English teaching practice: developing teacher competences for lower primary school 4100-4SPRAKDYD
Detailed aims
1. Finding out and learning about the specific primary school teacher's job (pedagogical and methodological aspects of teaching Enlish as a foreign language).
2. Learning to plan, run and describe classes.
3. Learning to analyse the aspects of teachers and learners' activity in methodology classes, sharing experiences with both peers and the trainer.
4. .Learning to analyse own activity within the didactic and nursing realms as well as both its effects and students' performance.
5. Learning to observe the emotional, intellectual and social behaviour of children and teenagers.
6. Learning to diagnose the pedagogic concepts and situations, planning didactic and nursing activity paying special attention to individual differences of students.
7. Becoming aware of problems present in the upbringing and educating children and teenagers ( biopsychological, social and economic).
8. Finding out about the scope of duties of a teacher in primary schools (upbringing, didactics, organization).
9. Observing and running EFL clsses for children in primary schools.
10.Analysing classes with special interest in vocabulary, grammar structure and phonetic aspects related to EFL lower primary methodology preschool and lower primary classes.
11. Analysing teaching styles, systems of motivating students in an EFL class
12. Planning sequences of EFL classes in early language education
13. Using studen-activating methods during classes
Type of course
Requirements
Prerequisites
Prerequisites (description)
Course coordinators
Mode
Learning outcomes
K_W11 the legal and financial aspect of teaching institutions, particularly those involved in teaching foreign languages teaching or teaching social studies
K_W19 the core curriculum regarding the content of teaching English and, optionally, French or German, or social
studies, in kindergarten and at the first and second educational stages and associated typical learning difficulties
K_U02 independently plan and implement typical projects related to foreign language teaching environments (including kindergartens and primary schools) and other institutions related to teaching foreign languages and/or teaching social studies at the second educational stage
K_U05 observe and assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to teaching foreign languages and/or teaching social studies
K_U07 use basic theories to analyse the motives and patterns in human behaviour in order to diagnose a situation and deliver practical strategies for different teaching contexts
K_U08 apply ethical norms in all of the activities undertaken, identify and analyse ethical dilemmas in the academic, educational, care-giving and therapeutic aspects of their profession
K_U10 work with children from various cultural backgrounds and those with limited knowledge of the Polish language
K_U11 conduct an argument using the views of other authors and formulate conclusions in Polish and in a foreign language
K_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages and, optionally, to the teaching of social studies
K_U20 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities
K_U23 animate the work of the learner and promote independence in knowledge acquisition, inspiring a positive approach to life-long learning and responsibility in making educational and professional decisions
K_U24 act in a mature, responsible and professional manner and control their emotions
K_K04 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context
K_K05 interact and work in a group, performing various roles
K_K06 correctly identify the priorities for the implementation of tasks set by oneself or others
K_K07 correctly identify and resolve dilemmas associated with the teaching profession
K_K09 undertake psychological, pedagogic and educational actions in kindergarten, school and out-of-school settings; is confident of their meaning and appropriateness, is ready to face professional challenges
K_K10 see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession
Assessment criteria
Assessment criteria English teaching practice: developing teacher competences for lower primary school, UKKNJA UW
5 (very good)
- painstakingly filled out documents: Teaching Practice Register containing observed and taught classes according to suggested guidelines
- very good mark given by mentor teachers both in the register and on a separate evaluation form
- lesson plans filled out very well together with a collection of visual materials, aids prepared by the student, confirming excellent skills related to the EFL methodology, both in theory and in practice.
- submitting all documents on time, bearing necessary stamps and signatures of school principals and mentors in first term, excepions : Erasmus+ students, or random incidents
(good)
- minor faults in the Register, incomplete descriptions of some of the observed classes
- good mark given by mentor teachers both in the register and on a separate evaluation form, mostly B marks
- minor formal mistakes in submitted documents on time, bearing necessary stamps and signatures of school principals and mentors in first term, excepions : Erasmus+ students, or random incidents
-submitting all documents on time, bearing necessary stamps and signatures of school principals and mentors in first term, excepions : Erasmus+ students, or random incidents
3 (satisfactory)
- poorly filled out Register, lack of signatures, stamps, lesson describtions, elements crossed out, chaotic ways of account,
- satisfactory mark given by the mentor teacher both in Register and on the evaluation form - mostly C marks
- formal mistakes in lesson plans, untidy , improper visual materials, small, blurred pictures, photos, ‘flashcards / lack of didactic materials . The materials present reflect poor knowledge og the subject matter within the realms of methodology both theoretically and practically
- submitting all documents late without proper formal explanation
No credit / fail score - if the above criteria are not met
Practical placement
not applicable
Bibliography
Not applicable
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Term 2024L:
not applicable |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: