German teaching practice: developing teacher competences for upper primary school

obligatory courses

The aim of the in-service training is to equip the student with the knowledge and skills to practice as a German language teacher. In-service training is organised in those types of schools and institutions in which the graduates are qualified to work, i.e. primary schools.

Graduates of the studies through the implementation of professional practice are prepared both in terms of teaching the subject (conducting classes) and carrying out the educational and caring tasks, school or institution. In the course of in-service training, students are provided with the following forms of activity: observing classes, assisting the teacher conducting classes, conducting classes independently, planning and discussing classes conducted by themselves and others (teachers, students).

The aim of the in-service training is to equip the student with the knowledge and skills to practice as a German language teacher. In-service training is organised in those types of schools and institutions in which the graduates are qualified to work, i.e. primary schools.

Graduates of the studies through the implementation of professional practice are prepared both in terms of teaching the subject (conducting classes) and carrying out the educational and caring tasks, school or institution. In the course of in-service training, students are provided with the following forms of activity: observing classes, assisting the teacher conducting classes, conducting classes independently, planning and discussing classes conducted by themselves and others (teachers, students).

In the study programme for the subject of subject didactics, time is provided for students to prepare for and discuss their practice. The CKNJOiEE maintains systematic contact with the schools and institutions where the students undertake their placement.

Lesson observation

The student develops and tests in practice the knowledge and skills of lesson observation and its documentation, is able to analyse the work of the teacher and the students and analyse the effects of the teacher's and the students' work, is able to assess the implementation of the teacher's intended objectives, recognises factors determining students' achievements, recognises the causes of students' difficulties.

Assisting the teacher in classes

The student is able to plan, conduct and document classes, is able to analyse the effects of the teacher's and students' work during joint discussion of the practice by the supervisors and students, is able to select, construct and modify curricula, is able to design educational activities, is able to manage the process of education and upbringing in a school class (group), assess students' school achievements, examines and modifies factors determining students' achievements, recognises causes of students' failures, knows the interaction between the teacher and parents/guardians of students, participates in meetings with parents.

Independently conduct lessons under the teacher's supervision

The student is able to analyse his/her own work and its results as well as the work of students and realisation of intended aims, cooperate with other teachers, in particular with the class teacher, school pedagogue, school psychologist, cooperate with the psychological-pedagogical clinic. The kindergarten, school or institution accepting the student for in-service training creates conditions that enable the student both to get acquainted with different classes and student teams and to gain the desired pedagogical experience in the scope of organisation of the work of the kindergarten, school or institution, planning, realisation and assessment of the results of educational processes, provides access to specialist laboratories, equipment and teaching aids, appoints supervisors of in-service training accepting students for in-service training. Creates conditions that enable the student to develop lesson plans/scenarios on his/her own, based on information and guidance provided by the placement supervisor. Creates conditions for conducting lessons in a foreign language within the framework of the in-service training with the use of information and communication technologies, in particular educational content and resources' found on Internet portals.

In view of the need to integrate the skills acquired by the students with the educational process, the work placements take place for the most part during the period of implementation of classes at the university. Work placements may not take place exclusively during the period free from teaching at the university.

The student's participation in activities covered by the professional practice shall be documented. Professional practice shall be assessed taking into account the opinion of the practice supervisor at the school.

Length of in-service training: 30 hours, of which 20 hours of observation and 10 independently conducted.

Bimmel, P. / Kast, B. / Neuner, G. (2003): Deutschunterricht planen. Berlin / München: Langenscheidt

Glaboniat, M. / Müller, M. / Rusch, P. (2002): Profile Deutsch. Berlin / München: Langenscheidt

Woolfolk Anita, Schönpflug Ute (2014): Pädagogische Psychologie. [Extras online]. 12., aktualisierte Aufl. Hallbergmoos: Pearson.

Ziebell, B. (2000): Unterrichtsbeobachtung und Lehrerverhalten. Berlin / München: Langenscheidt

Knowledge: the graduate knows and understands

S_W02 the necessary terminology relevant to teaching foreign languages

S_W03 the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages

S_W19 the core curriculum regarding the content of teaching German at the second educational stage (primary school)

Skills: the graduate is able to

S_U02 plan and implement projects typical for foreign language teaching environments

S_U05 observe and assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching

S_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages

S_U20 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities

S_U22 acquire knowledge and develop their professional competences in teaching foreign languages using a variety of sources (in their first and any other language) and new technologies (ICT)

Social competences: the graduate is prepared to

S_K05 interact and work in a group, performing various roles

The final mark is calculated according to the formula: a x 0.5 + b x 0.5, where

a= the grade of the school practice mentor

The following elements are taken into account in the feedback:

- the ability to use the content and methodological knowledge held

student-practitioners, knowledge of teaching techniques,

- ability to use teaching aids and audio-visual means, and

audiovisual means,

- ability to interact with young people,

- pedagogical tact,

- culture of behaviour,

- degree of work commitment, conscientiousness, punctuality and dutifulness.

The descriptive opinion drawn up by the school internship mentor is completed with a grade of

a grade (scale of 2-5).

Assessment criteria for the handout and the lesson

Conspectus (0-2):

-formulation of objectives and planning of lesson phases,

-choice of tasks and exercises,

-compliance with the curriculum,

-concordance of lesson content with pupils' needs.

Lesson flow (0-2):

-dynamics,

-use of motivational techniques,

-transparency, clarity of activities,

-use of media,

-social forms of work.

Teacher/practitioner activities (0-2):

-in front of students,

-knowledge of teaching techniques.

Professional competence (0-2):

-linguistic and cultural

-language use.

Reflection on the lesson (0-2)

-clarification of incomprehensible parts of the lesson,

-recognising own mistakes, self-reflection.

b = practice documentation (practice log, observation sheets, lesson plans - assessment criteria above).

Final assessment criteria:

Below 60 % - 2.0

60-68 % - 3,0

69-78 % - 3,5

79-88 % - 4,0

89-96 % - 4,5

Above 97 % - 5,0

At each school, the direct supervisor of the student- student trainee is the school's designated practice mentor - a German language teacher.

The school placement mentor determines the student-practitioner's work plan, in addition to the dates and forms of extracurricular activities.

The university placement supervisor is authorised to:

- communicate with the school management,

- communicate with the teacher training supervisor at the given school,

- monitor the course of the placement,

- to monitor the course of the practice, to visit selected lessons of the students.