Practicum and Clinic (2014/2015)
The field experience for the 2014/2015 cohort consisted of three parts: two teaching practice placements – first and second year (60 hours each), and advising (first year, 10 hours). In addition, for each practice placement students participated in an additional 30 hours of teaching clinic, where they had the opportunity to discuss issues related to their teaching experiences with university supervisors.
Teaching Practice (2014/2015)
Student teaching placements were focused on planning and teaching and included the following tasks:
- Preliminary interview with the mentor teacher
- Filling out observation worksheets about classroom environment, classroom routines, classroom management, instructions, teacher talk, teaching materials, and error management.
- Conducting micro-teaching activities, e.g. warm-up activities, games, group and pair work activities, giving instructions.
- Preparing lesson plans and conducting CLIL lessons using Template for CLIL Unit Plan for TEYL
- Consultation with the mentor teacher.
- Final consultation with the mentor teacher on student’s progress – familiarizing the student with the evaluation and the report.
Advising allowed student teachers to observe and discuss teaching with experienced teachers from schools where language and content are integrated. This was also an opportunity for students to get acquainted with bilingual, international, or PYP schools and faculty.
Advising consisted of four elements.
- Pre-conference: This is an opportunity for student teachers and advisors to get acquainted and provide student teachers with the overview of the teaching context. Preliminary information regarding lesson topics, lesson planning and organization, bilingual pupils, language and content integration, coursebooks and teaching materials, classroom technology, staff meetings, and assessment could be covered.
- Observations: The general aims of the observations were to better understand the teaching practice of the advisor and how language and content are integrated, including what teaching strategies are used – how teachers are addressing teaching academic content to children with limited English proficiency in this school.
- 2-3 consultations with the student teacher, regarding the following topics (it is not required to cover all the listed topics)
- bilingual education / teaching content in English
- instructional strategies (e.g. scaffolding, cooperative learning)
- learning strategies
- differentiation of instruction
- formative feedback
- alternative forms of assessment
- teaching materials
- teacher’s self-development
- role of theory and practice in teaching / learning to teach
- trajectory of the teaching career
- role of curriculum
- school organization
- or other