Universitat Internacional de Catalunya

School Internships 3

School Internships 3
Second semester
School internships
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff

Its each tutor´s responsability to inform their students of their office hours and availability.

Students should always direct their inquiries to their assigned tutor. The tutor will then, consult the school placement comision, if necessary, in order to respond to the student inquiries.





School placements III  as a fundamental element and basic axis within the initial training of the teachers of our university, intend to offer a wide range of experiences to our students to enrich their knowledge and training on 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 School Practices III are autonomous intervention modality practices (ordinary practices or ApS practices) that students do during the second semester of the fourth year (8th of studies). They have a study load of 24 credits. Its purpose is participant observation and the elaboration of an innovation proposal linked to the mention and intervention in the classroom/project of ApS. The intervention in the classroom will have a generalist character and the whole process is accompanied by reflection.

In accordance with current regulations for Bachelor of Education studies, internships are carried out in public or concerted centers accredited by DEGC or in centers and institutions with a private agreement with the FdE of the UIC and may include centers in Catalonia, outside of Catalonia and from abroad.

The internship period for the 2022-2023 academic year is from January 23rd until May 5th  during the school hours of the center (morning and afternoon).

Pre-course requirements

It is necessary to have passed the School Practices I and II and to have taken the subjects of the corresponding mention.

The compulsory certificates that each student must present at the center are:

Negative sex crime certificate/criminal records certificate if going abroad.
Medical certificate (only if the center requires it).


  • Observe the reality of classroom practice
  • Collect data to create new knowledge practice
  • Designing an innovation proposal in the classroom linked to the Minor degree.
  • Developing a weekly journal based on reflections and observations
  • Relating theory and practice
  • Designing and implementing a unit plan
  • Self-assessment of unit plan implementation
  • Collecting data to create new knowledge
  • Becoming familiar with the training centre (staff structure, plans developed, meetings, other)



  • CEM-09 - To acquire resources to favour the educational integration of students with additional needs.
  • CEM-11 - To value the importance of stability and consistency in the school environment, timetables and the state of mind of teachers as factors that contribute to the harmonious and comprehensive progress of students.
  • CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
  • CEM-65 - To regulate the processes of interaction and communication in the 0-3 and 3-6 age groups.
  • CEM-66 - To be familiar with how to collaborate with the different sectors in the educational community and the social setting.
  • 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-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-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-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-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.
  • 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-10 - To be familiar with the elements that make up entrepreneurial spirit, 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

  • Manage a group class effectively taking into account the diversity of students.
  • Plans and strategies and techniques adapted to the needs arising in the classroom context and the educational needs of students.
  • Identifies learning difficulties and design activities and adequate funding to solve them, adapting interventions to the needs of students and context.
  • Generate alternatives in innovative and original approach to situations.
  • It uses forms of organization, teaching aids and educational materials in accordance with the objectives and learning activities.
  • Cooperates with the computer center and the various stakeholders in the vision of the educational goals of the school.
  • Integrates information technology and communication in the teaching-learning in management education and professional development.
  • Communicates and properly expressed in 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.
  • Is able to express relevant information based on their thoughts.
  • Coherently integrates different perspectives, sources, theoretical dimensions to analyze reality.
  • Designs, develops and evaluates a project that applies the concepts that allow to achieve the objectives.
  • Transmitted effectively, relevant lessons learned to adapt to the situation and consequently improve it.
  • Generalized with caution and critical from the observations.
  • It asks questions delving into reality, formulated their own judgments and assessments from the systematic reflection, thus showing a process of personal growth.
  • Participate constructively in discussions, contributing to building a rich and shared reflection, reconsidering the proposals and decisions and assessing its implications due to the new context factors.
  • Show a process of identifying and overcoming its own previous conceptions from reflection, which allows face situations own mental block.
  • Represents its reasoning in a complete and an organization that reflects the structure of his thought.
  • It argues that there are several ways to solve the problems and propose innovative solutions.
  • Transmitted to other new ideas generated and made understandable.
  • Maintains a progression in the development and deepening of their work, which is reflected in a personal involvement and depth.
  • Effectively integrates the fields interpersonal academicoprofessionals.Fa use of library resources and reflects the relevant literature


According to the curriculum:

  • Planning programs, projects and innovative educational processes and shared
  • Uncertainty management and decision making: integration of know-how to solve problems
  • Classroom management from the application of educational activities
  • Strategies applied to the school and its relationship to the theoretical framework
  • Intervention strategies in learning difficulties and disorders
  • Models of teaching practice and classroom management and assessment depending on the context
  • Teaching resources applied to education
  • Analysis and practical issues of organization and management center
  • Knowledge and description of global center
  • Coneixment the socio-emotional development of students
  • The observation as an instrument of record
  • Responsibility as a key element in the training and development of the teaching profession
  • The skills necessary to perform a professional contribution to the educational climate of their school
  • ICT as a tool for improving teaching and learning

Teaching and learning activities

In person

The methodology of practice include:

S: Seminars in college

PE: Placement center

ETI: Individual study and work

T: Individual tutorials

Before the placement:

Before the first seminar,  the practicum secretary will issue the documents and they will be sent to the  centers in an ONLINE format. The secretary will contact  you to explain the steps of this process.

This documentation that will be sent ONLINE from the secretariat includes:

  • 3 copies of the annexes of the internship agreement with the name of the internship center, the data of the university tutor and the student's data and the internship period. There must be a signed copy for each of the parties (student, university and training center).
  • 1 letter of presentation of the coordination of practices of the faculty for the director / a of the center, head of studies, coordinator / a or the person designated by the center.
  • 1 sheet with the work plan.

The presentation and reception of each student at the center will be done in accordance with the action plan for this 2020-2021 academic year and the indications of the coordinator of each center.


  • Attendance at the "knowing how to be and be III" seminar: Orientations towards employment
  • Attendance at the previous seminar with the UIC tutor.

During the placement: 

Students will:

Fulfill their internship period and time is included in the annexes of documents.
Notify the center and the university tutor in case of illness or absence that will justify.
Respect the rules in force at the center.
Ensure that the documentation delivered on the day of the interview (SCRIPT and data tutor / a UIC) has reached the tutor / to the center.
Reach an agreement with the tutor center to discuss the type of intervention linked to mention it will perform in the classroom (see indicative timetable practices).
Collect the following data the placement and send them by mail to your tutor / to university: COMPLETE COURSE NAME, EMAIL, PHONE FOR AVAILABILITY AND to locate him / her. Send this information to the first day of practice tutor / to university via email.
Contact the tutor / to university via email to notify you of any problems or questions.
Attend the 2nd seminar

Schedule distribution tasks guidance during the internship


Classroom observation made on the basis of the indications of the script and linked to mention to identify the distinctive features of the classroom and students should allow you to collect clues to plan the intervention.
Planning intervention agreement with the tutors and according to the script of practices.
Preparation Daily Weekly linking practices relevant aspects of practice theory learned.
Participate in classroom activities.


Intervention in the classroom and evaluation of the intervention.
Preparation Daily Weekly linking practices relevant aspects of practice theory learned.
Participate in classroom activities.


Complete the sections of the script have not yet been made.
Preparation Daily Weekly linking practices relevant aspects of practice theory learned.
Participate in classroom activities.

After the placement:

Attend the seminar subsequent transfer of information with the tutor / to university.
Deliver work practices on the established date.

Attend tutoring individual work once corrected (date proposed by the tutor / to university).
(For legal regulations work practices can not be delivered to the student and is deposited for one year at university. Once corrected, and show yourself to tutor students / college has to deliver it secretary). 

Students must send the practicum portfolio to tutors also in a pdf format.

Obligatory seminars:

  • "Knowing how to be, knowing how to act": January 13th, 10:30h P0A09  (Mr. José Luís Adam-Practicum comitee)
  • Previous seminar: from the 13th to the 20th of January
  • Seminar between training periods: 15th of February, 15th of March and the 19th of April
  • Posteriors: From the 8th until the 15th of May  (oral defense of the didactic unit- 10-15' per student)

Evaluation systems and criteria

In person

The evaluation of the course consists of several elements. Students must pass all the elements to pass the course. You must pass all parts to pass the subject. The presence of students' lack of competence (see document on Moodle) will mean suspending the subject and it will not be necessary to present the dossier or make an oral defense of the program. In these cases the student will have to repeat their internships by enrolling again in the subject the following year.

  • Seminars with the supervisor (compulsory attendance, participation): 15%
  • Portfolio based on the guideliness included in the course programme: 50%
  • Mentor's assessment sheet (based on the students' attitudes and skills) along with the interview held between the supervisor and the mentor: 35%

The final mark will be entered in the second semester. However, student teachers will know their mark in the individual tutorial with their supervisor. There is no second sitting for suspended teaching placement due to content, and the student must register on it again.

Extension of the learning dossier: 35 pages plus bibliography. Annexes aside but justified and ordered in coherence with the work.

Language: Catalan / Spanish (Guatemala or Seneca) / English (minor).


Portfolio submission: 17th of May

Final marks available to the Practicum Committee and the TFG Coordinator: 19th of May

Individual tutorial and final mark: From the 22nd until the 26th of May

Closure of records: 7th of June


Students will be assessed on the basis of the scale below:

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

NC: not corrected. It is necessary to repeat the dossier for serious formal defects. The students have one week to carry out the formal correction of the work and a PASS (5) can only be obtained in the part of the dossier.

The second call for internships may only be considered when there is a NP (submission of the dossier after deadlines or approved schedule adaptation plan). In the event that there are content defects in the written internship work or lack of competence during the stay, the internship will have to be repeated and the subject must be re-enrolled.

The assignments of MH (Honors) suppose a special mention that implies excellence at the level of form and content of evaluation of practices as a whole. They are proposed by the university tutor based on these criteria and never at the request of the students.

MH (from 9.5 ). They cannot be assigned directly to the Practicum Map application. It will be necessary for each internship tutor to send the application to the internship secretary and post them on the DRIVE to assess whether they can all be granted based on the number limit. If the number of proposals is greater than the limit allowed, the internship tutors will have to come to an agreement to decide who ends up being granted the MH in each of the specialties. The tutors who propose them will have to agree to grant the MH since the number of assignments is limited.

Bibliography and resources

Students can use the notes of the subjects that will be referenced at the end of work in addition to the literature of the subjects own mention.

For reference books, articles and other documents consulted should use APA standards.

In webgrafía must state the date of the consultation document.

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

Teaching and learning material