Universitat Internacional de Catalunya
School Internships 1
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
Practices, 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 their knowledge and training about the school environment as much as possible. For this reason, students will have the opportunity, throughout their studies, to be in contact with different institutions that will enrich their personal and professional backgrounds.
The Subject School Practices I Degree in Early Childhood Education is located in the second semester of the 2nd year (4th semester of the Degree in Education studies) and has a teaching load of 5 ECTS. It aims at training in alternation based on participant observation and, apart from establishing the first contact with the classroom, these practices have as their purpose the analysis and individual and collective reflection of the educational practices schoolchildren taking into account the content of the subjects taught at the university during that same semester.
Attendance is mandatory during the center's school hours (morning and afternoon) as classroom dynamics are different and you must have complete knowledge of the work within these hours.
The hours stated in the document signed by three parties (university, student and center) are the minimum but it does not mean that they are the maximum since the morning and afternoon schedules at the center following the mentor are mandatory and adaptation plans are not accepted in this mode of practice.
You will find the PEI calendar at the end of the teaching guide.
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
Competences/Learning outcomes of the degree programme
- 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.
- 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-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 of the subject
According to the curriculum of Education Degree:
- Establishes relationships of empathy with the students and the teaching team.
- Communicates and expresses himself correctly in the language of instruction orally and in writing.
- Explains the meaning of the analysis of data collected in the observation records and can conclude.
- Able to express information using clear tables and graphs in which relevant information is highlighted.
- It coherently integrates the various perspectives, sources, and theoretical dimensions to analyze reality.
- Generalize with caution and a critical sense from observations.
- Recognizes the responsibility of multiple actors in problems, valuing and judging the implications of considering one or the other as a reference for analyzing roles and problems.
- He asks questions by investigating reality, and formulates his judgments and assessments based on systematic reflection, thus showing a process of personal growth.
- Participate constructively in the debates, contributing to the construction of a rich and shared reflection, reconsidering the proposals and decisions, and assessing their implications due to new factors of the context.
- He represents his reasoning in a complete way and with an organization that reflects the structure of his thinking.
- He conveys to others the new ideas generated and makes them understandable.
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
Obligatory seminars and sessions (ETG) will be held before, during (follow-up) and after the external internships to explain and plan the work script and to achieve the competence development of internship students who will deepen the content also from the subjects of the semester . The individual tutorials and the ETI complete the dedicated hours of the subject.
The dates of the previous and follow-up seminars for both modalities can be found in the calendars at the end of the guide.
| COMPETENCES | METHODOLOGY | TRAINING 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 be aimed at verifying to what extent the selected skills have been achieved.
The formative and formative assessment makes it possible to establish a performance profile of the future teacher and shows us what his evolution is. The summative assessment will be the final result and serves to make a global assessment of the internship activity and determine the numerical rating that will be included in the minutes.
The evaluation of the subject consists of different parts. You must pass them all to pass the subject. The existence of students' lack of competence (Moodle document) will result in the suspension of the subject and the practices will have to be repeated. In these cases it is not necessary to present the learning dossier.
Parts of the evaluation ALTERNATION PRACTICES. Each part has an evaluation rubric that is posted on Moodle.
The report of the tutor of the educational institution and the personal interview between tutors, (based on the student's attitudes and aptitudes) 30%.
Active participation in the different seminars with the tutors (50%), the 10-hour systematic observation seminar (Maite Fuertes) 40% and the "knowing how to be and being" seminar (J. L. Adam) (10%)- 25% of the total
Active participation in reflection sessions in subjects (classes) 15%.
The quality of the learning dossier 30%.
Formal aspects for the preparation of the learning dossier
Page limit: 10 maximum. The appendices will include the different observation and reflection systems for each of the subjects and do not count towards the total number of pages.
Formed following the established work plan
The cover must include:
Name of the subject.
Name of the practice center and assigned course.
Name of the UIC tutor.
Name and surname of the student.
Delivery date and course.
You will find the delivery, tutorial and closing dates for both modalities in the calendars at the end of the guide.
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 they can only get a PASS (5) in the dossier part.
2nd call It can only be considered when there is NP (presentation of the dossier outside the deadline, approved schedule adaptation plan) or form defects (NC).
COMPETENT LACKS. They mean the interruption of the stay and the suspension of the subject that will have to be registered again in the following year.
MH (from 9.5 according to the Practice Regulations). They cannot be assigned directly to the Practicum Map application. It will be necessary for each internship tutor to send the application to the e-mail practiques.edu@uic.es and upload the necessary documents to the DRIVE to assess whether they can all be granted depending on the number limit. If the number of proposals exceeds the permitted limit, the internship tutors will have to agree to decide who ends up being granted the MH in each of the specialities.
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