Universitat Internacional de Catalunya
School Internships 2
Other languages of instruction: English, Spanish,
Teaching staff
TUTORIAL SESSIONS
Compulsory seminars and reflection sessions are established. The tutors specify the time slot and the classroom. Students can make specific enquiries by e-mail, and tutorials can be requested by students or the tutor.
COORDINATION/COMMISSION
In-person. On Wednesdays from 9:45 to 10:15 and from 12 to 12:15 previously confirmed by e-mail
E-mail address: practiques.edu@uic.es
Introduction
Practicums are a key element and constitute the pillar of initial teacher training at our university (UIC, Barcelona). They offer a wide range of experiences to students to broaden their knowledge and training in the school environment. Throughout their studies, students have the opportunity to get to know different institutions that will enrich their personal and professional background.
The teaching load of the subject is 15 ECTS credits (14 ECTS of in-person practicums, seminars, Early Childhood Education (ECE) degree, and tutorials, and 1 ECTS credit (five 2-hour seminars on curriculum implementation in ECE for children aged 0-3 on Fridays depending on the timetable. Lecturer: Elena Pereta) *
Practicum II (Pràctiques escolars, PEII in Catalan) includes two modalities. Students will find the calendar and dates at the end of this teaching guide.
1. Work-linked training modality (Modalitat de pràctiques d’alternança, PEII A in Catalan): it consists of alternate training, combining external practicums at training centres with classes at the university and attending seminars accompanied by the university tutor.
2. Intensive practicum modality for students doing a double degree (Modalitat de pràctiques intensives doble titulació, PEII DT in Catalan). It includes intensive training for six weeks.
One of the purposes of practicum II (PEII) is to promote fundamental critical-reflective thinking in the teaching profession through accompanied intervention. During the students’ practicums at schools, they will have the opportunity to connect and the theory learnt throughout the course to practice and experience gained in the classroom. In addition to observing lessons, they will have to prepare a teaching unit (unitat de programació, UP in Catalan), adjusted to the curriculum regulations and the needs of the educational centre. They will have to implement it in the classroom reflecting on and assessing this intervention and the achievement of personal and professional competencies derived from it. The students’ university tutor and their mentor at the training centre are in charge of monitoring and accompanying the students during their practicums.
*Attending this seminar is not compulsory for 5th year students doing a double degree that have already done practicums in their other degree.
Pre-course requirements
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- Students must have taken the subject of School Practicums and, in the case of work placements, students must be doing third year subjects linked to the three areas of observation (language, mathematics and science).
- Students must submit the certificate of absence of sexual offences to the training centre, together with other documentation provided by the secretary’s office.
- If required, a medical certificate certifying that a student is allowed to carry out practicums should be presented before starting them.
Objectives
Practicum II (PEII) through accompanied intervention aims to carry out systematic observations and interventions in the classroom with the support and supervision of the school mentor and the follow-up and reflection of the university tutor.
Competences/Learning outcomes of the degree programme
- CEM-01 - To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
- CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
- 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-17 - To know how to analyse data obtained, comprehend reality in a critical way and draw up a report with conclusions.
- CEM-33 - To know the scientific, mathematical and technological basics of the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
- 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-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- 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-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.
- 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
4- Plan the teaching and learning process in a transversal, disciplinary and interdisciplinary way.
6- Plan and adapt the techniques and strategies according to the contextual needs generated in the classroom and the educational needs of the students.
7- Identifies learning difficulties and designs appropriate activities and aids to solve them, adapting the interventions to the needs of the students and the context.
8- Generate innovative and original alternatives in the way of defocusing the situations.
11- Uses/recognizes forms of organization, didactic supports and educational materials in accordance with learning objectives and activities.
15- He has sufficient knowledge of the psychology of behavior to analyze and understand his own behavior and that of others.
16- Work for the development of your competence systematically on the basis of a good analysis of the competences.
18- Communicates and expresses himself correctly in the language of instruction orally and in writing.
21- Integrates with coherence the various perspectives, sources, theoretical dimensions to analyze reality.
22- Generalize with caution and a critical sense based on observations.
25- He asks questions by investigating reality, formulates his own judgments and evaluations based on systematic reflection, thus showing a process of personal growth.
30- Considers that there are several ways to solve problems and proposes innovative solutions.
36- Systematically reviews the use of resources, depending on the objectives, at what point it is, and makes decisions by adjusting the action plan to improve its effectiveness.
Syllabus
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- Planning of programs, projects, and innovative and shared educational processes
- Uncertainty management and decision-making: knowledge integration for problem-solving
- Classroom management based on the application of didactic proposals
- Strategies applied at school and their relationship with the theoretical framework
- Strategies for intervention with regard to learning difficulties and disorders
- One's own practicum and that of others: occasional interventions in the classroom
- Implicit theories and a shift in thinking based on analysis of and reflection on the practicum
- Functionality of knowledge: effective implementation in different situations
- Work in real situations: planning and participation in the classroom
- Models of educational practice, classroom management, and assessment depending on the context
- Didactic resources applied to training
- Knowledge and global description of the center and its relationship with the environment
- Observation as a recording instrument
- Responsibility as a key element in one's own training and in the teaching profession
- Competencies necessary to professionally contribute to the pedagogical climate of the school
- IT as a tool for improving the teaching and learning process
Teaching and learning activities
In person
The assessment of practicums aims to check to what extent the selected competencies have been achieved. The university teacher/ tutor and the teacher/mentor of the training centre are in charge of assessing.
Formative assessment and (qualitative) self-assessment enable establishing a performance profile of the future teacher, and shows us how they progress. Summative assessment is the final result and serves to provide an overall assessment of the practicum activity. It determines the mark that appears in the certificate.
The assessment of the School Practicums subject consists of different parts and students must pass all the parts (mentoring report, participation in seminars, reflection sessions on the subjects, and learning dossier) in order to pass the subject.
Interruption of practicums due to students' lack of competency, or assessed competency deficiencies (Moodle document) results in failing the subject. Student will have to register again to be able to repeat the practicums. In this case, neither the oral defence nor the presentation of the dossier will be considered.
1. WORK-LINKED TRAINING MODALITY (PEII A)
The work-linked training modality (PEII A) is assessed based on:
- the report of the school mentor and the personal interview between the tutor and the mentor (based on the student’s attitude and aptitudes): 30%
- active participation in the different compulsory seminars with the tutors: 25%*
- active participation in reflection sessions in class: 15% (only in the morning classes)
- quality of the learning dossier. 30%
CHARACTERISTICS OF THE LEARNING DOSSIER
- Length: Instructions in the work plan (pla de treball) document posted on Moodle must be followed
- Language: Catalan/English (depending on the degree)
2. INTENSIVE PRACTICUM MODALITY (PEII DT)
Intensive practicums (PEII DT) will be evaluated based on:
- the report of the school mentor and the personal interview between the tutor and the mentor (based on the student’s attitude and aptitudes): 40%
- active participation in the different compulsory seminars with the tutors: 15%*
- quality of the learning dossier: 45%
* Students will find the calendar including the PEII seminars at the end of this teaching guide.
The overall mark for the subject is numerical and the student must pass the different parts included in the assessment in order to pass the subject (seminars, report from the school mentor, reflective sessions in the classroom, and learning dossier). Assessment of the activity is based on the following scale:
- Excellent (9-10)
- Very good (7-8.9)
- Pass (5-6.9)
- Insufficient (3-4.9)
- Deficient (0-2.9)
- NC - Not corrected. The dossier must be repeated due to serious defects in form. Students have one week to make the necessary corrections to the dossier, and can only obtain a pass mark (5).
The second call for practicums 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, failure to present reflections on the subjects). The mark for this part is a pass mark if the defects of form and content are remedied.
MH (Matrícula de Honor in Catalan, distinction in English) refers to a special mention that implies excellence in form and content of the practicum assessment as a whole. MH is proposed by the university tutor based on these criteria, and never at the request of students.
MH (mark over 9.5, in accordance with the Practicum Regulations) cannot be granted directly. The tutors proposing it have to agree on awarding the distinction, as the number of MH is limited.
|
LEARNING OUTCOMES |
ASSESSMENT SYSTEM |
|
1-22 |
Observation Report Level of participation Oral presentations Design of activities Work and projects Self-assessment Presentation of a project Questions |
| 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
The evaluation of the practices will be aimed at verifying to what extent the selected skills have been achieved. The task of evaluating is the responsibility of the University teacher and the teacher/mentor of the internship training center.
The formative and formative (qualitative) assessment makes it possible to establish a performance profile of the future teacher and shows us what his evolution is. The summative evaluation will be the final result and serves as a global value of the practice activity and determine the qualification that will be recorded in the minutes.
The assessment of the internship subject consists of different parts and you must pass all of them (mentoring report, participation in seminars, reflection sessions on the subjects 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.
1. MODALITY OF INTERNSHIPS (PEII A)
The PE II A alternating 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 various mandatory seminars with the tutors. 25%*
Active participation in reflection sessions in classes. 15% (only in the morning shift)
The quality of the learning dossier. 30%
CHARACTERISTICS OF THE LEARNING DOSSIER
Extension: You must follow the instructions in the work plan document uploaded on Moodle
Language: Catalan / English (depending on Degree)
2. INTENSIVE PRACTICE MODALITY (PEII DT)
Intensive PEII DT internships 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 various mandatory seminars with the tutors. 15%*
The quality of the learning dossier. 45%
*The calendar with the PEII seminars can be found at the end of the teaching guide.
The overall mark for the subject will be numerical and the student must approve the different elements that are included in the assessment in order to pass the subject (seminars, report from the center tutor, reflective sessions in the classroom and learning file). The activity notes will have an assessment based on the following scale:
Excellent (9-10)
Remarkable (7-8.9)
Passed (5-6.9)
Insufficient (3-4.9)
Poor (0-2.9)
NC - Not corrected. The dossier must be repeated for serious defects in form. Students have one week to make the formal correction of the work and can only 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.
MH (Honors Matriculation) assignments are a special mention that implies excellence in form and content of the internship assessment as a whole. They are proposed by the university tutor based on these criteria and never at the request of the students.
The MH (from 9.5 according to the Practice Regulations) cannot be assigned directly to the application. The tutors who propose them will have to agree on granting the MH given that 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.