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 Practice II is located in the first semester of the third year of Bachelor's studies. The teaching load of the subject is 15 ECTS credits (14 ECTS of face-to-face practices, seminars, ETI and tutoring and 1 ECTS (5 2-hour seminars on Fridays according to timetables-Title: Curricular deployment 0-3. Prof. Elena Pereta) .which includes alternating training during school hours at the center (students of the degree in the morning) that combines external practices at training centers with classes at the university and attendance at seminars with the university tutor who are mandatory. Only for PEII A i PEII DG.
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 2022-2023 academic year (morning shift) will be organized as follows:
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PLACE |
DATES |
ACTIVITIES* |
|
University |
Until the 30th of September |
University classes Tutorials |
|
University |
30th of September 10:30h |
Seminar in spanish “saber ser i saber estar” First seminar with practicum tutor |
|
School |
From the 3rd until 14th of October |
Teaching placement |
|
University |
From the 17th until the 28th of October |
Reflexion during tutorials |
|
School |
From the 2nd until the 15th of November |
Teaching placement |
|
University |
From the 16th until the 30th of November |
Reflexions during the subjects Reflexions during tutorials |
|
School |
Day 1 and 2 of December and from the 12th until the 21st of December |
Teaching placement |
|
University |
7 (Wednesday) and 22 (Thursday) December December 22 |
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.
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Double degree internship classes *
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To be specified for each tutor. In class |
University First seminar with your tutor |
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From the 24th of October until the 2nd of December |
Teaching placement at school |
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16th of December |
University Seminar with your tutor |
DOUBLE DEGREE. Education-Psychology. The internship of the DOUBLE DEGREE will be organised as follows:
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Dates internship 3rd year (DG) *
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|
|
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UNIVERSITY |
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From the 17th until the 30th of January |
Teaching placement at school |
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From the 31st of January until the 3rd of February |
UNIVERSITY 1st monitoring seminar |
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From the 15th until the 19th of may |
UNIVERSITY 2nd monitoring seminar Seminari seguimiento 2 |
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From the 22nd of May until the 19th of June |
Teaching placement at school |
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20th or 21st of June |
UNIVERSITY Follow-up seminar |
* The dates and hours of the seminars will be stablished by the internship tutor according the calendar.
Pre-course requirements
You must have taken the subject of School Practices I and, in the case of work placements, you must be taking the 3rd year subjects linked to the three areas of observation (language, mathematics and science).
The certificate of negative sexual offenses must be presented to the training centre, together with the other documentation provided by the secretariat.
In the cases where it is required, a medical certificate must be presented before the start of the internships certifying that the student is not prevented from doing them.
Objectives
The School Practices II mode of accompanied intervention aims to carry out systematic observations and interventions in the classroom with the support and supervision of the center mentor and the monitoring and reflection of the university tutor.
Competences/Learning outcomes of the degree programme
- CEM-14 - To understand that systematic observation is a basic tool for reflecting on practice and reality, as well as for contributing to innovation and improvements in childhood education.
- CEM-15 - To master the techniques of observation and recording.
- CEM-20 - To value the importance of teamwork.
- CEM-59 - To acquire a practical knowledge of the classroom and its management.
- 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-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.
- 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-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-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.
- 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.
- CG-11 - To be familiar with the elements that make up the quality-based approach, 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 systematic 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
- The certificate of negative sexual offenses must be presented by the students
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)/project 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/project 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. All parts must be approved (mentoring report, seminar participation, subject reflection sessions and learning dossier) to pass the subject. Interruption of internships due to students' lack of skills or the existence of assessed skills deficiencies (moodle document) will result in suspension of the subject and the student will have to re-register to be able to repeat their internships. In these cases, neither the oral defense nor the presentation of the dossier will be considered.
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 INTERNSHIP
- Seminar in Spanish "knowing how to be and knowing how to act" (Mr. J.L. Adam-Internship Committee):Friday, September 30th.
- Reflection seminars with the tutors of practices and subjects
From the 28th until the 30th of September (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 17 th to 28th: 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 25th: 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).
- December 22: Seminars with the practice and subject tutors on Thursdays (each tutor will specify the day and time slot according to course timetables).
LAST SEMINAR
- From the 9th to the 13th of January: Evaluation seminar DEFENSE ORAL PRESENTATION UD (NEW OF THIS COURSE)
DEADLINE FOR DELIVERY OF THE LEARNING DOSSIER ON THE MOODLE PLATFORM: January 9th
CORRECTED DOSSIER DELIVERY (INDIVIDUAL TUTORIALS convened by each tutor): From 16th to 20th January
* Grades available to students: 31st January
INTENSIVE INTERNSHIP DT (afternoon classes) and DG EDUCATION-PSYCHOLOGY
The practices PE II DT and DG 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).. 40%.
- Active participation in the different seminars with the tutors. 15%
- The quality of the learning dossier. 45%
CHARACTERISTICS OF THE LEARNING DOSSIER DT AND DG
Extension: Follow the instructions in the work plan document uploaded to Moodle
IMPORTANT DATES ( DT)
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21st of October |
University |
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From the 17th until the 21st of October |
Previous seminar |
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From the 24th of October until the 2nd of December |
Teaching placement at school |
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From the 14th until the 18th of November |
Monitoring Seminar |
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From the 12th until the 16 of December |
Follow-up seminar |
|
22nd of December |
Deadline for delivery of the learning dossier (pdf moodle) |
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From the 9th until the 13 of January |
Corrected dossier delivery ( individual tutorials convened by each tutor) |
IMPORTANTS DATES DG
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30th of September |
University |
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From the 9th untild the 13th of January |
Previous seminar |
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From the 17th until the 20th of January |
Teaching placement at school |
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From the 31st of January until the 3rd of February |
Monitoring Seminar 1 |
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From the 15th until the 19th of May |
Monitoring Seminar 2 |
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From the 22nd of May until the 19th of June |
Teaching placement at school |
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21st or 22nd of June |
Follow-up seminar |
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23rd of June |
Deadline for delivery of the learning dossier (pdf moodle) |
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From the 1st until the 6th of July |
Corrected dossier delivery ( individual tutorials convened by each tutor) |
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).
The second call for internships can only be considered when there is NP (presentation of the dossier outside the deadline or approved schedule adaptation plan), defects in the form of dossier work, failure to present reflections on the subjects) and the grade this part will be approved if it overcomes the defects of form and content.
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 9.5 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.