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EDUC-E401

Processus d'enseignement et d'apprentissage

academic year
2024-2025
2025-2026

Course teacher(s)

Coralie DELHAYE (Coordinator) and Nathanaël FRIANT

ECTS credits

5

Language(s) of instruction

french

Course content

   Historical approach: "traditional pedagogy" vs. "new pedagogy".
   Debates about the effectiveness of instructional approaches.
   Learning theories and pedagogical approaches: constructivism, socio-constructivism, behaviorism, explicit teaching, cognitive sciences and education.
   The apprehension of teachers' pedagogical conceptions by means of questionnaires

Objectives (and/or specific learning outcomes)

At the end of the course, students should be able to: 

  •    Define the fundamental concepts related to teaching and learning processes.
  •    Compare different pedagogical approaches.
  •    Critique different positions taken by stakeholders regarding pedagogical approaches.
  •    Argue a position on effective teaching practices.

Teaching methods and learning activities

Theoretical course: ex-cathedra presentations, debates, sub-group exchanges.

Practical work: only students enrolled in the master's degree in educational sciences are concerned by the practical work. These consist of the creation of a file, in groups, on one of the pedagogical approaches dealt with during the theoretical courses, and involve the design and testing of a questionnaire to understand the pedagogical conceptions of teachers.

References, bibliography, and recommended reading

Crahay, M. (2016). Psychology of education. Presses Universitaires de France.
Gauthier, C. & Tardif, M. (2017). Pedagogy. Théories et pratiques de l'Antiquité à nos jours (4e édition). Gaëtan Morin Éditeur.
Dumay, X., & Frenay, M. (Eds.).A democratic mass education: A reality yet to be invented. Presses universitaires de Louvain. https://books.openedition.org/pucl/1687?lang=fr
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed). Pearson.
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12 edition). Pearson.-

 

Course notes

  • Podcast
  • Université virtuelle

Contribution to the teaching profile

Analyze educational situations and a variety of texts and discourses (scientific and institutional texts, etc.) related to the world of education and training in order to identify socio-political, pedagogical and didactic issues.
        Move away from common sense or militant categorizations in favor of conceptual frameworks derived from educational research;
        Identify the theoretical presuppositions that govern them, their implicit framework of intelligibility and/or their practical issues;
        Evaluate their scientific relevance.
 Use and design information gathering and analysis tools to respond to educational intentions (needs and objectives) or research questions
        Identify the issues and theoretical models to which these tools correspond;
        Select, manipulate and adapt the tools according to the situations to be analyzed (development of questionnaires, interview grids, observation or student production grids, etc.) and take them into account in their evolving dimension;
Question the quality of educational tools and devices.
Communicate and defend a point of view by means of scientific arguments for research purposes or to share experiences and analyses with researchers and training actors.
        Adapt his/her speech according to the needs of his/her interlocutors and communication situations (popularization, training, scientific communication, etc.)
        Demonstrate mastery of the rules of scientific communication, both oral and written.
 Adopt a critical attitude towards one's own action in the field of education and training in order to evolve in one's practice and reflection
 

Other information

Contacts

nathanael.friant@ulb.be

The UV is the privileged communication channel for this course.
 

Campus

Solbosch

Evaluation

Method(s) of evaluation

  • written examination
  • Group work

written examination

Group work

The theoretical course is evaluated by means of a written exam with open questions. 
The practical work is evaluated by means of a group file to be handed in, completed by an individual reflective part.

Mark calculation method (including weighting of intermediary marks)

Students in the Master of Educational Sciences program: 

    Theoretical course: 50%.
    Practical work: 50%.

Students in all other programs: 

    Theory course: 100%.

Language(s) of evaluation

  • french

Programmes