Learning Outcomes of the Master of Teaching: STEM

1. The Master has specialized in a subfield of mathematics in the framework of research specializations in the department: algebra, geometry, analysis and topology, financial mathematics, statistics or numerical mathematics.

2. The Master can independently analyse and solve a concrete mathematical problem.
The Master can find, execute and interpret an adequate solving method.
The Master is familiar with the solving methods needed to solve problems in the mathematical fields that are treated in secondary school (guided by the learning plans for mathematics) and can adapt these methods where necessary.

3.The Master can correctly report scientifically.
The Master can write a correct mathematical text (with sufficient attention to the symbols and definitions used).
The Master can present the results of their work to a specialized as well as a broader audience.

4. The Master has acquired the attitude of lifelong learning.
The Master is able to find and use mathematical literature as well as other information sources that are relevant when writing a mathematical text.
The Master has acquired the attitude to keep abreast of the main developments and breakthroughs in mathematics and its applications in other disciplines in exact and engineering sciences.

5. The Master has profound knowledge of the main disciplines in mathematics (algebra, analysis, geometry, statistics) and may have continued this study more throroughly in a chosen more specialized subdiscipline.

6. The Master can independently analyse and solve a concrete mathematical problem.
The Master can find, execute and interpret an adequate solving method.
The Master is familiar with the solving methods needed to solve problems in the mathematical fields that are treated in secondary school (guided by the learning plans for mathematics) and can adapt these methods where necessary.

3.The Master can correctly report scientifically.
The Master can write a correct mathematical text (with sufficient attention to the symbols and definitions used).
The Master can present the results of their work to a specialized as well as a broader audience.

8. The Master has acquired the attitude of lifelong learning.
The Master is able to find and use mathematical literature as well as other information sources that are relevant when writing a mathematical text.
The Master has acquired the attitude to keep abreast of the main developments and breakthroughs in mathematics and its applications in other disciplines in exact and engineering sciences.

9. The Master can make an analysis for a large-scale informatics project. The Master can identify tasks that qualify for automation, can understand underlying business processes and can determine the corresponding consumer needs. This requires the necessary knowledge for fluent communication with people working in other disciplines.

10. The Master can make a design for large-scale informatics systems. The Master can make a decomposition of a specific problem to arrive at a feasible solution. The Master can identify components that could contribute to a solution (e.g. software library, type of network, kind of database). The Master can document the chosen solutions at different levels of abstraction.

11. The Master can support the necessary evolution of informatics systems. The Master can identify problematic components, can select solution strategies, can implement the necessary adjustments without compromising the existing system’s functioning.

12. Quality control. The Master can plan the necessary check-ups while carrying out informatics projects in order to attain the previously specified quality standards (as to reliability, practicality of maintenance, safety …). The Master can draw lessons from informatics projects that have been carried out, in order to optimize quality norms wherever necessary.

13. The Master can weigh up various techniques, methods, languages, architectures, taking into account their inherent limitations and the fact that information on concrete solutions is usually commercially coloured. The Master can make strategic decisions in this respect: e.g. how do we protect our network? What type of database? What role for formal specifications? The Master can scientifically motivate the decisions that have been made.

15. The Master can report on the progress and status of computer science projects to clients (meaning non-information scientists) and experts from other fields, both orally and in writing.

15. The Master has a sense of responsibility. The Master can draw connections between social trends and developments in computer science and can assess the impact of their own or someone's actions. The Master has a clear image of their future role in society.

16. The Master can lead a team of information scientists, including (a) assessment of the necessary means (instruments, manpower, competences), (b) division of tasks on the basis of technical competences, (c) time planning of the tasks, (d) following and adjusting the planning.

17. The Master can draw up an analysis and design for a small scale software project; small scale means that the project can be overseen by one person. The Master can understand an identified problem and model a potential solution using the correct data structures.

18. The Master can draw up and implement a data model for a database and knows the recent evolutions in the domain of databases.

19. The Master can design and manage a simple network. The Master can select the appropriate network infrastructure and protocols and can understand scale and performance issues that may occur.

20. The Master has basic knowledge of and insight in the domain of computer systems and computer architecture, more specifically of hardware and the construction of a processor architecture. The Master masters the acquired knowledge sufficiently to be able to apply it to higher abstraction layers of a computer system such as networks and database systems and to critically evaluate existing computer systems, in particular their performance.

21. The Master can maintain contacts with computer scientists - orally and in writing.

22. The Master is aware of the relativity of things, of the border between objectivity and subjectivity, of the possibilities and limitations set by technology and knowledge. The Master acts as a thinking and reflecting scientist in all their activities.

23. The Master can independently recognize and describe problems in relation to life and society. The Master is able to track and interpret relevant data with the appropriate methods. Of the greatest importance is the ability to value paradigms and theories and in particular to define the limits of their reliability.

24. The Master has a thorough insight in living matter and in the relationship between biotic and abiotic matter. The Master has the attitude to continuously follow up the state of knowledge and the (international) developments in the subfield thay have made their own and the Master learns to think, plan, experiment and conclude using state-of-the-art technologies and methodologies.

25. The Master has the required social, management and communication skills to be able to work in a team, both within their discipline and in an interdisciplinary environment, to lead and execute experiments as well as to process and present data.

26. The Master demonstrates professional responsibility. The Master will aim to communicate the fruits of their creativity at a high level in order to broaden the general knowledge.

27. The Master can not only undertake actions in their mother tongue, but at least also in English, the international communication tool.

28. The Master has a sense of social responsibility. The Master has a solid critical training. With the acquired communication skills the Master is able to relate their field (biology) to society, and give a two-way account in this relation. To optimally fulfill their role in society, the Master specializes in one of the majors 'evolution and behaviour biology' or 'biodiversity: conservation and restoration'.

29. The Master is aware of the relativity of things, of the border between objectivity and subjectivity, of the possibilities and limitations set by technology and knowledge. The Master acts as a thinking and reflecting scientist in all their activities.

30. The Master has a founded basic knowledge of the living world and of the relation of living matter with the abiotic environment.

31. The Master has a sound insight in the various forms of life, the evolution of life, the genetic basis of life, the built and the functioning of living systems, the coexistence of different life forms and the relation between living and non-living matter.

32. The Master can give answers to society to general questions about living matter and about the relation between man and the biosphere.

33. The Master knows about the function domains in wich biologists are professionally active and about which contribution a biologist can make to these. The Master is aware of the international context in which scientific research is situated.

34. The Master demonstrates professional responsibility. The Master will aim to communicate the fruits of their creativity at a high level in order to broaden the general knowledge.

35. The Master of Teaching masters specialized theoretical and practical knowledge, skills and attitudes that support the basic competences of teachers as formulated in the "Decision of the Flemish Government of 8 June 2018 concerning the basic competences of teachers", pedagogically as well as with regards to the teaching methodology.

36. The Master of Teaching has profound knowledge in the subject matter of the discipline as made explicit in the discipline-specific learning outcomes.

37. The Master of Teaching can independently extend, update, broaden and deepen the educational, didactical and domain-specific knowledge and connect it with current social topics and developments. The Master of Teaching can independently apply and integrate this knowledge and use it to create challenging learning environments for learners. Based on the acquired competences, the Master of Teaching can develop new ideas for the educational practice and check these against reality.

38. The Master of Teaching can map the initial situation and the specific educational needs of a learning group and of individual learners. The Master of Teaching can create a learning environment that connects in all its didactical components (learning objectives, content, learning material, work and grouping methods, evaluation and feedback) with the initial situation and that is inclusive and responsive with regards to the diversity in the learning group.

39. The Master of Teaching has class management skills to create a positive learning and living environment. The Master of Teaching can support the broad personal, intellectual and social development of students through targeted activities and formal and informal interactions.

40. The Master of Teaching can cope with diversity and with the context of a metropolitan environment.

41. The Master of Teaching can make a short or long term plan for the organisation of teaching and learning activities with a view to creating a structured, efficient, safe and stimulating learning environment, based on scientific evidence.

42. The Master of Teaching can communicate with parents or carers with different backgrounds in various language situations with a view to exchanging information, to stimulating the involvement and participation and to developing constructive solutions together to support and stimulate the learning of the learners.

43. The Master of Teaching can collaborate constructively with external partners with a view to enriching the education and training offer and to facilitating the flow between education levels and the job market.

44. The Master of Teaching can independently access available (inter)national scientific research in the domain of the teaching profession in general or in their discipline in particular, approach it in a critical-reflective way and apply the insights in their own class and school context.The Master of Teaching can independently access available (inter)national scientific research in the domain of the teaching profession in general or in his/her discipline in particular, approach it in a critical-reflective way and apply the insights in his/her own class and school context.

45. The Master of Teaching knows the possibilities and the limits of different theoretical paragdigms in educational, didactical and discipline-specific research.

46. The Master of Teaching treats information, education practices, methodologies and learning tools critically and reflectively, based on scientific evidence. The Master of Teaching is aware of gaps in the empirical evidence to fill the teaching role appropriately.

47. The Master of Teaching can complete a research cycle on a topic relevant to education whereby they can make a contribution to the developments in education based on theoretical and practice-oriented insights.

48. The Master of Teaching can contribute to school policy and school development based on an active and inquisitive attitude to professional innovation.

49. The Master of Teaching can adjust their functioning as a teacher through inquisitive learning and critical self-evaluation and thus give direction and innovation to their professional practice and development.

50. The Master of Teaching has insight in the organisational principles of schools and of good school policy.

51. The Master of Teaching can collaborate constructively with colleagues in a school team. The Master of Teaching can initiate, participate in and lead disciplinary and interdisciplinary team meetings and activities beyond the classroom.

52. The Master of Teaching can communicate with colleagues and other stakeholders in education about educational topics, the teaching profession and solutions they have developed for the educational practice and can participate as professional in the social debate.