Language Teaching in Higher Education - Teaching Practice 4100-IIIMKJPSWP

K_U07 use knowledge in the field of language pedagogy (glottodidactics) and employ modern technologies in carrying out tasks related to teaching English and the foreign language relevant to the selected specialisation.

K_U15 observe pedagogical situations and events, analyse them using pedagogical and psychological knowledge, and propose solutions to problems at the third stage of education.

K_U16 appropriately select, create, and adapt materials and resources—including information and communication technology (ICT)—as well as working methods to the diverse needs of learners, in order to independently design and effectively implement pedagogical, instructional, educational, and care activities within the school subject: English language and the school subject relevant to the selected second specialisation at the third stage of education.

K_U23 use the assessment and feedback process to stimulate learners in working on their self-development within the school subject: English language and the school subject relevant to the selected second specialisation at the third stage of education.

K_U26 correctly use the Polish language, as well as correctly and appropriately for the learners' age, use the terminology of the school subject: English language and the school subject relevant to the selected second specialisation at the third stage of education.

K_K02 recognise the importance of knowledge in solving cognitive and practical problems, and seek expert advice in the event of difficulties in solving a problem independently.

K_K06 responsibly fulfill the role of a teacher, including: developing the heritage and upholding the ethos of the teaching profession, as well as adhering to and advancing the principles of professional ethics, and acting to ensure these principles are respected, guided by respect for every human being.

K_K11 work in a team, fulfill various roles within it, and collaborate with teachers, educators, specialists, parents or guardians of learners, and other members of the school and local community.

Assessment Methods

The student completes subsequent tasks in a timely manner in accordance with the detailed schedule and instructions provided by the placement mentor:

• observing four classes (two in English language teaching classes and two
  in content-based classes) and preparing observation reports (K_U15, K_K02, K_K06)


• preparing lesson plans and teaching materials for one micro-lesson (K_U07,
  K_U16, K_U26)


• conducting one micro-lesson in pairs with an equal division of time and materials in either English language teaching classes or weekly content-based classes (K_U16, K_U23, K_U26, K_K06, K_K11)


• developing two tasks (one closed-ended and one open-ended) on the Kampus platform for the conducted micro-lesson (K_U07, K_U16, K_U23)

The student receives a pass based on the documentation for the above tasks which includes:

• class observation reports (30% of the final grade),


• micro-lesson plan together with teaching materials (20% of the final
  grade),


• placement logbook, student teacher assessment form (mentor's evaluation of the micro-lesson), and self-assessment form (student's post-lesson reflection) (25% of the final grade),


• tasks designed on the e-learning platform (25% of the final grade).

Assessment Criteria for the Above Tasks and Documentation

• Timeliness of task completion


• Compliance with instructions and plan


• Completeness


• Clarity and logic


• Insightfulness and quality


• Linguistic correctness

Grading Descriptions

Excellent (5 / Very Good): The student earns a grade of very good if the above criteria are fully met.

Good (4): The student earns a grade of good if the submitted work meets the above criteria to a high degree, but not fully. All required documents and task elements have been submitted and are mostly clear and insightful, but contain minor deficiencies and/or shortcomings.

Satisfactory (3 / Pass): The student earns a grade of satisfactory if the above criteria are met to a sufficient degree. All documents have been submitted, most within the deadline, but many contain deficiencies and flaws. Their execution lacks insight and clarity.

Unsatisfactory (2 / Fail): The student earns an unsatisfactory grade if they have failed to submit the required number of documents, and the submitted work is of low quality in substantive and formal
terms, making it impossible to pass the teaching placement.

Grading Scale for Calculating the Final Grade

95–100% – 5.0 (Very Good)

90–94% – 4.5 / 5- (Good Plus)

85–89% – 4.5 / 4+ (Good Plus)

80–84% – 4.0 (Good)

75–79% – 3.5 / 4- (Satisfactory Plus)

70–74% – 3.5 / 3+ (Satisfactory Plus)

65–69% – 3.0 (Satisfactory)

60–64% – 3.0 / 3- (Satisfactory)

0–59% – 2.0 (Unsatisfactory / Fail)

A student must achieve a score of at least 60% to obtain a passing grade and
complete the course.

Use of AI Tools

The use of AI tools during the teaching placement is permissible solely to the extent that it does not conflict with the achievement of the intended learning outcomes, and subject to prior written approval from the placement mentor, who will verify the proposed purpose, scope, and manner of their use for compliance with these outcomes.

The student is required to systematically present the results of their placement work—including the full scope of AI tool application—for ongoing monitoring and verification by the placement mentor. Furthermore, the student must include in their placement documentation a description of the AI tools used, specifying the purposes and ways in which they were applied, with clear labeling of any elements created with their assistance.

Failure to comply with these requirements shall be treated as a breach of academic integrity, resulting in the work being deemed non-independent and awarded an unsatisfactory grade.

Teaching practice takes place at the Centre for Foreign Language Teacher Training and European Education, University of Warsaw (CKNJOiEE UW)

Bibliography

• Ashcraft, N., & Farrell, T. (2024). Lesson Planning, Second Edition (2nd ed.). TESOL Press.


• Bao, D. (2018). Creativity and Innovations in ELT Materials Development: Looking Beyond the Current Design (D. Bao, Ed.). Multilingual Matters.


• Ellis, M. 2001. Observation. A course for teachers of English. Warszawa: Wydawnictwo CODN.


• O'Leary, M. (2020). Classroom Observation: A Guide to the Effective Observation of Teaching and Learning (2nd ed.). Routledge.
  


• Parrish, B. (2019). Teaching Adult English Language Learners: A Practical Introduction (2nd ed.). Cambridge: Cambridge University Press.


• Scrivener, J. (2011) Learning Teaching. The Essential Guide to English Language Teaching. Macmillan Education, Oxford.


• Tanner, R. & C. Green. (1988). Tasks for teacher education. A reflective approach. Harlow: Longman.