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European Teacher Education for Primary School > Detailed Curriculum by Subject > Teaching Experience 

Teaching Experience 

 

 

Name of the module: Teaching Experience

Target group: 1st, 2nd, 3rd and 4th year

Level of the unit: BA

Entrance requirements: Senior General Secondary Education or Senior secondary vocational education (level 4)

Number of ECTS credits: 40 ECTS (10 ECTS per module)

 

 

The identity of the subject Teaching Practice within the international degree program in Education

The subject Teaching Experience in the European Teacher Education has a fundamental importance for the professional character of  the education, thus, the subject has a binding function for the teaching in the subjects of the education and the work of the student at the placement school.

The subject Teaching Experience is characterised by seven central competences:

 

Competences to be developed:

The subject Teaching Experience is characterised by seven central competences:

 

Intercultural competences

Interpersonal competences; collaboration with colleagues, parents, students concerning different ethnic or cultural backgrounds

Pedagogical competences, methodology and evaluation

Subject knowledge and didactics

Organizational competences

Interdisciplinary competence

Personal and professional development and reflection

 

Thus, the subject has a focus on the relationship between practical and theoretical formation of experience as a prerequisite for the international education student’s own general teacher professional learning and development.

 

Module overview

The subject Teaching Experience has 40 ECTS scheduled over 20 weeks. The international education student should as far as possible at some point during their teaching practice periods obtain teaching experience in all teaching subjects which they participate in during the three and a half years of study.

The subject Teaching Experience comprises 247 lessons of teaching practice with children, 7 lessons of instruction in teaching practice and 16 hours of guidance from teaching practice teachers as well as participation in other teacher tasks.

The institution at which the bachelor thesis is to be handed in will take care of the teaching of the subject Teaching Experience.

Scope: 40 ECTS.

 

Module 1: 10 ECTS

Module 2: 10 ECTS

Module 3: 10 ECTS

Module 4: 10 ECTS

Each module contents preparation, teaching practice and processing and monitoring.

 

Interaction between Teaching Experience and the other subjects of the international teacher education

The International education student’s work with objectives, documentation and evaluation of own learning and teacher professional development during the Teaching Experience is a common area for the Teaching Experience and the other subjects of the European teacher education.

The prerequisite for observation, analysis and documentation of the teaching profession including a study of teaching, cooperation and communication in the school is developed in cooperation between the subject Teaching Experience and the other subjects of the European Teacher education during all the years of study.

Based on the Teaching Experience the European education student will work with pupils’ writing and reading competences in relation to professional texts.

The Teaching Experience  in the 4th year can in particular contribute to the student’s work with the bachelor thesis.

 

Preparation, implementation and processing of the Teaching Experience

In the Teaching Experience the focus is on the practical work of the teacher. Here the European Education student will test and develop theories and methods from the other subjects of the European Teacher education as well as participate in other teacher tasks.

 

The student should as far as possible undergo Teaching Experience in all teaching subjects.

 

Teaching Experience is prepared, carried out and implemented in cooperation with the current subjects. A supervisor/ studycoach of the Institute in cooperation with and a tutor in Teaching Practice take care of monitoring the TP development and progress of the student by using an electronic formative portfolio.

 

Module descriptions

 

Aim

The aim for the total course of Teaching Experience in each year is that the European Education student develop the seven competences mentioned under the heading “The identity of the subject within the international degree program in Education” and obtains competence in applying the central knowledge and proficiency areas as described for each year of study.

 

The European Education student should be able to

plan, carry out, and make a case for his or her teaching of children of different ethnic or cultural background within the same classroom, including making decisions regarding suitable forms of teaching, work, and organization that include ICT,

describe pupil backgrounds in regard to individual pupils as well as pupil groups,

direct and develop the academic and social group feeling of the multicultural classroom within a democratic perspective,

carry out long-term and short-term planning, including planning shifts between single-subject programs and programs that focus on interdisciplinary topics and problems in collaboration with his or her colleagues and pupils,

evaluate pupil learning by use of suitable evaluation methods,

use intercultural understanding to collaborate with pupils, parents, colleagues, and other resource persons from different cultures

observe, describe, and document teaching and other processes in the multicultural school and

analyze teaching and learning with the aim of developing his or her own teaching and the work of the school as a whole in light of professional, developmental, and research-based knowledge.

 

 

Central knowledge and proficiency areas

The content of the Teaching Experience is areas concerning the task and responsibility of the teacher as well as planning, implementation, evaluation and development of teaching, the social development of the pupils and cooperation with various parties. The areas are the basis for the interaction with the other subjects of the international teacher education both in connection with preparation, implementation and processing of the Teaching practice. The areas indicate the basis in relation to a professionally based co-operation between the theory and practice of the education.

 

 

Module 1:  First internship / practice period 10 ECTS

 

Learning outcomes

Educational activities

Assessment

Estimated

student work time in hours

The teacher’s task and responsibility

 

The content is the work with the relationship between teacher and pupil, teacher and class and the teacher’s communication and dissemination as well as the ethics and classroom management of the teacher task.

 

Each Teaching Experience course is graded passed / not passed. Both the practice teacher(s) and the university lecturer(s) give an assessment. Schedules are prepared for the summative assessment (portfolio).

Criteria:

During this module the students should develop competences which concern the next contents:

- To know about and understand educational theories about aims, contents, curricula, teaching and work forms, assessment, teaching differentiation, and participation.

- To know about and understand education and schooling in the international and intercultural primary school.

- To understand educational dilemmas and conflicts of value and be able to consider their impact on teaching and learning.

- To be able to co-operate with resource people in the children’s culturally different life spaces.

- To know about and understand the rights and responsibilities of the teacher in order to act adequately.

- To be aware of, analyze, reflect on and evaluate the teacher’s role as authority, partner in a dialogue, and care-giver in order to be able to act adequately.

Understand, reflect on, analyse and synthesise the relationship between values, education and politics to be able to evaluate and handle a current educational situation.

-To be capable of planning good teaching in different ways including the use of IT as a working and communication tool.

-To be able to make a study of the function, organization, and value foundation of various primary school systems from a current as well as a historical perspective

-To know about various strategies for learning and be able to reflect on  when, how and why to use them.

-To be capable of planning, completing and assessing good teaching for fundamental learning in reading, writing and mathematics.

- Can make reflections on  classroommanagement issues.

 

280 hrs

 

Pupil backgrounds

 

Pupils’ various academic, cultural and social backgrounds

Management and development of the social life and learning environment within the classroom

 

Management and development of the social life within the classroom.

Planning, carrying out, and evaluation of teaching

 

Working on short teaching sequences within a framework set by practice teacher and applying various organisation forms in the teaching

 

Evaluation of pupil learning

 

Knowledge of various evaluation tools at the practice school

 

Collaboration with pupils, parents, colleagues, and other resource persons

 

Knowledge of and working with the norms of the school and directions for parent cooperation as well as short written communication with parents. Teacher cooperation about the class.

 

Description, analysis, assessment

 

Observation, analysis and assessment of practice situations and pupil conduct.

 

 

Teaching Experience will take place with an emphasis in the main subjects, which is taught that year, English, in primary schools.

Teaching Experience will take place at ”international” schools or in ”international classes” with students from different ethnic or cultural  background and in which the teaching and work language is English, globally or nationally, with whom a partnership agreement has been entered into.

 

Module 2: Second internship / practice period 10 ECTS

 

Learning outcomes

Educational activities

Assessment

Estimated student work time in hours

The teacher’s task and responsibility

The teacher’s feedback to pupils, the teacher’s framing of his or her teaching and the pupils’ learning, the teacher’s communication, and the teacher’s sensitivity to individual pupils’ well-being and development.

 

Each Teaching Experience course is graded passed / not passed. Both the practice teacher(s) and the university lecturer(s) give an assessment. Schedules are prepared for the summative assessment (portfolio).

Criteria:

During this module the students should develop competences which concern the next contents:

-Understand various educational ideas from the perspective of socio-historical change

-Possess intercultural knowledge and understanding, and be able to identify various perspectives

-Understand and be able to deal with the children’s different socialization and its impact on teaching

-Observe, analyse and handle the processes of modernization, globalization and development in primary schools.

-  Can collaborate with other people: colleagues & parents.

 

 

 

280 hrs

 

Pupil backgrounds

 

Pupils’ various qualifications as the foundation of student’s planning of the teaching

 

Management and development of the social life and learning environment within the classroom

 

Management of the teaching and development of the social life within the classroom. Different ways for the teacher to strengthen the social life and learning environment within the classroom.

Planning, carrying out, and evaluation of teaching

 

Working on teaching programmes together with the practice teacher; using a variety of teaching and subject-related methods. Developing teaching plans in accordance with the rules and regulations of the school and the teaching subject.

 

Evaluation of pupil learning

 

Use of various evaluation tools, including tests

 

Collaboration with pupils, parents, colleagues, and other resource persons

 

Taking an active part in the planning of the partnership with parents, written information to parents regarding teaching plans, and the school’s organization of its various forums including various forms teacher collaboration.

 

Description, analysis, assessment

 

Observation, analysis, and assessment of practice situations and pupil learning

 

 

 

Teaching Experience will take place at ”international” schools or in ”international classes” with students from different ethnic or cultural  background and in which the teaching and work language is English, globally or nationally, with whom a partnership agreement has been entered into.

 

 

Module 3: Third internship / practice period 10 ECTS

 

 

Learning outcomes

Educational activities

Assessment

Estimated student work time in hours

The teacher’s task and responsibility

The teacher as a participant in collegial collaboration and as a participant in the overall development of the school. The teacher’s collaboration with resource persons in the areas of psychology and children with special needs

Each Teaching Experience course is graded passed / not passed. Both the practice teacher(s) and the university lecturer(s) give an assessment. Schedules are prepared for the summative assessment (portfolio).

Criteria:

During this module the students should develop competences and should know about and understand and have practiced in TP the following themes:

-The social, cognitive, and emotional development of children and young people.

-Personality development – identity, subject, and self

-Learning, knowledge, and competence and the description of schoolchildren’s learning potential

-Social relations – group processes, conflict management, teacher-child and child-child relations in an inclusive educational setting.

-Socialization and intercultural psychology

-Communication and co-operation in intercultural school environments

-Observation of interaction in teaching situations.

- Collaboration with others, outside the school e.g. colleagues of Special Needs Schools.

-Reflections:  should be able to use this meta-theoretical foundation of psychology in relation to acting as responsible teachers.

 

280 hrs

 

Pupil backgrounds

 

The teacher’s work with pupils with special difficulties, including writing and reading difficulties

Management and development of the social life and learning environment within the classroom

 

The teacher’s work with supporting and developing the social life and learning environment within the classroom, including conflict settlement.

 

Planning, carrying out, and evaluation of teaching

 

Independent work with relatively long-term, differentiated teaching programmes in collaboration with the other teachers of the class; inclusion of teaching materials chosen by the international education students, and inclusion of pupils in planning of the teaching. 

 

 

Evaluation of pupil learning

 

The teacher’s work with individual pupil plans

 

Collaboration with pupils, parents, colleagues, and other resource persons

 

Participation in teacher/parent meetings and teacher/pupil talks; collaboration with pupils, collaboration with the other teachers of the class as well as collaboration with various resource persons related to the school

Description, analysis, assessment

 

Observation, analysis, and assessment of teaching practice; a substantiated choice of study method.

 

 

 

Teaching Experience is carried out in the current subjects, preferably with English as teaching language.

 

 

Module 4: Fourth internship / practice period 10 ECTS

 

Learning outcomes

Educational activities

Assessment

Estimated student work time in hours

The teacher’s task and responsibility

The work of the teacher with annual plans in collaboration with all the subjects of the class, and the teacher as entrepreneur of pedagogical actions and development works

 

Each Teaching Experience course is graded passed / not passed. Both the practice teacher(s) and the university lecturer(s) give an assessment. Schedules are prepared for the assessment (portfolio).

Criteria:

During this module the students should develop competences and should know about and

should be able to carry through reflection and evaluate, develop and improve teaching based on:

-Teaching observation, description, analysis and assessment

-Identification of criteria for good teaching as an inclusive teacher

-Research and experience-based knowledge

-Theoretical knowledge about classroom management in multicultural classrooms, including knowledge of the teacher’s educational management and framing of his or her teaching practice, including the relationship between teacher-directed and student-directed teaching

-Co-operation with schoolchildren on teaching aims, contents, and work forms on the basis of the children’s ability and potential

-Team-based planning and assessment of teaching of children of different ethnic or cultural backgrounds within the same classroom. Development of plans for individual children, teaching plans, and annual plans.

-Different teaching and work forms, such as classroom teaching, group work, theme and topic-based teaching, hands-on teaching, and project work.

-Study of the way in which different primary school systems understand both the individual school subjects and cross-curricular teaching

 

 

280 hrs

 

Pupil backgrounds

 

Intervention and follow-up in respect of pupils with special needs

 

Management and development of the social life and learning environment within the classroom

 

The independent work of the international education student with the social life of the class including intervention and relationship support

 

Planning, carrying out, and evaluation of teaching

 

The independent responsibility and work of the international education student with course plans and annual plans as well the as the independent responsibility for long-term teaching courses

 

 

Evaluation of pupil learning

 

Differentiated and purpose directed application of assessment at all levels including the interplay between formative and summative teaching courses

 

Collaboration with pupils, parents, colleagues, and other resource persons

 

The student’s independent responsibility for parts of the parent meetings and participation in the dialogue between school and home

 

Description, analysis, assessment

 

Observation, analysis, and assessment of own teaching practice in respect of action and development

 

 

Teaching Experience in the 4th year is carried out in the current teaching subjects or teaching subjects completed in previous years.

 

Teaching forms in all modules

A course of Teaching Experience is understood to comprise preparation, implementation and evaluation of a Teaching Experience.

In the cooperation about each course practice teacher, students and lecturers from the university participate.

 

Teaching Experience  lessons.

Teaching Experience lessons are the lessons in which the European Education students participate in the teaching of pupils. The European Education students cooperate with his or her teaching Experience group, the practice teacher and the university lecturer about the planning, implementation and evaluation of the teaching.

 

General teaching tasks

During the Teaching Experience, the European Education student is to participate in general teaching tasks. In scope and content these tasks can vary according to individual period of Teaching Experience.

The content can be participation in

teamwork,

collaboration with parents,

the collaboration of the teacher council,

work with social conditions in the class,

collaboration with other resource persons.

 

Teaching Experience guidance

The Teaching Experience guidance is the hours in which the practice teacher is available for guidance of the international education student. Guidance is carried out on the basis of a guidance document.

 

Teaching Experience teaching

The Teaching Experience teaching is the lessons in which the international education student is taught on the basis of the Central Knowledge and Proficiency areas of the Teaching Experience. The lessons are held in connection with module 1 and 2. The lessons are planned in cooperation between the practice school and the university.

 

Assessment form

Each Teaching Experience course is graded passed / not passed. Both the practice teacher(s) and the university lecturer(s) give an assessment. Schedules are prepared for the assessment.

 

Documentation

The individual student / teaching Experience group establishes a digital portfolio which

documents study professional reflections (reflective logbook & reflective practice assignments) on his or her professional and pedagogical development in relation to the Central Knowledge and Proficiency areas of the Teaching Experience,

documents of the preparation, implementation and evaluation of the Teaching Experience,

documents the pupils’ work.

 

The portfolio forms basis for guidance in relation to the work with vocational assignments.

 

Suggested readings or equivalent and see also the list of suggested literature Educational Studies & Special Education:

 

Læreruddannelse i praksis. Håndbog for lærerstuderende. Bodil Nielsen, 2003. Forfatteren

    og Dansklærerforeningen. ISBN; 877704-903-9

Ole Gade (red.): Praktik i læreruddannelsen, Unge pædagoger (75B), København 2004

Liv Sundli: Veiledning i lærerutdanningens praksis, DPU, København 2001

Sten Larsen og Flemming Lundahl (red.): Praktikbogen, Alinea, København 1999

 

Leraar Worden deel I, een competentiegrichte aanpak. Yvonne Visser et al.

    Esstede 2005. ISBN 90-75142-54-4

Leraar Worden deel II, een competentiegrichte aanpak. Yvonne Visser et al. Esstede 2005.

    ISBN 90- 75142-55-2.

Competenties in beeld, praktijkboek voor ontwikkeling en toetsing. Jan Dekker & Tiemen

    Zijlstra. HB uitgevers 2006. ISBN 90 5574 561 8 (inl cd)

Leren op de werkplek, stagehandboek voor pabo-studenten. Wieke Bosch & Mariska

    Jansen. HBUitgevers 2004. ISBN 90 5574 428 x (incl cd)

Basisboek ICT didactiek - Bronkhorst, J. (2005). HBUitgevers, Baarn

Hoogeveen, P., & Winkels, J. (2005). Het didactische werkvormenboek - variatie en

    differentiatie in de praktijk. Assen, Koninklijke van Gorcum

 

Arends, R.J. (1997). Classroom instructions and management. Veljovic: McGraw-Hill

Bennett, N., & Dunne, E. (1994). Managing classroom groups. Cheltenham: Stanley

    Thornes.

Björck. Ulric. Distributed problem-based learning: studies of a pedagogical model in

    practice. Acta Universitas Gothoburgensis. Gøteborg. 2004

Brown, Sally and Donald McIntyre: Making sense of teaching. Suffolk 1993

Egan, K. (1989). Teaching as storytelling. Chicago: The University of Chicago Press.

Furman, Susan and Marvin Lazerson: The public school. New York 2005

Joyce, B., & Weil, M. (1986). Models of teaching. New Yersey: Prentice Hall.

Laursen, P. F (2005): “The authentic teacher.” In Beijaard et al: Teacher professional

    development in changing conditions. Springer

Linden, Jos van der; Renshaw, Peter (ed.). Dialogical learning: shifting perspectives learning,

    instruction, and teaching. Kluwer Academic. Dordrecht. 2004

McNiff, Jean: Teaching as learning. London 1993

Rosenberg, Marshall B. (2003): Life-enriching education : nonviolent communication helps

    schools improve performance, reduce conflict, and enhance relationships, Puddle Dancer

Stacey, H & Robinson, P (2000): Let’s mediate – a teachers guide to Peer support and

    Conflict resolution skills for all Ages, Lucky Duck Publishing

 

NB: Still to add:

Suggested literature in English for teaching practice used at the International School

Sources and literature used for New Media and blended learning in Teaching Practice.

 

 

Language: English

NB it is necessary to know in time which books, readers etc should be translated into English by e.g. the Language centres or our institutions, so they are prepared to know that there is more work to be done before the Modules can even start..

 

 

 

 

 

 
 

 

 
 

 

ETEPS