Apprenticeship 3202-S2PEDPZ22o

KNOWLEDGE
As a result of the implementation of the teaching practice program, the student:
• has knowledge about the structure and tasks of the education system - goals, law basics, organization and functioning of care and educational institutions;
• has knowledge about the pedagogical activity subjects (children, students, parents and teachers) and school education partners as well as the specificity of children and adolescents functioning in the context of developmental regularities and irregularities;
• has knowledge about occupational health and safety in care and educational institutions, in which he is going to work;
• has knowledge about designing the path of personal development and professional promotion;
• knows the ethics of the teaching profession;
SKILLS
• has the skills and competences necessary for the comprehensive implementation of didactic, educational and care tasks of the school, including the independent preparation and adaptation of the curriculum to the needs and capabilities of pupils;
• is able to learn and improve his own pedagogical workshop using modern means and methods of acquiring, organizing and processing information and materials;
• is able to manage the situation and pedagogical situations;
• is able to use theoretical knowledge in the field of pedagogy and psychology in order to analyze and interpret a specific type of pedagogical situations and events, as well as motives and behavior patterns of participants in these situations;
• can use theoretical knowledge in the field of pedagogy, psychology as well as didactics and detailed methodology in order to diagnose, analyze and forecast pedagogical situations as well as select strategies for implementing practical activities at individual educational stages;
• has diagnostic skills allowing to recognize the situation of students with special educational needs, as well as to develop observation results and to formulate conclusions;
• has developed communication skills: is able to communicate with people from different environments with different emotional states, to resolve conflicts in a dialogical manner and build a good communication atmosphere in the classroom;
• is able to assess the usefulness of typical methods, procedures and good practices for the implementation of didactic, upbringing and caring tasks related to the relevant educational stages;
• is able to select and use available materials, means and methods of work in order to design and implement pedagogical activities (didactic, educational and caring) as well as to use modern technologies for didactic work;
• is able to manage the processes of education and upbringing, as well as to work with a group (educational team, class team);
SOCIAL COMPETENCES
• the student is ready to animate work on the development of participants in pedagogical processes, support their independence in acquiring knowledge as well as to inspire them for lifelong learning activities;
• is ready to work with pupils, individualize tasks and adapt the methods and content to their needs and abilities (including pupils with special educational needs) as well as changes taking place in the world and in science;
• is prepared to use the principles and ethical standards in the performed activities;
• is able to work in a team, performing various responsibilities; knows how to undertake and assign tasks; has elementary organizational skills allowing to implement pedagogical activities (didactic, educational and caring);
• collaborates with other teachers, educators and pupils' parents;
• analyzes his/her own pedagogical activities (didactic, educational and caring) and indicates areas requiring modification, can experiment and implement innovative activities.

Assessment criteria of apprenticeship:
The condition for crediting the internship is submitting, within the time limit specified by the University tutor, the following documents bearing the signatures of the School tutor / school headmaster and the school's / institution's seal:
- completed apprenticeship journal;
- confirmation of apprenticeship;
- notes of conducted lessons;
- the evaluation card apprenticeship.
Teaching practice ends with an assessment entered in the internship journal and the USOS system.
The following elements are taken into account in the assessment of a student wishing to obtain teaching qualifications:
• level of glottodidactic competence
• level of linguistic competence
• level of communication competence
• level of intercultural competence

GRADING SCALE
Excellent (5,0)
A student who receives an excellent grade should present a carefully completed apprenticeship journal with a description of the observed lessons to the University tutor, should receive a very good opinion of the Teacher-Mentor, and should attach to the documentation thoroughly prepared lesson plans with supporting materials.
Good (4,0)
A student who receives a good grade should present a completed apprenticeship journal with minor irregularities, including those regarding the description of observed lessons, should receive a good opinion of the Teacher-Mentor, and should attach to the documentation generally correct lesson plans with supporting materials.
Satisfactory (3,0)
A satisfactory grade is awarded to a student who presents the University tutor a carelessly completed apprenticeship journal, which includes deficiencies proving lack of commitment during the description of the observed lessons, who receives a sufficient opinion of the Teacher-Mentor, who attaches to the documentation carelessly prepared lesson plans and supporting materials proving the shortcomings in the practical application of methodology principles of teaching Russian.
Unsatisfactory (2,0)
The unsatisfactory grade is awarded to a student who does not meet the above mentioned criteria.

Based on the presented documentation and a test interview conducted with the student within the set time limit after completing the apprenticeship at school.

Internship (Foreign Language Teaching practice) at school (120 hours).

Anette Breaux, Todd Whitaker, "Jak to robią najlepsi nauczyciele. 7 prostych sekretów", Wyd. "Fraszka Edukacyjna", Warszawa 2011.
Ewa Góralczyk, "Nauczycielem być... Jak zapanować nad trudnymi zachowaniami uczniów. Poradnik nauczyciela, wychowawcy, pedagoga", Wyd. "Fraszka Edukacyjna", Warszawa 2011.
Bfruce Joyce, Emily Calhoun, David Hopkins, "Przykłady modeli uczenia się i nauczania", Wydawnictwa Szkolny i Pedagogiczne, Warszawa 1999.
Beata Karpeta-Peć, "Otwarty, aktywny, samodzielny... Alternatywne formy pracy. Przewodnik dla nauczycieli języków obcych", Wyd. "Fraszka Edukacyjna", Warszawa 2008.
Hanna Komorowska, "O programach w kształceniu ogólnym i zawodowym", Wyd. "Fraszka Edukacyjna", Warszawa 2012.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3202-S2PEDPZ22o in USOSweb