Contemporary Theories and Practices in Education
Code: 102011 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500797 Early Childhood Education | FB | 2 | 2 |
| 2500798 Primary Education | FB | 1 | 1 |
Contact
- Name:
- Josep-Lluís Rodriguez Bosch
- Email:
- JosepLluis.Rodriguez@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- Yes
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Marta Sabaté Tomàs
- Aida Urrea Monclus
- Juan Morales Hernandez
- Xavi Lopez Garcia
Prerequisites
It's advisable to review the Philosophy of the High School.
Objectives and Contextualisation
It's to introduce students to the study of main educational theories in the contemporary world. At the same time, also he wants to show the historical evolution of these theories and their implementation.
In the first block, will be studied: the significance and the meaning of education, the relationship between the education and the Western culture and, of course, the epistemological role of pedagogy within the set of the education sciences. In addition, the main models of the educational theories are presented and carried out its critical consideration.
On the second block, it will deepen: in the institutions and the pedagogical movements, teaching practices and the most important education in current key.
This course complements other subjects like Educació i contextos educatius, Societat, ciència i cultura and Comunicació i interacció educatives.
Competences
- Early Childhood Education
- Appreciate the importance of teamwork.
- Assessing the personal relationship with each student and their family as a quality factor of education.
- Demonstrate an understanding of the role, possibilities and limits of education in today's society and core competencies that affect infant schools and their professionals.
- Demonstrate knowledge of quality improvement models with application to schools.
- Generate innovative and competitive proposals in research and professional activity.
- Know about international experiences and examples of innovative practices in infant education.
- Participate in the development and monitoring of educational programs in infant education in the framework of school projects and in collaboration with the territory and with other professionals and social agents.
- Place infant schooling in the Spanish education system, and in the European and international context.
- Respect the diversity and plurality of ideas, people and situations.
- Understand the law governing kindergartens and their organization.
- Primary Education
- Know about the historic evolution of the education system in our country and the political and legislative conditioners of educational activity.
- Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
- Manage information in relation to the professional field for decision making and the preparation of reports.
- Respect the diversity and the plurality of ideas, people and situations.
- Understanding the function, possibilities and limits of education in today's society and the fundamental skills affecting primary schools and their professionals
Learning Outcomes
- Accept that the diversity and plurality of ideas, practices and educational institutions is a value to defend.
- Access basic and contextual information on the main theoretical teaching and practical contributions that affect the teaching profession.
- Analyse, contextually and pedagogically, educational projects and national and international assessment reports related to nursery and primary education and that help make decisions in the field of education policy.
- Assessing the value of, and respecting the different pedagogical contributions of, different movements and authors of contemporary relevance.
- Critically and independently analyse the main current formulations and pedagogical practices, and be able to defend the assumption of criteria.
- Examining the knowledge of the main international, and especially European, pedagogical movements that have influenced contemporary pedagogical theory and practices that affect nursery and primary schooling.
- Find out about and develop a monitoring plan for infant education projects in the framework of a school that collaborates with the territory and with other professionals and social agents.
- Gaining a deeper knowledge of certain authors and educational movements that have had a special importance in educational thinking and practice in our country.
- Identifying the main changes affecting educational practice and the way teachers exercise their profession today.
- Observing and describing the main limitations but also the possibilities of current educational projects and practices of different centres and teaching professionals.
- Understand the historical evolution of the main currents of educational thinking in terms of the various changing contexts that affect teaching.
- Understand the main currents of contemporary thought of educational influence and their impact on nursery and primary education.
- Using graphic techniques to analyse the legislation regulating infant schools and their organisation.
- Using techniques such as the genogram, the video frame, family photos and family albums to critically analyse personal and other family relationships.
Content
1.- General aspects of the Theory of Education.
2.- Classics of Western Pedagogy.
3.- Pedagogical currents associated with specific educational methodologies.
4.- Relevant issues related to educational practice of our present.
Methodology
All the tasks of the subject follow three parts: autonomous activity, classroom activity (Large Group or Seminars) and supervised activity.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom activity in Large Group | 30 | 1.2 | 2, 5, 8, 12, 11, 9, 6, 4 |
| Classroom activity in Seminars | 15 | 0.6 | 2, 5, 3, 8, 12, 11, 9, 6, 10, 4 |
| Type: Supervised | |||
| Supervised activity | 30 | 1.2 | 2, 5, 12, 11, 9, 6, 10 |
| Type: Autonomous | |||
| Autonomous activity | 75 | 3 | 2, 5, 8, 12, 11, 9, 6, 4 |
Assessment
The evaluation will be conducted, during the semester, through the evaluative activities contained in this table.
To pass the subject, you must have a minimum arithmetic mean of 5. A score that comes from the calculation between the three sections. However, this calculation -previously- requires a minimum grade of 4 in the written exam. If not, the subject will be suspended. Nevertheless, there is the possibility of recovering the subject, with the condition that a minimum arithmetic mean of 3.5, through a last written test. If successful, the maximum mark of this recovery can only be an approved (5 to 6.9). Finally, repeating the subject implies accepting a single final synthesis evaluation.
Next, in an approximate way, the evalutation dates are mentioned:
1/ Bachelor's Degree in Primary Education
Group 31 Written exam (21/01/2020) // Retake (04/02/2020).
Group 21 Written exam (16/01/2020) // Retake (06/02/2020).
Group 71 Written exam (21/01/2020) // Retake (04/02/2020).
Group 41 Written exam (23/01/2020) // Retake (06/02/2020).
2/ Bachelor's Degree in Early Childhood Education
Group 61 Written exam (22/06/2020) // Retake (29/06/2020).
Group 62 Written exam (18/06/2020) // Retake (02/07/2020).
Class attendance is compulsory with a minimum of the 80%.
The marks obtained in each of the activities, in up to 20/25 days, will be delivered to students by publishing the results in the Virtual Campus or in the classroom.
Similarly, it also takes value: the linguistic correction, the writing and the formal aspects of presentation in all the activities (individual and group). In addition, it's necessary to express fluently, correctly and show aptitude in the comprehension of the academic texts. In this sense, an activity can be returned (not evaluated) or suspended, if the teacher considers that it doesn't fulfill these requirements. In turn, you must write the sources, notes, textual citations and bibliographic references correctly in accordance with the APA format.
Finally, it's recalled that it's not allowed to copy or plagiarize in the writing of any activity (regulation approved by the Comissió d'Ordenació Acadèmica de Graus i Màsters: Criteris i pautes generals d'avaluació de la Facultat de Ciències de l'Educació, May 28, 2015; and modified by the Junta de Facultat, April 6, 2017). Therefore, any attempt will mean suspending the subject. An attitude that isn't compatible with the deontological code of the educational profession: active listening, respect, participation, cooperation, empathy, kindness, punctuality, argumentation, correct use of the mobile phone and other technological gadgets, etc.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Continuous assessment based on evidence in practical tasks (1st part) | 30% | 0 | 0 | 2, 5, 3, 1, 12, 11, 7, 9, 10, 14, 13, 4 |
| Continuous assessment based on evidence in practical tasks (2nd part) | 20% | 0 | 0 | 2, 5, 3, 1, 12, 11, 7, 9, 10, 14, 13, 4 |
| Written exam | 50% | 0 | 0 | 2, 5, 3, 8, 12, 9, 6 |
Bibliography
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Webgraphy
https://blogs.iec.cat/she/
https://she.iec.cat
http://www.inrp.fr/she/histed_accueil.htm
http://www.sc.ehu.es/sfwsedhe