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
Internships, as a fundamental element and basic axis in the initial training of teachers at our university, aim to offer a wide range of experiences to students in order to enrich their knowledge and training in the school environment to the maximum. For this reason, throughout their studies, students will have the opportunity to be in contact with different institutions that will contribute to expanding their personal and professional background.
The subject School Internships I of the Degree in Early Childhood Education is taught in the second semester of the second year and has a teaching load of 5 ECTS. Its purpose is to promote work-study training based on participant observation. In addition to establishing the first contact with the classroom, these internships aim to promote analysis and reflection, both individual and collective, on school educational practices, taking into account the contents worked on at the university during the same semester.
Attendance is mandatory during the school's school hours (morning and afternoon), following the teacher's own tasks.
The PEI calendar with all the dates can be found on Moodle.
Pre-course requirements
- The student must be enrolled in the subjects of the second semester of the 2nd year of the ECC 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 from the environment using participant observation as a technique, and as a research method in the classroom (it is not about judging behavior but about collecting and analyzing information extracted in a natural context).
Specific objectives
1. Observe in a participant manner in the classroom.
2. Collect information about the teacher's educational practice using systematic observation as a technique.
3. Analyze, in a reflective and critical way (argued), the educational practice in the classroom within the framework of the seminars.
3. Analyze in a reflective way the information collected in the different practical subjects.
4. Communicate in an appropriate and argumented way, orally and in writing.
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.
- 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-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 of empathy with the students and the teaching team.
- Communicates and expresses himself correctly in the language of instruction orally and in writing.
- Explains the meaning of the analysis of data collected in the observation records and can conclude.
- Able to express information using clear tables and graphs in which relevant information is highlighted.
- It coherently integrates the various perspectives, sources, and theoretical dimensions to analyze reality.
- Generalize with caution and a critical sense from observations.
- Recognizes the responsibility of multiple actors in problems, valuing and judging the implications of considering one or the other as a reference for analyzing roles and problems.
- He asks questions by investigating reality, and formulates his judgments and assessments based on systematic reflection, thus showing a process of personal growth.
- Participate constructively in the debates, contributing to the construction of a rich and shared reflection, reconsidering the proposals and decisions, and assessing their implications due to new factors of the context.
- He represents his reasoning in a complete way and with an organization that reflects the structure of his thinking.
- He conveys to others the new ideas generated and makes them understandable.
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
Compulsory seminars and sessions (ETG) will be held before, during (follow-up) and after the external internships, with the aim of explaining and planning the work script, as well as enhancing the development of students' skills. These sessions will allow for in-depth study of the contents also worked on in the semester's subjects.
Individual tutorials and ETI sessions complete the hours of dedication to the subject.
The dates of the previous and follow-up seminars for both modalities can be consulted in the Moodle calendars.
| 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 aims to verify to what extent the selected competencies have been achieved, based on the established learning outcomes.
The formative and training evaluation allows the future teacher to define the performance profile and demonstrate their evolution, which must be accompanied by feedback from the mentors of the centers and the tutors of the university.
The summative evaluation corresponds to the final result and serves to make an overall assessment of the practice activity and determine the numerical qualification that will appear in the minutes. The tutor of the university is responsible for this overall evaluation.
The evaluation of the subject consists of different parts, and all of them must be passed to pass the subject. Each part has an evaluation rubric that is posted on Moodle.
Parts of the evaluation:
- The report of the mentor of the educational institution and the personal interview between mentor-tutor, (based on the attitudes and abilities of the student) 30%. *
- Active participation in the different seminars with the tutors (90%) and in the "knowing how to be and being I" seminar (10%) - 25% of the total
- Active participation in the reflection sessions in the subjects (classes) 15%.
- The quality of the learning dossier 30%.
*The evaluation report of the center's mentor includes a section 0 with five mandatory requirements to complete the report. The lack of any of these requirements, if not corrected after feedback from the mentor and tutor, will lead to a failure in the subject. In this case, the learning dossier will not need to be submitted, and the student will have to repeat the internship at the end of the semester in another center assigned by the internship committee.
Formal aspects for the preparation of the learning dossier
Page limit: 10 (+2) maximum.
Format following the established work plan
The cover page must include:
Name of the subject.
Name of the internship center and assigned course.
Name of the UIC tutor.
Name and surname of the student.
Date of submission and course.
The dates of submission, tutorials and closing of events for both modalities can be found in the Moodle calendars.
Activity grades will be assessed based on the following scale:
Excellent (9-10)
Remarkable (7-8.9)
Approved (5-6.9)
Insufficient (3-4.9)
Deficient (0-2.9)
2nd call
It can only be considered in cases of NP (not submitted, due to late submission of the dossier) or failure of the dossier due to defects in form or content related to the monitoring of the sections of the work plan.
Honorary Degree (MH)
According to the Practicum Regulations, it may be awarded from a grade of 9.5. if the tutor considers that there are merits of excellence. They are not granted at the request of students, and cannot be assigned directly through the Moodle platform.
Each internship tutor must send the corresponding request to the email practiques.edu@uic.es and upload the supporting documents to DRIVE so that it can be assessed whether all the proposals can be granted within the established limit.
In the event that the number of proposals is greater than the maximum allowed, the internship tutors must agree on which students will finally receive the Honorary Degree within each specialty.
Spelling mistakes
In written works of a maximum of 7 pages, 0.1 will be deducted per error if it is a work by hand, and 0.3 if it has been written with a computer. The discount limit is 2 points.
In written work of more than 7 pages, 0.1 will be deducted per error, whether handwritten or computer-generated.
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
Fuertes Camacho, M. T. (2024). Análisis DAFO de las prácticas en alternancia en los grados de educación de la UIC. En B. Cerrato Rodríguez, N. Martínez Heredia i J.-M. Corbacho Valencia (Coords.), La nueva alquimia entre el aprendizaje y la enseñanza (pp. 225–238). Peter Lang. ISBN 978-3-631-93463-0
Fuertes Camacho, M. T. (2022). Calidad y Responsabilidad social en las universidades. En Bobkina, J. Investigación e innovación académicas para una sociedad interconectada. (pp. 179-189). Tirant lo Blanch.
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