Teacher Training: Module 3A, Teaching Internship (2) Field of study: English Philology
Programme code: W1-S2FA19.2020

Students are highly aware of the level of their knowledge and skills, they understand the need for continuous vocational improvement and self-development, they make critical assessment of their own competences and develop skills required in the position of an English language teacher of adolescents and adults. [NA-S2-PP2-3-K1]

Students are deeply convinced of the sense, value and need to undertake pedagogical activity in the social environment. They are ready to face various vocational challenges. They actively take up and thoroughly carry out individual and team vocational actions as teachers of teenagers and adults. [NA-S2-PP2-3-K2]

Students are deeply aware of the necessity of undertaking individualized pedagogical actions in teaching English as a foreign language to adolescentas and adults, depending on the specific student predispositions. [NA-S2-PP2-3-K3]

Students are deeply aware of the importance of professionalism and reflection in the teaching profession as well as the necessity to obey the rules of the job ethics. [NA-S2-PP2-3-K4]

Students prepare for their work with their whole responsibility and care. They thoroughly prepare and carry out pedagogical tasks (didactic and educational) in teaching English to adolescents and adults. [NA-S2-PP2-3-K5]

Students can skillfully use their theoretical knowledge in the field of pedagogy, adragogy, psychology, methodology and didactics to diagnose, analyse and project various pedagogical situations and actions as well as selecting adequate strategies of practical actions during lessons of English carried out by themselves at specific levels of education, especially when teaching adolescents and adults. [NA-S2-PP2-3-U1]

Students have extensive skills in choosing and using available methods, tools and materials in order to prepare and realize pedagogical tasks effectively, as well as using modern technologies in their work during English lessons with adolescents and adults. [NA-S2-PP2-3-U2]

Students can skillfully manage the processes of education and have extensive skills in working with the class as a group during lessons with adolescents and adults. [NA-S2-PP2-3-U3]

During lessons carried out by the students, they can work creatively and skillfully with learners, individualize methods and teaching content according to learners’ needs (including learners with special educational needs) and changes taking place in the modern world and science. [NA-S2-PP2-3-U4]

Students can analyze their own pedagogical actions in teaching English to adolescents and adults critically and multidimensionally, as well as point the areas which need improvement or modification; they can experiment and implement innovations. [NA-S2-PP2-3-U5]

Student ma wysoką świadomość poziomu swojej wiedzy i umiejętności, rozumie potrzebę ciągłego dokształcania się zawodowego i rozwoju osobistego, dokonuje krytycznej oceny własnych kompetencji i doskonali umiejętności przydatne w pracy nauczyciela języka angielskiego wśród młodzieży i dorosłych. Students are highly aware of the level of their knowledge and skills and understand the need for constant professional and personal development. They critically evaluate their competence and develop skills and abilities necessary in their work as English language teachers of adolescents adn adults. [NA-S2-PP2-3-W1]

Students have deep and extensive general and specialised knowledge of the contemporary theories of education, foreign language learning and teaching as well as various conditions of the processes of learning and teaching in adolescence and adulthood. [NA-S2-PP2-3-W2]

Students have deep and extensive knowledge concerning the subjects of pedagogical activity (learners and teachers) and the partners of school education and the specificity of the functioning of adolescents and adults in the context of education, with emphasis on foreign language instruction. [NA-S2-PP2-3-W3]

Students have extensive knowledge concerning the methodology of performed tasks – norms, procedures and practices used in foreign language teaching, with special emphasis on teaching English as a foreign language to adolescents and adults. [NA-S2-PP2-3-W4]

Before carrying out each lesson students prepare in writing the lesson plan and after the lesson the students evaluate the lessons in a discussion with their mentor. After finishing the teaching practice the students prepare a report of their teaching containing the description of their activities and conclusions from the practice, which is confirmed by the mentors with their signatures. Next the mentor writes the opinion of the practice in which the content of the lessons, the thoroughness of the plan, the ability to use the theory in teaching practice and the ability to form observations of the teaching process on the basis of the student own teaching experience is evaluated. The students enclose the opinion and the lesson plans to the documentation. Selected lesson plans are evaluated by the university teaching practice coordinator.

Before the commencement and after the completion of the teaching practice students submit to the teaching practice mentor in the institute the whole documentation necessary to start and complete the teaching practice. What is assessed is the correctness and thoroughness of the documentation as well as keeping to the deadlines.

On the basis of observations of their own lessons, students prepare written assignments, in which they express their ideas on topics related to the content of observations and reflections. What is assessed here is the carefulness of observation and reflection, the ability to relate it to the pre-service teacher's knowledge gained at university, and the ability to formulate conclusions of such basis.

documented and reflective carrying out lessons of English under supervision of a qualified teacher employed in a selected educational institution specialisung in teaching adolescents or/and adults

preparing lessons preparing lesson plans and lesson evaluation with reflection in writing preparing written assignments preparing documentation