|
Type A
|
Code |
Competences Specific | | | A1 |
Masters the main theoretical frameworks and methodological approaches that characterize the process of teaching and learning a foreign language in general, and English in particular |
| | A2 |
Masters the main linguistic bases of theoretical and applied linguistics |
| | A3 |
Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment |
| | A4 |
Analyses, plans, designs, develops, and assesses the teaching-learning of English in line with an adequate teaching plan and methodological approach |
| | A5 |
Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs |
| | A6 |
Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English |
| | A7 |
Analyses, compares, manages, and assesses student-teacher interactions in line with students’ needs |
|
Type B
|
Code |
Competences Transversal | | | B1 |
Learning to learn |
| | B2 |
Effective solutions to complex problems |
| | B4 |
Autonomy, responsibility and initiative |
| | B5 |
Teamwork, collaboration and sharing of responsibility |
| | B6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
|
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 |
|
Type A
|
Code |
Learning outcomes |
| | A1 |
Develops the ability to identify difficulties in learning, and resorts to the appropriate methodology in overcoming them
Interprets data derived from observation of his/her own teaching practice and/or somebody else’s, and relates them with the relevant methodology in the field of teaching English
| | | A2 |
Critically and reflexively analyses, evaluates and adapts the materials and didactic information available in the field of teaching/learning English
| | | A3 |
Is capable of applying the techniques he/she has learned in specific contexts
Analyses and evaluates the English language discourse students use in the classroom
| | | A4 |
Develops a creative, analytical and critical approach when assessing the professional reality
Analyses and evaluates his/her own teaching practice, introducing innovative proposals aimed at improving the teaching-learning of English
Analyses, compares and evaluates student-teacher interactions and interactions between teaching staff, and makes proposals for improvement
| | | A5 |
Plans effective educational tasks bearing in mind the specificity of teaching English
Designs materials and activities directed at students with specific needs
Develops skills and strategies for self-learning, experimentation and innovation based on his/her knowledge and on the application of the appropriate methodologies for teaching English
| | | A6 |
Is fluent and accurate when using English instrumentally and instructionally
Plans didactic units and programs and organises the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English
Uses new technologies as tools to enrich the teaching of foreign languages and to promote self-learning and lifelong learning
| | | A7 |
Combines a series of specific, transversal and core competences when working in professional contexts
Applies his/her theoretical knowledge in the various realities where it is relevant
Is familiar with the institutions and organisations related to the field of study
Is familiar with and employs the most frequently used technical resources by professionals in the field
Plans, analyses, compares and evaluates an English teaching plan at different levels; develops and applies customised teaching methodologies for groups or individuals in response to classroom diversity
|
|
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 |
|
The Practicum Coordinator will assign the students to the schools taking part in the programme, considering the interests and wishes of both students and the schools. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
3 |
5 |
8 |
| Selection/assignation of an external work experience programme |
|
2 |
20 |
22 |
| Mechanisms for coordinating and monitoring external work experience |
|
15 |
45 |
60 |
| Work placement |
|
12 |
200 |
212 |
| Report |
|
2 |
65 |
67 |
| |
| |
(*) 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 |
An introductroy session: explanation of the dynamics of Practicum.
Individual interviews with the studetns to define their placement needs. |
| Mechanisms for coordinating and monitoring external work experience |
In order to accomplish the recquirements of Practicum, students need to:
1 Observe the methods and techniques implemented by experienced teachers in the English
2. Prepare and teach classes under supervision of the school tutor following the guidelines given by URV lecturers. It could include 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). |
| Work placement |
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. |
| 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. |
| 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 |
|
|
|
|
| Mechanisms for coordinating and monitoring external work experience |
|
Meeting all the deadlines and submitting all the required documentation on time |
10% |
|
| Work placement |
|
Internship |
60% |
|
| Report |
|
Practicum report |
30% |
|
| Others |
|
|
|
| |
| Other comments and second exam session |
|
Evaluation Practicum requires that participants: 1) Take part in the school internship fulfill all the requirements of both URV and the centres. 2) Hand in the Practicum report related to the internship 3) Practicum requires a lot of important paperwork, hence submitting it on time, answering all the URV Coordinator's emails on time and meeting all the deadlines will be taken into consideration on grading the subject. 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. School tutor's report- 60% of the grade 2. Practicum report-30%of the grade 3. Meeting all the deadlines and submitting all the required documentation on time: 10% |
| 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 |
| Complementary |
|
|
| Subjects that continue the syllabus |
| MATERIALS AND TECHNIQUES IN ELT/12865103 |
|
| Subjects that are recommended to be taken simultaneously |
| METHODOLOGY OF SECOND LANGUAGE TEACHING/12865102 |
|
| Subjects that it is recommended to have taken before |
| SECOND LANGUAGE ACQUISITION/12865101 |
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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. |
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