Foundations of Education
   
Reference HJSLOP00000001
Taught in Elective Course List Second and Third Year Bachelor of Criminological SciencesElective Course List Second and Third Year Bachelor of Criminological SciencesElective Course List for Master of CriminologyMajors List Master of Biomedical SciencesElective Course List Master of Physical Education and Movement SciencesSecond Master of Rehabilitation Sciences and Physiotherapy (UGent - AHS) - Main Subject: Teacher Education and Training
Theory (A) 30.0
Exercises (B) 0.0
Training and projects (C) 0.0
Studytime (D) 120.0
Studypoints (E) 4
Level  
Credit contract? Unrestricted Access: student takes into consideration the conditions mentioned in Starting Competences
Examination contract? This course can not be taken through this kind of contract
Credit contract mandatory if Exam contract? Separate credit contract mandatory
Retake possible in case of permanent evaluation? Yes
Teaching Language Dutch
Lecturer Pieter Dhondt
Department PP03
Co-lecturers  
Key Words

educational theory in modernity and postmodernity, history of education, paradoxes of educationalization

Position of the Course

In combination with other courses in the SLO, this course provides supporting knowledge in order to control the following basis professional teacher competencies:

  • Creating a positive classroom and school climate
  • Fostering the emancipation of learnes
  • Developing learner attitudes to prepare them for individual development and participation in society.
  • Dealing with actual developments in society within a pedagogical context
  • Coping in an adequate way with learners with social-emotional and/or problematic behaviour
  • Applying and implementing innovative elements
  • Questioning and redirecting one’s own personal profesisonal approach
  • Communicating with parents and care takers – in collaboration with the school team – about classroom and school issues, considering the diversity in parents
  • Having conversations with parents/care takers about school and education
  • Discussing the pedagogical and didactical role and approach of a team
  • Particpation in the societal debate about educational themes
  • Communicate concerning the profession of the teacher and the place of it in the society
  • Identifying and approaching in a critical way societal themes and developments about: the social-political domain, the social-economical domain, the philosophical-ideological, domain, the cultural-esthetical domain, the cultural-scientific domain

This course contributes to the following competence areas concerning Psychology:

  • To reason and to argue about psychological theory, practice and policy based on solid arguments.
  • To deal with a multitude of theoretical models or research approaches relevant to psychology, based on specialized and integrated learning outcomes, in an unknown and uncertain situation without clearly described conditions and with an explicit final responsibility.

The given competence areas are to be realised based on specialised and integrated learning outcomes in unknown situations without concrete conditions and with explicit final responability. The competence areas are situated in the context as described in 'content'.

Contents

In this course following topics are considered:

  • Values education
  • moral panics
  • phenomenology, empiricism and critical theory in educational theory
  • postmodern educational theories
  • educationalization related to psychologism, medicalization and commodification
  • study of an actual educational phenomenon

Starting Competences

Final Competences

  • Participation in the societal debate about educational themes
    Identifying and approaching in a critical way societal themes and developments about:
    the social-political domain
    the social-economical domain
    the philosophical-ideological domain the cultural-esthetical domain
    the cultural-scientific domain
  • Dealing with actual developments in society within a pedagogical context

Teaching and Learning Material

  • Depaepe, M., Simon, F., Van Gorp, A. (red.) (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie, Leuven: Acco.
  • reader

References

  • Depaepe, M., Simon, F., Van Gorp, A. (red.) (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie. Leuven: Acco.
  • Meijer, W. (2000). Stromingen in de pedagogiek. HB Uitgevers.
  • Miedema, S. (1997). Pedagogiek in Meervoud. Wegen in het denken over opvoeding en onderwijs. Houten/Diegem: Bohn Stafleu Van Loghum.
  • Oelkers, J. (2005). Reformpädagogik. Eine kritische Dogmengeschicht. Weinheim und München: Juventa Verlag.
  • Popkewitz, T.S, Brennan, M. (1998). Foucault's challenge. Discourse, knowledge, and power in education. New York: Teachers college press.
  • Cunningham, H. (2006). The Invention of Childhood. London: BBC Books. Kennedy, D. (2002). ‘The Child and postmodern subjectivity’, Educational Theory 52/2, 155-167.
  • Masschelein, J. & Simons, M. (2008), De schaduw van onze welwillendheid. Kritische studies van de pedagogische actualiteit, Leuven: Acco.

Course Content-Related Study Coaching

  • Interactive support using Minerva
  • Individual feedback is given by appointment

Teaching Methods

  • lecture
  • seminar
The student-teachers (teachers in training) in a LIO-trajectory have to realize the above-mentioned goals and competences through an alternative portfolio-trajectory. The assignments are elaborated in a manual. There are a number of contact-moments, a number of mandatory lessons or seminars –depending on the education assignments of the LIO-, intervision and appropriate coaching moments, e.g. individual and group supervision. A candidate with a LIO-trajectory of less than 250 hours (this corresponds to a teaching assignments of less than 7h per week) is not admitted to the portfolio-trajectory. The student then has to follow the normal learning-trajectory.

Evaluation Moments

Periodical evaluation.
Students who eschew the evaluation for the course unit concerned may be failed by the examiner.

Evaluation Methods

  • written examination with open questions

History of Education: Written exam.
Philosophy of Education: seminars and exercises.

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