MATeaching Practice for English Teachers (Double-Subject Pedagogical Study Programme)

Credit points: 6
Contact hours: 30


Andreja Drašler, MA, Teaching Assistant

Course Description

Specific course features:

This course consists of two placements in public schools. The student spends either 1 week at a primary school and 2 weeks at a secondary school, or vice versa. For single subject students the first placement (1 week) is in their 1st year, and the longer placement in their 2nd year. Double subject students take all three weeks in their 4th semester. As a rule, the student chooses the school and the school/mentor confirms the placement by written agreement. The instructions for the teaching practice have been provided by the teachers of this course in book format. The main activities are observing the mentor teacher and teaching lessons independently with guidance and feedback from the mentor. Each TP is documented by a portfolio. The last part of the course is a lesson assessed by a teacher of this course and arranged specifically for this purpose (outside of each student’s TP). This is organized after the student has completed both parts of TP. The course requires complex organization and individual work on the part of the teachers, as up to 100 students (enrolment maximum) will require school placements and formally assessed lessons in each academic year.


Aims and subject-specific competences


  • Connecting theoretical knowledge with practical experience / transfer of theoretical knowledge into practice
  • Effective observation of the classroom work of experienced teachers and fellow teacher trainees
  • Successful lesson planning based on learner needs and abilities
  • Familiarization with the nature and content of classroom teaching and other aspects of a teacher's work
  • Learning to manage a foreign language classroom
  • Effective use of appropriate methods and techniques of teaching English
  • Developing reflection skills needed to analyze teaching and classroom observation
  • Developing the ability to critically assess one's own teaching
  • Using various methods and techniques of language assessment
  • Learning to critically evaluate EFL materials and syllabi
  • Learning to differentiate instruction according to the learners’ cognitive, social and emotional abilities, styles and language learning strategies
  • Developing and using appropriate methods of motivating learners
  • Learning to use ICT in foreign language instruction and developing information literacy
  • Practising and developing the trainees' capacity to engage in team work and collaboration in general
  • Practising a critical but respectful attitude towards other people's views
  • Developing respect for everyone involved in the learning process, in particular the learner
  • Practising moral principles and professional ethics
  • Fostering the development of a cooperative “staffroom culture”
  • Developing an appropriate attitude towards ongoing professional development and lifelong learning


Course content

Teaching practice includes observation of experienced teachers and fellow teacher trainees with the help of focused observation tasks, follow-up discussions with the mentor teacher after the lessons, writing and discussing lesson plans, independent teaching, (self-)assessment of lessons and participating in teacher activities beyond the classroom (e.g. meetings with parents, school paperwork).


Course literature

Gower, R., D. Phillips and  S. Walters. 1995. Teaching Practice Handbook. Oxford: Heinemann.

Skela, J., U. Sešek and M. Zavašnik. 2003. Pedagoška praksa. Teaching Practice Pack. Gradivo za praktično usposabljanje učiteljev angleščine. Ljubljana: Zavod RS za šolstvo.



Single subject students:

Year 1:

  • 60 % portfolio
  • 40 % mentor’s grade of a trainees’ lesson

Year 2:

  • 40 % portfolio
  • 20 % mentor’s grade of a trainees’ lesson
  • 40 % final formally assessed lesson

Double subject students:

  • 20 % portfolio (primary school placement)
  • 20 % portfolio (secondary school placement)
  • 10 % mentor’s grade of a trainee’s lesson (primary school)
  • 10 % mentor’s grade of a trainee’s lesson (secondary school)
  • 40 % final formally assessed lesson

Grading scale of 6-10 (pass) and 1-5 (fail), in accordance with the Statutes of the University of Ljubljana and with the examination system of the Faculty of Arts.