Meetings Humanities Teacher Training Trajectory


In the first plenary meeting, the structure of the trajectory is explained: What can you expect? What is expected of you? How should you prepare? What is the idea behind the design of the trajectory and how will it help you to obtain your UTQ.

Meeting 1: Professional Development

In the first subgroup meeting, we discuss our teaching experiences we have had as a student and as a (starting) teacher. What are you good at and what would you like to improve?? What steps are you going to take and what do you need? This is the first step in writing a development plan.

Meeting 2: Teaching – Workshop

This workshop is about the question of what is needed to create a stimulating, activating and motivating study climate for the students. Which modes of instruction and learning activities can you use for this? How do these fit in with the learning goals of the course? What does that require of you as a teacher? What are your expectations of the students you teach?

Meeting 3: Teaching

In the subgroup meeting, we discuss the experiences with the use of (new) learning activities. What’s working and what’s not? How did the chosen mode of instruction contribute to the learning objectives of the course? And what is your role as a teacher? Do you consult with colleagues? And are the chosen teaching methods suitable for all students? 

Meeting 4: Feedback and assessment – Workshop

During this workshop, the central question is how assessment is aligned with the learning activities and goals of the course. Does the assessment give a good insight into what the student has learned? Is the assessment fair and transparent? And does the student learn from being assessed, or is it mainly for the teacher? We also discuss the role of feedback, as a form of assessment without grading, and its importance in education.

Meeting 5: Feedback and assessment

During the subgroup meeting, we discuss how feedback and assessment is used in our teaching. Do the chosen learning activities prepare for the assessment? How do you give feedback and how far do you go helping a student? We also look for how the learning objectives in the course relate to the end-terms of the programme.

Meeting 6: Designing courses – Workshop

In the last workshop, the previously discussed topics come together. We will work on (re)designing a (part of) a course in a systematic and educationally responsible way. How can learning activities and assessment optimally align with the goals of the course? And can we still create a stimulating, activating and motivating study climate for the students?

Meeting 7: Designing courses

In the last subgroup meeting, we discuss our ideas on how a (part of) a course in which the participant is involved can be revised. Why does this adjustment make the course better? What does it require from the teachers? And the students? What is the response of those directly involved? Who or what is needed to make these adjustments? What obstacles are there? And, what’s the benefit for the whole programme?

Meeting 8: Closing meeting

During a plenary meeting, a selection of candidates will present their ideas about a (revised) course. There is room for questions and discussion. We end the meeting with the presentation of a certificate of participation to all participants. Afterwards, there is an opportunity to have a drink to celebrate the end of the trajectory.