Universitat Internacional de Catalunya

School Internships 1

School Internships 1
5
10629
2
Second semester
PR
Practicum
School internships
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dra. FUERTES CAMACHO, Maria Teresa - tfuertes@uic.es

In addition to the seminars, which are compulsory, university supervisors wil provide individual attention by appointment.

Student teachers' should address their tutor, who might in turn contact the Practicum Committee.

For general inquiries about school placements, please, contact the Practicum Committee at practiques.edu@uic.es.


THE SUBJECT TEACHING MATERIAL IS AVAILABLE IN THE MOODLE

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.


 School placement I as a fundamental element and a basic axis within the initial training of the teachers of our university, aim to offer a wide range of experiences to our students to enrich their knowledge and education about the school environment as much as possible . For this reason, students will have the opportunity, throughout their studies, to get in touch with different institutions that will enrich their personal and professional background.

The Teaching Practices Degree in Education is in the second semester of 2nd (4th semester of the Degree in Education) and has a teaching load of 5 ECTS credits. Its purpose is an intervention based on participant observation. Apart from establishing the first contact with the classroom, these practices have the purpose of analyzing and reflecting individual and collective school educational practices taking into account the content of the subjects taught at the university during the same semester.

The work linked training for  2020-2021 aims at promoting reflexive and critical thinking by alternation practice in the schools and theory at University. The specific dates that students will be at the school are as follows: 

 

Organization alternation training 2nd year

 
From the 22nd till the 26th of March

Stay at the training center

From 6th to 15th April

Classes at the university

From the  19th till the 23th of April

Stay at the training center

From the 26th April to the 6th of May

Classes at the university

From the 10th till the 14th of May 

 Stay at the training center

From the 17th to the 20th of May

 Classes at the university


Attendance is compulsory during the school hours (morning and afternoon) because the classroom dynamics are different and must have full knowledge of the work within the school hours.

 

DOUBLE DEGREE internships (Education and Psychology) are intensive and combine a stay in the classroom with knowledge of the operation of the psycho-pedagogical guidance team of the training center. The dates of these DG internships are:

  • From June 1 to June 21

Pre-course requirements

  • The student must be enrolled in the subjects of the second semester of the 2nd year of the degree.
  • The students must attach the certificate of sexual offenses along with the documentation they will give you from the secretariat of internships
  • In cases where it is considered necessary, a medical certificate must be submitted to the university before the beginning of the internship that certifies that the student does not have an impediment to being in contact with children.

Objectives

General objective

      Collect information about the environment using participatory observation as a technique and as a method of research in the classroom (it is not about judging behaviors but collecting and analyzing information extracted in a natural context).

 Specific objectives

1. To observe in a participative way and analyze in a reflective and critical (argued) way the educational practice in the classroom

2. To collect information about the educational practice of the teacher using systematic observation as a technique

3. To reflectively analyze the information collected in the different practical subjects

4. Communicate appropriately and arguably

Competences/Learning outcomes of the degree programme

  • CEM-62 - To acquire practical knowledge of the classroom and its management.
  • CEM-65 - To be able to relate theory and practice to the realities of the classroom and school.
  • CEM-66 - To participate in teaching activity and gain expertise; acting and reflecting based on practice.
  • CEM-67 - To participate in best practice initiatives in the various possible fields of activity in a school.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

According to the curriculum of Education Degree:

  • Establishes relationships and empathy with the students the faculty. 
  • Communicates and expresses correctly the language of instruction in oral and written. 
  • Explain the significance of the analysis of data collected in observational records and is able to deduce conclusions. 
  • It is capable of expressing information using charts and graphs that clearly highlights the relevant information. 
  • Coherently integrates different perspectives, sources, theoretical dimensions to analyze reality. 
  • Generalized with caution and critical from the observations. 
  • Recognizes the responsibility of actors in multiple problems, evaluating and judging the implications of considering one or the other as a reference for analyzing roles and problems. 
  • It is in fact probing questions, formulate their own judgments and assessments based on systematic thought, thus showing a process of personal growth. 
  • Participate constructively in discussions, contributing to building a rich and shared reflection, reconsidering proposals and decisions and assessing its implications due to new factors context. 
  • Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc.) and used as a basis for discussions. 
  • Represents the reasoning of a complete and with an organization that reflects the structure of his thought. 
  • Transmitted to other new ideas generated and made understandable. 
  • Systematically reviewed the use of resources, depending on the objectives, at what point is, adjusting their decisions and action plan to improve efficiency.

Syllabus

  • Description of training centre and its links to the environment
  • Using a journal as a tool for collecting and analyzing information
  • Observation as a recording tool 
  • Reflection as a key element in teacher education and in the development of teachers' professional identity.

Teaching and learning activities

In person



Seminars and compulsory sessions will be held before, during and after the external practices to explain and plan the work script and to achieve the practical development of the students of practices that will also deepen the contents from the subjects of the semester.

  • Observation session and reflection techniques 
  • Seminars of reflection from the subjects (each tutor of the subject will dedicate a day of reflection integrated into the subject after each period of practices) *
  • Sessions of reflection with the tutors of practices

 

The dates for the seminars will be established by each tutor of the university.

ALTERNATION AND DG. Seminars on knowing how to know how to be


Monday, March 8 from 9 a.m. to 10 p.m. Degree in Early Childhood Education and Degree in Primary Education.
Monday, March 8 from 12 to 1 p.m. Degree in Early Childhood Education and Degree in Bilingual Primary Education.


ALTERNATION SEMINARS (depending on tutor' disponibility)

  • March, from  15 to 19
  • April from 6 to 9
  • April from 26 to 30
  • May from 17 to 21 

DOUBLE DEGREE SEMINARS (as specified by the tutor)

  • Previous: May 18
  • Later: June 22

 

* The dates of the reflection sessions from the subjects after each period of internships will be established by each tutor of the subjects.

 

 

 

 

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-62 CEM-65 CEM-66 CEM-67 CET-1 CET-3 CET-6 CET-7 CG-02 CG-05 CG-06 CG-07 CG-08 Cooperative learning
Project-based learning
Learning contract
Case studies
Group study and work
Individual / independent study and work
External practicums
Seminar-workshops
Tutorials

Evaluation systems and criteria

In person



 

The evaluation of the practices will be aimed at determining to what extent the selected competences have been achieved.
The formative evaluation (qualitative) allows to establish a profile of action of the future teacher and shows us its evolution. The summative evaluation will be the final result and serves as a value overall the activity of the practices and determine the numerical qualification that will appear in the acts.

The evaluation of the subject consists of four parts. All parties must be approved to pass the subject. The interruption of practices due to lack of competence of the students (moodle document) will be the suspension of the subject and the practices will have to be repeated. 

Parts of the evaluation (alternança)

  • The report of the tutor of the educational institution and the personal interview between tutors, (based on the attitudes and aptitudes of the student). 30%.
  • Active participation in the different seminars with the tutors. 25%
  • Active participation in the sessions of reflection in the classes. 15%
  • The quality of the learning dossier. 30%

 

Parts of the evaluation PRACTICES DG Education-Psychology

  • The report of the tutor of the educational institution and the personal interview between tutors, (based on the attitudes and aptitudes of the student) 35%.
  • Active participation in the different seminars with the tutors, the seminar on "knowing how to be and be" (J. L. Adam) and the seminar on systematic observation (M. Fuertes) 30%.
  • The quality of the learning dossier 35%.

Formal aspects for the preparation of the dossier of learning

  • Page limit: 10 maximum. The annexes will include the different systems of observation and reflections of each one of the subjects.
  • Free format (it will be appreciated that there is the thoughtful component and the argument defined in the objectives)
  • Letter 12 space 1,5.
  • The cover must include:
  • Name of the subject.
  • Name of the internship center and assigned course.
  • Name of the tutor of the UIC.
  • Name and surname of the student.
  • Delivery date and course
 

  • Date of delivery of the ALTERNATING learning dossier: 25 May
    Date of delivery notes of the subjects involved (DRIVE): May 28
    Date of delivery of learning dossier corrected through individual tutoring: From 2 to 9 June *
    Introduction notes: Until June 9

  • DATE OF DELIVERY OF THE DOUBLE DEGREE learning dossier: 23 June
    Delivery date of the corrected learning dossier through individual tutoring: 1 July

* Date and timeframe chosen by each tutor
 

The final grades will have an assessment based on the following scale:

Excellent (9-10)
Remarkable (7-8.9)
Approved (5-6.9)
Insufficient (3-4.9)
Poor (0-2.9)
NC - Not corrected. It is necessary to repeat the dossier for serious defects in away. NC - The students have one week to make the formal work correction and will only be able to get an APPROVED (5). If the suspension of the learning dossier is by form and content or content, the first call is suspended and the work must be submitted to the second call according to the date indicated by the university tutor.

The second call for internships can only be considered when there is an NP (submission of the dossier out of time or an approved schedule adaptation plan). In the event that there are content defects in the written work of internships or lack of skills during the stay, it will be necessary to repeat the internship and re-enroll in the subject.
 

The MH (from 9.7 according to the Practicum Regulations) can not be assigned directly to the application. It will be necessary for each practice tutor to present them in a justified way to the Practices Committee (Drive documents) because the number of assignments is limited.

Bibliography and resources

Se podrá hacer uso de la bibliografía que se detalla a continuación y los apuntes de las asignaturas que se consideren oportunas:

 

Coll,C. (coord.) (1999). Observació i anàlisi de les pràctiques en educació escolar. Barceona: UOC

Cuadros, D. (2009). Investigación cualitativa en contexto natural: la observación participante. Barcelona: UIC

Fuertes, M.T. (2011). La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. Revista de Docenci Universitaria vol9, nº 3. A: http://red-u.net/redu/files/journals/1/articles/248/public/248-647-1-PB.pdf

Schön, D.A. (1992). La formación de los profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona: Paidós/MEC

Stenhouse, L. (1987): Investigación y desarrollo del currículum. Madrid: Morata (capítols X, XI i XIII)

Wittrock , M.C.(1989). La investigación de la enseñanza II. Métodos cualitativos y de observación. Barcelona:Paidós /MEC

Woods, P. (1989): La escuela por dentro. Barcelona: Paidós-MEC

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