Aims

- Students possess the necessary amount of knowledge, understanding and terminology in order to participate actively to the social debate about pedagogical-educational themes and in order to dialogue about their profession and their place as a teacher, and that of the school/education in society.  This means that students can, in a nuanced and substantiated way, develop an own point of view with regards to actual issues in the following realms: social-political (e.g. opinions about education policy; the relation freedom-control), social-economical (e.g. equality of educational opportunity; different opinions and initiatives in this respect), philosophical (e.g. pedagogical freedom) and cultural-scientific (e.g. the role of expertise). (See also: the teacher as member of the educational community, as cultural participant)

- Students possess the necessary amount of knowledge, understanding and terminology in order to explicate the pedagogical mission of the (subject) teacher; they can give meaning to this mission in relation to their tasks concerning course contents and to the mission of the school (in relation to the family on the one hand, and the society on the other). Furthermore they can, in a nuanced and substantiated way, develop an own point of view with regards to their pedagogical task as (subject) teacher and the meaning of this all for the pupil. Central in this respect is the way in which the relation (of mastership, love, inspiration, …) towards one’s own subject is of importance in the establishment of an (inspiring) pedagogical relation with pupils. (See also: the teacher as educator, as expert with respect to contents)

- Students possess the necessary amount of knowledge, understanding and terminology in order to make their pedagogical mission and approach as (subject) teacher and their point of view and vision in relation to educational themes (e.g. equality of educational opportunity) debatable in a team, and are able to communicate about these issues in a nuanced and argumentative way with externs. (See also: the teacher as partner of a school team, as partner of externs) 

- Students are willing and able to approach their pedagogical mission and the general role of the school/education critically and are willing and able to evaluate this mission and role with regards to current developments in society and in the sciences, and based on this able and willing to take a nuanced and argumentative point of view and to formulate a vision. (See also: the teacher as innovator and as researcher)

Previous knowledge

There are no specific initial terms. Yet, it is expected from students to have a permanent interest in educational occurrences on macro, meso and micro level.

Content

This course is built around actual developments, challenges and problems on the interface of education and society on the one hand, and school/teaching and society on the other hand. Examples of such issues are equality (of educational opportunities) in education (does the school reproduce societal inequality?) and the pedagogical task of the teacher (can and should a teacher take up an educational/edifying task?). Public debates are conducted about these and other matters. In that sense, one could talk about ‘public issues’. One could expect of (future) teachers that they take an own point of view in these public debates, based on knowledge and insights, and in a ‘nuanced and argumentative way’. This means that students obtain the appropriate knowledge, understanding and terminology regarding (a selection of) issues on the one hand, and develop the skills to take, formulate and substantiate a nuanced point of view on the other. Both objectives are evaluated during the exam (written, closed book). 

During the lectures, a selection of actual issues is introduced (how is the debate conducted nowadays?), in order to subsequently study them profoundly in view of a selection of texts. Taking into account recent developments in education, the selection of texts can be adapted annually. 

Moreover, during the lectures, moments of interaction are provided. For some issues, and by means of support, additional visual footage or literature is used (e.g. film, documentary, novel).

During the lectures, there is always opportunity to ask questions.

The general structure of this course is as follows:

Part I: Interface education – society

1.1 Setting: historical background and actuality
* Concise history of the Belgian/Flemish education system/politics
* The relation freedom-control in the Belgian/Flemish education politics
1.2 Issue: actual policy context
* The altered context of education policy (challenges with respect to decentralization, neoliberalism, quality care, accountability, …)
* The position/role of the school in the altered policy context
* Actual challenges for the school in the altered policy context
1.3 Issue: (In)equality in education
* Setting of the problem of (in)equality (of educational opportunities) in Flemish education
* General views about and explanations of inequality (of educational opportunities)
* Actual challenges and reforms with regards to equality of educational opportunities

Part 2: Interface school/teacher – society

2.1  Setting: historical background and actuality
* Concise history and actual situation of the pedagogical role of the teacher/school 
* Views about the pedagogical role of the teacher/school
2.2  Issue: the pedagogical mission of the school
* Challenges with respect to the pedagogical and public meaning of the school (in relation to family and society)
* Meaning of (school) study, exercising, subject matter
2.3 Issue: The pedagogical mission of the teacher
* Challenges with respect to the pedagogical and public role of the teacher (in relation to authority, values, person, societal developments)
* Meaning of mastership/expertise, vulnerability, love for one’s subject, passion, …

Articles and literature (ACCO puts the reader at disposal; the date is communicated via Toledo)
Toledo (handouts and eventual additional texts/documents).
 

Course material

Articles and literature
Toledo / e-platform

Is also included in other courses

• Specific Teacher Training in Mathematics (Specific Teacher Training Programme in Mathematics) 60 ects.
• Specific Teacher Training in Natural Sciences (Specific Teacher Training Programme in Natural Sciences) 60 ects.
• Master of Geography (Educational Option) 120 ects.
• Master of Mathematics (being phased out as from 2012-2013) (Educational Option) 120 ects.
• Master of Physics (Educational Option) 120 ects.
• Master of Chemistry (Educational Option) 120 ects.
• Master of Biochemistry and Biotechnology (Educational Option) 120 ects.
• Master of Biology (Educational Option) 120 ects.
• Master of Geology (Educational Option) 120 ects.
• Master of Astronomy and Astrophysics (Educational Option) 120 ects.
• Master of Informatics (only 2nd stage) (Educational Profile) 120 ects.
• Master of Mathematics (new programme 2012-2013) (Educational Option) 120 ects.