Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OB | 0 | A |
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General objectives:
SECTION 1. Learning and personal development
1. To grow up during adolescence.
1.1. Development, learning, culture and education
1.2. Cognitive, affective, social and body skills
1.3. Cognitive development and the development of knowledge
1.4. The formation of individual and social identity
1.5. Individual differences. Difficulties in individual, social and learning development
2. Learning in secondary schooling
2.1. Knowledge building in the school context.
2.2. Types of contents and types of learning
2.3. The process of knowledge building
2.4. Interaction among peers. Methodologies of cooperative learning
2.5. Development, learning and ICT
2.6. Psychosocial aspects of learning. The development of self-stem
2.7. Mutual representations and their roles.
SECTION 2. Educational processes and contexts.
3. The educational system
3.1. Main features of educational Systems
3.2. The evolution of the education system from the 70s
3.3. The Catalan education system. Normative Framework of secondary schooling
4. The organization of secondary schooling
4.1. Main elements of the organization of schools
4.2. School autonomy and school projects
4.3. The organisation of material recourses.
4.4. The organisation of timing resources
5. Curriculum in secondary schooling
5.1. Curriculum and the knowledge society
5.2. Curriculum and Basic skills
5.3. Curriculum in lower and upper secondary schooling
5.4. Curriculum and values
5.5. Curriculum and ICT
5.6. Evaluation of learning and curriculum
6. Participation of the educational community
6.1. Structures for participation
6.2. Participation culture
6.3. Relations between secondary schools and families
6.4. The family associations
7. Relations withthe social context
7.1. Networks for school coordination
7.2. Local educational plans
7.3. City educational plans
7.4. Shared responsibilities among educational administrations
8. The management of pupils’ heterogeneity
8.1. The concept of pupil’s heterogeneity in secondary schooling
8.2. Diversity vs inclusion
8.3. Resources for the management of pupil’s heterogeneity
8.4. Different kinds of pupil’s heterogeneity
8.5. Modalities of students’ grouping
9. Communication during secondary schooling
9.1. Interaction and communication
9.2. Educational communication
9.3. Communicative skills
10. Relations within the classroom
10.1. Groups dynamics
10.2. Coexistence within the classrooms and managing conflicts
10.3. Emotional skills
11. The mentoring and guidance.
11.1. The functions of the profesorado tutor high school.
11.2. The teacher tutor and the coordination of the functions of the Educational Guidance (personal, academic and professional).
11.3. Tutorials Assessment, Promotion and Accreditation of the students
11.4. Models and Experiences of mentoring.
12. The teachers of the secondary.
12.1. The Professional competences.
12.2. The access to the profession in the Service of Education of Catalonia.
SECTION 3. Society, family and education.
13. Societyand secondary schooling
13.1. The sociological perspective
13.2. Social changes and secondary schooling
13.3. The social context of schooling
14. School reforms
14.1. Secondary school reforms. Towards a comprehensive school system
14.2. Comprehensive school reforms in Europe
14.3. Comprehensive school reforms in Spain and Catalonia
15. Social and educational inequalities
15.1. Social inequalities: social class, gender and migration
15.2. Educational inequalities: access, process and results
15.3. Policies to achieve educational equity
16. Transitions in secondary schooling
16.1. The concept of transition
16.2. Transition to upper secondary schooling
16.3. Transitions from school to work
17. The main actors of the educational community
17.1. The students and their attitudes
17.2. The families and their changes
17.3. The teachers and their labour conditions
Directed activity:
Lectures and others
Examples and case studies
Exhibition of works
Didactic proposals
Comments and/or exposition of readings
Document analysis
Simulations of professional situations
Classroom practices
Monographic sessions
Commentary of written and videographic texts
Conducting practical activities and didactic proposals in groups
Work in cooperative groups
Supervised activity:
Specialized tutorials, collective or individual
Work review
Personal reflections on simulations and other practices
Individual and group thematic works
Process tests
Guided observations
Initial and final questionnaires
Autonomous activity:
Personal study
Readings and text comments
Consultation and reading of the recommended bibliography
Preparation of works
Document search
Formation activities
Title Hours Credits Learning results
Types: targetet
Face-to-face activity 97 3,88 16, 14, 21, 10, 6, 12, 2, 5, 9, 8, 13, 22, 3, 7
Types: Supervised
Specialized tasks, tutoring and evaluation 95 3,8 16, 10, 6, 12, 13, 11, 22, 3, 4, 7
Types: Autonomous
Autonomus learning activities 45 1,8 16, 21, 12, 5, 8, 11, 15, 3, 4, 7
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Directed activity | 97.5 | 3.9 | 1, 22, 12, 19, 6, 9, 8, 7, 10, 14, 15, 18, 13, 21 |
Type: Supervised | |||
Supervised activity | 97.5 | 3.9 | 22, 3, 19, 6, 7, 17, 10, 14, 18, 21 |
Type: Autonomous | |||
Autonomous activity | 180 | 7.2 | 22, 3, 12, 6, 9, 17, 10, 16, 18, 13 |
The assessment of the Psychopedagogical and Social Training module will consist of a globalising assignment where the integrated competences of the different blocks can be reflected, and a specific assignment for each block.
The globalisation assignment will have two parts. The first part will be an analysis of a secondary school from an interdisciplinary perspective, connecting classroom, school and environment, based on a repertoire of observation and data collection techniques that will be done in the first internship period. The second part consists of a reflective analysis based on the learnings achieved and proposals for improvement.
The psychology assignment (block 1) will consist the reading of an article and oral presentation in group.
The pedagogical assignment (block 2) will consist of a small group work with an oral presentation on a pedagogical subject (exhibitions from the return of the first period of internship until the end of the module).
The sociology assignment (block 3) will consist of an initial and final evaluation exercise of reflection on the social functions of secondary education (beginning and end of the module).
The weight of each evidence and the calendar are shown in the following table:
Evidence |
Weight |
Delivery date |
Analysis of a secondary school |
25% |
22 Decembre 2020 |
Analytical reflection and proposals |
25% |
19 March 2021 |
Article (Psychology) |
10% |
11 Decembre 2020 |
Presentation (Pedagogy) |
25% |
Decembre-February |
Initial and final exercise (Sociology) |
10% |
13 or 19 October 2020 y 22-23 February 2021 |
|
|
|
The delivery dates are indicative, depending on how the academic year is affected by the pandemic situation and the necessary adaptations will be made.
The deliveries of the works will be carried out primarily through the virtual way. Other means of delivery maybe enabled, with prior agreement with the faculty, and the class will be informed in person and by virtual means. Work delivered by means not agreed with the faculty will not be accepted, nor will works submitted with incorrect formats, which do not include the name of the authors or that are delivered after the deadline.
The qualifications of the evaluation activities will be made public a maximum of one month after their delivery.
The written works must be delivered in Catalan /the reassoned exceptions will be alued by the teaching team.
Students who have failed done of the 5 assessmentactivities with a minimum grade of 3,5 may apply for the recovery which will consist of a work or test that will be scheduled with a minimum of two weeks after the communication of the suspension. The recovery will be assessed as suitable or no suitable.
The questions or doubts regarding the evaluation that are not included in the above indicationswill be governed by the following documents:
- Criteris i pautes generals d'avaluació de la Facultat de Ciències de l'Educació (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).
- Normativa d'Avaluació de la Universitat Autònoma de Barcelona. Títol IV: Avaluació. Versió segons les modificacions aprovades per acord del Consell de Govern de 12 de juliol de 2017 (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Analysis of a secondary school | 25% | 0 | 0 | 2, 12, 7, 11, 4, 5, 13 |
Analytical reflextion and proposals | 30 | 0 | 0 | 22, 9, 8, 7, 17, 11, 20, 4, 5, 13 |
Initial evaluation and final reflection exercise on the social functions of secondary education | 10% | 0 | 0 | 1, 22, 12, 19, 6, 9, 7, 17, 10, 14, 15, 18, 13, 21 |
Reading and exposition about one article Observation assignment (psychology) | 10% | 0 | 0 | 1, 22, 3, 12, 19, 6, 9, 8, 7, 17, 10, 14, 15, 16, 18, 13, 21 |
Small group work with oral presentation on a pedagogical theme | 25% | 0 | 0 | 22, 19, 6, 7, 10, 15, 18, 13 |
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Pàgines web recomanades:
Fundació Bofill, http://www.fbofill.cat/
Fundació dedicada a la promoció de la recerca en ciències socials centrada en el fet educatiu. Publica nombrosos estudis sobre educacióiciutadania, a destacar l’anuari de l’educació.
Observatori Català de la Joventut, www.gencat.es/joventut/observatori
GRAI, http://grupsderecerca.uab.cat/grai/
Grup de recerca sobre aprenentatge entre iguals.
Edu21 http://www.edu21.cat