Nuevas herramientas multidimensionales para el desarrollo de competencias profesionales en las Prácticas Erasmus+ de futuros maestros en Educación Bilingüe
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2017
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Abstract
Los estudiantes del Grado en Educación Primaria (Mención en Inglés/Ed. Bilingüe) progresan durante sus Prácticas Erasmus de la fase, "aprender para enseñar" a la de "enseñar para aprender", con un enfoque AICLE y un plan de apoyo presencial y a distancia de los tutores universitarios. Antes de realizar las prácticas en colegios europeos, los futuros maestros participan en cinco seminarios interactivos en los que aprenden a utilizar herramientas multidimensionales para trabajar distintos aspectos docentes que van desde la planificación en diferentes sistemas educativos hasta la implementación de actividades para el aula de primaria, enfocando las competencias clave en la educación europea y las competencias profesionales del Grado. Esta formación se ha llevado a cabo en equipo con profesores y personal de varios departamentos de la Facultad de Educación (DLL, DOE, MIDE y Biblioteca Académica), con el fin de facilitar a los futuros maestros las herramientas tales como las nuevas tecnologías, el Diseño Universal para el Aprendizaje (CAST) y los diarios reflexivos. Éstos últimos enfocan sistemas educativos, metodología y habilidades docentes, y la organización de datos en plantillas de observación activa. Hay además una formación progresiva en escritura académica en inglés. Todo lo anterior ha dado como resultado la mejora de la estructura, contenido y expresión académica que se refleja en la Memoria de Prácticas y Trabajo Fin de Grado (TFG) redactados en inglés. Así la Facultad de Educación y los sistemas educativos se enriquecen mutuamente, con el objetivo de compartir y aumentar la calidad y valores en la enseñanza más allá de las fronteras nacionales.
During their Erasmus Practicum, Primary Education Degree students (English/Bilingual Ed.) progress from the “learning to teach” to the “teaching to learn” phase. A CLIL approach is implemented, involving the support of university tutors in-person before leaving and later at a distance. Prior to their student teaching placement in European schools, future teachers participate in five interactive seminars. They interactively learn to use tools for working on various teaching aspects, from lesson planning in different educational systems to implementing activities for the primary classroom, focusing on the European key competences and professional competences for their degree program. A team of professors and personnel at the School of Education designs this training (Departments: Language and Literature Teaching, Educational Systems and Organization, Educational Research Methods, Academic Library). It provides student teachers with tools like new technologies, the Universal Design for Learning (CAST) and reflective diary writing to develop an awareness of school systems, methods and teaching ability, and the organization of data in active observation templates. Progressive guidance is also provided on academic writing in English. This all resulted in improved structure, content and academic literacy skills reflected in their Student Teaching Report (Memoria) and Undergraduate Thesis (TFG). Furthermore, the School of Education and the European educational systems derive mutual benefits through sharing and striving for quality and values in teaching beyond national borders.
During their Erasmus Practicum, Primary Education Degree students (English/Bilingual Ed.) progress from the “learning to teach” to the “teaching to learn” phase. A CLIL approach is implemented, involving the support of university tutors in-person before leaving and later at a distance. Prior to their student teaching placement in European schools, future teachers participate in five interactive seminars. They interactively learn to use tools for working on various teaching aspects, from lesson planning in different educational systems to implementing activities for the primary classroom, focusing on the European key competences and professional competences for their degree program. A team of professors and personnel at the School of Education designs this training (Departments: Language and Literature Teaching, Educational Systems and Organization, Educational Research Methods, Academic Library). It provides student teachers with tools like new technologies, the Universal Design for Learning (CAST) and reflective diary writing to develop an awareness of school systems, methods and teaching ability, and the organization of data in active observation templates. Progressive guidance is also provided on academic writing in English. This all resulted in improved structure, content and academic literacy skills reflected in their Student Teaching Report (Memoria) and Undergraduate Thesis (TFG). Furthermore, the School of Education and the European educational systems derive mutual benefits through sharing and striving for quality and values in teaching beyond national borders.