Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
25.0 h
Q1 and Q2
Teacher(s)
De Cock Barbara (coordinator); Dufays Jean-Louis (coordinator); Lucchini Silvia (coordinator);
Language
French
Prerequisites
To take the course on teaching the respective language (i.e. LROM2940, 2945, or 2946) in parallel.
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
The 25 hours of practice are divided into two parts :
a. observation and analysis of teaching (5 hours) : this encourages the students to think about taking their own classes by observing their future pupils and supervisors in class.
b. teaching : this enables the future teachers to try out the different points from the course under the guidance of supervisors authorised by UCL.
These two-part practice periods reflect the two different locations and two different supervisors:
- two person practice (10 hours) : done by two people taking it in turns to speak (either within the hour, or changing every hour, each taking at least 4 hours of class on their own). There is special emphasis here on the communicational and relational aspects of teaching.
- solo teaching (10 hours) : this can either take the form of a 'teaching sequence' in a single class or can be divided between different classes.
a. observation and analysis of teaching (5 hours) : this encourages the students to think about taking their own classes by observing their future pupils and supervisors in class.
b. teaching : this enables the future teachers to try out the different points from the course under the guidance of supervisors authorised by UCL.
These two-part practice periods reflect the two different locations and two different supervisors:
- two person practice (10 hours) : done by two people taking it in turns to speak (either within the hour, or changing every hour, each taking at least 4 hours of class on their own). There is special emphasis here on the communicational and relational aspects of teaching.
- solo teaching (10 hours) : this can either take the form of a 'teaching sequence' in a single class or can be divided between different classes.
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
By the end of these periods of practice, students will have demonstrated their ability to : - design, plan and give classes in French, Spanish or Italian in higher secondary education, - consider their teaching methods and adjust them, - adapt to different professional situations within a variety of educational environments by interacting with their supervisors. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
At the beginning of the year, students must give their supervisor their list of preferences from the list of possible institutions and supervisors for each phase of practice. They must be sure to request at least two different kinds of educational institutions (general, transition, qualification, vocational). Once the allocation has been made, students must agree with each of their supervisors the arrangements for the observation sessions and the active lesson sessions. They should also agree the topics and the timings with their supervisors. Before starting a period of practice, they must submit their preparatory project to the supervisor who will discuss with them any changes to be made.
Teaching methods
Type d'enseignement : the practice periods for each individual students should be spread as far as possible between general, transition, qualification and vocational teaching. Alternation of the practice periods and teaching : the practice periods are closely connected to the lectures and organised to alternate with them.
Evaluation methods
Each practice period is assessed continuously in the light of the remarks and daily advice of the supervisor; when it has finished, it is formally assessed. The supervisor comments his/her evaluation to the student during a feedback session.
All of these practice periods count towards the final formal assessment which takes the form of a public lesson taught in the presence of an examining board made up of university teaching staff from the relevant programmes.
The students are asked to carefully read the documents concerning the evaluation of the traineeship of the language concerned, as well as concerning a possible reduction of the number of traineeship hours for students who have prior teaching experience.
All of these practice periods count towards the final formal assessment which takes the form of a public lesson taught in the presence of an examining board made up of university teaching staff from the relevant programmes.
The students are asked to carefully read the documents concerning the evaluation of the traineeship of the language concerned, as well as concerning a possible reduction of the number of traineeship hours for students who have prior teaching experience.
Other information
Support : a folder containing observation and assessment tables, all necessary information and helpful documents is available for students. Under the terms of Article 76 paragraph 3 of the Decree of 31 March 2004 defining higher education, promoting its integration into the European space for higher education and refinancing the universities, public lessons will no longer be organized in the September examination period. Should they fail, students will have to retake the whole year.
Bibliography
Une liste bibliographique sera communiquée par les responsables des différentes didactiques spécifiques (français, espagnol, italien). A titre indicatif, on peut se référer à :
COLLÈS, Luc, DUFAYS, Jean-Louis et MAEDER Costantino (dir.), Enseigner le français, l'espagnol et l'italien. Les langues romanes à l'heure des compétences, Bruxelles, De Boeck, 2003 (Savoirs en pratique).
COLLÈS, Luc, DUFAYS, Jean-Louis et MAEDER Costantino (dir.), Enseigner le français, l'espagnol et l'italien. Les langues romanes à l'heure des compétences, Bruxelles, De Boeck, 2003 (Savoirs en pratique).
Faculty or entity
ROM
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Aims
Master [120] in Translation
Teacher Training Certificate (upper secondary education) - Modern Languages and Literatures : General
Master [120] in Ancient and Modern Languages and Literatures
Teacher Training Certificate (upper secondary education) - Ancient and Modern Languages and Literatures
Master [120] in Modern Languages and Literatures : General