Sec­ondary Education

• Identity and identity development
• Child images (child in danger, child as danger, commercialised child, the child of our dreams, child as adult, child as a vehicle of rights…)
• Historical evolution of the leisure sector for children
• Pedagogicalization of childhood
• Medaclization of childhood
• Commercialization of childhood
• Sociology of childhood
• Contemporary tendency in childhood
• Basic concepts of pedagogy
• Research: Being in times of becoming

Language of instruction: English.

• Characteristics of the urban city (ex. demografic aspects) with Brussels as case study
• The historical, economic, social and cultural development of Brussels
• The concept of Pedagogical Challenges
• Different cases out of the media, analysed through the perspective of Brussels (as urban context)

Language of instruction: English.

• Translanguaging: home languages as a didactical resource: theory and classroom practices
•  Multilingual language awareness: monolingual versus multilingual teacher beliefs and implications
• Language acquisition (mother tongue, second language) and language stimulation
•  Language awareness: theory and practices (early childhood, primary school)
• Language passport, talking about language and emotions

Language of instruction: English.

In Urban coaching and education, we focus on following themes for the educational professional:

Diversattude

• The diversattude: the powerful way to work with diversity. 
•  The challenges and needs of pedagogical contexts to support professionals to enhance her/his diversattude.
•  Art-based and narrative methodes
•  Sense of being and belonging in pedagogical contexts

Multilingualism

•  Multilingualism as a resource in primary education

Dialogue in controversial themes

• framework and dialogue and communicational theories
• nature and incidence of controversial themes

Language of instruction: English.

Let’s simulate : You become part of a team of ‘school designers’ for schools in Brussel’.

In this module, you study international schoolsystems and get first-hand information of educational experts all over the world.
You explore the 6 dimensions of equity in education, to give all learners equal chances.
Apart from practical information about ‘how to start a school’, you will get examples of innovative schoolarchitecture and tips & tricks to design your own schoolbuilding and playgrounds.

In short : In small teams of international and Belgian students, you will do research, invest, be critical, select and compare information in order to design and present your ideal urban school for the capital. 

Language of instruction: English.

The English teacher likes to meet and greet Flemish students but would also like to have some less superficial contacts with them.

In this course you will be joining Teacher Training students when they try to enhance their English speaking, listening, writing and reading skills as well as acquire some insight into concepts that make (some) lessons (not) ‘work’.
This is a learner-based course, which means that you will ‘dig into’ the topics mentioned using ‘question-guided’ modules.
You will discuss the questions together with at least one Flemish student and try to formulate answers you both agree on.

You will do so by sharing your opinion with and peer evaluating your colleagues while discussing the following topics/concepts: (Classroom) interaction and communication models, Giving feedback, classroom discipline/convincing people to do what you want them to do, captivating older and younger Learners (older and younger audiences), how does motivation work. And where is the meet and greet then, I hear you say/think. Well, this is a learner-based course, which means that you will ‘dig into’ the topics mentioned using ‘question-guided’ modules. You will discuss the questions together with at least one Flemish student and try to formulate answers you both agree on. You can of course only do so by getting together and go beyond meeting and greeting ...

You will be asked to provide some kind of proof that you actually did so. In Corona times, this was not a problem, you could record the teams or zoom meetings you had 😉 And then there still is the icing on the cake, at least for some of you: out-of-school activities in an English speaking town/city/region (one week). You will experience what life is like in an English speaking environment when you join us while we explore an English speaking spot in the world beyond the touristic hotspots.

Language of instruction: English.

We will explore three topics in this course:

• multimedia
• STEM
• digital learning.

Every topic is integrated into every lesson or session. If you want to plunge a bit deeper into the world of image, sound and video storage, you will definitely like the Multimedia topics we cover. We have a look at a wide variety of software to edit and transcode multimedia files. One can, of course, not go into that without thinking about plagiarism and other issues, so we do some research on property rights and on how to cope with these rights in education as well.
And then there is the cherry on the cake: integrating all of these skills to create your own multimedia for educational purpose.

Apart from this we will also explore the world of video conferencing and other means to teach online, not using conventional face to face methods. And, while doing so, we quickly end up talking about Digital Learning and how students learn online. We discuss and analyse some examples and find out why some best practices are (not?) so good. The future teacher project outcomes are used to research this topic. As we can’t do without 21st century skills in this matter, we have a go at some of these as well.
We will focus on those that are explicitly mentioned in the learning outcomes for secondary education in Flanders. This means we look into blended learning and related topics in modern ICT-rich education.

So, you’re curious now and want to know what an actual lesson may be like? First of all we have a fairly close look at a STEM-topic.
This is mainly an introduction to the practical use and background of a number of typical STEM-related teaching materials like Lego Mindstorms, AppInventor, Scratch, MicroBit, Arduino, Raspberry Pi etc. You will get the chance to create your own IT-supported STEM-project as part of the evaluation.

Evaluation:
You create your own STEM project (50%) using one or more of the teaching materials supplied. In addition, you can supply your own materials. In this project you try to link the other parts of the course by developing a multimedia rich digital learning environment to support your STEM project. In a session for all the students enlisted in the course you present you work and answer all (or a number of) questions your colleagues might have. Your critical participation and input during this session is taken into account as well.

Language of instruction: English.

During the internship, the student takes the role of pedagogical coach (specific and adapted to the internship context).

The learning outcomes to be achieved are translated into personal internship objectives. Specific internship objectives must be achieved at the end the internship period. The internship goals are described in the internship manual.

The goals are assessed by observation, reflections and assessment interviews. Students writes a reflection report and portfolio during the internship period

Language of instruction: English.