Universitat Internacional de Catalunya

School Internships 2

School Internships 2
15
10635
3
First semester
PR
Practicum
School internships
Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff


The seminars have been officially established and approved by the Faculty of Education at UIC. Supervisors will set the specific time in which seminars will be held. 

Introduction

Internships, as a fundamental element and basic axis within the initial training of teachers at our university, aim to offer a wide range of experiences to our students to enrich as much as possible their knowledge and training on the school field. . 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 subject of School Practice II is located in the first semester of the third year of Bachelor's studies. The teaching load of the subject is 15 ECTS credits (14 ECTS of face-to-face practices, seminars, ETI and tutoring and 1 ECTS (5 2-hour seminars on Fridays according to timetables-Title: Curricular deployment 0-3. Prof. Elena Pereta) .which includes alternating training during school hours at the center (students of the degree in the morning) that combines external practices at training centers with classes at the university and attendance at seminars with the university tutor who are mandatory. Only for PEII A i PEII DG.

The internships of DT students (students of the late shift degree) are carried out for six intensive weeks and both ( alternative and intensive) are monitored by the UIC tutor and the mentor of the training center. 

One of the aims of the PE II is to favor the fundamental critical-reflective thinking in the teaching profession. The modality of practices is the one of intervention accompanied and during his stay in the centers, the students will have the opportunity to relate and enrich the theory learned during the course with the practice and experience lived in the classroom. In addition to making observations in the areas of mathematics, language and science, they will have to elaborate a didactic unit adjusted to the curricular regulations and to the needs of the center. Afterwards, they will have to implement it in the classroom, reflecting and valuing this intervention and the achievement of the personal and professional competences that derive from it.

MORNING SHIFT: The 3rd alternation training for the 2022-2023 academic year (morning shift) will be organized as follows:

 

PLACE

DATES

ACTIVITIES*

University

Until the 30th of September

University classes

Tutorials

University

30th of September  10:30h

Seminar in spanish “saber ser i saber estar”

First seminar with practicum tutor

School

From the 3rd until 14th of October

Teaching placement

University

From the 17th until the 28th of October

Reflexion during tutorials

School

From the 2nd until the 15th of November

Teaching placement

University

From the 16th until the 30th of November

Reflexions during the subjects

Reflexions during tutorials

School

Day 1 and 2 of December and from the 12th until the 21st of December

Teaching placement

University

7 (Wednesday) and 22 (Thursday) December

December 22

Reflexions during the subjects

Reflexions during tutorials


AFTERNOON-NIGHT CLASSES. DOUBLE DEGREE student internships (DT afternoon classes) are six-week intensive internships that take place during the first semester.       

Double degree internship classes *

 


To be specified for each tutor. In class

University 

First seminar with your tutor

From the 24th of October until the 2nd of December 


Teaching placement at school

 

16th of December 

University

Seminar with your tutor


 

 DOUBLE DEGREE. Education-Psychology. The internship of the DOUBLE DEGREE will be organised as follows: 

 

Dates internship 3rd year (DG) *

 

 
30th of September  

From the 9th until the 13th of January   

UNIVERSITY
Seminar "saber ser saber estar" (Sr. J.L. Adam)

Previous seminar 

From the 17th until the 30th of January  

Teaching placement at school

From the 31st of January until the 3rd of February 

UNIVERSITY

1st monitoring seminar 

From the 15th until the 19th of may 

UNIVERSITY 

2nd monitoring seminar  Seminari seguimiento 2 

From the 22nd of May until the 19th of June 

Teaching placement at school

20th or 21st of June 

UNIVERSITY 

Follow-up seminar 

   
* The dates and hours of the seminars will be stablished by the internship tutor according the calendar.   

 

Pre-course requirements

You must have taken the subject of School Practices I and, in the case of work placements, you must be taking the 3rd year subjects linked to the three areas of observation (language, mathematics and science).

The certificate of negative sexual offenses must be presented to the training centre, together with the other documentation provided by the secretariat.

In the cases where it is required, a medical certificate must be presented before the start of the internships certifying that the student is not prevented from doing them.

Objectives

The School Practices II mode of accompanied intervention aims to carry out systematic observations and interventions in the classroom with the support and supervision of the center mentor and the monitoring and reflection of the university tutor.

 

Competencies

  • CEM-59 - To acquire a practical knowledge of the classroom and its management.
  • CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
  • 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.
  • 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-3 - 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-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.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • 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-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
  • 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.

Learning outcomes

  • Manage a group class effectively taking into account the diversity of the students.
  • Plan the teaching and learning across the board, disciplinary and interdisciplinary.
  • Plan and adapt the techniques and strategies to the needs arising in the classroom context and the educational needs of students.
  • Identifies learning difficulties and appropriate assistance activities designed to solve them, tailoring interventions to the needs of students and the context.
  • Generate alternatives innovative and original approach to the situation.
  • It uses forms of organization, educational media and materials in accordance with the objectives and learning activities.
  • Has a working knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
  • Work to develop their competence in a systematic way based on a thorough analysis of skills.
  • Integrate information technology and communication in the teaching-learning in management education and professional development.
  • Communicates and expressed correctly in the language of instruction in oral and written form.
  • Is able to express the information using charts and graphs that clearly highlights 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 to analyze problems and roles.
  • It asks questions inquiring into reality, makes their own judgments and evaluations from systematic reflection, showing a process of personal growth.
  • Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc..) And used as a basis for the arguments.
  • Show a process of identifying and overcoming their own previous experience from the reflection that we can face situations characteristic of mental block.
  • His reasoning represents a complete and with an organization that reflects the structure of his thought.
  • It argues that there are several ways to solve problems and propose innovative solutions.
  • Transmitted to other new ideas generated and is understandable.
  • Keep progression in deepening and developing their work, reflected in a deep and personal involvement.
  • Systematically reviewed the use of resources, according to research at what point is, and makes decisions by adjusting its action plan to improve efficiency.

Syllabus

  • Planning programs, projects as well as shared innovative educational processes
  • Managing unexpected situations and decision making: integrating knowledge to solve problems
  • Classroom management by means of educational activities
  • Strategies applied to the school and its relationship to the theoretical framework
  • Intervention strategies in learning difficulties and learning disabilities
  • Actual interventions in the classroom to foster reflection on own practices and those of others
  • Implicit theories and changing thinking based on analysis and reflection on practice
  • Functionality of knowledge: effecttive application of strategies in various situations
  • Workin in real settings: planning and participation in the classroom
  • Models of educational practice and classroom management and assessment depending on the context
  • Teaching resources applied to education
  • Knowledge and general description of the school and its relationship with the environment
  • Observation as a recording instrument
  • Responsibility as a key element in the teacher education and in the development of professional identity
  • The skills needed to make a professional contribution to the educational climate of the school
  • Techonologies as a tool for improving teaching and learning processes

Teaching and learning activities

In person



The knowledge received in manstream subjects, including language, math and science will enable students to carry out and interpret systematic observations in the classroom.

To create the practicum portfolio students will need to use materials from the subjects.

Training activities will include:

 - Seminars

- Placements

- Individual Tutorials

- Study and individual work

 

Prior to the previous seminar, the internship secretary will manage the documents and deliver them to the students to take to the centers. For delivery, the regulations of each center will be followed.

This documentation includes:

  • 3 copies of the appendices to the internship agreement with the name of the internship center, the details of the university tutor, student details and the internship period. There must be a three-sided copy signed by to each of the parts (student, university and training center) that must be had before the start of the internship.
  • 1 letter of introduction for the director of the center, head of studies, coordinator or the person designated by the center.
  • 1 sheet with the work plan
  • The certificate of negative sexual offenses must be presented by the students

During the placement period:

Student teachers will need to:

  • Keep to the schedule set according to the dates and time set in the documents.
  • Inform their mentor and their university supervisor of their absences, which will need to be justified. 
  • Abide by the school rules and regulations.
  • Make sure that their mentor has the documents that were submitted to the coordinator (guidelines, university supervisor's details, evaluation sheet).
  • Discuss with their mentor the type of unit plan (UP)/project that they will create and implement according to work plan.
  • Send an email message to their supervisor with their mentor's contact details, including name, email address, work phone number, office hours.
  • Be in touch with their university supervisor regularly and ask them any necessary questions.

Programme breakdown

Weeks 1 & 2

  1. Classroom observation based on the prompt. Identifying the group's main characteristics in order to design the UP/project effectively.
  2. Designing the UP under the mentor's guidance following the programme guidelines.
  3. Participation in the classroom activities.
  4. Getting in touch with their supervisor when necessary.

Weeks 3 & 4

  1. Implementation of the UP and self-assessment.
  2. Participation in the classroom activities.
  3. Getting in touch with their supervisor when necessary.
Weeks 5 & 6
  1. Completing the remaining tasks stated in the guidelines.
  2. Participating in the classroom activities.
  3. Getting in touch with their supervisor when necessary.

After the placement period:

  • Attending and participating actively in the follow-up seminar.
  • Submitting the practicum portfolio on the date set. Student should attach their mentor's envelope with their assessment sheet enclosed. Student teachers need to collect it on the last day of their placement period.
  • Attending an individual tutorial with their supervisor at the supervisor's request once their portfolio has been marked.

 

 

COMPETENCESMETHODOLOGYTRAINING 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



School placements assessment will indicate the extent to which the course competences have been achieved. Mentors and supervisors are responsible for this.

Formative assessment (qualitative) enables evaluators to foresee student teachers' performing patterns in future teaching situations and to understand their present evolution. On the other hand, summative evaluation will offer the student teacher's final mark for the school placement, which will appear in the student's records.

The evaluation of the course consists of three distinct elements. All parts must be approved (mentoring report, seminar participation, subject reflection sessions 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.

School placements will be evaluated on the basis of:

  • The mentor's assessment sheet (based on the students' attitudes and skills). Please, note thatt the evaluation sheet used in hospital schools where learning  service projects are carried out is usually different. (30%)
  • Active participation in the seminars. (25%)
  • Active participation in the class reflective activities (15%)
  • The quality of the portfolio. (30%)

MORNING SHIFT. ALTERNATIVE PRACTICES

PE II alternation 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 different seminars with the tutors. 25%
  • Active participation in reflection sessions in classes. 15% (morning shift only)
  • The quality of the learning dossier. 30%


CHARACTERISTICS OF THE ALTERNATE LEARNING DOSSIER

Extension: Follow the instructions in the work plan document uploaded to Moodle

Language: Catalan / English (according to Degree)

 

IMPORTANT DATES 

SEMINARS

BEFORE THE INTERNSHIP 

- Seminar in Spanish "knowing how to be and knowing how to act" (Mr. J.L. Adam-Internship Committee):Friday, September 30th.

- Reflection seminars with the tutors of practices and subjects

From the 28th until the 30th of September (each tutor will have to specify the day and the time slot according to the course timetables. Fridays are working days included in the timetables)

FOLLOW-UP (each tutor will specify the day according to availability. Fridays are working days included in the schedules):

  • Week from October 17 th to 28th: Seminars with the tutors of practices and subjects (each tutor will specify the day and time slot according to course schedules.
  • Week from November 16th to 25th: Seminars with the tutors of practices and subjects (each tutor will specify the day and the time slot according to the schedules of the course).
  • December 22: Seminars with the practice and subject tutors on Thursdays (each tutor will specify the day and time slot according to course timetables).

LAST SEMINAR

  • From the 9th to the 13th of January: Evaluation seminar DEFENSE ORAL PRESENTATION UD (NEW OF THIS COURSE)


DEADLINE FOR DELIVERY OF THE LEARNING DOSSIER ON THE MOODLE PLATFORM: January 9th


CORRECTED DOSSIER DELIVERY (INDIVIDUAL TUTORIALS convened by each tutor): From 16th  to 20th  January

 * Grades available to students: 31st January 

INTENSIVE INTERNSHIP DT (afternoon classes) and DG EDUCATION-PSYCHOLOGY 

The practices PE II DT and DG 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 different seminars with the tutors. 15%
  • The quality of the learning dossier.  45%

CHARACTERISTICS OF THE LEARNING DOSSIER DT AND DG 

Extension: Follow the instructions in the work plan document uploaded to Moodle

 

IMPORTANT DATES ( DT)

 

21st of October 

 University 

6 pm . Seminar in spanish "saber ser y saber estar" (Sr. J.L. Adam)
First seminar with your tutor

From the 17th until the 21st of October 

Previous seminar 

From the 24th of October until the 2nd of December 

Teaching placement at school

From the 14th until the 18th of November 

Monitoring Seminar

From the 12th until the 16 of December 

Follow-up seminar 

22nd of December 

Deadline for delivery of the learning dossier (pdf moodle)

From the 9th until the 13 of January 

Corrected dossier delivery ( individual tutorials convened by each tutor)

     * Grades available to students: Until the 31st of January 
  IMPORTANTS DATES DG     

30th of September

 University 
Seminar in spanish "saber ser y saber estar" (Sr. J.L. Adam)
First seminar with your tutor

From the 9th untild the 13th of January 

Previous seminar 

From the 17th until the 20th of January 

Teaching placement at school

From the 31st of January until the 3rd of February 

Monitoring Seminar 1

From the 15th until the 19th of May 

Monitoring Seminar 2

From the 22nd of May until the 19th of June 

Teaching placement at school

21st or 22nd of June

Follow-up seminar

23rd of June 

Deadline for delivery of the learning dossier (pdf moodle)

From the 1st until the 6th of July 

Corrected dossier delivery ( individual tutorials convened by each tutor)

   * Grades available to students: Until the 7th of July      You Will be evaluated according to the criteria used for all subjects:

Marks will follow the scale below:

Excel·lent (9-10)
Notable (7 to 8.9)
Aprovat (5-6.9)
Insuficient (3-4.9)
Deficient (0-2.9)

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

The second call for internships can only be considered when there are NPs (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).

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.

Awarding MH (honours, grade 9.7 or higher) involves a special mention for excellence regarding level of achievement, content, formal aspects and assessment practices as a whole (workshops submitted work, tutor evaluation sheet). MH can only be proposed by university supervisors.

MHs (from 9.5 according to the Practicum Regulations) cannot be assigned directly to the application. The tutors who propose them will have to agree on the award of the MHs as 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. 

 


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