Learning Outcomes of the Master of Teaching: History

The Master has advanced knowledge of a specific domain in European or world history since the Middle Ages and can independently expand this knowledge, also in other domains.

1. The Master has a general knowledge of and insight in world history and has acquired a specialized and deepened knowledge of a period and a domain. The Master can efficiently expand this knowledge and insights in function of original scientific questions.

The Master has acquired a problem-setting, scientific and historically critical attitude. Therefore the Master can creatively and innovatively participate in the scientific debate based on their research experience, knowledge of the historical debate and insight in the epistemological background of their discipline.

2. The Master has the ability to independently formulate an original scientific question and design an appropriate research strategy.

3. The Master has thorough knowledge of and insight into epistemological components of historical research.

4. The Master has developed the attitude to actively participate, based on their epistemological background and concrete historical research experience, in the scientific debate and has the required knowledge and skills to do so.

5. The Master has an advanced knowledge of and insight in the main scientific debates related to their chosen specialization.

6. The Master has the knowledge, skills and attitude to efficiently expand their knowledge and insight in a process of lifelong learning.

The Master can efficiently and innovatively apply historical research methods and auxiliary sciences when analysing complex historical and current problems starting from the spatial and temporal identity of the source material.

7. The Master has (for the specialization chosen in the Master) a thorough and deepened knowledge of and insight into historical criticism, heuristics and the relevant historical auxiliary sciences and has the skill and attitude to efficiently expand this knowledge in function of a specific scientific question.

8. The Master has the skill to creatively and innovatively develop historical research to test a historical question and this based on data gathered from original source material, literature and/or an abundance of information channels and sources.

9. The Master has the advanced skills to apply specific auxiliary sciences and knowledge of historical languages that are vital to the specialization chosen in the Master.

The Master can explain complex historical developments by combining their advanced historical insight with their advanced command of relevant theories and insights from other disciplines, in particular behavioural and cultural sciences.

10. The Master has a thorough insight into the relevant theories and insights of behavioural and cultural sciences in function of the specialization chosen in the Master.

The Master can reflect on the role of the past and of historical research in current social debates at different levels (local and global) starting from their epistemological background and historical research experience. Based on this the Master can enrich these debates with original insights developed from independent historical research.

11. The Master has thorough insight into the different fundamental developments in society that relate to the specialization chosen in the Master.

12. The Master has developed the attitude to actively participate, based on their epistemological background and concrete historical research experience, in the social debate and has the required knowledge and skills to do so.

13. The Master is able to reflect on the role of the historian (and history) in behavioural and cultural sciences and in society in a broader sense.

14. The Master has a number of historical competences that can be put to use in a broad field of professions, such as quickly recognizing patterns in complex information, placing current phenomena in the broader context and in their development, distinguishing main issues from side-issues and forming a synthesis. As such the Master of history is able to make an original contribution to the study field and to translate this outside of the strictly historical field to an audience of specialists and non-specialists.

15. 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.

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

17. 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.

18. 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.

19. 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.

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

21. 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.

22. 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.

23. 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.

24. 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.

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

26. 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.

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

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

29. 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.

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

31. 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.

32. 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.