sciences, biology, anatomy, physiology, hygiene, health education, health promotion, secundary education, learning plan

This course supposes the competences as obtained after having followed the master of sciences (medicine, rehabilitation sciences and physiotherapy, pharmaceutical sciences, social health care sciences).
The objectives of this course are based on following basic competences, as determined by decree:

• the teacher as facilitator of learning and development processes
• the teachers as an organizer
• the teacher as a content expert
• the teacher as an innovator – the teacher as a researcher
• the teacher as a member of the school team
• the teacher as a member of a school community

The contents fit in with the subject related education in the bachelor’s and master’s programmes.
In the theoretical part following topics are considered:

Part 1: General

• the structure of secondary education concerning the subject sciences;

• subject related and subject specific final objectives for secondary education;
• learning plans form different school networks;
• different forms of curricula;
• teaching methods typical for natural sciences;
• subject related learning materials and media;
• subject related electronic learning environment and educational software;
• subject related active and task oriented methods for secondary and higher education.

• observation skills;
• defining lesson objectives and lesson plans;
• basic skills for realising learning environments (instruction, asking questions, using various methods, working in learning groups, classroom management).

Final competences connected to the course Learning and instruction.

The insight in and application of following basic competences are pursued, as determined by decree:

• Being able to determine the starting position of individual and the group of learners
• Selecting and defining learning objectives
• Selecting the learning content and learning experiences
• Structuring learning content and learning experiences and translation into learning activities
• Determining didactical strategies and grouping approaches
• Selecting and adapting instructional media on an individual base or in a team approach
• Developing a powerful learning environment that considers classroom heterogeneity
• Preparing the observation/evaluation individually and/or in team
• Applying the domain specific knowledge and skills
• Becoming acknowledged of the results of educational research, that is relevant for the personal instructional context

Cost: 50.0 EUR

• Examples of good practices for secondary and higher education concerning health care.
• Syllabus and powerpoint presentations are available via Minerva.

• Study coaching is provided by the practical assistants.
• Interactive support using Minerva.
• By appointment.

For the theoretical part interactive lectures and seminars are provided.

For the practical part following teaching methods are used:

* seminars;
* task-focused teaching methods;
* observation in schools;
* micro-teaching.

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.

Students must be enrolled in the Teacher Training Program by October 15 at the latest. Because of the preparation for and the organization of the teaching practice, the student must get into touch with the teacher responsible for the course by October 1.

A combination of periodical evaluation and non-periodical evaluation.

Oral examination; with written preparation.

For the exercises part there is permanent evaluation on the basis of assignments, cooperation and attitudes. Therefore presence during the exercises is mandatory.