English teaching practice: developing teacher competences for upper primary school 4100-6SPKKDIIEEANG
The aim of the practice is to equip students with the knowledge and skills necessary to work as teachers. The teaching practice is organized in the types of schools and institutions for which graduates obtain professional qualifications—namely, primary schools.
Through the teaching practice, students are prepared both to teach their subject (conduct lessons) and to carry out the educational and caregiving responsibilities of the school. During the teaching practice, students participate in the following activities: observing lessons, assisting the supervising teacher, independently conducting lessons, as well as planning and discussing lessons taught by themselves and others (teachers, students).
As part of the practice, students complete and document the tasks listed below:
I.
They become familiar with the didactic tasks carried out by the school (learning outcome D.2.W1), learn about the functioning and organization of the school’s didactic work (D.2.W2), and become acquainted with the types of documentation related to didactic activities (D.2.W3).
Time allocated: 10 hours
II.
They observe the teacher’s didactic work, their interactions with students, and the ways in which lessons are planned and conducted, including the methods and forms of work used, teaching aids, student assessment methods, and homework practices (D.2.U1).
This includes observing 25 subject lessons.
III.
With the support of the teacher, they analyze pedagogical situations and events observed or experienced during the pactice (D.2.U3).
Time allocated: 5 hours
IV.
They plan and teach 20 lessons under the supervision of the mentor teacher (D.2.U2).
Equivalent to 20 practice hours.
During the practice, students are required to cooperate effectively with the mentor teacher and other teachers in order to broaden their didactic knowledge and develop their educational competencies (D.2.K1).
Prerequisites (description)
Course coordinators
Term 2024L: | Term 2025L: |
Type of course
Learning outcomes
Learning Outcomes from the Study Program:
K_W03, K_W06, K_W07, K_W08, K_W10
K_U02, K_U03, K_U04, K_U05, K_U06, K_U07, K_U12
K_K04, K_K05, K_K06, K_K07, K_K09, K_K10
Learning Outcomes from the Teacher Education Standards:
Knowledge – the graduate knows and understands:
• D.2.W1 – the didactic tasks carried out by a school or educational institution;
• D.2.W2 – the functioning and organization of didactic work in a school or educational institution;
• D.2.W3 – types of documentation related to didactic activities in a school or educational institution.
Skills – the graduate is able to:
• D.2.U1 – draw conclusions from observing the teacher’s didactic work, their interactions with learners, lesson planning and delivery; actively observe teaching methods, work formats, teaching aids, as well as assessment and homework practices;
• D.2.U2 – plan and conduct a series of lessons under the supervision of a practicum mentor;
• D.2.U3 – analyze, with the support of the practice mentor and academic teachers teaching psychological–pedagogical courses, pedagogical situations and events observed or experienced during the practicum.
Social Competences – the graduate is ready to:
• D.2.K1 – cooperate effectively with the teaching practice mentor and teachers to broaden didactic knowledge and develop educational skills.
Assessment criteria
The performance is assessed based on the completed documentation submitted to the university teaching practice supervisor. The documentation includes:
1. Documents confirming that the student meets formal requirements, signed by the mentor teacher and stamped by the host institution.
These documents are not graded, but submitting complete and properly filled-out formal documentation is a prerequisite for getting the credit for the subject.
• Approval from the school principal to admit the student for the teaching practice;
• Mentor’s declaration of accepting the student for the teaching practice;
• teaching practice diary including dates, number, schedule, and topics of observed and taught lessons, as well as all other duties and activities completed by the student, and the class symbols where they took place;
• Confirmation of completed psychological–pedagogical practice hours.
2. Documents confirming that the student meets substantive requirements and achieves the learning outcomes:
• Mentor teacher’s assessment sheet—verifies outcomes: D.2.W1, D.2.W2, D.2.W3, D.2.U2, D.2.K1;
• Lesson observation sheets (three randomly selected)—verify outcome D.2.U1;
• Lesson plans for lessons taught independently by the student (at least two selected)—verify outcome D.2.U2;
• Pedagogical situation/event analysis sheet—verifies outcome D.2.U3.
Assessment Criteria
1. Mentor teacher’s assessment sheet (max. 50 points)
• Student’s knowledge: 0 – 0.5 – 1 pt; max. 12 pts
• Student’s skills: 0 – 1 – 2 – 3 – 4 – 5 pts; max. 20 pts
• Student’s competences: 0 – 1 – 2 – 3 pts; max. 18 pts
The mentor’s written comments are supplementary and supportive; they do not affect the grade.
2. Lesson Observation Sheet (max. 15 points)
• Alignment with observation categories: max. 3 pts
• Completeness and depth: max. 3 pts
• Substantive accuracy of conclusions: max. 6 pts
• Coherence and clarity of structure: max. 3 pts
3. Lesson Plan (max. 15 points)
• Lesson objectives: max. 2 pts
• Teaching content: max. 2 pts
• Lesson organization: max. 2 pts
• Teaching methods: max. 2 pts
• Student work formats: max. 2 pts
• Teaching aids, including ICT: max. 2 pts
• Lesson flexibility and accessibility: max. 2 pts
• Language and style of the plan: max. 1 pt
4. Analysis of a Pedagogical Situation/Event (max. 5 points)
• Detail of the description: max. 1 pt
• Depth of pedagogical reflection: max. 2 pts
• Ability to formulate conclusions for own practice: max. 2 pts
Detailed criteria are included in the respective assessment sheets.
Grading Scale and Point Thresholds
The following grading scale is used for the practicum:
• 93–100% – very good (5)
• 87–92% – good plus (4+)
• 80–86% – good (4)
• 70–79% – satisfactory plus (3+)
• 60–69% – satisfactory (3)
• below 60% – fail (2)
A student may receive a distinction grade (5!) if they meet the criteria for a “very good” grade (5) and additionally demonstrate exceptional and distinguished activity and engagement during the practice.
Notes
|
Term 2024L:
The rules for carrying out teaching practice are set out in Resolution No. 22 of the Teaching Council for the field of teaching foreign languages, according to which, point 4: "Teaching practice is carried out in primary schools which employ teachers whose qualifications are specified in the regulations issued on the basis of Article 9 para. 2 of the Act of January 26, 1982 - Teacher's Charter". |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: