GPTE Modul: Student practice 2300-GPTE-M4
Module objectives:
• to get students acquainted with the basic notions concerning teaching English to young learners by giving them opportunities to observe lessons taught by experienced mentor teachers in real classroom situations and by exposing them to samples of recorded English lessons;
• to help students understand and reflect upon the teaching and learning processes through numerous lesson observation tasks and in-class discussions;
• to encourage students to avoid overgeneralizations and focus on a particular task by taking notes and completing observation sheets while observing lessons;
• to help students acquire the practical skills of evaluating and giving feedback to the observed lessons and gain confidence in expressing their opinion on the observed lesson;
• to give students opportunities to learn from practicing teachers and practice their own teaching skills through planning and independently conducting lessons;
• to help students acquire the skill of creating their own materials and adapting materials used for teaching young learners in a variety of ways as well as the ability to select, adapt and create tasks to supplement published materials;
• to help them understand and reflect upon teaching through numerous micro-teaching tasks;
• to develop lesson planning skills;
• to prepare students to be able to select and adapt ELT materials to suit their learners’ needs and abilities.
Mode
Field classes
Classroom
Prerequisites
Course coordinators
Learning outcomes
Specific learning outcomes of the module
K_W01, K_W02, K_W03, K_W04, K_W05, K_W07
K_U01, K_U02, K_U03,K_U04, K_U06,
K_K01, K_K02, K_K04, K_K05, K_K06, K_K07, K_K08
In terms of knowledge / knows and understands:
- has in-depth knowledge of sociological, psychological, pedagogical and linguistic concepts concerning the development and education of children and adolescents and their institutional implications and cultural conditions (K_W01),
- has knowledge of the principles of effective education and the organisation of educational institutions ensuring successful learning (K_W02),
- methods of designing and evaluating educational and upbringing situations in working with children in the field of foreign language learning and integrated language and subject matter approach at the pre-school and early school levels (K_W03)
- methods of supporting the process of development and education depending on differentiated needs and abilities of students (K_W04),
- specifics of the professional role of a teacher of language education and integrated language and subject teaching in early childhood education and the importance of planning personal and professional development (K_W05),
- has knowledge of phonetics, phonology and descriptive grammar of English and is able to use it in practical language use (K_W07).
In terms of skills / is able to:
- use theoretical knowledge to design educational situations at different stages of education, taking into account practical implications involving phenomena from different areas of social life (K_U01),
- create and evaluate didactic projects concerning foreign language learning or integrated language and subject teaching (K_U02),
- analyse and justify the effectiveness of the applied education methods (K_U03),
- adapt pedagogical actions to individual needs of children and youth at different stages of education (K_U04),
- use methodological knowledge to design research in the quantitative and qualitative paradigm at different stages of education, taking into account legal, professional and ethical norms and rules (K_U06).
In terms of social competences / shows readiness to:
- improve his/her own professional competence in the interdisciplinary dimension (K_K01) ,
- reflect on and analyse in depth his/her own practical experience in working with students (K_K02),
- undertake responsible leadership, work in a team, fulfilling various roles in the school community (K_K04),
- build a relationship of mutual trust between all actors in the process of upbringing and education (K_K05),
- use the professional knowledge gained during the practice and share observations with the environment (K_K06),
- positively motivate students to learn and create a good climate in the educational institution for activity and undertaking various activities (K_K07),
- for new initiatives and pedagogical innovations serving the development of students and integration of parents and the local environment with the educational institution, cares for the preservation of cultural heritage (K_K08).
Assessment criteria
The practicum coordinator gives credit for the module based on appropriate documents (practicum program, student's self-evaluation form, certificate proving the fulfilment of the practicum program, mentor teacher’s report).
However, the main assessment is done by the mentor teacher - the student is to present the mentor teacher's report after finishing the practicum.
Additionally, another equally important component of the teaching practice is the practicum coordinator's visit to the school where the practicum takes place while the student is teaching the CLIL unit.
Practical placement
90 hours
Bibliography
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Halliwell, S. (1992). Teaching English in the Primary Classroom. Pearson ELT.
Harmer, J. (2012). Essential teacher knowledge. Pearson Longman.
Richards, J.C. & Thomas S.C. Farrell (2011). Practice teaching: a reflective approach. Cambridge: Cambridge University Press.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. Oxford: Macmillan Education.
Wajnryb, R. (1992). Classroom Observation Tasks. UK: Cambridge University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: