Supervised Teaching Practice I
a) To apply scientific, pedagogical,didactica and methodoogical knowledge when analyzing curricular guidelines and pedagogical practices in teaching English to young learners.
b) To employ the knowledge and skills acquired within the scope of educational methodology and research (transversal across FL methodology and education) to the observation of classes taught by cooperating teachers.
c) To develop an understanding of pupils in school, their similarities and differences, particularly in terms of their needs, their behaviour, motivation and levels of attainment.
d) To develop an informed reflection on the educational context of teaching English to young learners.
e) To initiate pedagogical practice as shared professional action (co-teaching).
f) To relate formative, reflective, research dimensions, with the activity of the foreign language educator.
Carolyn Elizabeth Leslie
Weekly - Available soon
Total - 280
Cameron, L. (2014). Teaching Languages to Young Learners. Cambride University Press.
Cameron, L., & McKay, P.(2010). Bringing Creative Teaching into the Young Learner Classroom. Oxford University Press.
Cave, S. (2010). Practising Modern Foreign Languages in the Primary Classroom. Brilliant Publications.
Johnson, K. & Golombek, P. (2011). Research on Second Language Teacher Education. Routledge.
Garton, S., & Copland, F. (Eds.).(2019). The Routledge handbook of teaching English.Routledge.
Kelly, M. et al. (2004). European Profile for Language Teacher Education. A Frame of Reference. Council of Europe. http://archive.ecml.at/mtp2/fte/pdf/STPExtract.pdf
Pinter, A. (2006). Teaching Young Language Learners. Oxford University Press.
Vieira, F. & 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.Authentik, pp.266-282
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 innovation and transformation.
Formative and summative assessment and evaluation of all the work produced within the teacher training experience (PES I).
Cooperating teacher assessment (Assessment of observation and reflection, 35%; professional knowledge and planning, 15%; teaching, 40%; professional values and commitment, 10%)(65%), University supervisor assessment (Assessment of planning, 25%; assessment of observation and reflection, 75%)(35%)
a) Observation of pedagogical contexts - collecting and analyzing data.
b) Adapting teaching approaches to the educational context and individual needs of young learners.
c) Asessment for learning in primary education.
d) Reflective practice and self-assessment.
e) An ethical construction of the teaching profession.
Programs where the course is taught: