Pràctiques II. Grau d'Educació Primària · (Annex 2). Participate in training seminars. Put in the data required by the Department of Education of the Generalitat in the computer

CONTENTS

Introduction .......................................................................................... 2

1. Characterisation of 3rd course traineeship ....................................... 3

a) Competencies ......................................................................... 3

b) The objectives of practicals .................................................... 3

c) The student .............................................................................. 4

d) Practicum Tutorial .................................................................. 5

2. The electronic portfolio of practicals ................................................ 6

3. Practicals calendar ............................................................................. 7

4. Assessment ........................................................................................ 9

Glossary of competencies ..................................................................... 9

Basic documents

Annex 1. Student card / Teaching contract ........................................... 13

Annex 2. Plan for Practicals ................................................................... 15

Annex 3. Assessment report ................................................................. 17

Annex 4. Student’s self-assessment report ........................................... 22

You can find this document on the faculty’s website:

www.educacionprimaria.udl.cat/en/practiques-academiques/

http://www.educacionprimaria.udl.cat/en/practiques-academiques/matricula-carrega-docent.html

Practicals II

Degree in Primary Education Practicals dossier for 3rd course

Introduction

Within the curriculum of the Degree in Pre-School Education and Primary School Education, the Practicum subject may vary in length and may be studied throughout the 2nd, 3rd or 4th course of these degrees. The credits that correspond to the subject at these different times are distributed as shown in the table below:

Degree in Pre-School Education (40 credits)

Course Degree in Primary Education (41 credits)

— 1st — 6 credits 2nd 6 credits 14 credits 3rd 15 credits 20 credits 4th 20 credits (12 specialising) 1

The Practicum is carried out in the professional setting, in educational centres of Pre-school Education and Primary Education and at the Faculty of Education, Psychology and Social Work (FEPSW). These educational centres, acknowledged by the Department of Education as traineeship centres, function as training centres for students taking the Practicum subject. Throughout their traineeship period, students of the Degree in Pre-school Education and Primary Education attend the Faculty of Education, Psychology and Social Work (FEPSW) to carry out tutorial activities, participate in seminars or other training activities related to the subject of Practicum. Every student is assigned to a member of the teaching staff who will provide training reference (centre tutors) and, at the Faculty, the student will be guided and tutored by a teacher at the University of Lleida. Since this is a progressive Practicum, students of the Degree in Pre-school Education and Primary Education at the Faculty of Education, Psychology and Social Work (FEPSW) of the University of Lleida take the Practicum subject throughout their 2nd, 3rd and 4th courses by studying contents in continuous relation to each other and which bring along a higher level of competency with respect to the previous stage.

2nd course Participation and observation of the centre’s daily activity and becoming familiarised

with children at this educational stage. Approaching professional teaching skills and supporting educational activities inside the classroom. Getting involved in the school centre’s activity and organisation. Reflecting upon teaching practice. Validating one’s professional and training choice.

3rd course Teaching development through teaching-learning experiences with pupils at this educational stage. Getting involved in the cycle and stage activities. Developing a self-critical and reflexive vision in relation to one’s own training and professional development.

4th course Function as an autonomous teacher, justifying one’s own teaching plan and performance. Show progress in acquiring competencies and committing to one’s own professional development.

1 Physical Education, Musical Education, Foreign Language and Education for Diversity.

Practicals II. Degree in Primary Education _ 2

Specialising practicals take place during the final period and allow trainees to specialise in: Physical Education, Musical Education, Foreign Language and Education for Diversity.

1. Characterisation of 3rd course traineeship

Practicals II are 3rd course practicals, with a duration of two months and the aim of enabling the student to:

Expand his/her knowledge of the reality of the school centre to which s/he has been assigned. Apply and develop knowledge, strategies, abilities and capacities that will allow him/her to

manage the classroom with the help of his/her teacher- tutor and thus achieve the progressive development of professional competencies.

During this period the student shall carry out significant teaching interventions in and out of the classroom. These interventions should be of two types: short occasional interventions and interventions spreading out over a longer period of time.

During longer interventions the student will benefit from the assistance of the training centre tutor; these interventions correspond to planning syllabus units that the student will then have to implement and assess. The trainee shall be provided with the training centre tutor’s support and supervision at all times, as well as the Faculty tutor’s follow-up.

A. COMPETENCIES 2

1. The relation between the theoretical-conceptual frameworks and practical experience 2. Team work 3. Expression and communication 4. Information management 5. Problem solving 6. Organising and planning educational performances 7. Ethical commitment 8. Self-management

B. THE OBJECTIVES OF PRACTICALS

To get to know the educational centre (organisation, school projects, cycle projects...). To improve his/her observation and understanding of educational environments. To collaborate with members of the teaching community and especially with the traineeship

tutor. To get to know and understand primary school children. To understand and provide for diversity. To plan and carry out significant teaching interventions, reflect upon them and improve them. To experience and understand the complexity of the profession: young children, professional

competencies, the curriculum, classroom management, the centre’s organisation, etc. To acquire the knowledge needed to carry out the teaching profession.

2 Information on page 9.


C. THE STUDENT

The student’s tasks

Participant observation.3 Reflection. Teacher support.4 Participation and collaboration in the classroom’s and the centre’s activities. Work with the centre tutor to plan the didactic sequences that s/he will then implement. Carry out significant teaching interventions:

Long interventions: Implement the didactic sequences that have previously been planned out with the centre tutor and assess the whole process. Suggest improvements and justify them within the conceptual frameworks of reference.

Short interventions: data gathered in the field notebook or reflexive diary of interventions.

You may follow the scheme below for orientation: Problem description

– What has happened? Situation analysis

– What were my thoughts? – Why did it happen? – What do the theoretical frameworks say about it? – Where did I get the information from?

Hypothesis on different possible solutions – Have I used common sense? – Have I applied theories?

Proposals for action – What have I done? – How have I progressed?

Proposal for improvement – How could I have solved the problem differently?

Analysis of competencies development – Which competencies have I developed? – What have I learned? – How have I learned?

Get involved in some of the educational projects that the centre is working on.

Elaborate the portfolio with evidence.5 Elaborate a final synthesis (teacher training report) integrating everything that has been

learned during the two-month-traineeship based on classroom experience. Participation in training seminars (electronic portfolio, reflective practice, presenting

evidence...), FEPSW conferences and other training sessions, conferences, etc.

Carry out supplementary and contrasting reading: subject bibliography, educational magazines (Cuadernos de Pedagogía, Guix, Perspectiva Escolar, Infància, etc), newspapers, current debates, etc.

3 Information on page 11. 4, 5 Information on page 11.


Organisation of ECTS credits for practicals

15 ECTS 375 hours

Hours at the training centre where practicals are carried out 70% 262 h

Study, reflection and document writing hours 26% 98 h

Tutorial hours (centre and faculty) 3% 11 h

Self-assessment hours 1% 4 h

The student must:

Comply with the commitments acquired by signing the trainee student’s teaching contract (annex 1).

Carry out the practicals in the centre that has been assigned for this purpose and comply with the established Plan for Practicals that has previously been accepted and signed by him/her (annex 2), thus respecting the norms for timing, the responsibilities and task development that the centre establishes.

Observe the calendar for tutorials with the Faculty teacher. The centre tutor will also be acquainted with this calendar. Failing to attend 20% of academic tutorials entails a negative assessment in Practicum evaluation (according to Udl norms).

Hand in all required documents within the deadlines agreed upon with the tutor. Handing in documents beyond the deadline for the second time implies a negative assessment in Practicum evaluation.

Follow the orientation and guidelines provided by the traineeship centre tutor and the faculty tutor in order to develop self-management processes.

Maintain a respectful attitude at the training centre. Use a computer to fill in the annexes of the Practicals dossier II that can be downloaded from

the FEPSW website.

Suspending a Practicum student

Possible justifying causes to suspend a Practicum student are:

Failing to fulfil the obligations established in the trainee student’s teaching contract. Improper conduct on the student’s part at the centre where practicals are carried out.

Suspension will be agreed upon by the FEPSW’s Comission for Traineeship after careful examination of the reports presented by the centre and Faculty tutors.

D. PRACTICUM TUTORIAL

All students at the FEPSW will be assigned a Faculty tutor and tutorial sessions will be carried out in small groups with the main aim of providing follow-up to the progress of practicals carried out at the training centre.

The functions of the Faculty tutor (UdL) are:

Provide the student with information and orientation about the centre assigned for the practicals.

Orient the students and provide follow-up during the process of traineeship. Follow the Plan for Practicals previously signed by the two tutors and the student (annex 2).


Work on cross-curricular competencies to enrich the student’s formative development. Provide orientation with writing the portfolio. Maintain personal contact with the tutors and the coordinator at the training centres assigned

and visit the centres located in and around the town of Lleida. Assess the trainee student in consensual agreement with the centre tutor. Participate in specific training seminars organised by the FEPSW and in Practicals II coordination

meetings. Write the qualifications in the subject’s proceedings. Put in the data required by the Department of Education of the Generalitat in the computer

application PHOBOS.

The functions of the traineeship centre tutor are:

The centre tutor will mainly perform an assessment, follow-up and orientation task for the trainee student. His/her main functions are:

Organise and provide follow-up for the Plan for Practicals signed by the two tutors and the student (annex 2).

Facilitate the student’s personal and professional development. Provide him/her with the competencies and orientation the profession requires. Provide information about the services and tasks to fulfil, as well as about the organisational

structure. Provide orientation in the decision-making process. Maintain contact with the Faculty tutor. Assess the trainee student in consensual agreement with the faculty tutor. Participate in training seminars.

The functions of the traineeship centre coordinator are:

Act as a mediator between the FEPSW traineeship coordination team (traineeship Assistant Dean and degree coordinator) and the training centre that hosts trainee students.

Manage and supervise practicals at the centre. Organise the Work Plan for Practicals (Annex 2). Participate in training seminars. Put in the data required by the Department of Education of the Generalitat in the computer

application PHOBOS.

2. The electronic portfolio of practicals

This is the student’s work and compiles his/her experiences, reflections, productions and evidence of competencies virtually and using different types of languages. The Faculty and centre tutors can access it so as to provide comments on it, make suggestions, contrast the various interpretations of the activities presented and suggest readings, among other possibilities.

The portfolio should include the hyperlinks needed to allow for the presentation of evidence to demonstrate the level of competencies acquired.


The portfolio will consist of:

A short biographical presentation, accompanied by a photograph (standard ID format). Document 1 (Protected). This document compiles a self-evaluation on the student’s part and his/her expectations about the new traineeship period. Professional identity construction, realistic vision of one’s personal situation with respect to the professional competencies, taking into account the previous experience carried out last year, explaining one’s strong and weak points in detail and making suggestions for improvement during this 2nd traineeship period. In the way of a letter of introduction, essential information may be extracted from the ´Life History’ that each Primary Education student has been building during the previous years. This document will be handed in before the beginning of the traineeship period.

Document 2 (Protected). This document compiles the knowledge the student has about the training centre (the centre’s organisation, centre projects, cycle projects...) and his/her involvement in some of the projects. Document 3 (Protected). This document compiles significant short teaching interventions by means of the reflective diary or field notebook written by the student.

Document 4 (Protected). A plan elaborated together with the centre tutor of the syllabus units or didactic sequences that the student will have to implement and an assessment of the process. Suggestions for improvement.

Document 5 (Protected). Final synthesis or report integrating everything that has been learned during the two-month traineeship based on classroom experience. Some of the questions that may be put forward are: what did I know at the beginning of the second traineeship period?, what have I done during these two months?, what have I learned?, how have I felt?, how will I use everything I have learned?, etc. When writing this document the student should necessarily include a self-evaluation and some suggestions for professional improvement. It will also have to include the bibliography used. The maximum extent of this document is 15 to 20 pages. The final synthesis will be handed in in paper format at the training centre and, with the latter’s official approval, then handed in to the Faculty tutor.

The trainee student may organise this report based on specific experiences.

The portfolio may be written in Catalan, Spanish or English, or any other language agreed upon by the student, the tutor at the centre where practicals are carried out and the Faculty tutor, following the guidelines established by the Government Council’s Agreement regarding the UdL’s linguistic policy.

3. Practicals calendar

Duration of practicals: 2 months.

Check the detailed calendar at: www.educacionprimaria.udl.cat/en/practiques-academiques/

May/June July

Students of the Practicals II subject

The traineeship coordination team meets the trainee students. The 2nd course students introduce their data in the traineeship

management application. Assignment of the traineeship centres.

September Traineeship Seminar Work sessions for Faculty tutors.



September Coordinators at the training centres

FEPSW work session: Presentation of Practicals.

September Students of the Practicals II subject

The management of the traineeship centre will communicate by e-mail the date and time when it will receive all the trainees assigned to the centre.

October / November Training session for students (date to be set)

November 1st tutorial meeting (date to be set) Before starting practicals: plan the assignment and clarify students’

doubts. Establish a tutorial calendar.

November 1st contact between the Faculty tutor, the centre coordinator and the training centre tutor

Mid-November Beginning of practicals at the training centre assigned

December 2nd tutorial meeting (date to be set) Students’ meeting with the Faculty tutor: The student will bring the Plan for Practicals signed by the centre tutor

and the student him/herself.

December / January 2nd contact between the Faculty tutor and the training centre tutor

Visit at the traineeship centre when the trainee student is implementing the didactic sequences s/he has designed

January 3rd tutorial meeting (date to be set)

Mid-January End of the traineeship period

January Handing in the final synthesis or report (15- to 20-page document) at the training centre. It will then be handed in to the Faculty tutor in paper format and with the signed approval of the centre.

January / February With the signed approval of the centre, the final synthesis or report will be handed in to the Faculty tutor.

February /March 3rd contact between the Faculty tutor and the training centre tutor Assessment The centre tutor and the faculty tutor assess the student’s practicals together. Taking into account the fact that the Faculty tutor will visit the training centre to provide the student with an individualised follow-up, it is suggested that assessment be carrried out by using the technological means available (e-mail, phone, video calls, etc.). Exceptionally, assessment may be carried out in person when the centre tutor and the school tutor consider it necessary.

April/May Assessment of the Practicum Plan with the Faculty tutors The Primary Education tutor teams meet the traineeship coordination team.

June Assessment of the Practicum Plan with the training centres coordinators The FEPSW traineeship coordination team meets the traineeship coordinators at the training centres.

June Qualifications The Faculty tutors write the qualifications in the subject’s proceedings. The degree coordinator supervises and closes the proceedings.


4. Assessment

The Practicum assessment will be carried out collaboratively by the centre tutor and the Faculty tutor (50%) and will take into account the following aspects:

Attendance Punctuality Collaboration with the teacher-tutor and with the centre Willingness and initiative in school activities Interaction with young children Carrying out the tasks assigned Interest in observation, reflection and participation Dynamic participation in meetings and/or debates Capacity for team work Professional competencies acquired (indicators) The electronic portfolio:

Quality of evidence presented and of the syllabus unit implemented/ Capacity for analysis and synthesis / Reflections, personal contributions and readings carried out / Capacity for self-assessment / Punctuality in handing in assignments / Formal presentation / Linguistic accuracy / Bibliography

Taking into account the fact that the Faculty tutor will visit the centre to provide the student with an individualised follow-up, it is suggested that assessment be carrried out by using the technological means available (e-mail, phone, video calls, etc.). Exceptionally, assessment may be carried out in person when the centre tutor and the school tutor consider it necessary.

The centre and Faculty tutors will present a report on the development of the student’s competencies, as well as suggestions for improvement (annex 3).

The self-assessment that the student contributes based on his/her experience in the professional settings reflects a critical and self-critical perspective, his/her strong and weak points, thus making suggestions for improvement in future experiences (annex 4).

All documents elaborated during each period of the traineeship (tutors’ reports + student’s self-assessment and proposals for improvement) will be compiled and used to provide follow-up to each student throughout the three years of Practicum.

The traineeship coordination team will follow the progress made by the student at the end of each period of the traineeship and will ensure that each new period is carried out in a different training centre from the previous one so that the different centres may provide new and varied experiences for the student.

Glossary of competencies

Competencies and Indicators

The relation between theoretical – conceptual frameworks and practical experience: Compare and contrast observations and professional experience with the theoretical frameworks in education sciences as a reflection strategy to understand and explain reality, propose and implement improvements in performances. Relate and contrast the knowledge derived from experience with theoretical knowledge. Relate practical and theoretical aspects according to the concerns and needs generated by one

own’s profession. Build a personal vision based on the information obtained and the professional experience.


Use the knowledge acquired in one’s interpretation of reality. Analyse one’s own practical performance from the perspective of competencies that need to be

developed. Make well-founded suggestions for improving practical performance.

Team work: Act cooperatively with others as a strategy to carry out a project or various educationall and/or social tasks that, due to their nature, could not be carried out individually. The aim is that the result obtained together should be more satisfactory than the one potentially achieved by working separately. Establish good interpersonal relations with the students and teachers in the work environment. Fulfil the commitments acquired within the team. Respect and value contributions made by members of the team. Make the group’s work dynamic.

Expression and communication: Exchange information with others by using the official languages correctly and by mastering the communicative situation based on: (1) knowledge of the context in which the conceptual and emotional information is transmitted; (2) the use of strategies – verbal and non-verbal – that guarantee that the receiver understands the information, as well as (3) establishing a relationship of respect and trust with the receiver. Use oral language correctly in the classroom by observing the linguistic norms. Express oneself correctly in writing by observing the norms of the language used. Build paragraphs and adequate texts with a good level of language expression. Use adequate vocabulary for the type of text one is writing. Master non-verbal strategies and be aware of the semiotic value of the personal aspect. Express oneself through multi-language resources and tools. Show an initiative to make interventions in face-to-face activities.

Information management: Search for, select, order, relate, assess/evaluate and use adequate information to perform the typical functions of the profession. Use various sources of information in the professional field. Quote information sources correctly in one’s productions. Structure relevant information in relation to a topic of study. Analyse relevant information in relation to a topic of study. Evaluate relevant information in relation to a topic of study. Bring relevant arguments to support one’s own ideas. Document one’s discourse with data, evidence, quotations... from verified and trustworthy

sources. Problem solving: Careful consideration and treatment of situations that are considered difficult so that they stop being difficult or reduce their complexity. Detect a problem, identify it and describe it objectively. Analyse the situation to be solved by identifying the problem’s main conditioning factors. Suggest different alternatives to solve a problem. Select one of the alternatives as the final solution by applying previously defined criteria. Solve the problem according to the alternative chosen.

Organising and planning educational performances: Design the line of action that is to be followed in order to achieve the objectives established, arranging and managing the necessary elements conveniently to carry out one or a series of tasks based on efficacy and efficiency criteria. Observe and analyse the educational reality as far as needs and opportunities are concerned. Know and use the cultural and scientific contents of the subjects.


Plan an educational performance according to the specific nature of the context and the situation.

Implement an educational performance according to the specific nature of the context and the situation.

Assess an educational performance according to the specific nature of the context and the situation.

Ethical commitment: Involvement in the educational community to achieve quality and improvement in: intervention subjects, colleagues and the institution, the profession, community and society, as well as one’s own personal development. Maintain confidentiality and privacy. Act with professionalism. Commit to improvement. Identify the values at stake in educational performances.

Self-management: Orientation, making decisions and putting them into practice autonomously to carry out a personal self-development project. Specify, analyse and evaluate one’s own strong and weak points, as well as personal objectives

and the means to achieve them. Make decisions based on this analysis.

Observation Observation is a fundamental task in establishing contact between the trainee student and the professional setting. The study of reality as participant observation allows us to know the teaching tasks and competencies, the target student of the educational performance and the institution as an organisation that articulates the human, material and functional resources so as to allow for quality education. Teacher support The trainee student’s role must be an active and collaborative one in his/her interaction with the tutor, by participating in the daily activities in the classroom and at the centre, observing and looking for explanations and interpretations of what happens in the professional setting. The support that the student can provide to the teacher at the centre will consist, for example, in helping a group of students by correcting their productions, preparing materials, providing individualised support, filling in an observation book, accompanying a group on an outing, presenting a content or activity, or other tasks that may arise and in which the tutor may require his/her participation. One important aspect is the understanding on the student’s part that, beyond observation, his/her participation is a way of learning the profession. This requires an attitude of willingness to act according to the needs that may arise in the classroom. Insisting on the importance of this attitude is owed to the efficiency of what Shön (1992) called learning by doing, as a source of personal fulfillment which in turn promotes reflection, self-criticism and generating proposals for improvement. Competency evidence Evidence is the final product that is included in the electronic portfolio and that has been justifiably selected by the students with the aim of demonstrating the abilities, capacities and competencies acquired (Sunstein and Lovell, 2000). Evidence is an obligatory part of the electronic portfolio, since it shows and evidentiates the knowledge that the students decide to emphasise within the learning


they have acquired during the Practicum. The evidence relates the subject’s contents and activities with the student’s reflection and metacognition processes, that is to say, it is the visualisation of knowledge-building (Blanch et al., 2008). Learning evidence that habitually makes up a learning portfolio is proof to the student’s knowledge: description, reflection and analysis of one’s own learning processes; personal, professional or academic transfers of contents that have been worked on. Among the types of evidence, without aiming to include all existing possibilities, we may quote as examples: classroom observations, analysing students’ productions, designing teaching interventions, building resources, outings and visits, narrating classroom experiences and reflecting upon their results, making proposals for improvement, etc.

Within these types of evidence we may identify different formats and topics:

Assignments suggested by the students that bring evidence as to their reflection and learning processes, their conceptual re-elaborations, theoretically justified comparisons between their initial conceptual schemes and the re-elaborated schemes, and the process they have undergone to achieve this.

Computer, audiovisual or multimedia productions. Topic syntheses or syntheses of activities carried out. Models, investigation, practical applications. Bibliographical search, magazine articles, information compiled on the Internet, etc. Documenting and developing monographic knowledge on a topic. Reconstruction activities: providing examples, questioning, critical analysis, amplifying,

transfering, etc. Informed and reasoned self-assessment on the student’s part, co-assessment of all the subject’s

components (methodology, resources used, activities, tutorials, assessment...) In any case, the evidence must be substantial and well-adjusted to the conceptual or procedural world of the Practicum.


ANNEX 1 STUDENT CARD / TEACHING CONTRACT

Academic year

STUDENT DATA

NAME AND SURNAME:

DEGREE OF STUDY: ID:

UdL E-MAIL: PASSWORD:

HOME NUMBER: MOBILE PHONE:

ADDRESS:

CITY: POST CODE:

TRAINEESHIP CENTRE

NAME OF CENTRE: CENTRE ID:

ADDRESS:

CITY: POST CODE:

LEGAL REPRESENTATIVE: PHONE NUMBER:

CENTRE COORDINATOR:

E-MAIL:

TUTOR:

E-MAIL:

FACULTY TUTOR

NAME AND SURNAME:

DEPARTMENT: OFFICE:

E-MAIL: PHONE NUMBER:

ADDRESS: No. 4, Estudi General Avenue POST CODE: 25001

Photograph


TRAINEE STUDENT’S TEACHING CONTRACT

This activity is legally protected by the royal decrees 1497/1981 and 1393/2007, which regulate the creation of educational cooperation programmes between companies and universities, and does not involve any type of work relation or the acquisition of any rights with respect to the educational centre mentioned before.

The student ackowledges:

That he/she is protected by the school insurance or any other type of private insurance, and that the traineeship centre shall not be held responsible for any accident or illness the trainee student may suffer.

That attending the traineeship centre is compulsory at the established times and on the established dates, and any absence owing to circumstances outside the student’s control must be justified immediately to the centre and Faculty tutors. The days the student has missed may only be compensated for with the approval of both tutors: training centre and Faculty tutors.

That attending the traineeship tutorial sessions with the teachers in charge at the Faculty of Education, Psychology and Social Work (FEPSW) is compulsory. In case of absence the student must ensure that the corresponding assignments reach the tutor and work on an extra assignment to replace the one carried out during the seminar. Failing to attend 20% of academic tutorials implies a negative assessment in evaluating the Practicum (UdL norms).

And commits to:

Maintain an ethical behaviour in dealing with information and interpersonal relationships, both with teaching professionals and the students at the educational centre, the families or people benefiting from other services or entities.

Always use appropriate language and observe the centre’s conventions in relation to personal image. Respect the right to one’s own image and the confidentiality of personal information, using anonymity in

any kind of register, language and format if there is no authorisation from the legal representatives and a reason to justify a different attitude.

Follow the orientation provided by the person in charge at the collaborating traineeship centre who has been assigned as traineeship tutor.

Work together with this teaching professional to elaborate the Plan for Practicals and hand it in to the Faculty tutor within fifteen days of the beginning of practicals.

Carry out all professional performances with the previous authorisation of the traineeship centre tutor. Show complete reservation and maximum discretion in interpersonal relationships with regard to internal

matters at the collaborating traineeship centre. Develop the electronic portfolio as a document where to record and compile the trainee student’s

evidence/productions, providing the centre and Faculty tutors with the password. Hand in personal productions within established deadlines. Always act with kindness and politeness on all occasions.

The tutors must guarantee the trainee student’s right to receive attention, orientation and being welcome.

If circumstances require it, the person in charge at the collaborating traineeship centre may ask for the FEPSW dean’s approval to cease the traineeship and, if deemed necessary, the latter may communicate this to the student in writing.

Time and place:

Signature of the trainee student

[To be filled in by the student on a computer and handed in to the two tutors]


ANNEX 2. PLAN FOR PRACTICALS

STUDENT DATA

NAME AND SURNAME: ID:

TRAINEESHIP CENTRE

NAME OF THE CENTRE:

CITY:

TUTORIAL

CENTRE TUTOR:

FACULTY TUTOR:

START DATE: END DATE:

1. Objectives:

Become familiarised with the training centre (organisation, centre projects, cycle projects...). Improve his/her observation and understanding of educational environments. Interact with members of the educational community and especially with the traineeship tutor. Get to know and understand primary school children. Understand and provide for diversity. Plan and carry out significant teaching interventions, reflect upon them and improve them. Experience and understand the complexity of the profession: young children, professional competencies,

the curriculum, classroom management, centre organisation... Acquire the knowledge needed to carry out the teaching profession.

Each educational centre will add its own particularities.

2. Traineeship programme (activities to develop and student’s level of involvement):

The traineeship programme will be established at the beginning of the traineeship period by the centre tutor and the trainee student, with the approval of the Faculty tutor who will then sign the Plan.

3. Timing (calendar and timetable):

Check the detailed calendar at: www.educacionprimaria.udl.cat/en/practiques-academiques/

The student must attend 2 months of practicals at the educational centre, 6 hours every day. Should he/she fail to attend, together with the Traineeship Coordination Team, the faculty tutor will analyse the possibility of compensating for the absence or will decide on the need to repeat the traineeship period.

Each training centre will add its own particularities in relation to the calendar and timetable.



4. Observations:

Training centre tutor:

Signature

Date:

Student:

Signature

Date:

FEPSW tutor:

Signature

Date:

[To be photocopied and handed in by the student to the two tutors]


ANNEX 3. ASSESSMENT REPORT

The assessment of the traineeship will be done collaboratively by the centre tutor and the faculty tutor (50%)

Taking into account the fact that the Faculty tutor will visit the centre to provide the student with an individualised follow-up, it is suggested that assessment be carrried out by using the technological means available (e-mail, phone, video calls, etc.). Exceptionally, assessment may be carried out in person when the centre tutor and the school tutor consider it necessary.

STUDENT


INFORMATION ABOUT THE TRAINING CENTRE WHERE THE TRAINEESHIP IS CARRIED OUT

NAME OF THE CENTRE: ID:

ADDRESS:

COORDINATOR:

TUTORIAL

CENTRE TUTOR:

FACULTY TUTOR:

ASSESSMENT

1. Evaluation of the Plan for Practicals carried out (achievement of the objectives established in annex 2):

2. Evaluation of the traineeship programme carried out by the student at the centre (pace of work, organising the task assigned, etc. annex 2):

3. EVALUATION OF ORAL AND WRITTEN EXPRESSION

The student uses the oral language correctly in the classroom, observing linguistic norms / (S)he expresses him/herself correctly in writing, taking into account the norms of the language used / (S)he builds adequate paragraphs and texts with a good level of linguistic expression / (S)he uses adequate vocabulary for the type of text (s)he is writing.

1 : Unsatisfactory 2 : Pass 3 : Good 4 : Excellent

Observations/comments:

TOTAL MARKS (out of 4) The student must necessarily pass this section in order to continue being assessed.


4. ATTITUDE ASPECTS TO EVALUATE 1 2 3 4

Attendance

Punctuality

Collaboration with the tutor-teacher and with the centre

Relationship with the children

Willingness and initiative in school activities

Carrying out the tasks assigned

Interest in observing, reflecting and participating

Dynamic participation in meetings and/or debates

TOTAL MARKS (out of 32)

5. ACQUIRED PROFESSIONAL COMPETENCIES

1. Relation between theoretical-conceptual frameworks and practical experience Relates and confronts the knowledge stemming from experience with theoretical knowledge / Relates practical experience with theory to solve doubts and cover the needs the profession itself entails / Constructs a personal vision based on the information obtained and the professional experience / Uses the knowledge acquired to interpret reality / Analyses his/her own practical performance by concentrating on the competencies that need to be developed / Makes well-founded suggestions for improving practical performance.



2. Team work Establishes good interpersonal relationships with the students and the teachers in the work context / Fulfils the commitments s/he has acquired with the team / Respects and values the contributions made by members of the team / Makes team work dynamic.



3. Expression and communication Expresses him/herself correctly in the language chosen, both orally and in writing / Masters non-verbal strategies and is aware of the semiotic value of the personal aspect / Expresses him/herself through multi-language resources and tools / Shows an initiative to make interventions in face-to-face activities.




4. Information management Uses different sources of information in the professional field / Quotes information sources correctly in his/her productions / Structures relevant information in relation to a topic of study / Analyses relevant information in relation to a topic of study / Evaluates relevant information in relation to a topic of study / Brings relevant arguments to support his/her ideas / Documents his/her discourse with data, evidence, quotations... from verified and trustworthy sources.



5. Problem solving Detects a problem, identifies it and describes it objectively / Analyses the situation to be solved by identifying the problem’s main conditioning factors / Suggests different alternatives to solve a problem / Selects one of the alternatives as the final solution by applying previously defined criteria / Solves the problem according to the alternative chosen.



6. Organising and planning educational performances Observes and analyses educational reality in terms of needs and opportunities / Knows and uses the cultural and scientific knowledge of the subjects / Plans an educational performance according to the specific nature of the context and the situation / Implements an educational performance according to the specific nature of the context and the situation / Assesses an educational performance according to the specific nature of the context and the situation.



7. Ethical commitment Maintains confidentiality and privacy / Acts with professionalism / Is committed to improvement / Identifies the values at stake in educational performances.




8. Self-management Explains in detail, analyses and evaluates his/her own strong and weak points, as well as personal objectives and the means to achieve them / Makes decisions based on this analysis.




6. THE PRACTICUM ELECTRONIC PORTFOLIO 1 2 3 4

Punctuality in handing in assignments

Quality of evidence presented

Quality of the syllabus unit implemented

Capacity for analysis

Capacity for synthesis

Reflections, personal contributions and readings done

Capacity for self-assessment

Adequacy of bibliographical references

Linguistic accuracy

Formal presentation



7. FINAL ASSESSMENT OF THE PRACTICUM

TOTAL MARKS (Out of 108)

FINAL ASSESSMENT – MARKS [TOTAL MARKS × 10/108]

Reasoned report:


FINAL QUALIFICATION:

Training centre

Tutor’s signature

Coordinator’s signature

FEPSW -UdL

Tutor’s signature

Date: Date:


ANNEX 4. THE TRAINEE STUDENT’S SELF-ASSESSMENT REPORT


EDUCATIONAL CENTRE:

CITY:

SELF-ASSESSMENT

1. Self-evaluation. How you see yourself regarding your future profession. Expectations, commitments and motivation (building a professional identity).

2. Observance of the teaching contract

Attendance at the centre

Observance of the timetable

Observance of the commitments acquired (task preparation / handing in materials / participation in classroom and centre activities)

3. Evaluation of the competencies developed in relation to the evidence presented. Proposals for improvement

Relation between theoretical-conceptual frameworks and practical experience

Team work

Expression and communication

Information management

Problem solving

Organising and planning educational performances

Ethical commitment

Self-management


4. Evaluation of the Plan for Practicals (annex 2)

5. Self-assessment and final conclusions Brief self-assessment presented by the student based on his/her experiences in professional settings which reflects, from a critical and self-critical perspective, his/her strong and weak points, presenting proposals for improvement in the future. To be expanded upon in the final synthesis of the traineeship, in the electronic portfolio (document 5).

MARK (out of 10)

Date and signature:

[To be filled in by the student and handed in to the tutor]
