Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 2 |
It is highly recommended that the student who is enrolled in the Practicum III also take the subject of Planning, research and innovation, or has previously passed this subject.
In order to successfully develop the Practicum III it is necessary to have as reference the center of practices in which the Practicum II has been carried out.
This subject aims to give an overview of educational innovation. Specifically, the proposed objectives are:
Educational innovation
Design of innovation projects
LECTURES
The lectures are carried out with the whole class group and aim to present and reflect on the contents of the subject. Although the main role is played by the teacher, students are expected to be actively involved in the construction of professional knowledge.
SEMINARS
Seminars are workspaces (with 1/3 or 1/2 of the large group) where students will have to design in groups (5 people) an innovation project proposal for one of the internship centres in which students have developed Practicum II.
ASSESSMENT
The evaluation of the subject is continuous, promoting a formative assessment. The student must attend the scheduled assessment activities that the teacher will explain in the first session of the course.
SELF-STUDY
Students will have to do readings, reflections and search for information on the various contents of the syllabus, demonstrating autonomy to build their knowledge and skills.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lectures | 10 | 0.4 | 18, 4, 12, 8, 16, 17 |
Seminars | 5 | 0.2 | 2, 3, 1, 5, 19, 6, 9, 10, 11, 4, 8, 14, 13, 15, 17 |
Type: Supervised | |||
Counseling | 7 | 0.28 | 7 |
Type: Autonomous | |||
Reading and study | 28 | 1.12 | 7, 19, 4, 8, 16, 17 |
Attendance at guided activities (lectures and seminars) is mandatory. In the event of an absence, this must be justified. In no case may absences represent more than 20% of the total time spent on directed activities. Proofs presented only serve to explain the absence and no exemption from attendance.
The assessment of the subject will be continuous. To pass the subject, you must have passed each one of the assessment activities:
To pass the course, all the evidence must have a minimum score of 5 points on a scale of 10. Each of the pieces of evidence has a specific weight that can be consulted in the table below. In case of not presenting any of the evidence, the student will not be qualified and have a "not presented" qualification.
The teacher will communicate the specific dates of delivery and assessment on the first day of the subject. It is not possible to re-assess the innovation project, both written and presented and defended. In the case of the learning diary, students who did not pass this evidence will have the chance to re-submit it during the last week of June. In the recovery, the student only can obtain sufficiency (maximum grade of 5).
Teachers will return tasks and exercises in continuous assessmentwithin approximatelythree weeks. The grades of each of the assessment evidence will be made public in the Moodle Classroom. The student who wants to reviewthe score will have to do it in the term established by the teachers that will be communicated conveniently in his time.
All the assessment evidence (individual and group) will consider linguistic correctness, wording, and formal aspects. Students must be able to express themselves fluently and correctly. Also, they must show a high degree of comprehension of academic texts. An activity/task may be returned (not assessed) or failed if the teacher considers that it does not meet these requirements. Before submitting evidence of learning, you must verify that these criteria are respected and that the sources, notes, textual citations and bibliographical references follow the APA regulations, according to the documentation summarized in the following sources: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf and http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html.
Copying or plagiarizing material is a crime that involves failing the subject of Planning, Research and Innovation, losing the possibility of recovering it, whether it is an individual or group task/exercise (in this case, all members of the group will be failed). A task or exercise will be considered “copied” when it reproduces totally or partially the work of a colleague, and that it is “plagiarized” when a part of an author's text is presented as his own without quoting the source. If any of the two malpractices are detected, the teacher will study whether it is appropriate to request the opening of an academic transcript. You can find more information about plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Within the framework of this subject, it is necessary to show an attitude compatible with the teaching profession: punctuality, participation, respect, cooperation, the appropriate use of electronicdevices (mobile, computer, etc.), empathy, correctness in communication with others, and respect for the diversity and plurality of ideas, peopleand situations. Equally, students need to be actively involved during the sessions, be responsible and rigorous in autonomous work, and demonstrate critical thinking and ethical commitment to the deontological principles of the teaching profession.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Innovation project (in group) | 40% | 0 | 0 | 2, 3, 1, 5, 6, 9, 10, 11, 4, 12, 8, 14, 13, 15, 17 |
Learning journal and self-reflection (personal evidence) | 40% | 0 | 0 | 7, 19, 18, 12, 8, 16 |
Presentation and defense of the innovation project (group evidence) | 10% | 0 | 0 | 7, 12, 17 |
Self-assessment and co-assessment of the individual contribution to group work (individual evidence) | 10% | 0 | 0 | 7, 5, 19, 6, 10, 4, 12 |
Albert, M.J. (2007). La investigación educativa: claves teóricas. Madrid: McGraw-Hill.
Bisquerra, R. (Coord.) (2004). Metodología de la investigación educativa. Madrid: La Muralla.
De Miguel, M. (Coord.) (1996). El desarrollo profesional docente y las resistencias a la innovación educativa. Servicio de publicaciones de la Universidad de Oviedo.
Departament D’ensenyament (2007). Marc de la innovació pedagògica a Catalunya. Recuperat de http://xtec.gencat.cat/web/.content/innovacio/marc_normatiu/documents/marc_dinnovacio_pedagogica.pdf
Fernández Navas, M. & Alcaraz Salarirche, N. (2016). Innovación educativa: Más allá de la ficción. Madrid: Pirámide.
Gairín, J. & Ion, G. (Coord.) (2021). Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Madrid: Narcea.
Imbernón, F. (1994). La formación y el desarrollo profesional del profesorado: hacia una nueva cultura. profesional. Graó: Barcelona.
Imbernón, F. (2002). La investigación educativa como herramienta de formación del profesorado: reflexión y experiencias de investigación educativa. Graó: Barcelona.
Rodríguez-Mantilla, J. M., Fernández Díaz, M. J. & Fernández-Cruz, F. J. (2020). Evaluación para la innovación y mejora de centros educativos. Madrid: Síntesis.
Sánchez Huete, J. C. (Coord.) (2008). Compendio de Didáctica General. Madrid: Editorial CCS.
Sepúlveda, F. & Rajadell, N. (Coords.) (2001). Didáctica General para Psicopedagogos. UNED: Madrid.
Tejada, J. (1998). Los agentes de la innovación en los centros educativos: profesores, directivos y asesores. Aljibe: Málaga.
Tejada, J. & Giménez, V. (Coords.) (2007). Formación de formadores. Escenario institucional. Madrid: Thomson.
Torre, S. de la (Coord.) (1998). Cómo innovar en los centros educativos. Madrid: Escuela Española.
Educational Journals:
For this subject, no specific program or resource is required.