Bachelor en Sciences de L Education (professionnel)

 
Degree: Bachelor
University: University of Luxembourg , Faculty: Faculty of Language and Literature, Humanities, Arts and Education
City: Luxembourg , Country: Luxembourg
Discipline: Applied Sciences, Proffesions&Arts
 
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  • Start Date of Studies September
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  • Programme Description

    Programme Description

    The "Bachelor in Educational Sciences" is an innovative integrated four-year study programme focusing on learning and teaching which started in 2005. This programme provides qualifications for teaching in preschool, primary school, in preparatory classes of the technical secondary school and in institutions for children with special needs.

    Initial teacher education in Luxembourg is, as a whole, both an academic study programme and a professional training course.

    The BScE programme draws upon a large corpus of theoretical and formalised practical knowledge, both recognised within the scientific community. High academic quality is maintained by research continuously feeding the programme with recent findings. The programme stresses the development of analytic competencies and critical thought.

    Furthermore, the programme strives to intertwine theoretical considerations and field activities in a transdisciplinary perspective. Students are permanently encouraged to critically analyse their own approaches.

    Building a professional identity is one of the programme´s core concerns. Students engage in a project of professional development and continuously reflect on the role, the status and the professional identity of a teacher. Various educational approaches according to a sociocultural learning paradigm are proposed to achieve these goals. The students experience a collaborative learning culture and become familiar with learning practices drawing upon cultural resources, human diversity and interdisciplinary cooperation. These experiences empower them to transpose flexible approaches to local schools.

    The BScE programme considers students as responsible authors of their personal and professional development. All learning partners are continuously encouraged to conceptualise their activities within various learning contexts through individual and collaborative productions. Seminars, work sessions, tutorials etc. are organised in transdisciplinary modules. They are designed as opportunities to practise change of perspective. Tutorials and peer tutoring support the students´ efforts to set up their personal study project.

    Each training activity stresses the development of all actors involved, i.e. students, faculty staff and mentors in local schools. Everyone is invited to adopt a research attitude and receives feedback from peers and study partners. The training activities also foster the local school improvement and community development. Collaborative work is encouraged. The main objective is to build a learning community between all interacting parties.

    The approach is based on shared training activities. Thus, field activities and academic training join in focusing on the students´ individual projects and learning pathways. This combined work generates the resources for planning and realising further training activities with special emphasis on reconsidering, detailing and diversifying practices.

    Main Principles
    The collaborative learning paradigm and the transdisciplinary approach are core features of the BScE programme. They underpin the following general principles:

    * Stressing students´ awareness of being responsible enactors of their own personal and professional development;
    * Continuously developing a research and learning community among all actors involved;
    * Realising a collaborative and integrated curriculum stressing crucial learning issues in school contexts;
    * Learning in transdisciplinary modules;
    * Promoting the diversity of multilingual practices in the programme´s courses;
    * Scaffolding via tutorials and peer-tutoring;
    * Continuously improving the programme through developmental research.

    Professional Competencies
    The BScE training continuum of "transdisciplinary training - research orientation - reflective innovation" aims to support the development of the following professional competencies:

    * Take learner diversity (cultural, social, lingual, etc.) into account
    * Center on children´s learning processes in context
    * Promote the development of multilingual identities
    * Create (plan and pilot) flexible learning environments mediated by cultural tools and multimedia devices
    * Monitor the progressive development of children´s competences
    * Refer to a scientific approach to reflect on learning activities
    * Define appropriate ways of acting according to professional ethics
    * Collaborate as a social actor within and beyond the school community
    * Engage in a continuous professional development

 
 
 

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