Berufspraktikum Englischunterricht Sek II (Erstfach) F25.001
| Nummer: | PLU.PK22.02-S2.F25.001 |
|---|---|
| Veranstalter: | PLU.Sekundarstufe 2 |
| Leitung: | Gustav Arnold |
| ECTS-Punkte: | 3 |
| Datum: | 24.02.2025 - 07.09.2025 |
| Raum: | |
| Unterrichtssprache: | Deutsch |
| Weitere Informationen: |
Ziele und Inhalte
At the heart of the practical training is the independent design and management of teaching and classroom leadership over an extended period. The practical training is awarded 3 ECTS credits and encompasses a total of 18 lessons at a Maturity school (Gymnasium, BMS, FMS), during which students observe (up to 3 lessons) and teach themselves. To start the practical training, the preliminary training must be successfully completed and assessed as "satisfactory." Students pursuing a double major can only commence their practical training in both their first and second subjects once the preliminary training in their first subject has been successfully completed.
In the practical training, students aim to further develop their competency in planning, executing, and evaluating teaching largely autonomously, building on the teaching experiences from their preliminary training. This gives them a realistic view of English teaching and its associated academic, didactic, and pedagogical demands. They experience various roles of the teaching profession both inside and outside the classroom, assume leadership responsibilities, and establish professional relationships with learners.
Students have the opportunity to discuss subject-specific and didactic questions with the practice teacher. During the practical training, a faculty member from the didactics department will observe the teaching. Following this visit, a developmental feedback session takes place in the presence of the practice teacher (lasting approximately 45-60 minutes).
The competencies developed during the preliminary training are further refined and enhanced during the practical training (refer to the module card for preliminary English training). During this process, students expand and adapt their repertoire of actions.
They have the opportunity to observe and assess the learning processes of individual students. They can accommodate the diverse learning prerequisites of the learners and design learning settings that cater to their educational levels, interests, and various abilities, which also promote independent and self-directed learning. They are capable of utilizing various forms and tools for learning assessment and evaluation effectively, can sensibly assess learning achievements, and provide performance feedback. They can also derive support measures from learning assessments.
Students take on the role of leading a class responsibly and create a conducive learning environment that also establishes connections to English-speaking culture. Their communication with individual students and the entire class is constructive and appreciative. Students can meaningfully structure and manage classroom activities, thus preventing disruptions.
Towards the end of the practical training, in cooperation with the practice teacher and the faculty member from didactics, focal points for development for the diploma practical training are defined.
Form des Leistungsnachweises
03) 3 detailed lesson plans
At the end of the practical training, students submit a portfolio to the practice coordinator. The practical training is assessed as either ‘satisfactory’ or ‘unsatisfactory’. The evaluation of the professional practical training is conducted by the practice teacher in consultation with the practice coordinator and is based on the portfolio, which includes the following components:
-A general plan and at least 3 detailed lesson preparations, developed by the students using a planning tool.
-Two competency profile carried out by the practice teacher, one midway through and the other towards the end of the practical training.
-An additional competency profile conducted by the subject didactics instructor.