Learning outcomes

UCLouvain and its partners in the higher education institutions associated with this programme aim to train teaching professionals who are well-educated, creative, autonomous, ready to work in a team and committed to a democratic project for the school and for society.

Teachers are called upon to play an essential role with their pupils, as set out in the Education Code of 3 May 2019:
- to promote the self-confidence and personal development of all pupils ;
- help all pupils to acquire the knowledge and skills that will enable them to become lifelong learners and to play an active role in economic, social and cultural life;
- prepare all pupils to be responsible citizens, capable of contributing to the development of a democratic, caring and pluralist society that is open to other cultures;
- ensure that all pupils have equal opportunities for social emancipation.

Initial teacher training is based on the mastery of prior knowledge that students will have to mobilise and develop through various activities during their Master's degree:
- knowledge of the subject(s) to be taught ;
- clear and correct communication in the language of instruction, both orally and in writing;
- a critical and independent relationship with reference knowledge (scientific and cultural);
- interpersonal skills related to the profile of the profession;
- a rich general culture and an openness to the diversity of cultures which will enable future pupils to become aware of the world and its transformations;
- a desire to contribute to the democratising role of schools.

At the end of the master's degree in teaching (section 4), the graduate will have acquired and demonstrated mastery of the knowledge and skills listed below. These are defined with reference to the decree of 7 February 2019, amended by the decree of 2 December 2021 on initial teacher training.

On successful completion of this programme, each student is able to :

1. The skills of the institutional, social and cultural player. These skills are reflected in the following abilities:

1.1. act as a social and cultural player within the school and society, including in their transformation, integrate diversity and develop citizenship practices for greater social cohesion;
1.2. understand the ethical issues and respect the ethical and regulatory frameworks of the profession from a democratic and responsible perspective;
1.3. analyse the organisational and institutional environment of the education system and act within it, in particular by interacting with colleagues, parents, management and other players in order to :
1.3.1. be part of the school's management process and take part in processes to improve the French Community's education system;
1.3.2. make the school a place where pupils learn, develop and train in a positive climate, and not a place of selection.
1.4. 

control his/her administrative situation and monitor his/her personal administrative file.

 

2. The skills of the player in a learning organisation in a collective dynamic. These skills are reflected in the following abilities:

2.1. become involved in collaborative working within an educational team in order to increase professionalism and expertise by mobilising collective intelligence, particularly during consultations ;
2.2. identify his/her individual training needs and participate in identifying the training needs of the teaching team;
2.3. contribute to the dissemination, within the educational team, of the knowledge acquired through continuous training or the skills developed through such training or through experience.

3. The skills of the organiser and supervisor of learning in an evolving dynamic. These skills are reflected in the following abilities:

3.1. mastery of subject content, its epistemological foundations, its scientific and technological development, its didactics and teaching methodology;
3.2. master knowledge of learning processes and research into the various models and theories of teaching;
3.3. have a thorough command of written and spoken French in order to teach and communicate appropriately in the various contexts and disciplines related to the profession;
3.4. take account of and develop the linguistic dimensions of learning and teaching, paying attention to the language of schooling or language of learning and being aware of the socially and culturally unequal nature of familiarisation with it;
3.5. act as a teacher within the class and the school as a whole, in particular through :
3.5.1. devising and implementing a teaching and learning approach, including a variety of practices designed to boost pupils' motivation and self-confidence and to develop their creativity and their spirit of initiative and cooperation ;
3.5.2. the design, choice and use of teaching materials, textbooks, school software and other teaching aids;
3.5.3.  constructing and using observation and assessment aids, the latter being specifically designed to be comprehensive and formative, encouraging pupils to take responsibility for and participate in their learning;
3.5.4. designing and implementing differentiated teaching practices and personalised support for pupils, taking account of their prior learning, their learner profile and, where appropriate, their specific needs, and relying in particular on co-teaching or co-intervention ;
3.5.5. etting up interdisciplinary learning activities;
3.6. master the integration of digital technologies into their teaching practices;
3.7. take account of media literacy, EVRAS and gender in a cross-curricular way;
3.8. create a supportive relational framework to facilitate communication with pupils, their environment, particularly their families, and with colleagues;
3.9. 

manage the class group in educational and teaching situations in a way that is stimulating, structuring and reassuring.

 

4. The skills of the reflective practitioner. These skills are reflected in the following abilities:

4.1. read critically the results of scientific research in education and didactics and draw on them for their teaching activities, as well as drawing on various disciplines in the human sciences to analyse and act in professional situations ;
4.2. carry out, individually and with his/her peers, critical and rigorous observation and analysis of his/her own practices and their impact on his/her pupils, in order to regulate his/her teaching and develop the strategies and conditions for its implementation with a view to effectiveness and equity;
4.3. gradually build up their professional identity, in particular by using personal professional development tools such as the portfolio.