Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
There are not prerequisites
The educational guidance is a pedagogical practice at the service of the social, personal, academic and professional development of each one of the youngsters in their process of continuum formative in secondary education.
For this reason, the objectives carried out through this subject that the teaching team presents to their students are:
1- Know the bases of the orientation of the Secondary School, individually and in groups, in the education fields of personal and social orientation, academic and professional guidance and accept diversity through inclusive schools methods.
2- Identify the key competencies for the guiding role and evaluate them basing the analysis on their own abilities.
MODULE 1: Fundamentals of educational guidance:
The secondary school as an educational guidance centre.
The guiding teaching function
Functions of the counselor: center, zone and management team. Action plan according to the PEC and PD.
Personal, social and digital competence. Emotional education.
Models and dimensions of educational guidance. Types of actions.
Academic orientation
Career counseling
Community orientation
Personal guidance
MODULE 2: Inclusion and attention to diversity
Integral concept of person: educational need.
Measures of attention to diversity: universal, additional and intensive from a practical perspective: role of the counsellor
Curricular flexibility: Individualized plans
Support organization: co-teaching
Methodological strategies for students with educational needs: resources and networking
CAD (Commission for Attention to Diversity) and PAD (Plan for Attention to Diversity): role of the teaching and guidance teams
ICT-ICT-TEP for attention to diversity and inclusion
The methodology is student-centered in order to have a meaningful, functional and contextualized learning process. To do so, different methodological strategies are used, such as classroom practices, case studies, role-plays or debates among others. These strategies combine the theoretical foundation together with its practical implementation, and they are carried out by experts that combine their lecturing role at the university with career guidance practice in educational centers.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lecture. Practice. Illustrations and case study | 90 | 3.6 | 1, 3, 24, 13, 8, 5, 11, 12, 9, 10, 7, 15, 26, 17, 19, 18, 25 |
Type: Supervised | |||
Face to face tutoring: individual or group | 25 | 1 | 2, 27, 24, 4, 5, 17, 21, 22, 25 |
Type: Autonomous | |||
Personal Study. References and text analysis. Practice activities and didactic proposal in group | 135 | 5.4 | 2, 27, 3, 4, 23, 13, 8, 5, 6, 11, 12, 9, 10, 7, 15, 14, 16, 19, 18, 20, 21, 22, 25 |
The evaluation is carried out in a formative and summative way. Formative evaluation allows for the monitoring of the evolution in the teaching-learning process and, summative evaluation, allows for the verification of the learnings and skills developed through theoretical-practical evaluation activities with a transversal approach.
Each module will have two evaluation evidences:
- Classroom practices, with a value of 50% in the weight of the final module grade. It will include the participation / involvement of the student in the sessions, both individual and group.
- Module work, with a value of 50% in the weight of the final note of the module
The final grade of the course will consist of the sum of the classroom practices and the module work done in all the modules that make up the course.
The module work will consist of a case analysis with a reflection / theoretical contribution related to the case. It will be individual and will have a maximum of 10 pages, including the bibliography. Deadlines for submission are: module 1 (January 14) and module 2 (November 13)
As for the classroom practices, there will be at least 1 individual practice and one group practice.
In order to pass the module, the student must obtain a grade of 5 or more in each evaluation evidence.
To pass the module, it is necessary that the student obtains a grade equal to or higher than 5 in each module.
In case the student does not pass any of the evidences, he/she will have one week to recover this evidence once the grades have been published. In this case, the maximum grade that can be obtained will be a 6.
Individual situations that do not fit the described approach must be communicated in writing to the teachers involved who will assess whether it is possible to enable some adaptation, without losing sight of the philosophy of evaluation of the module.
The delivery of work will be carried out primarily via thevirtual campus. Other delivery channels may be enabled, by prior agreement with the teaching staff, informed by the class and/or by the virtual campus. Papers delivered by means not agreed with the professor will not be accepted, nor will papers delivered with incorrect formats, which do not include the name of the authors or which are delivered after the deadline.
In accordance with UAB regulations, plagiarism or copying of any work will be penalised with a 0 as a mark for this work, losing the possibility of recovering it, whether it is an individual or group work (in this case, all group members will have a 0). If, while doing individual work in class, the teacher considers that a student is trying to copy or discovers some type of document or device not authorized by the teacher, the work will be graded with a 0, with no option for recovery.
Class attendance is mandatory: the student must attend a minimum of 80% of classes, otherwise it will be considered "no assessment".
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Group and/or individual practice into the classroom | 50% | 0 | 0 | 2, 27, 24, 4, 23, 5, 6, 9, 10, 15, 14, 16, 17, 18, 20 |
Module work | 50% | 0 | 0 | 1, 3, 24, 4, 13, 8, 5, 6, 11, 12, 10, 7, 14, 26, 16, 17, 19, 18, 21, 22, 25 |
Agencia Europea para las Necesidades Educativas Especiales y la Educación Inclusiva, 2014. Cinco Mensajes Clave para la Educación Inclusiva. De la Teoría a la Práctica. Odense, Dinamarca: Agencia Europea para las Necesidades Educativas Especiales y la Educación Inclusiva
Arnaiz, P. (2012). Escuelas eficaces e inclusivas: cómo favorecer su desarrollo. Educatio Siglo XXI, 30 (1), 25-44.
Colmenero, M.J., Pantoja, A., & Pegalajar, M.C. (2015). Percepciones del alumnado sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria. Revista Complutense de Educación, 26(1), 101-120.
Echeita, G., Simon, C., Sandoval, M. & Monarca, H. (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: propuestas prácticas. Madrid: Ed. MAD
Florian, l. & Spratt, J. (2013). Enacting Inclusion: A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education, 28 (2), 119–135
Mulholland, M. & O'Connor, U. (2016): Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers, International Journal of Inclusive Education. DOI: 10.1080/13603116.2016.1145266
Sanahuja, JM; Olmos, P y Miquel, E. (2017). An evaluation of the process of inclusion through the index for inclusion. SYLWAN., 161(10)
Sanahuja, JM., Mas, O. & Olmos, P. (2018). El rol del profesorado de apoyo en el aula regular de un instituto de educación secundaria. Revista complutense de educación, 29(4), 1041-1057
Normativa i webgrafia
DECRET 187/2015, de 25 d'agost, d'ordenació dels ensenyaments de l'educació secundària obligatòria.
DECRET 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu.
http://www.aeesdincat.cat/wp-content/uploads/2017/12/Decret_150_2017_-Sistema_Educatiu_Inclusiu.pdf
ORDRE ENS/108/2018, de 4 de juliol, per la qual es determinen el procediment, els documents i els requisits formals del procés d'avaluació a l'educació secundària obligatòria.
http://portaldogc.gencat.cat/utilsEADOP/PDF/7659/1685428.pdf
Departament d’Educació, Competències bàsiques àmbit personal i social (digital)
L’orientació educativa i l’acció tutorial al llarg i en cada una de les etapes educatives i ensenyaments
Fèlix Pardo Vallejo, 2 articles
La docència tutorial amb mirada de mentoria
https://edu21.cat/la-docencia-tutorial-amb-mirada-de-mentoratge-1/
La interdisciplinarietat
Joana Ferrer i Miquel, 3 articles
De l’acció orientadora a la resposta competencial (I i II)
És temps de re-visió
https://edu21.cat/els-matisos-en-educacio-matis-4-es-temps-de-re-visio/
Quan el context s’imposa, ens queda l’essencialitat
https://edu21.cat/els-matisos-en-educacio-matis-5/
Els reptes de l’educació a Catalunya, Anuari 2018 Fundació Jaume Bofill
https://www.fbofill.cat/publicacions/reptes-de-leducacio-catalunya-anuari-2018