|
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 | | | CT4 |
Work in multidisciplinary teams and in complex contexts |
| | CT5 |
Communicate complex ideas effectively to all sorts of audiences |
| | CT6 |
Develop abilities to manage their professional career |
| | CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
|
Type C
|
Code |
Competences Nuclear |
|
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 |
| | CT4 |
Understand the team’s objective and identify their role in complex contexts
Communicate and work with other teams to achieve joint objectives
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives
Trust in their own abilities, respect differences and use them to the team’s advantage
| | | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas
Draw up texts that are appropriate to the communicative situation, consistent and persuasive
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience
| | | CT6 |
Raise their professional self-awareness
Develop a professional attitude
Analyse the professional environment of their speciality
Design specific professional tracks
| | | CT7 |
Students must be able to include gender perspective in their student activity.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity
Be able to give arguments based on social values and make proposals for the improvement of the community
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise
|
|
Type C
|
Code |
Learning outcomes |
| 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. Students are to check Moodle at the beginning of the course in October for specific guidelines. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
10 |
12 |
| Selection/assignation of an external work experience programme |
|
5 |
21 |
26 |
| Mechanisms for coordinating and monitoring external work experience |
|
0 |
60 |
60 |
| Work placement |
|
2 |
155 |
157 |
| Report |
|
0 |
120 |
120 |
| |
| |
(*) 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 introductory session: explanation of the dynamics of Practicum.
Individual interviews with the students to define their placement needs. |
| Mechanisms for coordinating and monitoring external work experience |
In order to accomplish the requirements of Practicum, students need to:
1 Observe the methods and techniques implemented by experienced teachers
2. Prepare and teach classes under supervision of the school tutor following the guidelines given by URV lecturers during the first term. 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 |
5% |
|
| Work placement |
|
Internship |
65% |
|
| Report |
|
Practicum report |
30% |
|
| Others |
|
|
|
| |
| Other comments and second exam session |
|
Evaluation Practicum requires that participants: 1) To take part in the school internship and fulfill all the requirements of both URV and the centres. The period within which the internship (120 hours) takes place starts at the end of January / beginning of February and ends at the end of May. 2) to 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- 65% of the grade 2. Practicum report-30%of the grade 3. Meeting all the deadlines and submitting all the required documentation on time: 5% |
| Basic |
|
Hadley, A.O. , Teaching language in context. , 2001, Boston: Heinle and Heinle Richards, J. & Renandya, W. , Methodology in Language Teaching. , 2002, CUP 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 |
|
(*)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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