School Internships 1
Module: Practicum
Matter: School internships
Main language of instruction: Catalan
Other languages of instruction: English
Head instructor
Dra. Maria Teresa FUERTES - tfuertes@uic.es
Office hours
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
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 6 ECTS credits (5 ECTS of school internship and 1 ECTS for the Systematic observation and context analysis workshops ). 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 2019-2020 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 16th till the 20th of March |
Stay at the training center |
From March 23th to April 3rd |
Classes at the university |
From the 14th till the 20th of April |
Stay at the training center |
From the 21st to the 30th of April |
Classes at the university |
From the 4th till the 8th of May |
Stay at the training center |
From the 11th to the 14th 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.
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
According to the curriculum of Education Degree:
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.
The dates of the previous and follow-up seminars are the following:
* The dates of the reflection sessions from the subjects after each period of internships will be established by each tutor of the subjects.
** Tutors can choose the day but the time zone must be after 12h
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 |
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:
Parts of the evaluation of the PRACTICES DG. Each part has an evaluation rubric that is posted on Moodle
Formal aspects for the preparation of the dossier of learning
* Date and timeframe chosen by each tutor
The activity notes 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 it for serious defects in a way. 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 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.
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
Behaviour and observations record | |
2,3,4,5,6 | Behaviour and observations record Observations Report Project presentation |
7,8,9,10,11,12,13 | Oral questions Behaviour and observations record Level of participation Project presentation |
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