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2021/2022

Educational and Social Psychology Training

Code: 42089 ECTS Credits: 15
Degree Type Year Semester
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres OB 0 A
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:
Rafael Merino Pareja
Email:
Rafael.Merino@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Other comments on languages

The works in writing will present in Catalan language. The exceptions will have to be recognised by the team docent

Teachers

Maribel García Gracia
Rafael Merino Pareja
Carlos Monereo Font
Nuria Suñe Soler
Claudia Lizet Henao Agudelo
Andy Morodo Horrillo
Ainhoa Flecha Fernandez Sanmamed
Francesca Burriel Manzanares
Eva Miro Marti
Maria Merce Berengueras Pont
Jordi Sabate Peiro
Anna Tarrés Vallespi
Jordi Pàmies Rovira
Xavier Santos González
Aina Tarabini-Castellani Clemente

External teachers

Hèctor Fernández

Prerequisites

There is not

Objectives and Contextualisation

General objectives:

 

  • To understand the current educational system and its social and historical evolution, especially regarding to secondary schooling

 

  • To analyse different educational policies and the impact of educational reforms on educational and social inequalities.

 

  • To study the impact of social changes on secondary schooling and educational transitions.

 

  • To analyse the role of different educational actors (students, teachers and families).

 

  • To explore the role of communication and social interaction in educational processes, acknowledging for the psycho- pedagogic foundations of collaborative learning.

 

  • To analyse the factors explaining different educational profiles and attitudes among adolescent students.

 

  • To understand the processes of teaching and learning from an interactionist perspective.

 

  • To identify the organisational principles of the Spanish and Catalan secondary schools.

 

  • To understand the principles for the management of pupil’s heterogeneity in secondary schooling.

 

  • To acknowledge the educational value of orientation and tutoring in secondary schooling.

Competences

  • "Design and conduct formal and no-formal activities that help make the center a place of participation and culture in the environment where it is located; develop the functions of mentoring and guiding students in a collaborative and coordinated manner; participate in the evaluation, research and innovation in teaching and learning"
  • Acquire strategies to encourage student effort and enhance their capacity to learn by himself and others, and develop thinking skills and decision-making to facilitate autonomy, confidence and personal initiative.
  • Adopt an attitude and ethical behavior and act according to ethical principles of the profession.
  • Analyze and recognize their own skills to develop those necessary for the development and professional practice.
  • Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
  • Continue the learning process, to a large extent autonomously.
  • Design and develop learning spaces with special attention to equity, education and emotional values, equal rights and opportunities for men and women, civic education and respect for human rights that facilitate life in society, decision making and building a sustainable future.
  • Inform and advise families about the teaching and learning process and personal, academic and professional orientation of their children.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Interpret the different educational needs of students in order to propose the most appropriate educational activities.
  • Know the rules and institutional organization of the education system and models of quality improvement applied to schools.
  • Organize a group of students for a successful development of shared activities.
  • Own the learning skills necessary to carry out continuous training, both in content and teaching specialty, as in the general aspects of teaching.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Understand and analyze the historical characteristics of the teaching profession, its current situation, perspectives and relationship with the social reality of each period.
  • Use critical reasoning of personal work and use resources for professional development.
  • Work in teams (in the same field or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.
  • know the processes of interaction and communication in the classroom, mastering social skills and abilities necessary to encourage learning and coexistence in the classroom, and address problems of discipline and conflict resolution.

Learning Outcomes

  1. Acquire social skills in family relations and counseling.
  2. Adopt an attitude and ethical behavior and act according to ethical principles of the profession.
  3. Analyze and recognize their own skills to develop those necessary for the development and professional practice.
  4. Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
  5. Continue the learning process, to a large extent autonomously.
  6. Demonstrate knowledge and applies resources and information strategies, tutoring and academic guidance professional.
  7. Demonstrate knowledge of the characteristics of the students, their social contexts and motivations.
  8. Demonstrate knowledge of the historical evolution of the educational system in Catalonia and Spain.
  9. Demonstrate knowledge of the historical evolution of the family, its different types and incidence of family background in education.
  10. Identify and plan the resolution of educational situations that affect students with different abilities and different learning rates.
  11. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  12. Know the rules and institutional organization of the education system and models of quality improvement applied to schools.
  13. Link education to the environment and understand the educational function of the family and the community, both in the acquisition of skills and learning as education in respect for rights and freedoms, the equality of rights and opportunities for men and women and equality of treatment and non-discrimination of persons with disabilities.
  14. Organize a group of students for a successful development of shared activities.
  15. Participate in the definition of the educational project and general activities of the center according to criteria of quality improvement, attention to diversity and prevention of learning problems and coexistence.
  16. Possess learning skills necessary to carry out continuous training in both content and didactics of foreign language, as well as general aspects of teaching.
  17. Prepare proposals based on the acquisition of knowledge, skills and intellectual and emotional abilities.
  18. Promote emotional education, values education and Citizen.
  19. Prove that includes the development of personality of students and possible dysfunctions that affect learning.
  20. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  21. Teamwork and equipment (in the same field or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.
  22. Use critical reasoning about development of education, best practices and guidance, using quality criteria.

Content

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

Methodology

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

Autonomous activity:

Personal study

Readings and text comments

Consultation and reading of the recommended bibliography

Document search

 

 

 

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.

Activities

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      
Guided assignments 59.5 2.38 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

Assessment

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. A document with guidelines will be delivered to prepare the assignment.


The psychology assignment (block 1) will consist in a synthetic assignment based on readings.

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 in a challenge based assignament, the challenge about secondary education will be choosen by the students.

The weight of each evidence and the calendar are shown in the following table:

 

Evidence

Weight

Delivery date

Analysis of a secondary school

30%

22 Decembre 2021

Analytical reflection

15%

March-April 2022

Synthetic assignment (Psychology)

15%

throughout the course

Presentation (Pedagogy)

25%

Decembre-February

Challenge asignment

(Sociology)

15%

21-22 February 2022

 

 

 

 

 
 

 

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).

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Analysis of a secondary school 30% 12 0.48 2, 12, 7, 11, 4, 5, 13
Analytical reflextion 15% 6 0.24 22, 9, 8, 7, 17, 11, 20, 4, 5, 13
Oral presentation (pedagogy) 25% 10 0.4 22, 19, 6, 7, 10, 15, 18, 13
Synthetic Assignment (psychology) 15% 5 0.2 1, 22, 3, 12, 19, 6, 9, 8, 7, 17, 10, 14, 15, 16, 18, 13, 21
Written assignament focused on one challenge (sociology) 15% 5 0.2 1, 22, 12, 19, 6, 9, 7, 17, 10, 14, 15, 18, 13, 21

Bibliography

ARMENGOL, C.; FEIXAS, M.; PALLARÉS, R. M. (2000) Seguint el fil de l’organització Barcelona. Servei de Publicacions. Universitat Autònoma de Barcelona.

AYMERICH, R.; LLURÓ, J. M.; ROCA, E. (2011) Junts a l'aula? Present i futur del model d'educació comprensiva a Catalunya Barcelona. Fundació Jaume Bofill.

CALDERÓN, I.; HABEGGER, S. A. (2012) Educación, hándicap e inclusión: una lucha familiar contra una escuela excluyente Granada. Ediciones Mágina.

COLL, C. (Coord.). (2016 ). La personalització de l’aprenentatge. Dossier Graó. Barcelona.

DEPARTAMENT D’EDUCACIÓ (2006) Comencem bé! Guia per al professorat novell Barcelona. Generalitat de Catalunya.

FEITO, R.  et al. (2010) Sociología de la educación secundaria. Barcelona: Graó.

FERNÁNDEZ ENGUITA, M. (coord.) (1998) Sociología de las instituciones de educación secundaria Barcelona. ICE-UB-Horsori.

FONTANA, D. (2000) El control del comportamiento en el aula. Barcelona. Paidós.

FUNES; J. (2010) Educar en la adolescencia  Barcelona,Graó.

GAIRÍN, J. (Coord.) (2003) Les relacions personals en l’organització Bellaterra. Sèrie organització i gestió 14, ICE Universitat Autònoma de Barcelona.

GARCÍA, M. (2003) “El sistema de enseñanza como construcción histórica y social” a FERNÁNDEZ PALOMARES, F. (coord.) Sociología de la Educación Madrid. Pearson, pp. 87-116.

GONZÁLEZ GALLEGO, I. (2010) El nuevo profesor de secundaria  Barcelona, Graó.

GUITART, R. (1998) “La autoestima: qué es, qué papel juega en la adolescencia y cómo trabajarlaen el aula” en: CASAMAYOR, A. G. et al. Cómo dar respuesta a los conflictos. La disciplina en la enseñanza secundaria. Barcelona. Graó.

JOHNSON, D. W. JOHNSON, R. T.; HOLUBEC, E. J. (1999) El aprendizaje cooperativo en el aula. Barcelona. Paidós.

LA PROVA, A. (2017) La práctica del aprendizaje cooperativo. Madrid. Narcea.

LÓPEZ, A. M.; ZAFRA, M. (2003)  La atención a la diversidad en la educación secundaria. La experiencia del IES “Fernando de los Ríos” de Fuente Vaqueros (Granada) Barcelona. Octaedro.

LOZANO, A. (Coord.) (2006) El éxito en la enseñanza. Aspectos didácticos de las facetas del profesor  México, Trillas..

MARCHENA, R. (2005)  Mejorar el ambiente en las clases de secundaria. Un enfoque práctico para responder a la diversidad desde el aula  Málaga. Ed. Aljibe.

MARCHESI, A. (2004)  Qué será de nosotros, los malos alumnos  Madrid. Alianza Editorial.

MARCHESI, A.; MARTIN, E. (1998) Calidad de la enseñanza en tiempos de cambio. Madrid. Alianza Editorial.

MARTI, E.; ONRUBIA, J. (Coords.) (1997) Psicologia del desarrollo. El mundo del adolescente. Barcelona. ICE/Horsori.

MARTÍN CRIADO, E. (2010) La escuela sin funciones. Ed. Bellaterra.

MARTIN, E.; COLL, C. (2003) Aprender contenidos, desarrollar capacidades. Intenciones educativas y planificación de la enseñanza Barcelona. Edebé.

MARTÍNEZ, M.; TEY, A. (Coords.) (2003)  La convivencia en los centros de secundaria. Estrategias para abordar el conflicto  Bilbao.Desclée de Brouwer.

MAURI, T. MONEREO, C.; BADIA, A (Coords.) (2004) La pràctica psicopedagògica en educació formal. VolIBarcelona. Ediouc.

MERINO,R.; DE LA FUENTE, G. (2007) Sociología para la intervención social y educativa  Madrid. Editorial Complutense-UAB.

MONEREO, C.; i MONTE, M. (2011). Docentes en tránsito. Editorial Graó. Barcelona.

MORENO, F. X. (2005)  Los problemas de comportamiento en el contexto escolar  Bellaterra. Servei de Publicacions (UAB).

MORODO, A. (2017). "Identitat discent i disseny universal de l’aprenentatge. Una proposta per a l’atenció de la diversitat». Revista Catalana de Pedagogia, [en línia] p. 57-77, https://www.raco.cat/index.php/RevistaPedagogia/article/view/95650 [Consulta: 9-09-2020].

PALACIOS, J, MARCHESI, A; COLL, C. (Coords) (2002) Desarrollo psicológico y educación V I Psicología Evolutiva. Madrid. Alianza

PAPALIA, D. E.; WENDKOS,S.; DUSKIN, R. (2012) Desarrollo humano. México, McGrau-Hill

PERINAT, A (Coord.) (2003) Els adolescents del segle XXI Barcelona. Ediuoc.

PUIG, C.; BALÉS, C. (2003)  Estrategias para entender y ayudar a niños con trastorno por déficit de  atención con o sin hiperactividad (TDA/H) Barcelona. Ediciones CEAC

POZO, J. I. (2016). Aprender en tiempos revueltos: La nueva ciencia del aprendizaje. Alianza Editorial. Madrid.

PRAT, A. (1998) “Hablar, escuchar, leer, escribir: habilidades básicas para aprender” Aula de innovación educativa, 65. 50-52

ROBINSON, K.; ARONICA, L. (2015) Escuelas creativas. Barcelona, Grijalbo.

 

 

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

Software

There is no specific software in this subject.