Universitat Internacional de Catalunya
School Internships 2
Other languages of instruction: English, Spanish,
Teaching staff
The seminars have been officially established and approved by the Faculty of Education at UIC. Supervisors will set the specific time in which seminars will be held.
Introduction
Internships, as a fundamental element and basic axis within the initial training of teachers at our university, aim to offer a wide range of experiences to our students to enrich as much as possible their knowledge and training on the school field. . 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 subject of School Practices II is located in the first semester of the third year of undergraduate studies. The teaching load of the subject is 15 ECTS credits that includes a training in alternation in school hours of the center (morning shift degree students) that combines internships outside the training centers with classes at the university and attendance at seminars with the university tutor who are compulsory (maximum of 10 students in the alternation practices and 15 in the DT practices).
The internships of DT students (students of the late shift degree) are carried out for six intensive weeks and both ( alternative and intensive) are monitored by the UIC tutor and the mentor of the training center.
One of the aims of the PE II is to favor the fundamental critical-reflective thinking in the teaching profession. The modality of practices is the one of intervention accompanied and during his stay in the centers, the students will have the opportunity to relate and enrich the theory learned during the course with the practice and experience lived in the classroom. In addition to making observations in the areas of mathematics, language and science, they will have to elaborate a didactic unit adjusted to the curricular regulations and to the needs of the center. Afterwards, they will have to implement it in the classroom, reflecting and valuing this intervention and the achievement of the personal and professional competences that derive from it.
MORNING SHIFT: The 3rd alternation training for the 2021-2022 academic year (morning shift) will be organized as follows:
|
Place |
DATES |
Activities |
|
University |
Untill the 1st of October |
University classes Tutorials |
|
University |
Seminar in spanish “saber ser i saber estar” First seminar with practicum tutor |
|
|
School |
From the 4th till the 15th of october |
Teaching placement |
|
University |
Reflexion during tutorials |
|
|
School |
From the 2nd till the 15th of November |
Teaching placement |
|
University |
Reflexions during the subjects Reflexions during tutorials |
|
|
School |
From the 29th of November till the 15th of December |
Teaching placement |
|
University |
Reflexions during the subjects Reflexions during tutorials |
|
AFTERNOON-NIGHT CLASSES. DOUBLE DEGREE student internships (DT afternoon classes) are six-week intensive internships that take place during the first semester.
|
Double degree classes
|
|
1st of October |
University 6 pm . Seminar in spanish "saber ser i estar" (Sr. J.L. Adam) First seminar with your tutor |
|
From the 25th of October till the 3rd of December |
Teaching placement at school |
|
10th of October |
University Seminar with your tutor |
Pre-course requirements
You must have taken the subject of School Internships I and be taking the subjects of the 3rd year linked to the three areas of observation (language, mathematics and science).
The following two certificates must be presented to the training center, together with the rest of the documentation:
- Negative sex crime certificate
- Statement of responsibility COVID 19 (according to Moodle document)
In the cases that are required, a medical certificate must be presented before the start of the internship, proving that the student is not prevented from doing so.
Objectives
School Placements II include an element of guided intervention and aims to offer student teachers the opportunity to carry out observations and interventions in the classroom under the supervision of their school mentor and monitoring and reflection from their university tutor. The alternation approach is justified by the need to reflect and establish an immediate feedback between the training center and the university.
DT students do these internships intensively for work issues that allow them to do a reflection linked to the exercise of the profession.
Competences/Learning outcomes of the degree programme
- CEM-59 - To acquire a practical knowledge of the classroom and its management.
- CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
- CEM-61 - To monitor the educational process, especially the teaching and learning processes, through mastery of the necessary techniques and strategies.
- CEM-62 - To relate theory and practice to the classroom and school context.
- CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- 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-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
- Manage a group class effectively taking into account the diversity of the students.
- Plan the teaching and learning across the board, disciplinary and interdisciplinary.
- Plan and adapt the techniques and strategies to the needs arising in the classroom context and the educational needs of students.
- Identifies learning difficulties and appropriate assistance activities designed to solve them, tailoring interventions to the needs of students and the context.
- Generate alternatives innovative and original approach to the situation.
- It uses forms of organization, educational media and materials in accordance with the objectives and learning activities.
- Has a working knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
- Work to develop their competence in a systematic way based on a thorough analysis of skills.
- Integrate information technology and communication in the teaching-learning in management education and professional development.
- Communicates and expressed correctly in the language of instruction in oral and written form.
- Is able to express the information using charts and graphs that clearly highlights 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 to analyze problems and roles.
- It asks questions inquiring into reality, makes their own judgments and evaluations from systematic reflection, showing a process of personal growth.
- Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc..) And used as a basis for the arguments.
- Show a process of identifying and overcoming their own previous experience from the reflection that we can face situations characteristic of mental block.
- His reasoning represents a complete and with an organization that reflects the structure of his thought.
- It argues that there are several ways to solve problems and propose innovative solutions.
- Transmitted to other new ideas generated and is understandable.
- Keep progression in deepening and developing their work, reflected in a deep and personal involvement.
- Systematically reviewed the use of resources, according to research at what point is, and makes decisions by adjusting its action plan to improve efficiency.
Syllabus
- Planning programs, projects as well as shared innovative educational processes
- Managing unexpected situations and decision making: integrating knowledge to solve problems
- Classroom management by means of educational activities
- Strategies applied to the school and its relationship to the theoretical framework
- Intervention strategies in learning difficulties and learning disabilities
- Actual interventions in the classroom to foster reflection on own practices and those of others
- Implicit theories and changing thinking based on analysis and reflection on practice
- Functionality of knowledge: effecttive application of strategies in various situations
- Workin in real settings: planning and participation in the classroom
- Models of educational practice and classroom management and assessment depending on the context
- Teaching resources applied to education
- Knowledge and general description of the school and its relationship with the environment
- Observation as a recording instrument
- Responsibility as a key element in the teacher education and in the development of professional identity
- The skills needed to make a professional contribution to the educational climate of the school
- Techonologies as a tool for improving teaching and learning processes
Teaching and learning activities
In person
The knowledge received in manstream subjects, including language, math and science will enable students to carry out and interpret observations in the classroom.
To create the practicum portfolio students will need to use materials from the subjects.
Training activities will include:
- Seminars
- Placements
- Individual Tutorials
- Study and individual work
Prior to the previous seminar, the internship secretary will manage the documents and deliver them to the students to take to the centers. For delivery, the regulations of each center will be followed.
This documentation includes:
- 3 copies of the appendices to the internship agreement with the name of the internship center, the details of the university tutor, student details and the internship period. There must be a three-sided copy signed by to each of the parts (student, university and training center) that must be had before the start of the internship.
- 1 letter of introduction for the director of the center, head of studies, coordinator or the person designated by the center.
- 1 sheet with the work plan
During the placement period:
Student teachers will need to:
- Keep to the schedule set according to the dates and time set in the documents.
- Inform their mentor and their university supervisor of their absences, which will need to be justified.
- Abide by the school rules and regulations.
- Make sure that their mentor has the documents that were submitted to the coordinator (guidelines, university supervisor's details, evaluation sheet).
- Discuss with their mentor the type of unit plan (UP) that they will create and implement according to work plan.
- Send an email message to their supervisor with their mentor's contact details, including name, email address, work phone number, office hours.
- Be in touch with their university supervisor regularly and ask them any necessary questions.
Programme breakdown
Weeks 1 & 2
- Classroom observation based on the prompt. Identifying the group's main characteristics in order to design the UP effectively.
- Designing the UP under the mentor's guidance following the programme guidelines.
- Participation in the classroom activities.
- Getting in touch with their supervisor when necessary.
Weeks 3 & 4
- Implementation of the UP and self-assessment.
- Participation in the classroom activities.
- Getting in touch with their supervisor when necessary.
- Completing the remaining tasks stated in the guidelines.
- Participating in the classroom activities.
- Getting in touch with their supervisor when necessary.
After the placement period:
- Attending and participating actively in the follow-up seminar.
- Submitting the practicum portfolio on the date set. Student should attach their mentor's envelope with their assessment sheet enclosed. Student teachers need to collect it on the last day of their placement period.
- Attending an individual tutorial with their supervisor at the supervisor's request once their portfolio has been marked.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-59 CEM-60 CEM-61 CEM-62 CEM-63 CET-2 CET-3 CET-4 CG-01 CG-02 CG-03 CG-09 | project-based learning learning contract case study method | practical classes theory classes individual / independent study and work. internships seminar-workshops tutorials |
Evaluation systems and criteria
In person
School placements assessment will indicate the extent to which the course competences have been achieved. Mentors and supervisors are responsible for this.
Formative assessment (qualitative) enables evaluators to foresee student teachers' performing patterns in future teaching situations and to understand their present evolution. On the other hand, summative evaluation will offer the student teacher's final mark for the school placement, which will appear in the student's records.
The evaluation of the course consists of three distinct elements. Students must pass all elements to pass the course. Interruption of the placement period or the presence of lack of sompetencies will mean failing the subject (see course materials- mancances competencials) and the student will have to repeat their practices.
School placements will be evaluated on the basis of:
- The mentor's assessment sheet (based on the students' attitudes and skills). Please, note thatt the evaluation sheet used in hospital schools where learning service projects are carried out is usually different. (30%)
- Active participation in the seminars. (25%)
- Active participation in the class reflective activities (15%)
- The quality of the portfolio. (30%)
MORNING SHIFT. ALTERNATIVE PRACTICES
PE II alternation practices will be evaluated based on:
- 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 reflection sessions in classes. 15% (morning shift only)
- The quality of the learning dossier. 30%
CHARACTERISTICS OF THE ALTERNATE LEARNING DOSSIER
Extension: Follow the instructions in the work plan document uploaded to Moodle
Language: Catalan / English (according to Degree)
IMPORTANT DATES
SEMINARS
BEFORE THE PRACTICES
- Seminar in Spanish "knowing how to be and knowing how to be" (Mr. J.L. Adam-Internship Committee):Friday, October 1st from 10 a.m. to 11 a.m.
- Reflection seminars with the tutors of practices and subjects
From September 28th to October 1st (each tutor will have to specify the day and the time slot according to the course timetables. Fridays are working days included in the timetables)
FOLLOW-UP (each tutor will specify the day according to availability. Fridays are working days included in the schedules):
- Week from October 18 th to 29th: Seminars with the tutors of practices and subjects (each tutor will specify the day and time slot according to course schedules.
- Week from November 16th to 26th: Seminars with the tutors of practices and subjects (each tutor will specify the day and the time slot according to the schedules of the course).
- From the 16th to the 22nd of December: Seminars with the tutors of practices and of subjects (each tutor will specify the day and the time slot according to the schedules of the course).
LAST SEMINAR
- From the 10th to the 14th of January: Evaluation seminar DEFENSE ORAL PRESENTATION UD (NEW OF THIS COURSE)
DEADLINE FOR DELIVERY OF THE LEARNING DOSSIER ON THE MOODLE PLATFORM: January 7th
CORRECTED DOSSIER DELIVERY (INDIVIDUAL TUTORIALS convened by each tutor): From 17th to 21st January
* Grades available to students:1st February
You Will be evaluated according to the criteria used for all subjects:
Marks will follow the scale below:
Excel·lent (9-10)
Notable (7 to 8.9)
Aprovat (5-6.9)
Insuficient (3-4.9)
Deficient (0-2.9)
NC - Uncorrected. The dossier must be repeated for serious defects in form. Students have one week to do the formal correction of the work and will only be able to obtain an APPROVED (5). If the learning dossier is suspended by form and content or by 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 students' final grade will be numerical. In order to pass the subject, students need to pass all of its components, including seminars and workshops, the actual school placement period, and the portfolio. Students will only be able to take re-assessment in the event that they fail to submit the portfolio on time or at the supervisor's request via NC (see scale above). The actual school placement period cannot be extended under any circumstances, for which reason re-assessment will only apply in the cases mentioned above. This also means that the portfolio cannot be amended in terms of content.
Awarding MH (honours, grade 9.7 or higher) involves a special mention for excellence regarding level of achievement, content, formal aspects and assessment practices as a whole (workshops submitted work, tutor evaluation sheet). MH can only be proposed by university supervisors.
MHs (from 9.7 according to the Practicum Regulations) cannot be assigned directly to the application. The tutors who propose them will have to agree on the award of the MHs as the number of assignments is limited.
Bibliography and resources
CELA, J. i PALOU, J.(2008). Va de mestres. Carta als mestres que comencen. Col·lecció testimonis. Barcelona: Associació de mestres Rosa Sensat.
CELA, J.(2001) Calaix de mestre. Barcelona: Associació de mestres Rosa Sensat. ISBN:84-891 149-95-X.
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
FUSTER, C. (2005). La volta a l'escola en vuitanta mons. Col·lecció testimonis. Barcelona: Associació de Mestres Rosa Sensat.
PUIG. JM. (1999). Feina d'educar. Barcelona: Edicions 62. Rosa Sensat.