Supervised Teaching Practice - English/German - 2nd semester

General characterization

Prerequisites

n.a.

Bibliography

Alonso, E.; Castrillejo, V.A.; Orta, A. (2012). Soy profesor/a: aprender a enseñar. Vols 1 y 2. Madrid: Edelsa.

Bertocchini, P. and Costanzo, E. (2008). Manuel de formation pratique pour le professeur de FLE. Paris: CLE International.

Johnson, K. and Golombek, P. (2011). Research on Second Language Teacher Education. New York: Routledge.

Kelly, M. et al. (2004). European Profile for Language Teacher Education – A Frame of Reference. Council of Europe.
Available at

Kraler, C. and Schratz, M. (2008). Wissen Erwerben, Kompetenzen Entwickeln – Modelle zur Kompetenzorientierten Lehrerbildung. Münster: Waxmann.

Vieira, I. and Moreira, M. (2008). Reflective teacher education towards learner autonomy: building a culture of possibility. In M. Raya and T. Lamb (Eds.), Pedagogy for Autonomy in Language Education: Theory, Pratice and Teacher Education. Dublin: Authentik, pp.266-282

Teaching method

The construction of the teaching profession develops within an approach that aims at promoting critical thought and reflective skills in articulation with a methodology of ´learning by doing´ in Schön´s words, without losing sight of the research dimension. Teacher training supervision is to be developed in an instructive, collaborative and reflective perspective and should lead to a reflection on the teaching process and professional and personal development open to innovatinand transformation.
Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES).

Evaluation method

Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES).

Subject matter

a) Observation and analysis of pedagogical contexts.
b) Practical application of curriculum and FL syllabus.
c) Planning lessons and sequences of lessons.
d) Teaching classes.
e) Adapting teaching approaches to the educational context and individual needs of learners
f) Critical evaluation, development and practical application of teaching materials and resources.
g) The cultural and intercultural dimension in FL education.
h) Citizenship education in relation to teaching-and-learning a FL.
i) Literature in the foreign language classroom.
j) Designing and implementing pedagogical activities and projects.
k) Assessment for learning, including diagnostic, formative and summative assessment.
l) Reflective practice and self-evaluation.
m) Team-working, collaboration and networking.
n) Intercultural citizenship education.
o) International networks of communication and exchange.
p) The European Language Portfolio and the Autobiography of Intercultural Encounters.
q) The ethical construction of the teaching profession.

Programs

Programs where the course is taught: