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. 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 generalist intervention in the classroom/project of ApS.
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 2023-2024 academic year is from January 27 to May 16 during the center's school hours (morning and afternoon).
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 School Practices I and II and have taken the subjects of the corresponding mention.
The compulsory certificates that each student will have to present at the center are:
- Negative sexual offense certificate.
- Medical tests (only in necessary cases).
Objectives
- 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
- Becoming familiar with the training centre (staff structure, plans developed, meetings, other)
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 methodology of practice includes:
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.
Once the documentation has been submitted, the students (by centre) must contact the contact person provided by the secretary's office to present the documentation that the person in charge of the centre must sign. The presentation and reception at the centre of each student will be done in accordance with the regulations of each centre and the internship cannot begin without having the annexes signed and delivered to the secretary's office (Mrs. Marta Teruel).
- Attendance at the "Knowing How to Be and Be III" seminar: " Orientacions cap a la inserció laboral" i programa SENSEI. January 15th at 10am in the classroom P0A01 and P0A02.
- 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 / the center.
- Reach an agreement with the tutoring center to discuss the type of intervention linked to mention it will be performed in the classroom (see indicative timetable practices).
- Collect the data of the center's mentor on the Moodle file and send it by email to the university's tutor during the first week of practice.
- Contact the tutor university via email to notify you of any problems or questions.
- Attend the 2nd seminar
Schedule distribution tasks guidance during the internship
JANUARY-FEBRUARY
Classroom observation made based on 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 agreements 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.
MARCH
Intervention in the classroom and evaluation of the intervention.
Preparation Daily Weekly linking practices relevant aspects of practice theory learned.
Participate in classroom activities.
APRIL-MAY
Complete the sections of the script that 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 the 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 are 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 in a PDF format through the Moodle platform.
*The calendar with all the dates is in the Didactic Material section of this teaching guide.
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%
The final mark will be entered in the second semester. However, student teachers will know their marks 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.
*All parts must be approved all parts to approve the subject. The full evaluation report of the center's mentor includes a part with 5 aspects required to be able to complement the evaluation report. The lack of some of these requirements that have not been corrected after having received feedback from the mentor and tutor will assume that the subject will fail. In this case, it will not be possible to present either the training dossier, nor the oral defense of the program, and the student will have to repeat the six enrollment practices from new to the subject in the following course.
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.
MH (from 9.5 ). 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.
MHs 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.
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.