Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | A |
It is advised to have made the Practicum II and be enrolled in the second year following subjects :
- Learning and Development II .
- Languages and learning.
- Management and innovation in the mathematics classroom .
Practicum II is intended for students to deepen in the analysis and understanding of the processes of teaching and learning and human development at the stage of primary education. These practices are developed intensively over a period of seven weeks, thereby increasing immersion student at school: at first, the student will prepare reflections on teaching practice from the systematic observation and analysis; and a second time, the student will have to intervene as a professional and direct their thoughts from their performance, which will be proportional to the duration of the practices.
In order to take this course it is mandatory to hold the negative certificate from the Sex Offender Registry. The student is the unique responsible to get and present it to the center before the intership starts.
Without losing sight of the whole entire stage, students will follow a group class in a given cycle. In order to deepen the understanding of the processes of teaching and learning, this course is taught by faculty from three departments work in a coordinated manner:
• Department of Psychology and Education
• Unit Language and Literature Didactic
• Unit Mathematics Didactic
In short, the main purpose of these practices is to acquire professional skills that, as future teachers, they will enable the analysis, design and development of the teaching - learning in two key areas of the curriculum of primary education: languages and mathematics.
1. Analysis of the practices observed in the classroom:
• Description, interpretation and evaluation of teaching and learning situations in the classroom, more specifically in the instrumental areas.
• Analysis of attention to the diversity of learning pace.
• Description of activities and approaches to mentoring.
• Analysis of the processes of communication and interaction in the classroom.
• Analysis of the processes of social organization and learning in the classroom.
• Analysis of coexistence, approach and conflict resolution strategies.
2. Design and testing of proposals for teaching and learning Catalan language and mathematics diversified as needed.
• Sequencing learning activities and assessment
• Analysis of learning processes in relation to the teaching.
• Experimentation of methodologies that promote cooperation and learning autonomy.
3. The profession of teacher / a: functions, strategies, techniques and professional attitudes
• Self-analysis and self-regulation of the practice and learning processes.
The methodology is structured according to the training activities planned.
Regarding the stay in the center of practices:
• Observation, participation and preparation of documents.
• Development of field diary and observation notes.
• Study of everyday situations at school: types of dynamic activities in the classroom, specifically in the area of language and in mathematics.
• Development of interventions teaching and learning of mathematics and language.
Calendar: from January 11 to February 26, 2021
Seminars and group tutorials i individual:
• Presentation, exchange, discussion and evaluation of observations and processes designed in small groups.
• Design and analysis of interventions on math and language treatment of diversity.
• Reflection on our learning process.
• Active and quality participation
Calendar:
- 2 tutorials prior to the end of November / beginning of December (preferably on Tuesday).
- Weekly tutorials (during the stay in the center) on Tuesday afternoons in the time slot from 3 to 9 pm.
- 1 closing final tutoring to be carried out between April 26 and May 28 2021.
Learning portfolio:
• Finding information and documentation.
• Analysis and study of school reality.
• Design of teaching and learning interventions in the area of mathematics and language.
• Development of the learning portfolio.
•Preparation of oral presentations for the seminar.
Students taking part in the Richmond outgoing program can complete their portfolio in English.
Delivery date: from April 14 to 16, 2021
* Students degree in English will write Documents folder in Catalan.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
SEMINARS AND INDIVIDUAL OR COLLECTIVE TUTORIALS | 22 | 0.88 | 8, 29, 17, 37, 41, 40, 5, 9, 10, 13, 14, 22, 15, 27, 20, 18, 19, 21, 23, 31, 30, 33, 32, 35, 44 |
STAYING IN SCHOOL | 203 | 8.12 | 1, 29, 16, 4, 37, 36, 41, 5, 6, 24, 7, 38, 12, 11, 22, 15, 27, 43, 18, 19, 21, 2, 23, 26, 28, 31, 3, 32, 34, 25, 44, 42 |
Type: Autonomous | |||
PORTFOLIO | 75 | 3 | 8, 29, 17, 39, 41, 40, 7, 9, 10, 13, 11, 22, 15, 27, 20, 18, 19, 21, 23, 31, 32 |
The requirements to be evaluated compliance 100% attendance in the schedule of teacher’s center (and compliance the complete schedule of teachers, approx. 7h daily) and compliance with a minimum of 80% attendance to seminars mentoring faculty.
At any moment, the center may have to write a report that clearly explains the lack of progress and negative results of the student. If it happens, it would automatically result in a fail in this module and the final mark would be 3.
Each of the blocks of activities (tutorials, staying in the center and portfolio) must be overcome to obtain a positive assessment.
It's obligatory to give portfolio’s documents within the deadline set.
To pass this subject, it’s necessary that the student show, in activities that are proposed good general communication skills, both orally and in writingand a good command of the Catalan language, lingua franca of the subject as stated in the guide teacher. From 3rd year of the degree the student must have shown equivalent competence level C2 of the CEFR. Assessment of all course individual and group work tasks include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the 5 include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts. An activity can be returned (not evaluated) or failed if the teacher considers that it does not meet these linguistic requirements.
In order to assess the evolution of student learning and in accordance with the Regulations on the Rights and Duties of the University, it is necessary that its activities are original versions produced by themselves and demonstrate understanding and reflection made about the contents of the subject. Activities thatdo not respect this premise, since it is not possible to evaluate them in terms of student learning, will be suspended. The copy in evaluation activities is grounds for suspending the subject, without the right to recovery.
The evaluation’s criteria of each activity are as follows:
Seminars and individual and group tutorials:
•Assistance
•Active and quality participation
•Documents delivery
• Oralcommunicative competence in Catalan, equivalent to C2 of the CEFR.
Staying in the center of practices:
•Assistance and punctuality (teachers schedule).
• Degree of professionalism
• Level of analysis and participation
• Collaboration with teachers
• Relations with the class group
• Developed interventions
• The ability to reflect on everything in the process of practice
• Communicative competence, both oral and written in Catalan, equivalent to C2 of the CEFR.
Learning portfolio
Individual work on:
• Observations at school
• Interventions and analysis in the classroom
• Reflection on the learning process
• Academic language proficiency in Catalan, equivalent to C2 of the CEFR.
Delivery date: from April 14 to 16, 2021
For any doubt can consult the following documents:
General guidelines andcriteria for evaluating the Faculty of Education, approved by the COA on May 28, 2015 and modified in the Junta de Facultat of April 6, 2017
(http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).
Regulations Assessment of the Autonomous University of Barcelona
(http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
PORTFOLIO | 40% | 0 | 0 | 1, 8, 29, 16, 17, 39, 40, 9, 10, 13, 22, 15, 27, 20, 18, 19, 21, 23, 31, 33, 32, 44 |
SEMINARS AND INDIVIDUAL OR COLLECTIVE TUTORIALS | 30% | 0 | 0 | 1, 8, 29, 17, 37, 36, 41, 40, 5, 7, 9, 10, 13, 12, 14, 22, 15, 27, 20, 18, 19, 21, 23, 31, 30, 33, 32, 35, 44 |
STAYING IN SCHOOL - SCHOOL REPORT | 30% | 0 | 0 | 1, 29, 16, 4, 37, 36, 41, 40, 5, 6, 24, 7, 38, 10, 12, 14, 11, 22, 15, 27, 43, 20, 18, 19, 21, 2, 23, 26, 28, 31, 3, 33, 34, 25, 44, 42 |
Albarracín, L., Badillo, E., Giménez, J., Vanegas, Y., & Vilella, X. (2018). Aprender a enseñar matemáticas en la educación primaria. Madrid: Editorial Síntesis.
Bombini, G., & Martinez, N.V. (2018). Lectura, escriptura i «noves» tecnologiesun desafiament a la imaginació didàctica. Articles de Didàctica de la Llengua i de la Literatura, 77, 7-13.
Camps, A. (coord.) (2003). Seqüències didàctiques per aprendre a escriure. Barcelona: Graó
Colomer, T. (2010). Introducción a la literatura infantil y juvenil actual. Madrid: Síntesis.
DECRET 119/2015, de 23 de juny, d'ordenació dels ensenyaments de l'educació primària. Núm. 6900 - 26.6.2015
http://dogc.gencat.cat/ca/pdogc_canals_interns/pdogc_resultats_fitxa/?action=fitxa&documentId=696985&language=ca_ES
http://ateneu.xtec.cat/wikiform/wikiexport/_media/cursos/curriculum/inf_pri/cape/info_prima_ria_29_6.pdf
Departament d'Ensenyament: Inclusió: http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/inclusio/
Fons, M. (1999). Llegir i escriure per viure. Barcelona: La Galera
Gómez, C., & Albarracín, L. (2017). Estimación de grandes cantidades, en primaria. UNO-Revista de Didáctica de las Matemáticas, 76, 57-63.
Huguet, T. (2006). Aprendre junts a l’aula. Una proposta inclusiva. Barcelona: Graó.
Jofre, M., Soto, A., Badillo, E., & Prat, M. (2016). La reflexión sobre la práctica de aula. Una oportunidad de aprendizaje pedagógico para los maestros y maestros. AULA de Innovación Educativa, 252, 40-45.
Lerner D. (2001). Leer y escribir en la escuela: lo real, lo posible y lo necesario. México: Fondo de Cultura Económica
Morros, A., Badillo, E., Boukafri, K., & Fernández, P. (2017). La fotografía matemática como un instrumento para la argumentación de la fracción. UNO-Revista de Didáctica de las Matemáticas, 75, 66-71.
NCTM (2003). “Principios y estándares para la educación matemàtica”. Sociedad Andaluza de profesores de matemáticas, Granada.
Palou, J., & Fons, M. (coord.) (2016). Didáctica de la lengua y la literatura en educación primaria. Madrid: Síntesis.
Ribas, T; Milian, M. (2009): “Les pràctiques als centres educatius en la formació del futur professorat de llengua”, Articles, 49, pp.63-81.
Rico, L. (coord.) (1997). Bases teóricas del currículo de matemáticas en educación secundaria. Madrid: Síntesis.
Rico, L. (2006). “Marco teórico de evaluación en PISA sobre matemáticas y resolución de problemas”. Revista de Educación. Extraordinario 2006, pp.75-294.
Stacey, K. y Groves, S. (1999). Resolver problemas: estrategias (Unidades para desarrollar el razonamiento matemático). Narcea: Madrid (Traducció i adaptació de Mª Luz Callejo)
TAL Team (2001). Children learn mathematics. Freudenthal Institute and National Institute for CurriculumDevelopment.
TAL Team (2005). Young children learn measurement and geometry. Freudenthal Institute andNational Institute for Curriculum Development.
Webs:
Reading
https://leer.es/
Currículum Primary Education
http://www.xtec.cat/web/curriculum/primaria
Currículum and resources
http://www.xtec.cat/web/curriculum/primaria
Currículum at school and in the classroom: http://ateneu.xtec.cat/wikiform/wikiexport/cursos/curriculum/inf_pri/cape/index
Basic competences
ARC. Curriculum resources
http://apliense.xtec.cat/arc/cercador
Diversity atention