| Competences |
| Type A | Code | Competences Specific |
| A1 | Dominar els corrents teòrics i enfocaments metodològics bàsics que caracteritzen els processos d'ensenyament i aprenentatge d'una llengua estrangera en general i de la llengua anglesa en particular | |
| A2 | Dominar els fonaments lingüístics bàsics de la lingüística teòrica i aplicada | |
| A3 | Posseir un coneixement avançat de la llengua anglesa oral i escrita a tots els nivells i del seu sistema lingüístic (lèxic, fonètic, gramatical, pragmàtic, discursiu) i donar-li un tractament didàctic adequat | |
| A4 | Analitzar, planificar, dissenyar, desenvolupar i avaluar el procés d'ensenyament-aprenentatge de la llengua anglesa d'acord amb el currículum i l'enfocament metodològic adequats | |
| A5 | Identificar, descriure, analitzar i avaluar recursos, estratègies, mètodes i procediments didàctics emprats en l'ensenyament de la llengua anglesa i aplicar-los adequadament en qualsevol entorns ILE / ISL i en funció de les necessitats de l'alumnat. | |
| A6 | Planificar, estructurar i dissenyar unitats didàctiques, programar i pautar els continguts de la disciplina en entorns diversos amb sensibilitat als diferents ritmes d'aprenentatge de la llengua anglesa | |
| A7 | Analitzar, comparar, gestionar i avaluar la pràctica docent d'acord amb les necessitats de l'alumnat | |
| Type B | Code | Competences Transversal |
| B1 | Learning to learn | |
| B2 | Resoldre problemes complexos de manera efectiva en contextos multidisciplinaris relacionats amb el camp de l'ensenyament de la llengua anglesa | |
| B4 | Autonomy, responsibility and initiative | |
| B5 | Treballar en equip de forma col•laborativa i responsabilitat compartida, en clau de lideratge | |
| B6 | Comunicar informació, idees, conclusions, problemes i solucions - i les raons que els sustenten - de manera clara i efectiva en públic o àmbit tècnic concret | |
| Type C | Code | Competences Nuclear |
| C3 | Be committed to ethics and social responsibility as citizens and professionals | |
| C4 | Be able to define and develop their academic and professional project |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Desenvolupa l'habilitat de detectar dificultats d'aprenentatge, i aplicar la metodologia adequada per a superar-les Interpreta dades derivades de l'observació de la pràctica docent, pròpia i aliena, i els relaciona amb la metodologia adequada en l'àmbit de l'ensenyament de la llengua anglesa | |
| A2 |
Analitza, avalua i adapta de forma reflexiva i crítica el material i la informació didàctica disponible en el camp de l'ensenyament / aprenentatge de la llengua anglesa | |
| A3 |
És capaç d'aplicar les tècniques apreses en contextos concrets Analitza i avalua el discurs de la llengua anglesa per part de l'estudiantat dins l'aula | |
| A4 |
Desenvolupa l'esperit analític, creatiu i crític en el moment de valorar la realitat professional Analitza i avalua la pròpia pràctica docent, introduint propostes d'innovació que vagin encaminades a la millora de l'ensenyament-aprenentatge de la llengua anglesa Analitza, compara i avalua la interacció alumnat-professorat i entre l'equip docent, introduint propostes de millora | |
| A5 |
Planifica tasques educatives efectives que tinguin en compte l'especificitat de l'ensenyament de la llengua anglesa Dissenya materials i activitats orientades a un alumnat amb necessitats específiques Desenvolupa habilitats i estratègies per a l'aprenentatge autònom, l'experimentació i la innovació mitjançant el coneixement i aplicació de les metodologies pròpies de l'ensenyament de la llengua anglesa | |
| A6 |
Posseeix fluïdesa i precisió en l'ús instrumental i instruccional de la llengua anglesa Elabora unitats didàctiques, programa i pauta els continguts de la disciplina en entorns diversos amb sensibilitat als diferents ritmes d'aprenentatge de la llengua anglesa Utilitza les noves tecnologies com a eina per enriquir l'aprenentatge de llengües estrangeres i per promoure l'autoaprenentatge i l'aprenentatge continuat | |
| A7 |
Posa en funcionament, en un àmbit professional i de manera integrada, tot un seguit de competències específiques, transversals i nuclears Integra els coneixements teòrics amb les realitats a les quals es poden aplicar Coneix institucions i organismes vinculats a l'àmbit estudiat Coneix i utilitza els mitjans tècnics més freqüentment utilitzats pels professionals de l'àmbit Planifica, analitza, compara i avalua el currículum docent de llengua anglesa en diferents nivells; desenvolupa i aplica metodologies didàctiques, grupals o individuals i personalitzades, adaptades a la diversitat dels estudiants | |
| Type B | Code | Learning outcomes |
| B1 |
Put into practice the approaches, methods and experiments put forward by the teaching staff in a disciplined fashion. Construct shared knowledge, learn and facilitate the joint construction of learning. | |
| B2 |
Direct systematic processes for taking group decisions. Transfer classroom exercises and the cases they have studied to real situations in other environments. Obtain the support they need from others for their decisions to be successful. | |
| B4 |
Decide how to manage and organize work and time. Take correct decisions at key moments confidently, consistently and systematically. Reflect on their learning process and learning needs. | |
| B5 |
Identify the group’s objectives as their own. Help to define, organize and distribute the group’s tasks. Participate actively and share information, knowledge and experience. Ensure that the way they communicate and relate to others contributes to the cohesion of the group. Propose ambitious, clearly defined goals to the group. Help to manage the differences, disagreements and conflicts that arise in the group in a positive manner. | |
| B6 |
Control their nerves sufficiently to be able to express themselves in public. Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc. Adapt their arguments to different groups and/or situations. Encourage their audiences to participate and ask constructive questions to stimulate dialogue. Adapt the form of their message to different situations. | |
| Type C | Code | Learning outcomes |
| C3 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. | |
| C4 |
Identify their training needs. |
| Selection technique and assignment |
| Procedures |
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The coordinator of the Master Practicum together with the Master Coordinator will assign the students to the schools taking part in the programme, considering the interests and wishes of both students and the schools. |
| Planning |
| Methodologies :: Tests | |||||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||||||
| Introductory activities |
|
10 | 15 | 25 | |||||||||||||||
| Selection of practicum |
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0 | 0 | 0 | |||||||||||||||
| Coordination and monitoring mechanisms |
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0 | 0 | 0 | |||||||||||||||
| Practicum |
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13 | 412 | 425 | |||||||||||||||
| Presentació i defensa de la memòria |
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0 | 0 | 0 | |||||||||||||||
| Report |
|
0 | 0 | 0 | |||||||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||||||||||||
| Specific action plan / execution |
| Description | |
| Introductory activities | Face to face and online classes dedicated to designing the Didactic Unit form a core part of Practium. It will introduce students to key concepts in how to design effective didactic units and lesson plans in order to deal with the requirements of an educational system that is in a continuous developing process. |
| Coordination and monitoring mechanisms | Once the students start the internship, the Practicum Coordinator will monitor its development. It will involve constant communication with the schools (both principals and tutors) in order to assure Master's students' progress. The Practicum Coordinator will also supervise the students in order to make sure they accomplish the goals of the internship. |
| Practicum | In order to accomplish the recquirements of Practicum, students need to: 1. Design effective didactic units, examining and reflecting on what happens in the English as a foreign language (EFL) classroom from the instructor’s and the students’ perspective. 2. Observe the methods and techniques implemented by experienced teachers in the English 3. Prepare and teach classes under supervision of the school tutor following the guidelines given by URV lecturers. It includes the design of specific materials taking into account the context and the profile of the target group, as well as selection and application of resources, strategies and other techniques used in teaching contexts (lesson plans, portfolio etc). 4. Prepare, write and defend a didactic unit. |
| Presentació i defensa de la memòria | Oral presentation of a Didactic Unit |
| Report | Students need to elaborate a Practicum Report reflecting upon their overall Practicum experience. |
| Coordination and monitoring mechanisms |
| Es durà a terme una coordinació interna (per part de la universitat) i una coordinació externa (per part del centre de pràctiques). | |||
| Description | |||
|
Once the students start the internship, the Practicum Coordinator will monitor its development. It will involve constant communication with the schools (both principals and tutors) in order to assure Master's students' progress. The Practicum Coordinator will also supervise the students in order to make sure they accomplish the goals of the internship. The school tutors will evaluate and assess students' progress and in-class performance throughout the duration of teaching training internship. At the end of the internship the tutors will grade their overall performance via a Practicum report that will be submitted to the Practicum Coordinator. |
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| Evaluation criteria and procedures |
| Es durà a terme una avaluació interna (per part de la universitat), una valoració externa (per part del centre de pràctiques) i una autovaloració (per part de l’estudiant). | |||||||||||||||||||
| Methodologies | Competences | Description | Weight | ||||||||||||||||
| Introductory activities |
|
Face to face and online classes dedicated to designing the Didactic Unit form a core part of Practium. It will introduce students to key concepts in how to design effective didactic units and lesson plans in order to deal with the requirements of an educational system that is in a continuous developing process. | 40% | ||||||||||||||||
| Practicum |
|
In order to accomplish the recquirements of Practicum, students need to: 1. Design effective didactic units, examining and reflecting on what happens in the English as a foreign language (EFL) classroom from the instructor’s and the students’ perspective. 2. Observe the methods and techniques implemented by experienced teachers in the English 3. Prepare and teach classes under supervision of the school tutor following the guidelines given by URV lecturers. It includes the design of specific materials taking into account the context and the profile of the target group, as well as selection and application of resources, strategies and other techniques used in teaching contexts (lesson plans, portfolio etc). 4. Prepare, write and defend a didactic unit. |
40% | ||||||||||||||||
| Presentació i defensa de la memòria |
|
Oral presentation of a Didactic Unit | 10% | ||||||||||||||||
| Report |
|
Students need to elaborate a Practicum Report reflecting upon their overall Practicum experience | 10% | ||||||||||||||||
| Others | |||||||||||||||||||
| Other comments and second exam session | |||||||||||||||||||
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Evaluation Practicum requires that participants: 1) Take part in the school internship 2) actively participate in the seminars (face-to-face and online sessions); 3) create the didactic unit as part of the final project of the degree; 4) hand in written tasks (submit them on time); 5) hand in the Practicum report related to the internship 6) prepare an oral presentation at the end of the course Assessment Criteria All the students must complete /submit all following parts of the subject. Failure to do so will result in failing the whole subject. 1. Participation in the class/online discussions and hand in written assignments+ didactic unit-40% of the grade 2. Oral presentation-10% of the grade 3. School tutor's report+ URV Practicum Coordinator's report- 40% of the grade 4. Practicum report-10%of the grade |
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| Sources of information |
| Basic |
Hadley, A.O. , Teaching language in context. , 2001, Boston: Heinle and Heinle
Richards, J. & Renandya, W. , Methodology in Language Teaching. , 2002, CUP
Daughty, C., Williams, J, Focus on form in classroom SLA, 1998, Cambridge University Press
Nieto, S, Diversity. The sociopolitical context of multicultural education., 2004, Boston: Pearson Education |
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Materials provided by all the URV teachers involved in the Practicum. |
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| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | |||
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| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | ||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.