Universitat Internacional de Catalunya
School Internships 1
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.
Introduction
School placement I as a fundamental element and a basic axis within the initial training of the teachers of our university, aim to offer a wide range of experiences to our students to enrich their knowledge and education about 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 Teaching Practices Degree in Early Childhood Education is in the first semester of 2nd (3rd semester of the Degree in Education) and has a teaching load of 6 ECTS credits (5 ECTS of practicals and 1 ECTS Seminar- Systematic observation workshop - reflective thinking - critical thinking - ethical code). Its purpose is an intervention based on the participant observation. Apart from establishing the first contact with the classroom, these practices have the purpose of analyzing and reflecting individual and collective school educational practices taking into account the content of the subjects taught at the university during the same semester .
The alternation practices of the 2017-2018 course are incorporated as a novelty to promote fundamental critical-reflective thinking in the teaching profession and will be developed in the following periods combining the theory of the university and the practice in the training center:
From the 16th to the 20th of October
From 6 to 10 November
From November 27 to December 1
Attendance is compulsory during school hours (morning and afternoon). The schools are assigned to students and are posted in the Teaching Material section of this teaching guide
Pre-course requirements
The student must be enrolled in the subjects of the first semester of 2nd year of elementary education
Objectives
General objective
Collect information about the environment using observation as a technique and as a method of research in the classroom (it is not about judging behaviors but collecting and analyzing extracted information in a natural context)
Specific objectives
1. To observe in a participant way the student of practices and reflective and critical analysis (argued) of the educational practice in the classroom
2. To collect information about the educational practice of the teacher using systematic observation as a technique
3. Reflectively analyze the information collected in the different registration units of the different peridodes
4. Communicate
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.
- CEM-67 - To participate in best practice initiatives in the various possible fields of activity in a school.
- 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-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.
Learning outcomes of the subject
According to the curriculum of Education Degree:
- Establishes relationships and empathy with the students the faculty.
- Communicates and expresses correctly 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.
- 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 for analyzing roles and problems.
- It is in fact probing questions, formulate their own judgments and assessments based on systematic thought, thus showing a process of personal growth.
- Participate constructively in discussions, contributing to building a rich and shared reflection, reconsidering proposals and decisions and assessing its implications due to new factors context.
- Judgments based on internal criteria (consistency, consistency, consistency, reliability, etc.) and used as a basis for discussions.
- Represents the reasoning of a complete and with an organization that reflects the structure of his thought.
- Transmitted to other new ideas generated and made understandable.
- Systematically reviewed the use of resources, depending on the objectives, at what point is, adjusting their decisions and action plan to improve efficiency.
Syllabus
- Description of training centre and its links to the environment
- Using a journal as a tool for collecting and analyzing information
- Childrens's literature in the classroom
- Observation as a recording tool
- Responsibility as a key element in teacher education and in the development of teachers' professional identity.
Teaching and learning activities
In person
The following seminars will be held:
ST (Seminar-Workshop) Observation
Reflection seminar
Practical Seminars (SEPRAC) with the corresponding tutors obligatory for the students.
These seminars will be done before, during and after the external practices to explain and plan the work script and to achieve the competent development of the students of practices that will deepen the contents also from the subjects of the semester.
The dates of the seminar are the following:
October 10: Previous seminar with the tutor and seminars with those responsible for the Practices Committee
October 24 (from 12 a.m. to 2 p.m.) / October 25 (from 8 a.m. to 10 p.m.) or October 26 (from 8 a.m. to 10 p.m.) *: Reflective seminar for follow-up with the tutor.
November 14 (from 12 a.m. to 2 p.m.) / November 15 (8 a.m. to 10 p.m.) or November 16 (8 a.m. to 10 p.m.) *: Reflective follow-up seminar with the tutor.
December 12 (from 12 a.m. to 2 p.m.) / December 13 (8 a.m. to 10 p.m.) or December 14 (8 a.m. to 10 p.m.) *: Seminar after practical work with the tutor.
The distribution of hours on October 10 will be the next and the classroom will be the usual.
From 8 a.m. to 10 p.m. Normal class
10 to 10: 45h. Ethical Code Seminar
From 11: 15-12h. S -T Systematic observation
12-12: 45h. S -T Reflexive / Critical Thinking
12: 45-13: 30h. Practical tutor seminar
The
* Tutors can choose between the proposed three days
| 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
Formal aspects for the preparation of the learning dossier
Page limit: 10 maximum. The annexes will include the different systems of observation and reflections of each one of the subjects.
Free format (it will be appreciated that there is the thoughtful component that is requested and the creativity in the presentation of the dossier)
Letter 12 space 1,5.
The cover must include:
Name of the subject.
Name of the internship center and assigned course.
Name of the tutor of the UIC.
Name and surname of the student.
Delivery date and course
Date of delivery of the dossier of learning: December 18
Date delivered corrected memory: January 9 (from 12 a.m. to 2 p.m.) / January 10 (from 8 a.m. to 10 p.m.) or January 11 (from 8 a.m. to 10 p.m.) *
* Date and timeframe chosen by each tutor
Assessment Distribution
|
Elements |
Percentajes |
|
Seminars conducted by university supervisors (compulsory) Attendance, participation, contribution, teamwork |
25% |
|
School evaluation sheet Mentor's assessment |
35% |
|
Students' portfolio (according to the guidelines and the information included in the course programme) |
40% |
Marks will be based on the scale below:
Excel·lent (9-10)
Notable (7 to 8.9)
Approvat (5-6.9)
Insuficient (3-4.9)
Deficient (0-2.9)
NC - No corregit - Students whose portfolios do not meet basic quality standards regarding formal aspects will be given the chance to amend and resubmit their work within one week. Portfolios that are re-submitted in these circumstances will be marked on a pass/fail basis.
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.
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