PRACTICUM OBJECTIVES AND CONTENT
Educational Sciences
Teaching and Research Unit
BACHELOR IN PRESCHOOL EDUCATION
AND
PRIMARY TEACHING
(7991 – 8091)
(120 CREDITS)
PRACTICAL TRAINING GUIDE
PRACTICUM CALENDAR
at the university
Preparatory courses:
From the start of the session to the date of entry into the
practicum school, for the practicum period.
Feedback seminars:
Following the end of practical training, until the end of the
university’s academic year (Practicum I, II and III).
Year
in the school
Fall
1st year
Total
length:
60 hours
2nd year
Winter
Practicum I
12 weeks – 1 day a week.
Date: mid-January to midApril, 2014.
Practicum II
1 day a week for 6 and 3
weeks consecutively.
Total
length:
Date: November 5 to22,
105 hours 2013.
3rd year
Total
length:
225 hours
4th year
Practicum III
1 day a week for 6 and 3
weeks consecutively (120
hours).
Date: November 5 to 22,
2013.
1 day a week in December.
Practicum III
Return to the school for 1
day a week (January and
February) and 3 consecutive
weeks (105 hours).
Date: April 7 to 25, 2014.
Practicum IV
Practicum IV
1 day a week from 15 weeks in the school
September to November.
setting.
Total
December: Presence in the
length:
460 hours school for a minimum of 5
consecutive days of full
responsibility.
Date: January to April 2014.
STA4125E
PRACTICUM I AND SEMINARS:
INITIATION TO THE PRACTICE OF THE TEACHING
PROFESSION
(3 CREDITS)
PREREQUISITE(S): EDU2332E
OBJECTIVES
Becoming initiated into the teaching practice. Learning
about the various aspects of the teaching task.
Elaborating teaching-learning situations and intervening
sporadically in class under the supervision of the
associate teacher.
Content
Introductory days to the teaching profession in the school
institution alternated with seminar-type meetings held at
university. Elaboration of teaching-learning situations
adapted to student needs and characteristics using new
information and communication technologies. Conduct
of teaching-learning situations under the supervision of
the associate teacher. Acclimatization to communicate
clearly and efficiently in the teaching language, both
orally and in writing, in various teaching contexts.
Initiation to cooperative work deemed necessary between
the school team and parents. Study of professional,
ethical and accountable teaching practice. Oral and
written presentation to express thoughts on the initiation
experience with the teaching profession.
STA4126E
PRACTICUM II AND SEMINARS:
CLASSROOM MANAGEMENT (3 CREDITS)
PREREQUISITE(S): STA4125E
OBJECTIVES
Used as an integration environment, the second
practicum contributes in many ways to the development
of pedagogical intervention skills in school. In real-life
educative intervention situations and under the direct
supervision of an associate teacher and university
supervisor, students develop and iron out intervention
skills with preschool and primary students. Emphasis on
development of skills in classroom management and
professional action analysis. Students learn to solve
problems in classroom intervention contexts.
Content
Practicum II is closely linked with the course entitled
Classroom Management Foundations and Strategies
(EDU2113). It consists of seven seminars and one
practicum session where the trainees have the
opportunity to acclimatize to the classroom in the course
of six attendances, followed by three intensive weeks
where they take charge of the classroom on a continuous
basis during five to seven consecutive days. This course
enables teachers-to-be to discuss periodically with peers
on their respective experience. Training workshops on
teaching-learning activity planning and pedagogical
interaction and communication technologies (ICT) allow
future teachers to learn the basics of: activity elaboration
and conduct for the three pedagogical periods;
pedagogical questioning; reinforcement and retroaction;
interpersonal communication; explicit teaching; and to
enhance their capacity to use them efficiently. The
practicum II seminar on classroom management aims to
increase the students’ capacity to give some thought to
their teaching practice in a perspective of continuous
professional development.
STA4137E
PRACTICUM III AND SEMINARS:
LEARNING CONTENTS AND PROCESS I (3 CREDITS)
PREREQUISITE(S): EDU2332E; STA4125E; STA4126E
OBJECTIVES
This medium length practicum phases over two
semesters: fall (STA4137) and winter (STA4147). It
aims for the progressive development of skills necessary
to conduct various teaching tasks. In the course of the
first part, the students are required to gradually take full
lead of the classroom under the supervision of their
associate teachers. The professional skills acquired
during that period relate to real-life situations
experienced in the course of the practicum. They are:
elaborating, selecting, organizing and conducting
teaching-learning situations; communicating with
students, colleagues, and parents using an appropriate
language level both orally and in writing; evaluating
student learning progression; respecting professional
ethics; objectifying and analyzing one’s classroom
participation and intervention experience on the basis of
the didactical issues relating to student learning.
Content
Development of disciplinary knowledge through an
approach of competence. Transformation of curriculum
knowledge into situations likely to trigger student
learning. Analysis of spontaneous situations as
opportunities to work on knowledge acquisition.
Questioning on links between the contents learned by the
students; types of knowledge; cognitive tasks; didactical
and pedagogical variables of teaching-learning devices.
Conceptual analysis of the notional contents of the
teaching language and mathematics (competence 1). A
priori analysis of teaching-learning situations in terms of
target, cognitive task and possible student conduct. The
quest for consistency between pedagogical and didactical
decisions most likely to foster knowledge acquisition.
Pedagogical and didactical differentiation of one’s
teaching practice to meet particular student needs
(competence 7). Observation of students’ knowledge
appropriation and progression (competence 5). Analysis
of complex professional situations experienced in
classrooms in terms of resources to mobilize. Ethical
dimension of the teaching profession (competence 12).
During the second part of Practicum III, the student is
required to pursue the development of competencies related to
taking total responsibility for a class, under the supervision of
the mentor teacher.
STA4148 PRACTICUM IV: THE PRACTICE OF THE
TEACHING PROFESSION
(13 CREDITS)
Objectives
Bringing students to assume a full lead of the teaching task
as required by the ministère de l’Éducation du Québec
(2001): elaborating and conducting teaching-learning
situations according to the pupils and target skills to develop
under the training program as professional heirs, critics and
interpreters of knowledge and culture; adapting one’s
interventions to the needs and characteristics of the pupils
experiencing difficulties; evaluating the learning progress
and skills acquisition level of pupils in regard to the teaching
contents; organizing and supervising the group-class modus
operandi in order to foster pupils’ learning and socialization;
communicating clearly and efficiently in the teaching
language, both orally and in writing, in contexts relating to
the teaching profession; integrating information and
communication technologies in professional activities;
cooperating with team-school colleagues and partners of the
social environment initiating a professional development
process; acting ethically and responsibly in the course of
one’s duties.
Content
Preparation for taking full lead of a classroom involves
progressive integration, long-term planning and elaboration
of an innovation project. Project planning and elaboration
constitute a first step towards reinvestment of skills acquired
in didactics, planning and evaluation courses. The practicum
completed in winter enables students to take full
responsibility of a teaching task in preschool or primary
school: planning and conduct of teaching-learning activities;
interventions with pupils experiencing difficulties, evaluation
of learning and skills, classroom management, meetings with
parents, working with team-school members, participation in
activities. All of the professional skills are solicited. In
cooperation with the school institution, this intensive
practicum is conducted under the supervision of an associate
teacher, school management and a university professor for
ensuring integration of theoretical and practical contents. The
students are evaluated on a consensus basis (committee) by
partners committed to supervising the students.
THE STUDENT TEACHER
 develops knowledge, skills, aptitudes and attitudes essential for
the practice of the teaching profession;
 is introduced to the professional teaching role by gradually
assuming complete responsibility for assigned tasks;
 becomes familiar with the school setting in which they evolve;
 learns to analyze their teaching practice, to evaluate their
strengths and weaknesses with the help of resource-people;
 meets the associate teacher and the school principal before the
start of the practicum in order to determine the respective
expectations of each party;
 communicates with the practicum professor during the first
week of practicum to let them know whether everything is
working out as planned;
 is punctual, and present on the required days at the beginning of
the day and waits until the days activities are over, to leave;
 notifies the principal and associate teacher of any absences;
 participates according to the practicum objectives and
according to instructions from the associate teacher, in every
class and school activity;
 interacts positively with students and school staff;
 diligently researches and assumes the responsibilities given to
them;
 plans and teaches courses in different subjects, for which a
homeroom teacher has responsibility;
 demonstrates competency in the content to be taught, and uses
adapted teaching-learning strategies;
 collaborates with the associate teacher, the school principal and
the practicum professor in the completion of the final practicum
evaluation;
 ...
THE MENTOR TEACHER
 welcomes the student teacher into their class;
 is a resource and a guide for the student teacher’s practical
learning and their discovery of the various facets of the school
and professional setting;
 maintain complete responsibility for their groups of students for
the duration of the practicum;
 remains at the school for the duration of the practicum, to meet
the needs of their students and the needs of the student teacher;
 clarifies their expectations about the tasks given to the student
teacher;
 assists the student teacher in the design, the planning, the
implementation and the evaluation of teaching-learning
situations, in relation to programs of study;
 advises the student teacher regarding workplace norms and
practices;
 provides the student teacher with regular feedback about
their teaching, pedagogical behaviours and their
professional attitudes, as part of a reflexive analysis
process;
 supports the university in the training process;
 meets with the university professor and provides them with
any information relevant to the evolution of the practicum;
 participates in the evaluation of the student teacher;
 ...
THE UNIVERSITY PROFESSOR
 prepares the student teacher for the practicum, in seminars;
 serves as a link between the university, school staff and the
student teacher;
 supervises and ensures that the necessary support is
provided to the student teacher during the practicum
period;
 establishes a schedule of visits and a supervision plan with
the school, the associate teacher and the student teacher;
 complies with school and university policies;
 meets with the student teacher in the school setting to
ensure consistent monitoring (formative and summative
evaluations) (see note 3);
 maintains a professional exchange between the school
board, the school, the associate teacher and the student
teacher;
 observes the student teacher in pedagogical situations and
obtains any help necessary:
 in cases where the student teacher is having major
difficulties, studies the situation with the school, and if
needed, with the student teacher’s program director;
 assists the student teacher with the design and planning
of teaching learning activities;
 supports the mentor teacher’s supervision of the
student teacher;
 assists the student teacher with their objectivation
process;
 leads post-practicum seminars;
 evaluates the student teacher’s performance in
collaboration with the associate teacher and the school
principal;
 assumes responsibility for the summative evaluation;
 ...
 makes the university’s needs known to their teachers, so
that they may receive students;
 invites and encourages potential associate teachers to
welcome and integrate student teachers into the school
setting;
 informs associate teachers of their responsibilities;
 welcomes student teachers and facilitates their integration
into the life of the school;
 ensures the cooperation of teachers as well as the school
team in the process of integrating the student teachers into
the school’s life;
 supervises the student teachers in the school;
 keeps in touch with relevant university staff;
 officially recognizes the role of associate teacher as well as
the contributions of practicum activities to the life of the
school;
 participates in the resolution of problems encountered by
the associate teacher and student teacher;
 ensures that the relationship between the associate teacher
and the student teacher is a positive one;
 participates in the summative and formative evaluations of
practicum students in the school;
 assesses the effects of practicum on their schools;
 …
OTHER INFORMATION
1. Mondays are set aside in the timetable for the gradual
integration of student teachers into the school setting.
Monitoring is accomplished with periodic communications
by telephone, email, or meetings, if required, between the
university professor and mentor teacher.
4. Practicum II consists of a practicum period of three weeks,
where the student gradually takes full responsibility for
teaching a class for 5 to 7 consecutive days.
5. Practicum III extends over two sessions and consists of two
practicum periods: the first in the Fall requires the student
teacher to take gradual responsibility for teaching a class for
7 to 10 consecutive days, and the second, in the Winter
session, requires gradually taking responsibility for teaching
a class for 12 to 15 consecutive days. This practicum takes
place with the same class, in both cases. It is important that
the student teacher experience the specific events connected
with students’ return to school.
6. Practicum IV extends over two sessions and consists of a
gradual 12 days integration in the Fall, followed by a
minimum of 5 consecutive days of full responsibility for a
class in December and full responsibility for a group of
students for a period of 15 weeks, from January to April.
7. For all practicum, the university assigns a supervisor to
each student, who participates in supervision committee
meetings and who is available for consultation by the mentor
teacher.
2. Prerequisite practicum courses include classes dealing
with conceptual topics, in order to ensure adequate
preparation for the practicum period. For some
practicum, integration and review seminars are also
scheduled, post-practicum. Dates for these classes and
seminars are indicated in the course syllabus given to
students.
3. Practicum I includes implementation activities. During
their presence in class, student teachers must carry out
co-teaching activities, in order to be able to gradually
take responsibility for two full days in the classroom.
For more information, please contact:
Melissa Mckenzie
Practicum Coordinator
Educational Sciences Module
Université du Québec en Abitibi-Témiscamingue
445, boul. de l’Université
Rouyn-Noranda (Québec) J9X 5E4
Telephone:
(819) 762-0971, ext. 2235
Fax:
(819) 797-4727
Email:
melissa.mckenzie@uqat.ca
Adapté et révisé : Suzane Caron, juin 2008
(version traduite : septembre 2008)
THE SCHOOL PRINCIPAL
 supports the university in the training process;