Learning Outcomes of the Master of Teaching: Architecture

Discipline-specific component

1. The Master independently identifies an architectural question within a complex context and independently formulates an ethically sound point of view.

2. The Master designs – self-directedly – architecture that offers a socially sound and top quality spatial and technical answer to an architectural question, taking all limiting conditions into account.

3. The Master sets out strategies in function of processes of design, research and realisation.

4. The Master conceives multidisciplinary processes of design, research and realisation and analyses their own role in it.

5. The Master interprets his/her own and other people’s work in a local and global context and founds this personally and future-oriented from a historical and current cultural framework.

6. The Master conceives, plans and executes scientific and design research on and in architecture and the built environment.

7. Using the tools of the trade, the Master independently communicates and presents an architectural design and research to an audience of laymen and professionals and enters the debate expertly.

8. The Master permanently continues training and has a critical attitude to all aspects of care for the built and non-built environment.

9. The Master approaches all aspects of his/her professional activity from its social meaning and shows commitment and empathy.

10. The Master has knowledge of and ethical insight in procedural, legal and ethical aspects of architecture and urban development and of the relevant legislation, including technical regulations.

Teaching component

Frame of reference

11. 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.

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

13. 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.

Class level

14. 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.

15. 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.

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

17. 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.

Collaboration with partners

18. 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.

19. 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.

Inquisitive attitude

20. 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.

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

22. 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.

23. 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.

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

25. 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.

School and society

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

27. 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.

28. 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.