התנסות בהוראת האנגלית - שנה א'
The teaching practice at this stage takes place at the primary schools. The purpose of experiencing teaching at this stage is to build the foundation and principles of teaching. This entails knowing the school system not only as an educational and pedagogical system but also as a social and cultural environment. At this stage trainees are required to observe mentor teachers. Their observation is guided and to a certain extent, even controlled. During the observation period trainees are requested to document their observations. Their observation of the teacher is focused on the following: use of teaching methods, visual and technological aids, lesson planning, giving instructions etc… Moreover, the observation of the teaching environment which constitutes student interaction, interest, involvement and behavior in the lesson is of considerable importance. Later on, students are required to write their own lesson plans and take an active part in the teaching process. Through their practice, teaching trainees will be exposed to and familiarized with various teaching methods, use of course-books, choice and adaptation of material and to the actual implementation of the new curriculum. In addition to mentor teacher observations, trainees carry out peer observations. They are trained to write reports that include evaluation of lessons they have observed, personal comments and suggestions for improvement when needed. They share and discuss their reports with the instructor and their peers.
התנסות בהוראת האנגלית - שנה ב'
The purpose of practice teaching at this stage is to familiarize trainees with the school environment, socially and pedagogically: role of teacher, role of homeroom teacher, the school hierarchy, teacher- parent relationship alongside with teaching methods, the use of course-books and implementation of the New Curriculum. Trainees not only observe and document but they are also take an active part in school life and in the teaching process. Trainees use the information and knowledge gained from their observations and courses as steppingstones and reference for their observations teaching practice. For instance the knowledge and insights gained from the compulsory course of their studies ' The New Curriculum and Assessment' are employed to evaluate course-books used and for planning, writing a unit plan and writing a lesson plan. Trainees acquire teaching skills needed for teachers in general, and for the teaching of English in particular such as classroom management, staff meetings, role of head of department, dealing with discipline problems and teaching methods. With the mentor teacher they discuss and decide on lesson objectives, lesson procedure, choice of appropriate topics and catering to specific needs of targeted students taking into consideration students social needs, level of proficiency, interest, age, social and cultural norms. At this stage a great emphasis is put on the acquiring the various teaching methods used for teaching English as a foreign language with regard to mixed ability classes and pupils with special needs. In addition to reflecting on their observations trainees are required to reflect on their own teaching and on peer teaching. Their reflection has to be based on evidence and backed up based on theories of teaching in the field.
התנסות בהוראת האנגלית - שנה ג'
The workshop for third year students deals in depth with the teaching practice, specific lessons, lesson plans and with the pedagogy of instruction. The instructor focuses on instructing students on how to plan a portfolio and assess and review it later on. The workshop focuses on discussing a wide spectrum of various classroom tasks, activities, assessment and evaluation keeping in mind their objectives, targeted audience and the teaching context. Group work, pair work, differential teaching, use of portfolio, logs, dialogue journals and other forms of testing and evaluation are all dealt with, with clear emphasis on the upper school grade levels 9th and 10th. The instructor guides trainees and helps them enhance and expand their accumulated knowledge, theoretical as well as practical, in planning, preparing teaching aids, use of technology and the analysis and critique of existing literature and theories in the field. A significant attention in the workshop is given on motivating learners and engaging them in the teaching learning process. Needs of special attention to weak learners and students with special needs are essential components of the workshop. Towards the end of the academic year trainees are requested to organize a didactic exhibition at the college where they present their whole year experience of practice teaching and the workshop.