Learning Outcomes of the Master of Teaching: Chemistry

Discipline-specific component

1. The Master is able to independently situate and evaluate a scientific problem and to formulate a question. The Master has the knowledge and skills to answer these questions within the context of the current level of scientific knowledge.

2.Their scientific knowledge allows the Master to draft a problem solving strategy of theoretical calculations and/or experiments. The Master has the skills to execute this systematically.

3. Within the discipline as well as in an interdisciplinary context the Master can lead or perform experiments in order to obtain data and process these into new insights.

4. The Master can synthesise a complex, possibly incomplete series of (multidisciplinary) data in order to come to a well-considered evaluation of a chemical problem.

5. The Master is aware of the line between objectivity and subjectivity, of the possibilities and the limitations set by technology and knowledge. The Master acts as a thinking and reflective scientist in all activities.

6. The Master has a sense of professional responsibility as a scientist and will try to contribute to the development of general knowledge by using their capacity for originality and creativity.

7. The Master is able to independently perform scientific research at the level of junior researcher and so develop and sharpen their research skills. Alternatively, the Master can independently use their scientific knowledge at the level of a junior professional and autonomously acquire additional insights and skills that are relevant to the situation.

8. The Master has a thorough knowledge of and insight in the behaviour and characteristics of chemical compounds and materials and in the way in which they can be analysed and synthesised.

9. The Master has a sense of social responsibility: the Master can relate chemistry to the social, ethical and technological aspects of society and can estimate the consequences of their own and other’s chemical actions.

10. The Master can summarize, communicate and interpret their findings on chemical questions on different levels: to peers, to a large audience and to policy makers. The Master can do this in English.

11. Based on their knowledge and insight in the different chemical sub-disciplines the Master can autonomously specialize in research or start a career in the chemical industry, with the government or in (higher) education.

12. The Master has the attitude to keep following the scientific evolution in chemistry (or in their own sub-discipline) in order to maintain their professional level and direct their own lifelong learning curve.

13. The Master has international and intercultural skills in order to function in an international context.

Teaching component

Frame of reference

14. 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.

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

16. 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

17. 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.

18. 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.

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

20. 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

21. 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.

22. 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

23. 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.

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

25. 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.

26. 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.

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

28. 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

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

30. 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.

31. 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.