Memoria prácticum

INDEX

FIRST PART ……………………………………………………….………Pág. 2
1.1. Evaluation of the center……………………..……………………….Pág. 3
1.2. Practicum Objectives……………………..…………………….……Pág. 5
1.3. School context………………………………..………………………Pág. 6
SECOND PART: ACTIVITIES…………..…………..……………..……Pág. 7
Activity 1…………………………………………………………….………Pág. 7
Activity 2…………………………………………………………….………Pág. 8
Activity 3…………………………………………………………….………Pág.9
Activity 4…………………………………………………………….………Pág. 10
Activity 5…………………………………………………………….………Pág. 11
Activity 6…………………………………………………………….………Pág. 12
Activity 7…………………………………………………………….………Pág. 13
Activity 8…………………………………………………………….………Pág. 14
Activity 9…………………………………………………………….………Pág. 15
Activity 10……………………………………………………….….………Pág. 16
Activity 11…………………………………………………………….….…Pág. 17
Activity12…………………………………………………………..………Pág. 18
Activity 13…………………………………………………………….…….Pág. 19
Activity 14………………………………………………………..….…..….Pág. 20
Activity 15…………………………………………………………….….…Pág. 21
Activity 16…………………………………………………………….…….Pág. 22
Activity 17…………………………………………………………….…….Pág. 23
Activity 18…………………………………………………………….….…Pág. 24
Activity 19…………………………………………………………….….…Pág. 25
Activity 20…………………………………………………………….….…Pág. 26
THIRD PART:…………………………………....……………………….Pág. 27
3.1. Results……………………..………………………………………….Pág. 27
3.2. Improvement proposals……………………..……………………….Pág. 28
3.3. Conclusions…………………………………..……………………….Pág. 29
3.4. Bibliography……………………..…………………………………….Pág. 30
3.5. Attached information……………………..…………………………..Pág. 31
 

1.2. PRACTICUM OBJECTIVES

Teaching practices are a cornerstone to the training of students. The Practicum is substantial component in any system or curriculumof Teacher Training, as underlying theoretical and experimental learning as much as an opportunity to test their own personal performance.

It is necessary to establish mechanisms to ensure practical training in the best possible conditions to complete the teacher training and ensure an effective update between the theoretical preparation offered by the University Centers and the practicalreality of the Colleges.

The completion of the practices is based on the work of guiding and advising teachers of Schools and teachers of the University. Both groups in a coordinated manner should address the same goals of training, aspects of innovation, evaluation and educational research.

Therefore some of the main objectives of the Teacher Training are:

• To establish direct contact withthe educational reality.
• To observe the broader aspects of the school reality.
• To initiate the implementation of various teaching techniques.
• To acquire direct knowledge of the development of the education system.
• To have knowledge of organizational, functional and participatory schools and educational support services, integration and advice to them.
• To initiate studies and researchon issues, attitudes and patterns of teaching and learning.
• To discover teaching as a process of reflection and scientific training

 
1.3. SCHOOL CONTEXT

The school Santo Tomás de Villanueva is located in the town of Ciudad Real, which has about 60,000 inhabitants, has features and urban characteristics. In the town there is a house of culture with children's library, a theater,playgrounds and a municipal school of music.
The socioeconomic and cultural level of families that make up the school is medium.
It is a school with three lines, with 27 school units. It has 627 students enrolled. With an index of small immigrant population, being in the center, a Bolivian girl, a Colombian girl and a Chinese child who is schooled from 3 years and not have any type of language problem.Regarding the structure of the center is:

- Material elements: on the ground floor are multi-purpose room, staff room, office management, services for students, classroom 3, 4 and 5 years and 1 primary, photocopying machine room and concierge. In the upper floor are the other courses of primary education, there is...