English teaching practice: developing teacher competences for higher education 4100-IIIMPKKDANGSW

Knowledge: the graduate knows and understands

K_W02 essential terminology relating to: linguistics, literary studies, pedagogy and education studies, psychology, history, culture and religion studies, relevant to the teaching of foreign languages, and possibly terminology relating to politics, administration and public policy studies, social sciences, public communication and media studies and law, relevant to teaching social studies

K_W04 the methods (based on education research), norms, procedures and standards of practice in institutions of higher education

K_W07 in an orderly manner, higher education educational environment, its specificity and functioning

K_W08 to an advanced degree the purpose, organization, legal basis and functioning of higher education institutions

K_W09 various participants involved in educational, care-giving, and cultural activities, inclusive education and ways of implementing the principle of inclusion

K_W010 the methodology to perform common tasks, based on education research; the standards and procedures used in various educational areas

K_W011 to an in-depth degree, the learners (recipients of educational services) and the methods of diagnosing their needs and assessing the quality of educational services

Skills: the graduate is able to

K_U02 individually plan and implement, using also communication and information techniques, typical and innovative projects connected with teaching foreign languages in higher education

K_U03 evaluate and conduct a critical analysis of the quality of foreign language teaching and, optionally, the quality of teaching social studies; diagnose the needs, abilities and potential of every learner, as well as design and implement individually tailored teaching and educational programs

K_U06 apply, to the necessary extent, the law relating to educational institutions, involving the teaching of foreign languages

K_U07 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 in higher education

K_U08 use theories in psychology, pedagogy and education, and other related disciplines to critically analyse and interpret educational, social, care-giving and cultural issues, as well as understand the motives and patterns of human behaviour

K_U010 work with teenagers and adults from various cultural backgrounds and those with limited knowledge of the Polish language

K_U11 apply ethical standards in all of the activities undertaken, identify and analyse ethical dilemmas in the academic, educational, care-giving and therapeutic aspects of their profession

K_U13 use their knowledge – formulate and solve complex and untypical problems and perform tasks in an innovative manner in unpredictable conditions through adapting existing methods and tools or creating new ones

K_U14 plan a language teaching course and program suited to a full range of recipients in their social environment and various areas of economic, academic and social life

K_U16 formulate and test hypotheses connected with simple implementation problems

K_U24 using their well-developed organisational skills, plan and carry out tasks related to the teaching in higher and adult education

K_U25 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the organisational skills necessary in designing and implementing professional educational activities; can act as a team leader

K_U27 continuously acquire knowledge and develop their professional competences in teaching foreign languages and, optionally, social studies using a variety of sources (in Polish and English, optionally in French or German) and new technologies (ICT)

K_U28 animate the work of the learner and promote independence in knowledge acquisition, inspiring a positive approach to lifelong learning and responsibility in making educational and professional decisions

Social competences: the graduate is prepared to

K_K02 critically reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in case of difficulties

K_K05 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context

K_K06 interact and work in a group, performing various roles

K_K07 correctly identify the priorities for the implementation of specified tasks

K_K08 correctly identify and resolve dilemmas associated with the teaching profession

K_K010 undertake psychological, pedagogic and educational actions in school, out-of-school and academic settings; is confident of their meaning and appropriateness, is ready to face professional challenges

K_K12 communicate with people who come from various milieus and who are in different emotional states; resolve conflicts through dialogue and create a good atmosphere both in and outside of the classroom

K_K13 see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession, as well as develop professionally and support the ethos of the teaching profession

Students perform subsequent tasks on time and in accordance with the detailed schedule established by the internship supervisor:
1. conducting six lesson observations: three in foreign language classes (NJA) and three in content classes (K_W02, K_W04, K_W07, K_W08, K_W09, K_W11, K_U03, K_U07, K_U08, K_U11, K_U25, K_U27, K_K02, K_K07, K_K08, K_K13),
2. preparing lesson plans and teaching materials for mini-lessons (K_W02, K_W07, K_W09, K_W10, K_W11, K_U02, K_U03, K_U07, K_U11, K_U14, K_U16, K_U24, K_U25, K_U27, K_K02, K_K07, K_K08, K_K10),
3. conducting in pairs two mini-lessons (each 45–60 min) with an equal division of time and material: one in foreign language classes (NJA) and one in content classes (K_W02, K_W04, K_W08, K_W09, K_W10, K_W11, K_U02, K_U03, K_U06, K_U07, K_U10, K_U11, K_U13, K_U16, K_U24, K_U25, K_U28, K_K02, K_K05, K_K06, K_K07, K_K08, K_K10, K_K12, K_K13),
4. preparing two tasks (one closed and one open) on the e-learning platform (K_W02, K_W04, K_W09, K_W10, K_W11, K_U02, K_U03, K_U07, K_U11, K_U14, K_K02, K_K07, K_K08).

Students receive credits on the basis of documentation related to the above mentioned tasks:
1. observation reports (30% of the final grade),
2. lesson plans and didactic materials (20% of the final grade),
3. practice diary and trainee assessment form (mentors' mini-lesson evaluation) and self-evaluation report (student's post-lesson reflection) (25% of the final grade),
4. tasks designed on the e-learning platform (25% of the final grade).

Criteria for assessing the above listed tasks and documentation:
- task completed on time,
- compliance with the instructions and plan,
- completeness,
- clarity and logic,
- insight and quality,
- correct language.

A student receives a very good grade if the above criteria are fully met.
A student receives a good grade if the submitted work meets the above criteria to a high degree, but not fully. All required documents and task components have been provided; they are mostly clear and insightful, but contain minor gaps and/or shortcomings.
A student receives a satisfactory grade if the above criteria are met to a sufficient degree. All documents have been submitted, most of them on time; however, many contain gaps and errors. Their preparation is not very thorough and lacks clarity.
A student receives an unsatisfactory grade if they did not submit the required number of documents, and the submitted work is of low quality in terms of content and form, making it impossible to pass the internship.

Scale for the final grade:
95-100% - 5
90-94% - 5-
85-89% - 4+
80-84% - 4
75-79% - 4-
70-74% - 3+
65-69% - 3
60-64% - 3-
0-59% - 2

Students are required to obtain at least 60 % to receive a positive grade.
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The use of AI tools during internships is permissible only insofar as it does not conflict with the achievement of the intended learning outcomes and after obtaining written consent from the internship supervisor, which includes verification of the proposed purpose, scope, and manner of their use in terms of compliance with these outcomes. The student is obliged to systematically present the results of their work during the internship, covering the full extent of AI tool usage, for the purpose of ongoing monitoring and verification by the internship supervisor. Furthermore, the student must include in the internship documentation a description of the AI tools used, together with an explanation of their purposes and modes of application, with clear indication of the sections/elements produced with AI support. Failure to meet the above requirements is treated as a violation of the principles of independent work and results in the work being considered non-independent and graded as as a fail.

The internship takes place at CKNJOiEE UW.

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.

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

• Description of 4100-IIIMPKKDANGSW in USOSweb