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Practice memories

Student: Gisbert i Candela, Pablo Isidro DNI:n21514276F

Master's Degree in Internship center: IES L'ALLUSSER
Teacher Training Management of the internship center: Francisco Antón
Internship tutor at the Teaching Center: Victoria Iborra
Academic course VIU Internship Tutor: María Rueda
2014 - 2015 INDEX
Announcement: CHARACTERISTICS OF THE CENTER:
- GEOGRAPHICAL ENVIRONMENT OF THE CENTER.
- SOCIO-ECONOMIC ENVIRONMENT OF THE CENTER.
- SOCIOLINGUISTIC CONTEXT.
- THE PHYSICAL SPACE.
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- EDUCATIVE OFFER.
- CHARACTERISTICS OF THE STUDENTS.
- CHARACTERISTICS OF TEACHING AND NON-TEACHING STAFF.
- PROJECTS AVAILABLE TO THE CENTER.
CHARACTERISTICS OF THE EDUCATIONAL PROJECT OF THE CENTER (PEC).
CENTER METHODOLOGY.
PLANNING AND ORGANIZATION OF THE CENTER.
- UNIPERSONAL BODIES:
- DIRECTOR.
- DEPUTY DIRECTOR.
- HEAD OF STUDIES.
- SECRETARY
- COLLEGIATE BODIES:
- SCHOOL COUNCIL.
- FACULTY OF TEACHERS.
- AMPA.
- TEACHING COORDINATION BODIES:
- ORIENTATION DEPARTMENT.
- DIDACTIC DEPARTMENTS.
- PEDAGOGICAL COORDINATION COMMITTEE.
REGULATORY DOCUMENTS OF THE CENTER: RRI+PC, PCC, PEC, PAT, WELCOME PLAN

OTHER PLANS OF THE CENTER: PFL AND PMAD

DISCIPLINARY REGIME : SEE RRI+PC

CHARACTERISTICS OF THE CENTER.
GEOGRAPHICAL ENVIRONMENT OF THE CENTER

The IES center l'Allusser is located in the town of Mutxamel, ten kilometers from Alicante. Due to
its proximity to the city, Mutxamel has become a dormitory city, since many of its inhabitants
work in the neighboring city of Alicante. The current population is about 28,000 inhabitants.

The institute is located north of the city, near the exit of the city towards Busot.

SOCIOECONOMIC ENVIRONMENT OF THE CENTER.

Mutxamel has been a population that throughout its history has lived off agriculture. For this
reason, the Bonny company created its greenhouses in this town, providing work for many of
the town's inhabitants. On the other hand, to satisfy the demand for workers, there has been an
increase in immigrants from the medium-low socioeconomic spectrum.

In recent years, due to the town's proximity to the city of Alicante, there has been great urban
development with a multitude of partial plans. This fact has allowed the population to leave the
countryside and a large number of companies related to construction to be created. The crisis in

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this sector is clearly affecting the town's economy. The increase in inhabitants from the
European Union has been significant due to the leisure areas that have been created and the
construction of urbanizations around them.

The IES is included in one of these partial urban plans. In the surroundings of the center there
are several housing blocks under construction that, predictably, will increase the number of
students at the center in the coming years. Currently the center draws on students from the
surrounding neighborhoods.

SOCIOLINGUISTIC CONTEXT
In Mutxamel, Valencian is the language of most of the population. However, it is worth
highlighting the existence of Spanish speakers who have long resided in the town who know the
language but do not use it, the large population of local gypsy ethnic groups and, finally, a great
cultural and linguistic variety due to the massive arrival of foreign immigrants. in recent years.

THE PHYSICAL SPACE.

The center's new building was inaugurated in the 2009-2010 academic year, meaning the
facilities are in perfect condition and comply with occupational risk prevention regulations.
The institute consists of two buildings. One of them dedicated to secondary and high school
classrooms, and another building where the gym and general warehouse are located.

The first building is made up of:

- Twelve secondary school classrooms.
- Five unfolding classrooms.
- Two technology workshop classrooms.
- A music classroom.
- Two computer classrooms.
- Biology lab.
- Physics and chemistry laboratory.
- A multipurpose classroom.
- A library.
- Five departments
- Teacher's room
- Various offices.

The organization of the classrooms in the center is by subject, that is, each subject has its fixed
classrooms where students come to take classes. This organization allows classrooms to be
provided with all the resources necessary to teach each of the subjects. Thus, we can find in

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each of the classrooms a computer with a projector, internet connection, a classroom library,
specific dictionaries, etc. This operation allows us to improve the quality of teaching and increase
the motivation of students to study.

EDUCATIVE OFFER.
The center has the following educational offer for the 498 students they have in order to meet
the diversity of the students and thus be able to give each student what they need:

- three groups of 1st ESO, three groups of 2nd ESO (with a group from the Experimental
Project Contract-Program), three groups of 3rd ESO and two
4th year ESO groups (with a Curricular Diversification group in 4th year) reinforced with
the existing divisions in most subjects. Of the three compulsory secondary school
groups of 1st, 2nd and 3rd, one is PEV and the other two are PIP.
In Baccalaureate, there are two groups of 1st grade and two groups of 2nd grade. The
Baccalaureate modalities taught are 2: Sciences and technology and Humanities and
Social Sciences.
A group of the Initial Professional Gardening Qualification Program (PQPI)

STUDENTS BY COURSES
1st ESO 98
2nd ESO 85
3rd ESO 103
4th ESO 68
1st BAT 70
2nd BAT 61
PQPI 10
TOTAL 495

In accordance with the Organic Law of Education (LOE), the IES l'Allusser follows the following
criteria:

THAT:
Special attention to educational and professional guidance, mentoring and the diversity of
students. In the first years of the stage, educational administrations will establish the conditions
for teachers to teach more than one subject to the same group. Continuous and differentiated
evaluation according to the subjects of the curriculum. Repetition of a course with more than two
failed subjects, exceptionally three. It can only be repeated once per course and twice within the
stage. Exceptionally twice in the fourth year if you have not repeated in the previous years of the

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stage.

The promotion decision at the end of each course is adopted collectively by the student's
teachers.

Extraordinary recovery test only in fourth year. In the other courses, students who are promoted
with pending subjects will follow reinforcement programs.

All centers will carry out a general diagnostic evaluation of the basic competencies achieved by
their students at the end of the second year and will have a training and guidance nature.

Flexible organization of teaching and autonomy of the centers: curricular adaptations, flexible
divisions and groupings, programs to reinforce basic skills, elective subjects and personalized
treatment.

In all areas, reading comprehension, oral and written expression, ICT and audiovisual
communication and education in values will be worked on. In all subjects, time will be dedicated
to reading.

Diagnostic evaluation at the end of 2nd year. Curricular diversification programs (from fourth
year onwards), aimed at achieving the ESO Graduate degree. Students who have already
repeated once in secondary school, and are not in a position to advance to fourth grade, may
join a curricular diversification program. Specific methodology through an organization of
contents and subjects different from that established in general.

INITIAL PROFESSIONAL QUALIFICATION PROGRAMS (PQPI)

Programs aimed at young people over sixteen who have not obtained a ESO graduate degree.
Exceptionally fifteen years, with the agreement of parents and students and their commitment to
take the modules voluntarily.
The objective of this program is to facilitate a satisfactory socio-labor insertion,
professionalization (level 1 of the National Catalog of Professional Qualifications) and academic
(Graduate ESO degree). Students who pass the mandatory modules obtain an academic
certification that certifies the professional skills acquired. Students who pass the entire Program
will obtain the ESO Graduate degree.

BACCALAUREATE:
Two courses, 16 to 18 years old, in different modalities and with flexible organization in different
ways. It is accessed with the title of Graduate in ESO or equivalent. Students will be able to
continue studying high school in the ordinary regime for four years. It is taught in two of the three
modalities:
a) Sciences and technology

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b) Humanities and Social Sciences – Each modality may be organized into different tracks
depending on the modality and optional subjects chosen by the student.

STUDENT CHARACTERISTICS
The students who attend the center have a medium or medium-low socioeconomic situation.

It should be noted that 15% of the students are immigrants from EU countries, as well as from
outside it and, in general, the cultural and linguistic adaptation problems are minimal, despite
this, there are reinforcements and a PT classroom that aims to facilitate integration.

It is important to highlight that 10% of the students are of Roma origin from the town with a high
degree of adaptation and almost no disruptive behavior. We must highlight that many of them
participate in the PEV.

CHARACTERISTICS OF TEACHING AND NON-TEACHING STAFF.

At the IES l'Allusser there are a total of 47 teachers distributed in departments. An administrator
and two subordinates in janitorial functions and four people in charge of cleaning the center.

We must highlight that 70% of the organic staff is permanent, which allows the center to have
organizational stability.

PROJECTS AVAILABLE TO THE CENTER.

The center is within the network of multilingual centers, so that subjects are taught in English in
1st, 2nd and 3rd grades.

On the other hand, it is participating in the Erasmus+ Program in an awareness project for the
care of the environment. Poland, Lithuania, Latvia, Türkiye and Romania participate in the
project.

CHARACTERISTICS OF THE CENTER'S EDUCATIONAL PROJECTOR (PEC) Prepared

taking into account the characteristics of the social and cultural environment, it defines the
purposes of the Educational Community in terms of the type of person we want to train. It
includes general educational approaches: identity principles, institutional objectives and the
general organization chart.
Within the PEC we find the specification of curricula, transversal treatment of education in
values, NLP, Linguistic Normalization Plan, coexistence plan, RRI, Internal Regime Regulation,
PAT, Tutorial Action Plan, diversity attention programs, reading promotion plan, measures
adopted to improve the results of the diagnostic evaluation for the 2013-2014 academic year,
transition plan from Primary to Secondary Education, reception plan, family-school commitment
models and the proposal for permanent training of teachers for the development of the
educational project.

At the Center, the Linguistic Normalization Commission, made up of volunteer teachers, updated

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the Linguistic Normalization Plan (PNL) and the particular Design of the Program last year.
This commission is in charge of enforcing the objectives proposed in the plan, such as, for
example, the fact that PEV groups receive their classes in Valencian or that they work, through
tutoring, on activities that promote respect for languages.

CENTER METHODOLOGY.
At IES L'ALLUSSER, departmental collaborative work is prioritized (coordination between
members of the same department), between related departments (sciences on the one hand and
literature on the other), and between teachers of the same cycle. Based on the agreements
made in the corresponding coordination meetings that are held a couple of times throughout the
course, the faculty tries to work together so that things work and the desired improvements and
objectives are obtained. From what I observed during my stay at the center, not all teachers are
equally involved in this collaborative work and the results are not always as good as they should
be. The center's management expresses the importance of teacher coordination to improve
results.

On the other hand, especially in the 1st cycle of ESO, the aim is to work, from all subjects, on
the acquisition of basic skills necessary to be able to successfully pursue future studies, such as
linguistic competence (reading, understanding and expressing oneself both orally and in writing).
), leaving in second place the contents of each subject. Another proposal that the center
launches every year, but which for organizational reasons has not yet been carried out, is the
project-based learning methodology for the 1st cycle of ESO, working with areas and not from so
many different subjects. This type of methodology is only used in PDC (Curriculum
Diversification Program) groups.

The center makes it easier for teachers to introduce the use of ICT in daily teaching practice,
since all classrooms have a computer connected to a projector or a television, digital
whiteboards, there are two large computer rooms and computers in the library, all of them with
internet access, apart from the training that, through CEFIRE, teachers carry out each year:
“Moodle”, “Tablets in the classroom”, “Use of the digital whiteboard”, etc. Many subjects do not
use books in their classes and create their own materials that are posted on the Moodle platform
of the Virtual Campus, which students access through the institute's website. www.iesallusser.es

PLANNING AND ORGANIZATION OF THE CENTER.

UNIPERSONAL BODIES:

DIRECTOR: (Francisco Antón Felanitx)

Elected by the School Council in an extraordinary session among the IES teachers among those

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candidates previously accredited for the exercise of said function. The director's powers are,
among others, the following:
· Direct and coordinate all the activities of the institute to achieve its educational project.

· Exercise the representation of the center and represent the public administration in the IES.

· Appoint the Head of Studies, Secretary and any other single-person body of the management

team.

· Exercise direction of all personnel assigned to the center.

· Promote coexistence in the center and impose the corresponding corrections in accordance

with what is established by the Department of Education and in compliance with the criteria

established by the School Council.

· Convene and preside over academic events and meetings.

· Execute the adopted agreements.

HEAD OF STUDIES. (Jesús Berenguer Sánchez)

Some of his skills:

· Coordinate and ensure the execution of academic activities.

· Prepare academic schedules for students and teachers.

· Coordinate the pedagogical activities of department heads.

· Organize academic events.

· Coordinate teacher development activities.

· Establish contacts with surrounding work centers related to the teachings taught at the IES.

· Organize the use and operation of workshops and laboratories commonly used in training

cycles.

SECRETARY : (Inmaculada Pastor Gosálbez)

Some of his skills:
· Order the administrative regime of the institute.

· Act as secretary of the collegiate bodies.

· Safeguard the material, teaching materials, books and files.

· Carry out the inventory of the institute and update it.

· Exercise, under the mentorship of the director, the direction of the administrative staff

assigned to the center.

· Issue the certificates required by authorities or interested parties.

· Prepare the institute's budget project.

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COLLEGIATE BODIES:
SCHOOL COUNCIL.
It is made up of the center's management team, a representative of the city council,
representatives of the teaching staff, students, parents and administration and service staff. Its
legal regime is that prescribed by Organic Law 9/1995 of 20
November of the Participation, Evaluation and Government of Teaching Centers and by Law
30/1992 of November 26 on the Legal Regime of Public Administrations and the Common
Administrative Procedure. Some of its functions include the following:
· Establish the guidelines for the preparation of the PEC, approve it and evaluate it.
· Adopt criteria for the preparation of the PGA, approve it and evaluate it.

. Choose the director.

· Decide on the admission of students.

. Resolve conflicts and impose corrections for educational purposes.

· Approve the budget project and its execution.

· Develop guidelines for programming and carrying out complementary activities and evaluate

them in the annual report, and much more.

FACULTY OF TEACHERS.
It is the body for teacher participation and is responsible for planning, coordinating, deciding and
reporting on all teaching aspects of the IES. It is chaired by the director and made up of all the
teachers. Among some of its powers:
· Make proposals for the preparation of the PEC, the PGA, the PNL (Plà de

Linguistic Normalization and complementary and extracurricular activities.

· Approve and evaluate stage curricular projects according to the PEC and decide on

subsequent modifications.

· Approve and evaluate the teaching aspects and prepare a report prior to the presentation of the

PGA before the School Council.

AMPA.
Its president will work, participate and collaborate in a coordinated manner with the management
team in the operation of the center.

TEACHING COORDINATION BODIES:

ORIENTATION DEPARTMENT. (Psychopedagogue: Concha Suárez)
The program of this department is based on the regulations in force and the experience
accumulated over the years.

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The functions of the Guidance Department are, among others, the following: . Prepare in
accordance with the guidelines established by COCOPE and in collaboration with tutors the
proposals for the organization of educational, psycho-pedagogical and professional guidance.
. Coordinate guidance, especially during changes in stage or when choosing different academic,
training or professional options.
. Contribute to the implementation of the tutorial action plan (PAT) and submit a report to the
Educational Council on its operation at the end of the course.
. Prepare the proposal of criteria and procedures to make the appropriate curricular adaptations
for students with special educational needs (SEN).
. Collaborate with teachers in the prevention and detection of learning difficulties.
. Carry out the prior psychological and pedagogical evaluation of students proposed for curricular
diversification programs.

DIDACTIC DEPARTMENTS.
They are in charge of coordinating the teachings of each subject and the activities to be carried
out. They are made up of the group of professors who teach a specific area of the department in
question.
The responsibilities of the teaching departments are, among others, the following: - Formulate
proposals to the management team and the faculty regarding the preparation of the

PEC, the PGA, the RRI and the center's Economic Regime Project.
- Formulate proposals to COCOPE regarding the development and modification of stage
curricular projects.
- Prepare the didactic programming before the start of the academic year under the
coordination of the Head of the department.
- Promote pedagogical research and propose improvement activities for its members
necessary to update the methodology and didactic practice. ---------------------------------------------- -
Collaborate with the guidance department in the prevention and detection of learning difficulties
and jointly program with Guidance the curricular adaptations for students who need it and
determine the minimum curricular contents for the development of individualized curricular
diversification programs.

The direction of the department will be exercised by a professor with the status of full professor
and, in the event that there is more than one, by the most senior in the status. If there is no
professor, the director, after consulting the department, will appoint a Head of Department.

The teaching programs will be prepared by each department following the guidelines stipulated
by COCOPE.

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PEDAGOGICAL COORDINATION COMMITTEE.
Made up of the director, head of studies, ESO coordinator and heads of the different
departments.
COCOPE has the following powers:
- Analyze the cultural and sociolinguistic context of the center from an educational point of
view.
- Establish general guidelines for the preparation and review of stage curricular projects and
their modifications.
- Analyze and inform the faculty about the coherence of the institute's educational project.
- Establish the general guidelines for the preparation of the didactic programs of the
departments, the Educational Guidance Plan and the Tutorial Action Plan included in the stage
curricular project.
- Propose the curricular projects and the evaluation plan to the faculty for approval.
- Propose to the faculty general planning of the evaluation sessions.

REGULATORY DOCUMENTS OF THE CENTER: RRI+PC, PCC, PEC, PAT, PDT, POEP,
WELCOME PLAN

INTERNAL REGIME REGULATION (RRI) + COEXISTENCE PLAN (PC) Within the

Coexistence Plan (PC), the Coexistence Commission, made up of the management team,
educational psychologist, ESO coordinator, a volunteer teacher and a member of the City
Council, They meet weekly to study the cases of disciplinary offenses that have occurred, the
functioning of the coexistence classroom, monitoring of reprimanded or expelled students... and
preventive or corrective measures are proposed in each case, depending on the personal
circumstances of each student and following the Regulations . of Internal Regime (RRI) where
the class rules are personalized, which are also reflected in the agenda used by all students,
protocols for lack of attendance and delays and the different lack of discipline are classified as
minor, serious and very serious. with its pertinent consequences. The usual protocol for a minor
lack of discipline in class consists of: Verbal reprimand, 5-minute expulsion at the classroom
door (the student calms down and reflects), written reprimand and expulsion to the coexistence
room with work (a classmate). The class notifies the teacher on duty and he accompanies the
student in question to the community room). Students who accumulate more warnings
throughout the week must remain at the center on Tuesdays and Thursdays from 2 to 3 p.m.,
outside of their school hours, doing work for the community, such as cleaning tables, walls,
shredding paper, etc. and they cannot participate in any type of extracurricular activity. Students
with more serious offenses are expelled from 3 to 15 days, with a file opened in very extreme
cases. Expelled students attend a program, managed by the Mutxamel City Council, to work with
them outside of school. The PC also contains the procedure for action in the event of possible
bullying and the action protocols.

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Other preventive measures contemplated in the CP that enhance the improvement of
coexistence are, for example, the organization of sports competitions between different groups
during recreation time and the carrying out of center activities such as gymkhana, solidarity race,
“the best class”… that promote the good atmosphere of the center.

CENTER CURRICULAR PROJECT (PCC)

It is what defines the training and academic offer of the center, which must be flexible and
versatile, in continuous reworking, enabling the innovation of the curricula and defining the
teaching and methodological style of the center.

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EDUCATIONAL PROJECT OF THE CENTER (PEC)
Prepared taking into account the characteristics of the social and cultural environment, it defines
the purposes of the Educational Community in terms of the type of person we want to train. It
includes general educational approaches: identity principles, institutional objectives and the
general organization chart. You can consult this project in the previous point: Characteristics of
the educational project.

TUTORIAL ACTION PLAN (PAT)

Specifies the criteria and procedures for the organization and operation of tutorials. At IES
L'ALLUSSER the tutors, educational psychologist and ESO coordinator meet biweekly and by
level to discuss the functioning of the groups and the monitoring of the activities to be carried
out. The activities are distributed by blocks in each course and each quarter:

Reception - The tutoring students

Coexistence rules Pre - Study techniques

and post evaluation - Election of delegates

We prepare the Council of Delegates

Coeducation program - Educational use of ICT
Health Education - Guidance
Conflict resolution, social skills, emotional intelligence... Relationship with families.

L'ALLUSSER TRANSITION PLAN (PDT)

This document includes, among other measures, the holding of meetings between the teachers
of the “Arbre blanc” school, attached to the center, and those of the institute to agree on
methodologies, basic competencies and ways of functioning. For three years now, the school
has been using a “study guide” prepared by a group of teachers from the institute. In this way,
ways of doing things at school and at the institute are combined, which makes the transition
much easier for them.

WELCOME PLAN (PA)

Try to make it easier for new students to adapt to the center. They are a series of activities that
are carried out throughout the course, such as, for example, a visit by the 6th year of Primary
students to carry out a laboratory practice, a guided tour of the center by their former classmates
who are now in 1st ESO, a visit to the center on the day of the Environment and Health Fair,
viewing a video made by the institute's own students about the rules and functioning of the
center, visit to the school by the director, head of studies and educational psychologist to
introduce themselves, etc.

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OTHER PLANS OF THE CENTER: PFL, PMAD
PLAN FOR THE PROMOTION OF READING (PFL)
The plan to promote reading at the center is worked on by the Educational Care area and
consists of reading and subsequently preparing a review of a list of books selected for each
level.

PLAN OF MEASURES FOR ATTENTION TO DIVERSITY (PMAD)

Within the measures of attention to diversity I would mention, among others, groups that work by
areas in 2nd ESO and 3rd ESO (thanks to the Program Contract), PDC in 4th ESO, PQPI2 of
gardening, curricular adaptations, both significant and non-significant, split groups and hours of
support with PT and hearing and language specialist.

DISCIPLINARY REGIME: SEE RRI+PC (Page. 12-13)

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6.5 Annex 5

This annex will be included by the student, in the terms specified in this guide, in the Practice Report.

Self-assessment of acquired skills

Personal information-:

Student: PABLO ISIDRO GISBERT CANDELA

Tutor from the internship center that carries out the evaluation:

VICTORIA IBORRA ALCARAZ

Internship center: IES L'ALLUSSER

Please indicate the value you estimate, corresponding to the level achieved in each of the

questions expressed below, according to the following scale: 1: Not at all, 2: Little, 3:

Regularly, 4: Always.

1. BASIC COMPETENCES (according to RD 1393/2007) 1 2 3 4

CB1. Be able to apply the knowledge acquired and your problem-

□ □ □ g
solving ability in new or little-known environments within broader

(or multidisciplinary) contexts related to your area of study.

• Required data

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CB2. Being able to integrate knowledge and face the complexity of

•
formulating judgments based on information that, being incomplete

or limited, includes reflections on the social and ethical

0 Q ha
responsibilities linked to the application of their knowledge and

judgments.

□ □ □
CB3. Be able to communicate your conclusions - and the knowledge

and ultimate reasons that support them - to specialized and non-

specialized audiences in a clear and unambiguous way.

□ □ □ x
CB4. Be able to use learning skills to continue studying in a way that

will be largely self-directed or autonomous.

2. GENERAL COMPETENCES (PRÁCTICUM).

1 2 3 4

CG5 Be able to design and develop learning spaces with special □ □ □ x

attention to equity, emotional education and values, equal rights and

opportunities between men and women, citizen training and respect

for human rights that facilitate life in society, decision making and

building a sustainable future.

□ □ □ g
CG6 Be able to acquire strategies to stimulate the student's effort

and promote their ability to learn by themselves and with others, and

develop thinking and decision skills that facilitate autonomy,

confidence and personal initiative.

CG7 Be able to know the interaction and communication processes

in the classroom, master the skills and social abilities necessary to

promote learning and

□ □ □ x

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coexistence in the classroom, and address discipline problems and

conflict resolution.

CG8 Be able to design and carry out formal and non-formal

□ □ □ IX

activities that contribute to making the center a place of participation

and culture in the environment where it is located; develop tutoring

and student guidance functions in a collaborative and coordinated

manner; participate in the evaluation, research and innovation of

teaching and learning processes.

CG11 Be able to inform and advise families about the teaching and

learning process and about the personal, academic and professional □ □ □ 8

orientation of their children.

3. SPECIFIC COMPETENCES (PRÁCTICUM)

1 2 3 4

□ □ □ g
CE27 Be able to acquire experience in planning, teaching and

evaluating the subjects corresponding to the specialization

CE28 Be able to prove a good command of oral and written

□ □ □ x
expression in teaching practice.

CE29 Be able to master the social skills and abilities necessary to

foster a climate that facilitates learning and coexistence. □ □ □ K

□ □ □ x
CE30 Be able to participate in proposals for improvement in the

different areas of action based on reflection based on practice.

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SPECIFIC COMPETENCES OF THE

1 2 3 4
SPECIALTY IN SPANISH LANGUAGE AND LITERATURE

CE-1 The student must be able to know the curricular contents of the

specialty of Spanish language and literature, as well as the body of

□ □ □ yes
didactic knowledge regarding the respective teaching and learning

processes referred to the specialty, putting special emphasis on oral

and written expression and comprehension.

CE-2 The student must be able to specify the curriculum of the

English specialty that is going to be implemented in a teaching

□ □ □ TO
center by participating in its collective planning.

CE-3 The student must be able to know the processes of interaction

and communication in the classroom as a strategy for developing

communicative competence and knowledge of the specialty. □ □ □ 2

CE -4 The student must be able to acquire selection criteria and □ □ □ 2

preparation of educational materials for the English specialty.

CE -5 The student must be able to know and apply innovative

teaching proposals in the English specialty □ □ □ &

CE -6 The student must be able to identify the. problems related to

□ □ □ K
the teaching and learning of English and propose alternatives and
solutions.
CE 7 - The student must be able to participate in the evaluation,
research and innovation of the teaching and learning processes □ □ □ g
related to the specialty of Spanish language and literature.

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CE.-8 The student must be able to acquire experience in planning,

teaching and evaluating the subjects corresponding to the specialty □ □ □ to
of Spanish language and literature.

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CE -9 The student must be able to demonstrate a good command

Ye
of oral and written expression in the teaching practice of Spanish
□ □ □
language and literature. ah
CE -10 The student must be able to master the skills and social

abilities necessary to foster a climate that facilitates learning and

coexistence in the Spanish language and literature classroom. □ □ □ to

CE-11 The student must be able to design and carry out formal
and non-formal activities related to the specialty of Spanish
□ □ □ 8
language and literature.

CE -12 The student must be able to participate in proposals for

improvement in the different areas of action based on reflection
based on practice.
□ □ □ =

In general, evaluate your own performance during the internship:

Excellent □ Improvable

Well Insufficient

Satisfactory Very insufficient □

Numerical assessment scale for carrying out the practices (0-10):

We would be grateful if you could carry out, as a conclusion, a global qualitative assessment of the work
carried out throughout the internship, briefly responding to these questions indicated below:

□ Do you think you have managed to achieve the objectives formulated in your internship
program? What activities have you participated in during your internship?

I think I have achieved the objectives. I have participated in all types of meetings such as: COCOPE,
School Council, department meetings, evaluations, etc. I have also given an entire teaching unit to the
two groups of 2 or ESO that I chose, evaluating them at the end.

20 Master's Degree in Teacher Training | Academic year 2014 - 2015

VÍU University
Valencia
International

□ If the organization of the practices was carried out in a group, how would you evaluate your work
based on what your team has done?

It has not been done in a group.

□ Observations and suggestions you wish to make.

I have no observations or suggestions. My VIU tutor has been present when I have requested it, as has
my internship tutor. Everything has been perfect. The only thing I would like to suggest is that there
should not be subjects while the practices are being carried out, it makes the enormous task we already
have difficult. Also the last month of the master's degree should not have classes either. We are very
saturated with memory, diary and TFM writing, it is crazy.

Xixona , May 4th 2015

Signed: Student

Practice memories 21