Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 2 | 1 |
Education and Curriculum Development is a second-year subject of the degree in Primary Education. As it follows on from the first-year subjects Education and Educational Contexts and Contemporary Theories and Practices in Education, a minimum proficiency level is required in these latter subjects in order to take full advantage of it. Competencies in education and educational contexts are closely related to those required in education and curriculum development. Similarly, educational contexts and contemporary theories and practices are part of the foundations of education and curriculum development.
During this year, student teachers will learn about teaching and learning processes and they will analyse, on the one hand, curricular approaches within learning and teaching methods and, on the other, the curriculum perspective in primary education.
Education and Curriculum Development will continue in the 3rd year with the subject Planning, Research and Innovation. This latter will go into detail about teaching and curriculum approaches, with specific reference to planning, research and innovation.
In this way, this subject aims to establish theoretical and practical benchmarks for working in primary education.
This year prepares student teachers to:
THE CONTENTS OF THE SUBJECT ARE:
First block: Didactics and curricular theory
1. Didactics and Curriculum: conceptual approach.
2. Curriculum theories.
3. Curriculum foundations.
The methodological proposal is designed within the principle of multivariate methodological strategies in order to facilitate active participation and the construction of the learning process by students.
Thus, we propose on-line whole-group lectures and also face-to-face seminars that allow work to be done in small groups with a focus on cooperative learning.
Autonomous work is going to be intensified. Within this framework, the teacher has to support the students frequently and has to provide them with resources in order to guide their learning process.
Tutorial interventions will be an important part of the working methodology.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminars. Cooperative learning activities in which the students work in groups. These activities will be structured in a specific way and will be known at the beginning of the subject. Likewise, these activities will further develop and apply the contents | 15 | 0.6 | 3, 2, 1, 15, 14, 5, 4, 6, 7, 17, 9, 8, 12, 13, 11 |
Whole group. Lectures in which the teacher takes an active role and gets the students involved in the teaching process. Its aim is to present contents, give instructions, carry out individual and group activities, and make other propositions | 30 | 1.2 | 2, 1, 15, 16, 14, 10, 5, 4, 6, 9, 8, 12, 11 |
Type: Supervised | |||
Supervisory. Group work, tutorial interventions and delivery of work. Face-to-face and on-line activities | 16 | 0.64 | 3, 4, 7, 17, 8, 13 |
Type: Autonomous | |||
Autonomous, on-line | 75 | 3 | 16, 10, 4, 8 |
The evaluation is according to the “Criteris i pautes generals d’avaluació de la Facultat de Ciències de l’Educació” aprovat per la COA a 28 de maig de 2015 i modificat a la Junta de Facultat del 6 d’abril del 2017 (http://www.uab.cat/web/estudiar/graus/informacio-academica/avaluacio/normativa-1345725436339.html).
The evaluation of this subject is carried out by monitoring the student teacher’s learning process in the seminars and the tutorial interventions. This monitoring process will allow us to take decisions about the development of the subject. At the end, we are going to verify if learning results agree with competencies and goals.
There are three assessment components:
To pass the subject, the student teacher has to do all the practice activities/exercises/tests and the exam, and deliver (and when necessary, defend,) them on time. Likewise, the student teacher must pass each one separately (5 is the minimum pass mark for each one).
Another aspect to consider is the weight of each one of these components (see the next table for this).
Likewise, all activities (individual and group) will consider the proofreading, writing and formal presentation. Students should be able to express themselves with fluency and accuracy and should show a high degree of understanding of academic texts. An activity can be returned (not rated) or suspended if the teacher believes that does not meet these requirements. To pass this subject, the student should have good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide.
The copy or plagiarism, both in the case of works and in the case of examinations, constitute an offense and will be punished with a 0 as a mark of the subject losing the possibility of recovering it, whether it is individual work or in group (in this case, all the members of the group will have a 0).
The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Presentation and defence of one practice (group assessment) | 5% | 2 | 0.08 | 2, 1, 15, 14, 4, 6, 9, 8 |
Test/exam (individual assessment) | 50% | 4 | 0.16 | 2, 1, 15, 16, 14, 10, 9, 11 |
Work done in the seminars, delivery of tests/practice activities (group assessment and individual assessment) | 45% | 8 | 0.32 | 3, 2, 1, 15, 14, 5, 4, 6, 7, 17, 9, 8, 12, 13, 11 |
Compulsory readings
DACK, H. & TOMLINSON, C.A. (20149. Searching for the Irresistible. Phi Delta Kappan, 95, 43-47. DOI 10.1177/003172171409500810
DARLING-HAMMOND, L. & BRANSFORD, J. (Eds.) (2005). Preparing teaching for a changing world. What teachers should learn and be able to do. San Franciso: Jossey-Bass. (Chapters 8, and 9).
FOTHERINGHAM, J., STRICKLAND, K., & AITCHISON, K. (2012). Curriculum: Directions, decisions and debate. Edinburg: The Quality Assurance Agency for Higher Education. Available in: http://www.enhancementthemes.ac.uk/docs/publications/curriculum-directions-decisions-and-debate.pdf
GENERALITAT DE CATALUNYA. DEP. EDUCACIÓ. Currículum. Educació Primària. Available in: http://www.xtec.cat/web/curriculum/primaria/curriculum
GUNDEM, B.B. & HOPMANN, S. (2002). Didaktik and/or Curriculum. An International Dialogue. New York: American University Studies. (Chapters 1, 2, 3, 10, 13, and Conclusion chapter).
JOHN, P.D. (2006). Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498.DOI: 10.1080/00220270500363620
McKENNA, S. (2003). Paradigms of curriculum design: Implications for South African educators. Jnl for Language Teaching, 37 (2), 215-223. Available in:
http://www.google.es/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CD4QFjAB&url=http%3A%2F%2Fwww.ajol.info%2Findex.php%2Ftvl%2Farticle%2Fdownload%2F53842%2F42392&ei=5INNUqOoCsnE7AaZgoHwCQ&usg=AFQjCNF8V34Jlzpfh1eZZcD8KKkLciUwYQ
MONTANERO, M. (2019). Didàctica General. Planificacio y práctica de la enseñanza primaria. Cáceres: Universidad de Extremadura. Servicio de Publicaciones
PINAR, W.F. (2004). What is Curriculum Theory?Mahwah, N.J.: Lawrence Erlbaum. (pp. 192-197).
REID, W.A. (2002). Systems and Structures or Myths and Fables? A Cross-Cultural Perspective on Curriculum Content. In, B.B. GUNDEM & S. HOPMANN, Didaktik and/or Curriculum. An International Dialogue (pp. 11-27). New York: Peter Lang.
TEJADA, J. (2005): Didáctica-Currículum. Diseño, desarrollo y evaluación curricular. Barcelona: Davinci.
TOMOZII, S.E. & TOPALĂ, I. (2014). Why do we need to change the educational paradigms? Procedia - Social and Behavioral Sciences, 142, 586-591.
VIANA, M. & FREIRE, Z.M. (2014). Deconstruction of Paradigms for Teacher Training: A Transdisciplinary Perspective. Journal of Modern Education Review, 4(5), 349-357.
Workpaper of Tom Reeves (2006). Educational paradigms. Available in: http://www.auburn.edu/academic/classes/ctmu/7520/readings/reeves_paradigms.htm
ZAIS, R.S. (1976). Curriculum: Principles and foundations. New York: Harper & Row. (Chapters 1, 4, 13, 14, 15, 16, and 20).
ZIERER, K. & SEEL, N.M. (2012). General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences, about the past and the future of two sciences of learning and teaching. SpringerPlus, 1(15), 2-22. Available in: http://www.springerplus.com/content/pdf/2193-1801-1-15.pdf