26516 - School Internships I
External Placements
1. General information
The subject and its expected results respond to the following approaches and goals:
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To encourage the student to take direct contact with a school center of Early Childhood Education to analyze its socio-educational environment, its personal, material and functional elements, and the interaction with the group-class.
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To develop the student's critical capacity in the face of school reality, using varied and appropriate techniques of active observation.
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Encourage the teacher's collaboration with the student, making possible small interventions in the group-class dynamics.
These approaches and goals are aligned with the following Sustainable Development Goals (SDGs) of the United Nations Agenda 2030 (https://www.un.org/sustainabledevelopment/es/), so that the acquisition of the learning results of the subject provides training and competence to contribute to some extent to their achievement:
- Goal 4: Quality Education. By 2030, significantly increase the number of young people and adults who have the necessary skills, particularly technical and professional, to access employment, decent work and entrepreneurship. This will significantly increase the supply of qualified teachers.
Context and meaning of the subject in the degree program
School internships are a formative resource for learning professional practice. The importance of school practices is reinforced by the complexity of the current socio-educational context. The demands and needs that arise from the context of globalization, collaborative work, lifelong learning or the increase in immigration, among other aspects, make this subject a core of special interest to know the needs for change that are outlined in the reality of the school.
The contact with the concrete school reality constitutes a source of experiential knowledge that will facilitate the student's interaction with and reflection on the school.
Recommendations for taking the subject
The subject of School Practices I brings students closer to their professional role in the context of the educational center and the classroom.
It is possible thanks to the efforts of teachers and management teams who collaborate selflessly as centers of excellence practices. For both reasons, students must behave in accordance with what is expected of a teacher, respect the rules of the centers, collaborate and get involved in those tasks that the teacher-tutor or the management team propose and contribute to the good coexistence of the center
Attendance at the practice center is essential in order to be evaluated in the subject.
5. Assessment system
Type of tests and their value on the final grade and evaluation criteria for each test
The student must demonstrate that they have achieved the intended learning results by means of the following assessment activities
ACTIVITY A. Preparation of a report including the following aspects:
1. The school and its context
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Description of the socioeconomic and cultural context of the center.
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Organizational chart of the center, including services and personnel.
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Description of the center's facilities and their accessibility conditions.
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Description of the tasks performed by the teacher outside the classroom and their weekly time commitment.
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List of faculty meetings attended by the intern and description of one of them.
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Identification of the organizations, institutions and companies that collaborate with the center, relating it to the activities in which each of them participates.
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Description of an activity in which the students' families have participated.
2. School documents
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Identification of the different organizational documents of the center.
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Identification and commentary of the educational purposes included in the Educational Project of the Center taking into account the theoretical knowledge taught in the subjects of the degree.
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Brief description of the action protocols proposed in the Center's Tutorial Action Plan.
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Brief description of the Center's Diversity Attention Plan, pointing out the type of students in the center from a diversity perspective.
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Study of the Plan of Coexistence of the Center, analyzing the treatment given in it to the problems of coexistence, from the knowledge acquired on the subject.
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Identification of the innovative experiences developed in the center, commenting briefly on one of them, based on the theoretical bases acquired in the degree courses.
3. Description of the organization, management and interaction in the classroom
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Identification and description of the spatial and material characteristics of the classroom, including a floor plan.
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Description and analysis of the distribution and use of classroom material resources.
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Description of the distribution of students in the classroom.
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Description of the routines and schedule worked on in the classroom.
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List and describe the usual tasks in which you have collaborated with the mentor teacher.
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Identification of the didactic sequences worked on during the internship period and their contextualization in the classroom programming.
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Description of the socio-personal aspects of the students, taking into account the theoretical bases acquired in the degree subjects.
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Description of the cognitive and linguistic characteristics of the students, relating it to their psycho-evolutionary moment.
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Reflection and analysis of some particularly interesting teacher interventions to develop social and personal competences in relation to the theoretical foundations acquired in the subjects of the degree subject.
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Observation and analysis of a situation of interaction of the students outside the classroom relating it to the learning (motor, cognitive, linguistic, social, personal) that they carry out.
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Description of any school, extracurricular or complementary activity in which you have participated, indicating the tasks you have performed.
FORMAT: The format of the report should follow the following standards: Times font or similar, 12 point, 1.5 point spacing and 3 centimeter margins. It must contain an index. The following identification data must be specified on the cover page: title of the work (Internship Report I); degree; faculty and university; academic year; first name and surname of the student; student's NIA; school and teaching group where the internship is being carried out; name and surname of the internship tutor; name and surname of the faculty teacher.
The length of the report will be between 20 and 25 pages.
The evaluation of this report represents 60% of the final grade.
ACTIVITY B. Participation in seminars convened by the teacher of the subject and discussion of the report.
The student's participation in the seminars called by the teacher represents 5% of the final grade.
The discussion of the report with the professor is 5% of the final grade.
ACTIVITY C. Student involvement and performance in the school.
To evaluate this activity, the teacher of the subject will take into account the information provided by the tutor teacher of the school center through a questionnaire that will be sent to the internship centers. This questionnaire will be elaborated from of the evaluation criteria indicated in this guide for this activity.
The evaluation of this activity represents 30% of the final grade.
Qualification criteria
To pass the subject, it is necessary to obtain at least 3.5 points in the sum of the grades of activities A and B and, in addition, to obtain at least 1.5 points in activity C. To pass the subject, part B must have a mark equal to or higher than 0.4.
If any of these requirements is not met, the final grade will be equal to 4.0 or the sum of the grades obtained in activities A, B and C if it is less than 4.0.
If the above requirement is met, the final grade will be the sum of the grades obtained in activities A, B and C.
The subject will be passed when this final grade is equal to or higher than 5.
Prerequisite
Compulsory attendance at the training center
Attendance at the internship center during the entire established period is a necessary condition to be evaluated in the subject. Both justified and unjustified causes must be notified (and justified if applicable) to the tutor at the University and to the school tutor. All student absences must be made up in order to ensure 90 hours of attendance at the school. However, unexcused absences, in addition to the fact that they must be made up at, subtract 0.1 point from the final grade for each hour of absence.
Exceptionality in the assessment of the subject matter
This subject complies with the provisions of Article 9.4 of the Regulations of the Learning Assessment Standards of the University of Zaragoza, which states:
"Exceptionally, those subjects which, due to their special practical or clinical dimension and in which students must necessarily demonstrate their knowledge or competences in facilities or locations outside the conventional classroom, may only be assessed by means of continuous assessment. This exceptionality must be declared by the Quality Assurance Commission of the degree and will have the approval of the Undergraduate Studies Commission, applying, in any case, only to the practical dimension of the subject."
Second Call
Students will not be eligible for a second call, when any of the following reasons apply:
- Failure to arrive at the internship center on the date established for this purpose, without a justified cause and implying the abandonment of the internship.
- Abandonment of practices once they have begun.
- Failure to obtain at least the minimum required score in Activity C (Student involvement and performance in the school).
The second call is therefore contemplated only when:
- Failure to meet the grading criteria established for activities A and/or B, but the student has at least the minimum grade required in activity C, but the student has at least the minimum grade required in activity C.
In this case, the student must re-submit the internship report (Activity A) and/or participate in the seminars and discussion of the report (Activity B) on the dates agreed with the lecturer in charge, which must be at least 7 days before the official closing date of the second call.
Assessment criteria
The following indicators will be taken into account to assess the level of acquisition of the learning results:
ACTIVITY A: Preparation of the report
a) Adequacy of the student's answers to the questions posed in the sections of the report.
b) Contextualization of the answers reflecting the reality of the school where the student performs the internship.
c) Description and analysis of the practice observed in the school center based on the theoretical knowledge imparted in the first year subjects.
d) Ideas presented in a clear and orderly manner, differentiating between data, theoretical contributions and personal contributions.
e) Spelling and syntax correction.
f) Adequacy of the report to the format and length indicated in section 4.1. as well as to the established delivery term.
ACTIVITY B: Participation in the seminars organized by the teacher of the subject and discussion of the report a) Interest and involvement of the student in the activities proposed by the teacher of the subject in the seminars.
b) Argumentative consistency and appropriate oral expression in the discussion of the report.
ACTIVITY C: Student involvement and performance in the school center
a) Assessment of basic professional compliance: Regularity in attendance, punctuality and compliance with schedules, knowledge of the rules and uses of the center, respect for confidentiality.
b) Assessment of professional skills and abilities: capacity for empathy, correctness in dealing with others, ability to analyse and solve problems, ability to work in a team, responsibility, ability to apply knowledge, critical sense.
c) Assessment of attitudes and dispositions: interest, motivation, participation, voluntary activities, autonomy and initiative.
d) Assessment of the knowledge acquired: performance in teaching practice during the internship period.
Fifth and sixth calls
Students in 5th and 6th call will be evaluated with the same evaluation system as the rest of the students, but their evaluation will be carried out by an examining board.
Finally, it must be taken into account that the Regulations of the Norms of Coexistence of the University of Zaragoza will be applicable to the irregularities committed in the evaluation tests by means of academic fraud, as well as the application of article 30 of the Regulations of the Norms of Evaluation of Learning in relation to irregular practices other than academic fraud.