Universitat Internacional de Catalunya
School Internships 1
Other languages of instruction: English, Spanish
Teaching staff
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
The school teaching placement as a fundamental element and basic axis within the initial formation of the masters of our university, aim to offer a wide range of experiences to our students to enrich as much as possible their knowledge and their training on the school environment . For this reason, students will have the opportunity, throughout their studies, to enter into contact with different institutions that will enrich their personal and professional background.
The School and Degree in Primary Education Practices is located in the second half of 2nd (4th semester of Degree in Education studies) and has a teaching load of 6 ECTS credits (5 ECTS of face-to-face practices and 1 ECTS in Primary . 5 Seminars-systematic observation and contextual analysis (5 Fridays from 8 a.m. to 10 a.m. Maite Fuertes). It aims an intervention based on participating observation. Apart from establishing the first contact with the Classroom, these practices have the purpose of analysis and individual and collective reflection of school educational practices taking into account the content of the subjects taught at the University during this same semester.
- Modality 1. Alternating School teaching placement and classes at University. They combine the stays in the center with classes at the university. They must favor the fundamental critical-reflective thinking in the teaching profession and will be developed in the following periods combining the theory of university and practice in trainers.
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MODALITY 2. DOUBLE DEGREE PRACTICES (Education and Psychology) are intensive and participant observation. The dates of these DG internships are: From May 22 to June 9.
In both modes attendance is mandatory during school hours (morning and afternoon) as classroom dynamics are different and you must have complete knowledge of the work during school hours.
The hours stated in the annex to the document signed by three parties (university, student and center) are the minimum but it does not mean that they are the maximum since morning and afternoon schedules at the center following the mentor are mandatory and adaptation plans are not accepted in this mode of practice.
You will find the PEI calendar (modality 1 and 2) at the end of the teaching guide.
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
Obligatory seminars and sessions (ETG) will be held before, during (follow-up) and after the external internships to explain and plan the work script and to achieve the competence development of internship students who will deepen the content also from the subjects of the semester . The individual tutorials and the ETI complete the dedicated hours of the subject.
The dates of the previous and follow-up seminars for both modalities can be found in the calendars at the end of the guide.
| COMPETENCES | METHODOLOGY | TRAINING 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 target ascertain the extent to which powers have been achieved chosen.
Formative assessment (qualitative) can establish a profile of activity of the future teacher and shows us what their evolution. The summative evaluation final result serves to make an overall assessment of the activity of the practices and determine the numerical mark consisting in the proceedings.
The evaluation of the subject consists of different parts. You must pass them all to pass the subject. The existence of students' lack of competence (Moodle document) will result in the subject being suspended and the practices will have to be repeated the following year. In these cases it is not necessary to present the learning dossier.
Parts of the evaluation PRACTICES Alternation. Each part has a rubric assessment uploaded in Moodle.
- The report of the guardian of the educational institution and the personal interview between tutors (based on the attitudes and aptitudes of the student) 30%.
- Active participation in the various seminars with the tutors (90%) and attendance at the "knowing how to be and be" seminar (J.L. Adam) 10% - 25% of the total.
- Active participation in the brainstorming sessions in class 15%.
- The quality of learning dossier by 30%
Parts of the evaluation PRACTICES DG Education- Psychology
- The report of the guardian of the educational institution and the personal interview between tutors (based on the attitudes and aptitudes of the student) 35%.
- Active participation in the various seminars with the tutors (90%) and attendance at the "knowing how to be and be" seminar (J.L. Adam) 10% -30%.
- The quality of learning dossier by 35%.
Formal aspects for the development of learning dossier
- Page limit: 10 maximum. The annexes include the various systems of observation and reflection of each of the subjects.
- Free format (there will be valued component and thoughtful argument defined objectives)
- Letter space 12 1.5.
- The cover must include:
Name of the subject.
Name of center practices and assigned course.
Name of tutor UIC.
Name of the student.
Delivery date and year.
You will find the dates of delivery, tutorials and closing events in the calendars (modality 1 and 2) at the end of the guide.
The notes have a rating of activities based on the following scale:
Excellent (9-10)
Solid (7 to 8.9)
Approved (5-6.9)
Inadequate (3-4.9)
Poor (0-2.9)
NC - Uncorrected. The dossier must be repeated for serious defects in form. Students have one week to make the formal correction of the work and will only be able to obtain an APPROVED (5) in the dossier.
2nd call It can only be considered when there is NP (presentation of the dossier outside the deadline or approved timetable adaptation plan) or form defects (NC).
"COMPETENT LACKS". They involve the interruption of the stay and the suspension of the subject that must be registered again for the following course.
MH (from 9.5 according to the Practice Regulations). They cannot be assigned directly to the Practicum Map application. It will be necessary for each internship tutor to submit the application to the internship secretariat and upload them to the DRIVE to assess whether they can all be granted based on the number limit. If the number of proposals is higher than the limit allowed, the internship tutors will have to agree to decide who ends up being granted the MH in each of the specialties.
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