Infopaket

Teaching Practice in Higher School (English Language)

ОК 16

Обов’язкова дисципліна для ОП

Second

2021/2022

3 Semester

6

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 30.1. To solve problems while teaching English in higher education institutions. PLO 33.1. To apply modern ELT concepts in higher education institutions.

Full-time form

To know the theoretical, methodological and psychological foundations of teaching English in institutions of higher education, foundations of learning and instructional design technology, and foundations of education research; to be able to effectively build the process of teaching English in accordance with the learning tasks and conditions, using modern ELT methods and technologies, technologies for diagnosing knowledge, skills and abilities of EFL students; and to master English at the level not lower than B2 of CEFR.

Teaching Practice in Higher School (English Language) focuses on the formation of students’ ability and willingness to develop, implement and test EFL technologies; solve problems related to the learning process, adapt to changes and accept the challenges of the modern educational environment in a blended learning environment. It helps students to develop their professional self-awareness, communication culture, and the theoretical, practical and motivational components of their professional competence. During teaching practice, students develop pedagogical skills and their own creative teaching style.

Bolig, K. (2020). Student teaching handbook. Bloomsburg University. Cohen, L., Manion, L., Morrison, K., & Wyse. D. (2010). A guide to teaching practice (5th ed.). Routledge. Federation University. (n.d.). Teaching practice. http://surl.li/iyyfb Karpava, S. (2022). Handbook of research on teacher and student perspectives on the digital turn in education. IGI. Mccrea, P. (2019). Learn lesson planning: A practical approach to doing less and achieving more in the classroom. John Catt Educational. McConnel, C. (2020). Lesson planning with purpose: Five approaches to curriculum design. Teachers College Press. Lennon, P. (2020). The foundations of teaching English as a foreign language. Routledge. Newby, D., Fenner, A-B., & Jones, B. (2011). Using the European portfolio for student teachers of languages. Council of Europe Publishing. Sousa, de B. (2021). Teaching practice: A handbook for student teachers. LAP LAMBERT Academic Publishing.

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

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