Esquema de Estadísticas

Última revisión realizada:20/12/2022 |
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Subject Name: | Teaching Practice |
Study: | Máster Universitario en Educación Bilingüe / Master in Bilingual Education |
ECTS Credits: | 6 |
Year and four month period: | Second four-month period |
Type of subject: | Compulsory |
This subject aims to be practical and useful for the future work in your classroom.
Practices are not work-related but academic. The student will be able to put into practice all the skills previously studied during the Master’s and be aware of the institutional, business and labour reality in the teaching field.
These practices are mandatory and will be supervised by a tutor at the training centre, and also by a professor at UNIR. This teaching practice period are purely academic, i.e., the goal is to know how a bilingual center functions and to apply the knowledge acquired during the program in a real environment.
The duration of the teaching practice of the Master’s in Bilingual Education involves a stay in a Bilingual School (public, private, state-subsidised) or in a Bilingual Program involving 125 hours within the period specified in the academic calendar of the degree.
Since in this process there are several educational institutions involved, it is necessary to perform a series of bureaucratic and academic procedures in order that the teaching practice can be properly completed. They are summarized in the following steps and subjected to the information provided by the Department of Internship at the time of making the arrangements with the centre:
The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.
The resources you have at your disposal for this subject are:
The subject of teaching practices features several characters:
The hours dedicated to each activity are detailed as follows:
Assignments |
Hours |
External teaching practice | 125,0 |
Teaching Practice Report | 8,0 |
Assistance to virtual classes | 3,0 |
Tutoring | 14,0 |
Total |
150 |
The aim of the Practicum is that the students achieve formation in a real environment that allows them to acquire the basic competences that will be necessary for their working career, therefore achieving that the definition, preparation and assessment of the teaching results will have some professional and social relevance, completing it with the theoretical preparation of the subject itself.
At the beginning, the student will have to do a proposal in which he will specify the priority centers according to time, distance and type, explained in the virtual classroom.
In the Department of Internship they will be in charge of processing the request forms and finally an entity will be assigned for the student to do his Practicum.
Once the center is assigned and the period of stay begins, the student goes to the teaching practice center.
To make all this happen, the student, the tutor of the center and the UNIR profesor will have to undertake the following tasks.
Study the syllabus and the contents of the subject deeply as well as the contents of the subject that will be taught during the second term.
The evaluation system is based on the following numerical chart:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
The grade is made up of two components:
Assessment method |
Min. Score |
Max. Score |
External tutoring report assessment |
40% |
40% |
Teaching report assessment |
60% |
60% |
At the end of the teaching practice period, the student must make a short report (20 – 30 pages) where the context of their teaching practice is described and including materials used during their teaching. The report shall be in English and structured as follows:
1. Index of contents
It must be numbered and two pages maximum.
2. Introduction
Short description of the contents that will be presented throughout the epigraphs that compose the report.
3. Contextualization
Internal organization of the Bilingual School and both human and material resources that have to exist in a center to be considered bilingual according to the current law. In this section it will also be important to know the different European programes that can help to organize the center and its resources.
4. CLIL y su aplicación en el aula CLIL and its implementation in the classroom
In this section, the students will study and investigate the model of Formal Format of CLIL Module, former didactic unit in the most traditional system, and its use in the classroom, both in linguistic and non-linguistic subjects in the different learning stages (Primary Education. Secondary and High School). It is important to plan a curriculum based on CLIL or AICLE methodology where the integration of contents and the methodology to apply to a linguistic and non-linguistic subject will be analysed.
It is necessary to include which mechanisms have been used to assess the contents achieved by the students through the design of objective tests or other tools to measure their learning.
5. Anlysis and thinking of his stay in the center
Critical analysis of the teaching experience and the chance of improving the center itself and all the elements they are composed of, from an organizational, personal and material point of view.
6. Bibliography
In this section you will fill in the information of the documents you have checked up to index at the end.Additional bibliography
Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged Edition). United States: Longman-Pearson Education.
Bárcena, P. (2022). Teacher Identity in CLIL: A Case Study of Two In-service Teachers. Latin American Journal of Content & Language Integrated Learning, 15(1), e1516.
Cano, W. (2013). Manual CLIL para centros bilingües. UNIR Ediciones.
Coyle, D (2007). Content Language Integrated Learning: Towards a Connected Research Agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10 (5), 543-562,
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL –Content and Language Integrated Learning. Cambridge. Cambridge University Press.
Dalton-Puffer, C. (2007). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe. In W. Delanoy, L. Volkmann (Eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.
Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of primary education bilingual programs in Spain. International journal of bilingual education and bilingualism, 23(2), 170-183.
Johnson Jr., M. (1967). Definitions and models in curriculum theory. Educational Theory, 17(2), 127–140.
Juan Rubio, A. D., & García Conesa, I. M. (2022). The importance of scaffolding in CLIL in Spain. International Journal of Arts, Humanities & Social Science, 3 (3).
Lasagabaster, D. & Y. Ruiz de Zarobe,Y. (2010) CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing. Newcastle upon Tyne.
Mahan, K.R. (2022). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 74-88.
Marsh, D. (ed.) (2002). CLIL/EMILE. The European Dimension UniCOM Continuing Education Centre. University of Jyväskylä, Finland. Retrieved from: http://clil-cd.ecml.at/LinkClick.aspx?fileticket=ekwp4udVLfQ%3D&tabid=947&language=en-GB
Meyer, Oliver (2010). Towards quality CLIL: successful planning and teaching strategies. Pulso, 33. Escuela Cardenal Cisneros. Centro Adscrito a la UAH. Retrieved from: http://dspace.uah.es/dspace/bitstream/handle/10017/7204/Towards_Meyer_PULSO_2010.pdf?sequence=1&isAllowed=y
Thijs, A., & Van den Akker, J. (Eds.). (2009). Curriculum in development. Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development. Retrieved from: http://www.slo.nl/downloads/2009/curriculum-in-development.pdf/
Van den Akker, J. (2007). Curriculum design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 37–51). Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development.
Education: Dos Máster en Enseñanza de Inglés como Lengua Extranjera en las especialidades de Developing Teaching Skills (premio extraordinario) y Teaching through English in Bilingual Schools, ambos por la Universidad de Alcalá de Henares.
Professional experience: En el ámbito de la educación universitaria, Louisa ha impartido las asignaturas de inglés y testing and assessment en la UNIR e inglés para fines específicos en Odontología, Fisioterapia, ADE, INEF y Bellas Artes en la Universidad Europea de Madrid. También ha sido profesora en la Universidad Europea Miguel de Cervantes, directora académica de TFM’s en el Máster Universitario de Educación Bilingüe en la Universidad Internacional de Valencia, y directora académica de TFM’s en el Máster Universitario de Formación del Profesorado de la Educación Secundaria Obligatoria en la especialidad de inglés. Ha compaginado su experiencia docente de más de 20 años con gestión como jefa de estudios en un centro educativo, además de Evaluadora Experta del Tribunal Permanente de las Fuerzas Armadas Españolas de exámenes orales y escritos del Standardised Language Profile Stanag 6001 de la OTAN y ha realizado la elaboración, redacción y corrección de oposiciones de inglés para el Ministerio de Defensa. Ha sido examinadora oficial de Cambridge English y ha impartido talleres para docentes de la educación bilingüe por la Consejería de Educación de la Comunidad de Madrid. Louisa es actualmente doctoranda en la Universidad de Alcalá en la enseñanza de lenguas modernas. Actualmente, es coordinadora del proyecto CLIL UNIR en el Colegio Orvalle, donde participó en la implantación del programa en 2016. Es formadora y evaluadora del profesorado en la etapa de primaria. Ha sido responsable de auditoría y análisis DAFO en Infantil, Primaria y Secundaria. A lo largo de los últimos 4 años ha sido profesora de CLIL en 2º-5º de Primaria en las asignaturas de ciencias sociales, naturales e inglés.
Lines of research: Educación bilingüe y CLIL
Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:
Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.
Please, take into account the following tips…
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Several agreements have been signed so that UNIR students can carry out their teaching practice, specifically:
Occcasional agreements may be signed in other autonomous communities.