Infopaket

Teaching Practice in Higher School (English Literature)

ОК 17

Обов’язкова дисципліна для ОП

Second

2021/2022

4 Semester

3

PLO 1. To assess own educational, scientific and professional activities, to build and implement an effective strategy of personal and professional self-development. PLO 21. To apply knowledge of the mechanisms and forms of pedagogical support, organization and implementation of the educational process in higher education in modern conditions, and demonstrate a high level of teacher pedagogical culture. PLO 24. To conduct training sessions, consult students and provide individual student support (mentoring) during training. PLO 25. To develop assessment criteria and select assessment tools, conduct objective assessment of learning outcomes, give assessment feedback and provide recommendations for improvements.

Full-time form

To know the theoretical foundations of the organization of educational and cognitive activities of university students; to be able to apply knowledge and abilities developed while taking the courses “Psychology for Higher School”, “Higher Education Pedagogy and Teacher’s Pedagogical Skills” and “Methods of Teaching English Literature in Higher Education”, and English literature courses; and to master English at the level not lower than B2 of CEFR.

“Teaching Practice in Higher School (English Literature)” forms the ability to apply modern approaches, methods, principles, teaching English literature, solve problems related to the learning process, adapt to changes and accept the challenges of the modern educational environment in a blended learning environment. Students put into practice theoretical and practical knowledge of the methods of teaching English literature in higher education; develop, present in person and/or remotely and evaluate lectures and seminars on English literature.

Bean, J. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. Jossey-Bass, 1996. Elliott, V. (2014). The treasure house of a nation? Literary heritage, curriculum and devolution in Scotland and England in the twenty-first century. The Curriculum Journal, 25(2), 282–300. http:// dx.doi.org/10.10.80/09585176.2014.892017 García, N. M. (2017, September 25–29). Teaching English literature in English as a foreign language (EFL) classrooms. The 5th Human and Social Sciences at the Common Conference. https://www.researchgate.net/publication/320955826_Teaching_English_Literature_in_English_as_a_Foreign_Language_EFL_Classrooms Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1). https://dergipark.org.tr/tr/download/article-file/104660

The planned activities include aattendance, observation and analysis of lectures and seminars of the higher school teacher, creating a lesson plan and its description, lesson preparation, conducting a lesson and self-reflection; and test development.

The form of summative assessment is a differentiated credit. Summative assessment takes the form of a teaching practice defense (a report presentation followed by discussion). The final grade for teaching practice is formed by the points earned by the student during the semester and the points earned during the teaching practice defense, the maximum distribution is carried out according to the following algorithm: 80 points (80%) – formative assessment (teaching practice) and 20 points (20%) – summative assessment (teaching practice defense) (see § 7 of the Syllabus).

English