Learning Outcomes of the Master of Teaching: One Language and Theatre and Film Studies

Discipline-specific component

1. Masters are able to independently gather and select professional scientific literature, and also to gather, select and process data in function of research (primary literature, films, registrations, documents, corpora, questionnaires).

2. Masters are able to situate theatre texts, theatre performances, films and their hybrid manifestations in their context (historically, ideologically, stylistically), to recognise the type of document and to take this into account when interpreting it.

3. Masters are familiar with the current methodological approaches within their domain of research.

4. Masters are familiar with the literature and publication habits in their subject area (magazines, websites and other digital media).

5. Masters are familiar with the main theories and key concepts in the interdisciplinary dynamics between theatre and film studies, current ones as well as less current ones.

6. Masters are familiar with the main primary literature in theatre and film studies (theatre texts, performances, films, intermedia).

7. Masters are familiar with the main current relevant questions in the interdisciplinary dynamics between theatre and film studies.

8. Masters can place his/her own subject area in relation to other scientific domains and are able to deal with interaction between the different scientific domains.

9. Masters have insight in the complexity and diversity in theatre and film studies and are able to apply this knowledge when estimating their own and other research.

10. Masters are able to integrate the knowledge of theatre and film studies and to draw parallels with related research domains.

11. Masters can report, both orally and in writing including electronic reporting.

12. Masters can effectively participate in discussions with peers.

13. Masters can formulate a scientific question as clearly and accurately as possible as a starting point for their own research.

14. Masters have a critical attitude towards the scientific quality and social relevance of their own research.

15. Masters have developed considerable powers of analysis and interpretation.

16. Masters can actively but critically follow the developments in their domain of research and in the relevant scientific and cultural context.

17. Masters have a critical orientation in the broad cultural, political and social context.

18. Masters have a profound knowledge of the particularity of the creative process, the exhibition context and the dissemination of theatre, film and intermedia and can critically report on its workings.

Teaching component

Frame of reference

19. 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.

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

21. 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

22. 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.

23. 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.

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

25. 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

26. 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.

27. 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

28. 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.

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

30. 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.

31. 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.

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

33. 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

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

35. 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.

36. 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.