Teaching practice at school (geography) 1900-3-PRAK-G-PED
During the internship, didactic competences in the field of teaching-learning geography in secondary school are developed through the following main activities of the student being his work and own contribution:
• getting acquainted with the specifics of the school where the internship takes place, the didactic tasks it carries out, work organization and documentation;
• observation of activities undertaken by the practice tutor and their effects, including: interaction with students, the way of planning and conducting lessons; stimulating the intellectual activity of students, the method and form of assessing the effects of students' work, the teaching methods and techniques used, the optimal use of lesson time, etc.
• making a record and then reflection, analysis and conclusions from the conducted visits,
• developing scenarios of own lessons,
• planning and conducting a series of geography lessons under the supervision of the tutor and analyzing the observed (experienced) pedagogical events,
• evaluation of the classes they conduct, and then self-reflection and self-correction during subsequent lessons,
• correct documentation of internships.
The activities and activities undertaken during the internship require the student to be ready to effectively cooperate with the internship tutor as well as with other teachers in order to deepen their knowledge as well as didactic and educational skills and shaping the right attitudes.
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Main fields of studies for MISMaP
Type of course
Prerequisites (description)
Course coordinators
Learning outcomes
Learning outcomes: D.2.W1; D.2.W2; D.2.W3; D.2.U1; D.2.U2; D.2.U3; D.2.K1.
Internships are aimed at gaining competences by the student in the following areas:
1) knowledge of the specifics of a secondary school, the didactic tasks it carries out, work organization and documentation;
2) skills: planning and conducting geography lessons based on self-developed scenarios, taking into account the objectives of the lessons, methods and forms of work adapted to the content, educational stage and group dynamics; preparing teaching aids and using multimedia resources and information technology during lessons; monitoring and assessing students; animating cognitive activity and cooperation of students, including organizing the work of students in task groups, developing the ability to independently acquire knowledge with the use of information technology; undertaking individual didactic work with students (including students with special educational needs); undertaking educational activities in the course of didactic work, as problems arise, in situations: security threat, violation of the rights of others, failure to comply with the established rules collaborating with other teachers;
3) attitudes: awareness of the role and mission of the teacher in society, responsibility for the safety of students during lessons (in the classroom and outside the school building), openness, kindness towards students and involvement in the implementation of didactic tasks resulting from the secondary school curriculum.
Assessment criteria
Documentation of the course of internships prepared by the student after the completion of the internship and an individual, in-depth conversation with the student regarding the implementation of internships in a secondary school.
The following are assessed in particular: practice journal, descriptions of lesson scenarios visited by the student along with reflections, comments and conclusions, lesson scenarios conducted by the student; the evaluation of the school tutor is also taken into account.
The criteria for assessing lesson scenarios are: compliance of the assumed effects (student achievements) with the objectives and plan as well as the presented components, proper structure, proper selection of lesson forms, strategies, methods, techniques and didactic means, completeness, appropriate detail, factual, didactic and linguistic correctness, correct layout, as well as originality.
Bibliography
• Angiel J., Hibszer A., Szkurłat E., Zajęcia terenowe w kształceniu geograficznym, Poznań 2020.
• Janowski A.,Poznawanie uczniów jako podstawa indywidualizacji kształcenia http://www.ptde.org/pluginfile.php/13/mod_page/content/6/Archiwum/XIII/03.A.Janowski_poznawanie_uczni_w.pdf
• Taraszkiewicz M. Jak uczyć lepiej - refleksyjny praktyk w działaniu, CODN, Warszawa 2000.
• Majcher I., Sadoń-Osowiecka T., 2007, „Głową muru nie przebijesz” – refleksje nad studenckimi trudnościami z rekonstruowaniem wiedzy osobistej o nauczaniu, [w:] M. Gwoździcka-Piotrowska, J. Wołejszo, A. Zduniak (red.). Edukacja w społeczeństwie ryzyka. Bezpieczeństwo jako wartość. T. 3. Wyd. WSB w Poznaniu, Poznań.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: