Universitat Internacional de Catalunya

School Internships 1

School Internships 1
5
10629
2
Second semester
PR
Practicum
School internships
Main language of instruction: Catalan

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

The school teaching placement as a fundamental element and basic axis within the initial formation of the masters of our university, aim to offer a wide range of experiences to our students to enrich as much as possible their knowledge and their training on the school environment . For this reason, students will have the opportunity, throughout their studies, to enter into contact with different institutions that will enrich their personal and professional background.

The School and Degree in Primary Education Practices is located in the second half of 2nd (4th semester of Degree in Education studies) and has a teaching load of 6 ECTS credits (5 ECTS of face-to-face practices and 1 ECTS in Primary . 5 Seminars-systematic observation and contextual analysis (5 Fridays from 8 a.m. to 10 a.m. Maite Fuertes). It aims an intervention based on participating observation. Apart from establishing the first contact with the Classroom, these practices have the purpose of analysis and individual and collective reflection of school educational practices taking into account the content of the subjects taught at the University during this same semester.

  • Modality 1. Alternating School teaching placement and classes at University. They combine the stays in the center with classes at the university. They must favor the fundamental critical-reflective thinking in the teaching profession and will be developed in the following periods combining the theory of university and practice in trainers.

School teaching placement organization

 

From 6th till 10th of March

Teaching Placement at School

From 14th till the 25th of March

Classes at University

From 27th till 31st of March

Teaching Placement at School

From 11th until the 21st of April 

Classes at University

From 24th till 28th of April

Teaching Placement at School

From 2nd till 12th of May

Classes at University

 

  • Modality 2. Double Degree Teaching placement (Education and Psychology) are intensive and combine the stay in the classroom with the knowledge of the operation of the psychopedagogical guidance team of the trainer center. The dates of these DG practices are: from the May 22nd until June 9th.

In both modalities, attendance is mandatory at school hours in the center (morning and afternoon) since classroom dynamics are different and the complete knowledge of work within the school hours.

The hours that appear in the annex of the document signed on three bands (University, Student and Center) are the minimum but it does not mean that they are the maximum since the hours in the morning and afternoon at the center following the mind or the mentor are mandatory And adaptation plans are not allowed in this type of practices.

Pre-course requirements

  • The student must be enrolled in the subjects of the second semester of the 2nd year of the 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 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

Competencies

  • 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.
  • CEM-67 - To participate in best practice initiatives in the various possible fields of activity in a school.
  • 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-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

According to the curriculum of Education Degree:

  • Establishes relationships and empathy with the students the faculty. 
  • Communicates and expresses correctly the language of instruction in oral and written. 
  • Explain the significance of the analysis of data collected in observational records and is able to deduce conclusions. 
  • It is capable of expressing information using charts and graphs that clearly highlights the 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 for analyzing roles and problems. 
  • It is in fact probing questions, formulate their own judgments and assessments based on systematic thought, thus showing a process of personal growth. 
  • Participate constructively in discussions, contributing to building a rich and shared reflection, reconsidering proposals and decisions and assessing its implications due to new factors context. 
  • Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc.) and used as a basis for discussions. 
  • Represents the reasoning of a complete and with an organization that reflects the structure of his thought. 
  • Transmitted to other new ideas generated and made understandable. 
  • Systematically reviewed the use of resources, depending on the objectives, at what point is, adjusting their decisions and action plan to improve efficiency.

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



Seminars and obligatory sessions will be carried out before, during (alternation) and after external practices to explain and plan the work script and to achieve the competence development of the students of practices that will deepen the contents also from the subjects of the semester.

The dates of previous and monitoring seminars are those you will see below. The call will send you the tutor of the University:

ALTERNATION AND DOUBLE DEGREE. Seminars to know how to know be. Mr. José Luis Adam (Practice Committee).

  • Degree in Early Childhood Education: March 3rd, 10:00 P0A01(Mr. Jose´Luís Adam- Internship Committee) 

  • Degree in Primary Education: March 3rd (Mr. José Luís Adam- Internship Committee) 

ALTERNATION SEMINARS 
  • Previous. Week from February 27th to March 3rd 
  • Week from March 13th to 24th
  • Week from April 11th to 21st od 
  • Weeks from May 2nd to 12th 

DOUBLE DEGREE SEMINARS (according to each tutor)

  • Previous: May 15th to 19th
  • Monitoring: Week of the 29th of May (online)
  • Later: Week of the 12th until the 16th of June

 

 

 

COMPETENCESMETHODOLOGYTRAINING 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 will target ascertain the extent to which powers have been achieved chosen.

Formative assessment (qualitative) can establish a profile of activity of the future teacher and shows us what their evolution. The summative evaluation final result serves to make an overall assessment of the activity of the practices and determine the numerical mark consisting in the proceedings.

The evaluation of the course consists of different parts. Students must pass all parties to pass the course. The interruption of the practical skills of students lacking (document Moodle) will subject the suspended and practices must be repeated.

Parts of the evaluation PRACTICES Alternation. Each part has a rubric assessment uploaded in Moodle.

  • The report of the guardian of the educational institution and the personal interview between tutors (based on the attitudes and aptitudes of the student) 30%.
  • Active participation in seminars with tutors and seminar "knowledge was being" (J. Adam L.) (50%), and seminar and systematic observation (M. Fuertes) (50%) - 25%.
  • Active participation in the brainstorming sessions in class 15%.
  • The quality of learning dossier by 30%

Parts of the evaluation PRACTICES DG Education- Psychology

  • The report of the guardian of the educational institution and the personal interview between tutors (based on the attitudes and aptitudes of the student) 35%.
  • Active participation in seminars with tutors seminar "knowledge was being" (J. Adam L.) seminar and systematic observation (M. Fuertes) 30%.
  • The quality of learning dossier by 35%.

Formal aspects for the development of learning dossier

  • Page limit: 10 maximum. The annexes include the various systems of observation and reflection of each of the subjects.
  • Free format (there will be valued component and thoughtful argument defined objectives)
  • Letter space 12 1.5.
  • The cover must include:

Name of the subject.
Name of center practices and assigned course.
Name of tutor  UIC.
Name of the student.
Delivery date and year.

  • Delivery date of alternating learning dossier: May 15th
  • Delivery date notes of the subjects involved (DRIVE): May 16th
  • Delivery date learning dossier corrected through individual tutoring: From 22nd to 26th May (according tutor)
  • Introduction notes: Until June 7th
 
  • Delivery date of learning dossier DOUBLE DEGREE: June 16th
  • Delivery date learning dossier corrected through individual tutoring: 19th to the 21st June (according tutor
  • Introduction notes: Until June 23rd 
 

The notes have a rating of activities based on the following scale:

Excellent (9-10)
Solid (7 to 8.9)
Approved (5-6.9)
Inadequate (3-4.9)
Poor (0-2.9)

 

NC - Uncorrected. The dossier must be repeated for serious defects in form. Students have one week to make the formal correction of the work and will only be able to obtain an APPROVED (5).

2ª call. It can only be considered when there is NP (submission of the dossier out of time or approved schedule adaptation plan) or form defects (NC).

"MANCANCES COMPETENCIALS". They involve the interruption of the stay and the suspension of the subject.

MH (from 9.7 according to the Practicum Regulations). They cannot be assigned directly to the Practicum Map application. Each internship tutor must present them in advance to the internship secretary and post them on the DRIVE to assess whether they can all be awarded based on the limit number. If the number of proposals exceeds the allowed limit, the internship tutors will have to agree on who will be awarded the MH in each of the specialties.

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

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