| Educational guide Faculty of Arts |
english |
| Teaching and Learning English as a Foreign/Second Language (2015) |
 Subjects |
| INTERNSHIP |
| Learning outcomes |
| IDENTIFYING DATA | 2023_24 |
| Subject | INTERNSHIP | Code | 12865402 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 15 | Compulsory work placement | First | 2Q |
|||||
| Type A | Code | Learning outcomes |
| A1 |
Develops the ability to identify difficulties in learning, and resorts to the appropriate methodology in overcoming them Interprets data derived from observation of his/her own teaching practice and/or somebody else’s, and relates them with the relevant methodology in the field of teaching English | |
| A2 |
Critically and reflexively analyses, evaluates and adapts the materials and didactic information available in the field of teaching/learning English | |
| A3 |
Is capable of applying the techniques he/she has learned in specific contexts Analyses and evaluates the English language discourse students use in the classroom | |
| A4 |
Develops a creative, analytical and critical approach when assessing the professional reality Analyses and evaluates his/her own teaching practice, introducing innovative proposals aimed at improving the teaching-learning of English Analyses, compares and evaluates student-teacher interactions and interactions between teaching staff, and makes proposals for improvement | |
| A5 |
Plans effective educational tasks bearing in mind the specificity of teaching English Designs materials and activities directed at students with specific needs Develops skills and strategies for self-learning, experimentation and innovation based on his/her knowledge and on the application of the appropriate methodologies for teaching English | |
| A6 |
Is fluent and accurate when using English instrumentally and instructionally Plans didactic units and programs and organises the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English Uses new technologies as tools to enrich the teaching of foreign languages and to promote self-learning and lifelong learning | |
| A7 |
Combines a series of specific, transversal and core competences when working in professional contexts Applies his/her theoretical knowledge in the various realities where it is relevant Is familiar with the institutions and organisations related to the field of study Is familiar with and employs the most frequently used technical resources by professionals in the field Plans, analyses, compares and evaluates an English teaching plan at different levels; develops and applies customised teaching methodologies for groups or individuals in response to classroom diversity | |
| Type B | Code | Learning outcomes |
| CT4 |
Understand the team’s objective and identify their role in complex contexts Communicate and work with other teams to achieve joint objectives Commit and encourage the necessary changes and improvements so that the team can achieve its objectives Trust in their own abilities, respect differences and use them to the team’s advantage | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience | |
| CT6 |
Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks | |
| CT7 |
Students must be able to include gender perspective in their student activity. Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity Be able to give arguments based on social values and make proposals for the improvement of the community Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise | |
| Type C | Code | Learning outcomes |
