Universitat Internacional de Catalunya
School Internships 3
Other languages of instruction: English, Spanish
Teaching staff
- Monitoring and attention to students is the responsibility of the internship tutor.
- 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.
- For other general questions, the contact email is practiques.edu@uic.es
Introduction
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, English mention or ApS practices) that students do during the second semester of the fourth year and they have a study load of 24 credits.
In accordance to 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 2025-2024 academic year is from January 26 to May 15 during the center's school hours (morning and afternoon)6
You will find the dates of the different activities linked to these practices in the calendar in Moodle platform.
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 in necessary cases).
Objectives
Following the agreement signed between the UIC and the DEGC, the objectives of these practices are specified in:
- Observe the reality of the practice classroom systematically
- Collect data from the practice to create new knowledge
- Identify practice situations linked to key competencies of the curriculum
- Use the anecdotal record to collect practice situations
- Orally present the situations relating theory to practice
- Design and carry out a general classroom intervention
- Evaluate your intervention in the classroom
- Get to know the organization of the center (organizational chart, developed plans)
- Participate in meetings and/or interviews
Competences/Learning outcomes of the degree programme
- 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 of the subject
- 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
Syllabus
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 internship methodology includes:
S: Seminars at the university
PE: External internships at the center
ETI: Individual study and work
T: Individual tutorials
Before the internship:
Before the previous seminar, the secretariat and internship coordination will manage the documents that will be delivered in person according to the day and time that will be previously communicated to the students by email.
This documentation includes:
3 copies of the annexes to the internship agreement with the name of the internship center, the details of the university tutor, the student's details and the internship period. There must be a copy signed in triplicate for each of the parties (student, university and training center).
1 letter of introduction from the faculty internship coordination for the center director, head of studies, coordinator or the person designated by the center.
1 sheet with the work plan.
Once the documentation has been submitted, students (by center) must contact the contact person provided by the secretariat to present the documentation, which the center manager must sign. The presentation and reception at the internship center of each student will be done in accordance with the regulations of each center and the internship cannot begin without having the annexes signed and submitted to the secretariat.
Attendance at the seminar "knowing how to be and being III": Orientations towards employment" and presentation of the SENSEI program.
Attendance at the previous seminar with the UIC tutor.
During the internship:
Students must:
Comply with their internship period and schedule that is included in the annexes to the documentation.
Notify the center and the university tutor in the event of illness or absence that must be justified.
Respect the regulations in force at the center.
Ensure that the documentation delivered on the day of the interview (UIC tutor's script and details) has reached the center's tutor.
Agree with the center's tutor to discuss the type of intervention that they will have to carry out in the classroom (see indicative internship schedule).
Collect the center's mentor's details that are on the Moodle file and send them by email to the university tutor during the first week of the internship.
Contact the university tutor via email to communicate doubts or possible problems.
Attend the different seminars.
Indicative timetable for the distribution of tasks during the internship period
JANUARY-FEBRUARY
Observation made in the classroom based on the indications in the script and linked to the mention to identify the distinctive features of the classroom and the students that should allow you to collect clues to plan the intervention.
Planning the intervention in common agreement with the minors and in accordance with the internship script.
Preparation of the weekly internship diary that links relevant aspects of the practice with the theory learned.
Participate in classroom activities.
MARCH
Intervention in the classroom and assessment of the intervention.
Preparation of the weekly internship diary that links relevant aspects of the practice with the theory learned.
Participate in classroom activities.
APRIL-MAY
Complete the sections of the script that have not yet been elaborated.
Preparation of the weekly practice diary that links relevant aspects of the practice with the theory learned.
Participate in classroom activities.
After the practice:
Attend the subsequent information transfer seminar with the university tutor.
Submit the practice work on the established date.
Attend the individual tutoring once the work has been corrected (date proposed by the university tutor)
The student must send the dossier to the tutor in pdf format through the Moodle platform.
Evaluation systems and criteria
In person
The evaluation of the course consists of several elements:
- Seminars with the supervisor (compulsory attendance, participation): 20%
- Portfolio based on the guidelines included in the course program (Moodle): 40%
- Mentor's assessment sheet (based on the students' attitudes and skills) along with the interview held between the supervisor and the mentor: 40%
*All parts must be passed to pass the subject. The evaluation report sheet of the center's mentor includes a section 0 with 5 mandatory requirements to complete the evaluation report. The lack of any of these requirements that has not been corrected after the feedback from the mentor and tutor will mean suspending the stay and the subject.
If during the stay it is detected that the student does not have the necessary skills to continue, and this situation is not corrected after the feedback from the mentor and tutor, the stay will be stopped and will be considered suspended, with no option to continue with the rest of the evaluation activities. In this case, it will not be necessary to submit the learning dossier, nor to do the oral defense of the programming, and the student will have to repeat their practices by enrolling in the subject again the following year.
FEATURES:
Portfolio extension: 35 pages plus bibliography. The annexes are apart but justified and ordered according to the work.
Language: Catalan / Spanish (Guatemala or Seneca) / English (minor).
Students will be assessed based on the scale below:
Excel·lent (9-10)
Notable (7 to 8.9)
Approval(5-6.9)
Insufficient (3-4.9)
Deficient (0-2.9)
The second call for internships may only be considered when there is an NP (submission of the dossier after deadlines or approved schedule adaptation plan). If there are content defects in the written internship work or a 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 agree 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
Cela, J. i Palou, J.(2008). Va de mestres. Carta als mestres que comencen. Col·lecció testimonis. Barcelona: Associació de mestres Rosa Sensat.
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
Gavari, E. (2005) Estrategias para la observación de la práctica educativa (coord.). Editorial Universitaria Ramón Areces.
Gavari, E. (2021). Estrategias para la comunicación escrita en el Practicum.Editorial Universitaria Ramón Areces.
Generalitat de Catalunya (2019). Pràctiques universitàries en centres educatius formadors. https://documents.espai.educacio.gencat.cat/PC/GestioAcademica/Practiques_universitaries.pdf
Generalitat de Catalunya. (2022). Decret 175/2022, de 27 de setembre, d'ordenació dels ensenyaments de l'educació bàsica. https://projectes.xtec.cat/nou-curriculum/educacio-basica/decret-educacio-basica/
Generalitat de Catalunya. (2023). Decret 21/2023, de 7 de febrer, d’ordenació dels ensenyaments de l’educació infantil. https://projectes.xtec.cat/nou-curriculum/educacio-infantil/decret-educacio-infantil/
Guasch, Ó. (2002). Observación participante. Centro de Investigaciones Sociológicas. https://cerca.uic.es/permalink/34CSUC_INSTB/1ppjbb4/alma99100298064460670.
Guasch, Ó. (2002). Observación participante. Centro de Investigacione Sociológicas. https://cerca.uic.es/permalink/34CSUC_INSTB/1ppjbb4/alma991002980644606707.
Schiavoni, G. (2023). Materia etnográfica: de la observación de las técnicas a la técnica de la observación. Etnográfica (Oeiras, Portugal), 27(2), 473–491. https://doi.org/10.4000/etnografica.13961.
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.