Universitat Internacional de Catalunya - Barcelona

School Internships 1

• code 10629
• course 2
• term Semester 2
• type PR
• credits 5

Module: Practicum

Matter: School internships

Main language of instruction: Catalan

Other languages of instruction: Spanish

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.

 EL MATERIAL DIDÀCTIC DE L'ASSIGNATURA ESTÁ DISPONIBLE EN EL 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 Early Childhood Education is in the first semester of 2nd (3rd semester of the Degree in Education) and has a teaching load of 6 ECTS credits. Its purpose is an intervention based on the 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 alternation practices of the 2017-2018 course are incorporated as a novelty to promote fundamental critical-thought thinking in the teaching profession and will be developed in three periods of one week combining the theory in the university and the practice in the center trainers .

• Del 26 de febrer al 2 de març
• Del 19 al 23 de març
• Del 16 al 20 d'abril

Attendance is compulsory during school hours (morning and afternoon). The schools are assigned to students and are posted in the Teaching Material section of this teaching guide

The student must have completed the subject of Systematic Observation and analysis of contexts and be enrolled in the subjects of the 2nd semester of the 2nd year of degree in early childhood education

Objective:

Gather information from the environment using observation as a technique and as a research method in the classroom (this is not to judge behavior but to collect and analyze information obtained in a natural context)

Specific objectives:

1. Participant observation of the student of practices and analysis of the educational practice

2. To collect information about the educational practice of the teacher using systematic observation techniques

3. Analysis of the collected information

4. Final communication

• 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.
• 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-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.
• CEM-59 - To acquire a practical knowledge of the classroom and its management.
• 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.

According to the curriculum of education Degree:

1. Establishes a relationship of empathy with the students and the faculty.
2. Communicates and expresses correctly the language of instruction in oral and written.
3. Explain the significance of the analysis of data collected in observational records and is able to deduce conclusions.
4. Is able to express the information using charts and graphs that clearly highlights the relevant information.
5. Coherently integrates different perspectives, sources, theoretical dimensions to analyze reality.
6. Generalized with caution and critical from the observations.
7. 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.
8. It asks questions inquiring into reality, formulated their own judgments and assessments based on systematic thought, thus showing a process of personal growth.
9. Participate constructively in discussions, contributing to building a rich and shared reflection, reconsidering proposals and decisions and assessing its implications due to new factors of context.
10. Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc.) and used as a basis for discussions.
11. Represents the reasoning of a complete and with an organization that reflects the structure of his thought.
12. Transmitted to other new ideas generated and made understandable.

• Knowledge and comprehensive description of the center and its relationship with the environment
• The field diary as a tool for collecting and analyzing information
• Knowledge of socio-emotional and moral development of students (IE)
• Observation as an instrument of record
• Responsibility as a key element in the training and development of the teaching profession

Es realitzaran els seminaris obligatoris següents: 

• Seminari presentació pràctiques d'alternança: dia 12 de febrer de 13:30 a 14:30 aula d202 (Dra. MT Fuertes)
• Seminaris de Pràctiques (SEPRAC) amb els tutors corresponents segons horari acordat: 
• 1 abans de les pràctiques (setmana del 19 al 23 de febrer) 
• 2 durant les pràctiques (1 setmana del 5 al 9 de març; 1 setmana del 3 al 6 d'abril)
• 1 després de les pràctiques (setmana del 23 al 27 d'abril
• Lliurament del dossier d'aprenentatge: 3 de maig 
• LLiurament dossier d'aprenentatge corregit als estudiants: Setmana del 14 al 18 de maig (segons horari que indiqui cada tutora)

 Assessment  Distribution

The notes will have an assessment activities based on the following scale:

• Excel·lent (9-10)
• Notable (7 to 8.9)
• Approvat (5-6.9)
• Insuficient (3-4.9)
• Deficient (0-2.9)
• NC - Students whose portfolios do not meet basic quality standards regarding formal aspects will be given the chance to amend and resubmit their work within one week. Portfolios that are re-submitted in these circumstances will be marked on a pass/fail basis.

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.

Work practices delivered later to the deadline established in the schedule, go directly to the call of July and the announcement comes a NP in the second half.

They may use the bibliography listed below and the notes of the subjects that are considered appropriate:

Coll, C. (Ed.) (1999). REMARKS i analyze of them educació internships in school. Barceona: UOC

Cuadros, D. (2009). Qualitative research in natural context: participant observation. 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, DA (1992). The formation of reflective practitioners. Towards a new design for teaching and learning in the professions. Barcelona: Polity Press / MEC

Stenhouse, L. (1987): Research and curriculum development . Madrid: Morata (Capitols X, XI I XIII)

Wittrock, MC (1989). Education research II. Qualitative methods and observation. Barcelona: Polity Press / MEC

Woods, P. (1989): The school inside . Barcelona: Paidós-MEC

• Course notes Systematic observation and analysis of contexts.
• Notes of other subjects depending on the focus of observation is selected.