Student Practice Programme-Micro-teaching
| Title | Πρακτική Άσκηση - Μικροδιδασκαλία / Student Practice Programme-Micro-teaching |
| Code | Υ113 |
| Faculty | Philosophy |
| School | French Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600018610 |
Programme of Study: PPS Tmīmatos Gallikīs Glṓssas kai Filologías (2020-)
Registered students: 23
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 7 | 4 | 12 |
| Academic Year | 2023 – 2024 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 4 |
| Total Hours | 52 |
| Class ID | 600242761
|
Class Schedule
| Building | Σχολείο Νέας Ελληνικής Γλώσσας |
| Floor | Υπόγειο 1 |
| Hall | ΑΙΘΟΥΣΑ 9 (109) |
| Calendar | Mardi 16:00 to 20:00 |
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600242761
Language of Instruction
- Greek (Instruction)
- French (Instruction, Examination)
Prerequisites
Required Courses
- Υ110 French Language IV: Written Discourse
- Υ112 Didactics of foreign languages
Learning Outcomes
Upon completion of the course, students will:
• have developed the skills to adopt each time the most appropriate teaching approach.
• be able to adapt the teaching practice according to the linguistic and communication needs of the audience and according to their interests.
• be able to combine and utilize theoretical and practical knowledge to optimize the outcomes of the teaching / learning process, such as: targeting, course preparation, planning of educational activities, design of student performance evaluation tools, planning and conducting of a lesson, student and learning evaluation.
• be able to collaborate with teachers of French and other specialties.
• have acquired professional experience.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course aims to: a) familiarize university students with the reality of foreign language teaching to teenagers (in public and private schools of Primary and Secondary Education), and adults (Foreign Language Schools, Adult Education Centers). This familiarization is achieved through a orderly and guided participation of the students in the educational and pedagogical process (classroom observation) as well as with the contribution of mentoring, and b) students practice in modern practices of Teaching of French as a foreign language with supervised teaching (week course). Specifically, the course attempts to link theoretical knowledge acquired in previous semesters to classroom application.
The ultimate goal of the course is to prepare future teachers of FFL to be able to teach French as a foreign language to different age groups within the Greek educational system. Given the practical nature of the lesson, it is necessary to attend classes, develop educational / teaching material and apply it in real and / or virtual classroom (micro-teaching), as well as keeping a 'portfolio'.
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 52 | 2.1 | ✓ | ||
| Reading Assigment | 28 | 1.1 | ✓ | ✓ | |
| Internship | 120 | 4.8 | ✓ | ||
| Written assigments | 100 | 4 | ✓ | ||
| Total | 300 | 12 |
Student Assessment
Description
Students’ performance is evaluated by the written and/or oral assignments during the semester. Portfolio
Student Assessment methods
- Written Assignment (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
Beacco, J.-C. & Lieutaud, S. (2000). Les dimensions culturelles des enseignements de langue. Paris : Hachette.
Bérard, E. (1991). L’approche communicative. Théorie et pratiques. Paris : CLE International.
Conseil de l’Europe. (2018). Cadre européen commun de référence sur les langues. Apprendre, enseigner, évaluer. Volume complémentaire avec des nouveaux descripteurs. https://rm.coe.int/cecr-volume-complementaire-avec-de-nouveaux-descripteurs/16807875d5
Conseil de l’Europe. (2015). Portfolio européen pour les éducateurs et éducatrices en préélémentaire La dimension langagière et l’éducation plurilingue et interculturelle. https://www.ecml.at/Portals/1/mtp4/pepelino/pepelino-FR-web.pdf
Conseil de l’Europe. (2011). Portfolio européen des langues Guide pour la planification, la mise en œuvre et l’évaluation de projets d’utilisation à l’échelle de l’établissement scolaire. https://www.ecml.at/Portals/1/documents/ECML-resources/2011_09_12_ELP-WSU_FR_web.pdf?ver=2018-03-21-094605-550
Conseil de l’Europe. (2007). Portfolio européen pour les enseignants en langues en formation initiale Un outil de réflexion pour la formation des enseignants en langues. https://archive.ecml.at/mtp2/publications/C3_Epostl_F_internet.pdf
Conseil de l’Europe. (2001). Cadre européen commun de référence pour les langues. Apprendre, enseigner, évaluer. Paris : Didier. www.coe.int/lang-cecr
Courtillon, J. (2003). Élaborer un cours de FLE. Paris : Hachette.
Cuq, J.-P. & Gruca, I. (2005). Cours de didactique du français langue étrangère et seconde. Grenoble : PUG.
Kiyitsioglou-Vlachou, R. (2017). « La maîtrise des compétences linguistiques garantit-elle l’opérationnalisation des savoir-faire interculturels ? Le cas des apprenants hellénophones », No 6, Revue du CEES (Centre européen d'études slaves). http://etudesslaves.edel.univ-poitiers.fr/index.php?id=1207
Moirand, S. (1990). Enseigner à communiquer en langue étrangère. Paris : Hachette.
Niquet, G. (1991). Enseigner le français. Pour qui ? Comment ? Paris : Hachette.
Tagliante, C. (2006). La classe de langue. Paris : CLE International.
Tagliante, C. (2005). L’évaluation et le Cadre européen commun. Paris : CLE International.
Αρβανίτης, Π. & Κιγιτσιόγλου-Βλάχου, Αικ. (2013). Η Πράξη Λόγου στα ψηφιακά περιβάλλοντα. Αθήνα. Εκδόσεις Παπαζήση.
Γρίβα, Ε.& Κωφού, Ι.(2019). Η εναλλακτική αξιολόγηση στο σύγχρονο εκπαιδευτικό περιβάλλον Σχεδιασμός και εφαρμογή περιγραφικών μεθόδων αξιολόγησης για τα γλωσσικά μαθήματα. Εκδόσεις: Κυριακίδη Θεσσαλονίκη.
Τοκατλίδου, Β. (2003). Γλώσσα, επικοινωνία και γλωσσική εκπαίδευση. Αθήνα. Πατάκης.
Τσοπάνογλου, Α. (2000). Μεθοδολογία της επιστημονικής έρευνας και εφαρμογές της στην αξιολόγηση της γλωσσικής κατάρτισης. Θεσσαλονίκη. Εκδόσεις: Ζήτη
Τσοπάνογλου, Α. (2010). «Η εγκυρότητα και ο έλεγχός της στην πιστοποίηση της γλωσσομάθειας», http://rcel.enl.uoa.gr/periodical/research2.htm
Last Update
28-02-2020
