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2020/2021

School Guidance

Code: 103525 ECTS Credits: 6
Degree Type Year Semester
2500261 Education Studies OB 3 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Sebastia Sanchez Marin
Email:
Sebastia.Sanchez@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Patricia Olmos Rueda

Prerequisites

None

Objectives and Contextualisation

This subject, compulsory in the  third course of Pedagogy aims to train guidance practitioners working at schools in collaboration with teachers, families and other professionals linked with the school and the territory. Foundations of guidance will be considered in all educational compulsory stages and also resources, tools and colaboration stratgegies. Students at the end of the subject will have a general overview of how to conduct guidance actions in this context. This subject, together with  "Vocational  Guidance" constitute the foundation of the metion on the 4th. grade entitled "Educational Guidance" .

 

 

Competences

  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Analyse and recognize one’s own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
  • Apply educational counselling, guidance, consultation and mediation strategies and techniques in professional fields and educational and training institutions and services.
  • Diagnose people’s development needs and possibilities to support the development of educational and training activities.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Displaying an attitude of respect for the ethical principles of guidance and mediation.
  2. Identifying educational and guidance requirements based on pre-designed strategies.
  3. Identifying strengths and weaknesses in order to tackle guidance and mediation processes.
  4. Identifying the ethical principles existing in the processes of mediation and guidance.
  5. Programming the tutoring of a course based on pre-established parameters (level, context, etc.).
  6. Proposing improvements on the potentials and minimising weaknesses for guidance and mediation.
  7. Proposing strategies and initiatives for guidance and mediation based on real or simulated situations.
  8. Relating training and guidance requirements with guidance strategies.
  9. Simulating multi-professional or inter-professional work in relation to guidance or mediation processes.
  10. Successfully develop targeting, consultation and mediation strategies, according to pre-established professional standards.

Content

PART 1

  • 1. Principles and foundations of academic and educational guidance.
  • 2. Models and aproaches in guidance.
  • 3. Tècniques, resources, programmes and tools in guidance.

PART 2

  • 4. Mentoring and tutoring.
  • 5. Family guidance, mediation and conflict.
  • 6. Guidance and tutoring at the inclusive school.

Methodology

The student will lead the learning process and under this premise the methodology was planned as shown above.

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

 

 

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Class activities 0 0 1, 5, 7, 6
Debates 30 1.2
Group work 15 0.6 10, 4, 1, 5, 7, 8, 9
Type: Supervised      
Assignments 30 1.2
Type: Autonomous      
Student work 75 3 10, 3, 1, 5, 7

Assessment

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

Evaluation will be developed during the subject and along the accademic course through the activities shown in the table below:

  • A first evaluation will be performed once block A is completed, a second evaluation when block B is completed, the re-evaluation a few days after the end of the second block (block B).
  • The parts refer to the contents of the subject (see section 5).
  • Practices, cases, problems and exercises will be distributed along all the subjet, with requirements concerning scheduling and delivering. Feed back and following up of activities will be done within the current month of delivery.
  • Students with a successfull follow-up of the subject and with some pending assignment will be allowed to pass the subject though the redesign or improvement of those failed assignments.
  • Copy of any part of an assignment, essays or examinations will lead to "failed" as a final result. 
  • The mark wil be the mean of qualifications of both parts of the subject as speciffied in section 5. Marks will be considered when doing the mean only if they reach a 4 out of 10. Pass will require a minimum of 5. 
  • Class attendance is compulsory with a minimum of 80% of attendance, less attendance wil lead to a "not presented" as a final mark. 
  • All those aspects not covered will be decided under the faculty regulations: (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html)  and university regulations http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.htm

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
First assignment 20% 0 0 10, 4, 3, 2, 1, 9
Fourth assignment 30% 0 0 10, 4, 3, 2, 1, 9
Second assignment 20% 0 0 4, 1, 5, 7, 6, 8, 9
Third assignment 30% 0 0 4, 1, 5, 7, 6, 8, 9

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