Degree | Type | Year | Semester |
---|---|---|---|
4313754 Psychopedagogy | OT | 0 | A |
Once you accessed to the master, there are not necessary any extra requirement to realize this module.
Participants in the master have done the subjects 'Diversity and Curriculum' and 'Evaluation and diagnosis of educational needs', for this reason they already have an idea of the principles and most common problems in the field of educational psychopedagogy. Later, at the same time of the current subject, some subjects related to the intervention have been initiated in different educational periods or with different groups of users. Therefore, they know or are learning the spaces and users of the intervention.
This subject analyzes and deepens on the models and practices that go with the organization, management and development of territorial support services that channel demands and provide support to schools and other institutions that require it. Its focus, for this reason, on knowledge and on the analysis of organizational systems, management systems and leadership systems of institutions and educational psychology services. His knowledge is essential for the psychopedagogue for the professional activity space and for the fact of being a reference for the evaluation of educational needs and the interventions on the school environment.
The objectives of the subject are:
1. Understand the organization and functioning of educational psychopedagogical support services.
2. Analyze the models of organization and functioning of educational psychopedagogical support services.
3. Delimitate strategies for work with the psychopedagogical support services.
4. Design and develop proposals for intervention which consider the nature and the functions of educational psychopedagogical services.
When specifying the contents, you must consider the following descriptors:
1) schools and school - social system : relations and complementarity.
2) The role of government (local, regional and state ) in the psicpoedagógica task. regulatory and operational framework.
3) four-dimensional model of psycho-pedagogical support services. Typology and development of different services.
4) Public programs of psycho-pedagogical support .
5) Cabinets, programs and private initiatives psicopedagógico support.
6) Networks and collaborative work between institutions.
The development of this subject will focus the intervention on the user needs and on the possibilities of the user formation. It is understood that the student is active and autonomous during the learning process and that he has the support of the teacher. In this sense, teachers will support the students all the time: he is going to bring the necessary information and resources to generate learning ( master classes, lectures selection , bibliographic guidance ... ) and he Is going to accompany the student in their autonomous learning , proposing activities as more diversified as possible (individual, in groups , about reflection , Internet search , analysis of case studies ... ) .
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 | |||
Presencial large group (lecture and workshops application) | 60 | 2.4 | 2, 5, 6, 7, 11 |
Type: Supervised | |||
Work in cooperative groups | 20 | 0.8 | 1, 6, 8, 11, 12 |
group analysis of documents | 35 | 1.4 | 1, 6, 8, 11, 12 |
specialized tutoring monitoring | 10 | 0.4 | 1, 6, 8, 11, 12 |
Type: Autonomous | |||
Individual analysis of documents | 40 | 1.6 | 5, 7, 12 |
Consultation and reading the recommended bibliography | 40 | 1.6 | 5, 7, 12 |
Organization documentation | 25 | 1 | 5, 7, 12 |
Test Preparation | 20 | 0.8 | 5, 7, 12 |
a) What will be evaluate?
The degree of assimilation of the worked contents (point 7 of this guide) and of the learning outcomes (point 6 of this guide).
b) When we evaluate?
We consider that there are three key moments in the evaluation of the course: the initial evaluation, continuous evaluation and final evaluation.
• The initial evaluation will help us to determine the initial level of student of the knowledge about the subject and the experiences to work in group, autonomous, etc.… in order to adapt the program to their needs.
• The continuous evaluation will allow us to verify the level of achievement of knowledge to deal with the diversity and particularities of students while making decisions about the rhythm of development of the program.
• The final evaluation is the one that should allow us to check the level of learning achieved, taking into account the objectives and competences of the program, without ignoring the adaptations that have been introduced.
c) How will we evaluate?
The evaluation instruments (evidence) are specified as follows:
SourceURL:file://localhost/Volumes/TREBALL%20JJ/UAB/M%C3%A0ster%20Psicopedagogia/Curs%202017-2018/Documentaci%C3%B3%20organitzativa/Guia%20docent%2017-18%20MUP-M7-gesti%C3%B3%20i%20serveis%20DEFINITIVA%20EN%20ANGL%C3%88S.doc
Attendance (10%) linked, if applicable, to the free practice of classrooms.
- Theoretical-practical tests (40%): a theoretical-practical test (case) individual (27/04/22) in relation to the contents worked. The final class session will be held in the test.
-Presentation of the module (45%): a) a presentation (in group) about the objectives, composition and functioning of a privately-owned psychopedagogical service (20%). b) portfolio (individual) (11/05/22) understood as an integrated synthesis of notes, reflections, contributions of readings, documents and classroom practices (25%). The deadline for delivery of the portfolio and the self-evaluation will be about one week after the classes have finished.
- Self-evaluation (5%)
In case a student does not pass the module, the recovery activities (examination or delivery of suspended works) will be carried out on June 15, 2022
The results of the evaluation of each evidence will have to bepublished in the virtual campus within a maximum period of one month from its realization and they will have to provide a review date within 10 days following its publication. |
According to the rules of the UAB, plagiarism or copying of any work or written test will be penalized with a 0 as the mark of the evidence and will miss the opportunity to make it better, whether the work is individual, or in group (in the latter case, all members of the group will have a 0).
The attendance at the live sessions it’s obligatory, the student must attend a minimum to the 80% of classes. Otherwise, the evaluation will figure as a "NOT FILED / A" (NP).
The treatment of Individual cases, questions, suggestions, etc., will have to be exposed to the professor of the corresponding module.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Academic works: group presentation and portfolio | 45% | 0 | 0 | 4, 2, 6, 8, 12, 10 |
Attendance | 10% | 0 | 0 | 2, 6, 7, 11, 9 |
Self-evaluation | 5% | 0 | 0 | 4 |
Theoretical and practical test | 40% | 0 | 0 | 1, 2, 5, 6, 7, 8, 11, 12, 10, 13, 3, 14 |
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BISQUERRA, R. (1998). Modelos de orientación e intervención Psicopedagógica. Barcelona: Praxis.
BLASCO CALVO P. i PÉREZ BOULLOSA, A. (2001). Orientación e Inserción profesional. Competencias y entrenamiento para su práctica. Valencia: NAU Llibres.
BONALS, J. i SÁCNEHZ-CANO, M (2007). Manual de asesoramiento psicopedagógico. Barcelona: Graó.
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CANO, E. (2005): Cómo mejorar las competencias de los docentes. Guía para la autoevaluación y el desarrollo de las competencias del profesorado. Barcelona: Graó (Col. Desarollo profesional del profesorado, 4)
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GAIRÍN, J. (2005). La descentralización educativa: ¿una solución o un problema?. Barcelona: Cisspraxis.
GAIRÍN, J. (2012). Gestión del conocimiento ydesarrollo organizativo. Formación y formación corporativa. Madrid: Wolters Kluwer.
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GARCÍA, J. i GONZÁLEZ, D. (1998). Evaluación e informe Psicopedagógico. 3ª ed. Madrid: E.O.S.
HERRERO, P. (2021): Guia del llenguatge inclusiu en el tractament de persones amb discapacitat. Barcelona: DG de Política Lingüística. Departament de Cultura de la Generalitat de Catalunya.
HERVÁS AVILÉS, R.M. (2006). Orientación e Intervención Psicopedagógica y procesos de cambio. Granada: Grupo Editorial Universitario.
MARÍ-KLOSE, M. i GÓMEZ-GRANELL, C. (Coord.) (2010): Acompanyament a l’escolaritat. Pautes per a un model local de referència. Barcelona: Diputació de Barcelona (Col. Estudis, sèrie Educació 2).
MONEREO, C. i POZO, J.I. (Coord) (2005): La práctica del asesoramiento educativo a examen. Barcelona: Graó.
MONEREO, C. i SOLÉ, I. (2001). El asesoramiento psicopedagógico: una perspectiva profesionaly constructivista. Madrid: Alianza.
MURILLO, P. (2008) La autoevaluación institucional: un camino importante para la mejora de los centros educativos, Revista del Forum Europeo de Administradores de la Educación, 16,1, 13-17.
NIETO, J.M. y BOTÍAS, F. (2000). Los equipos de orientación educativa y psicopedagógica. Barcelona:Ariel.
PEDRÓ, F. (2009): Descentralització i municipalització de l’educació als països de l’OCDE. Barcelona: Diputació de Barcelona (Col. Estudis, sèrie Educació 1).
PLANAS, J.A. (2010). Los servicios de orientación en las comunidades autónomas. Documento policopiado . Máster de Intervención y asesoramiento psicopedagógico. Dpt. de Pedagogia Aplicada. UAB.
PRATS, J. i RAVENTÓS, F. (Dir.) (2005): Els sistemes educatius europeus ¿Crisi o transformació?
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SANZ ORO, R. (2001). Orientación psicopedagógica y calidad educativa. Madrid: Pirámide.
SENLLE, A. (2005): Calidad en los servicios educativos. Madrid: Díaz de Santos.
Enllaços web:
AGÈNCIA PER LA QUALITAT DEL SISTEMA UNIVERSITARI DE CATALUNYA, que té referències a l’avaluació de les institucions (http://www.aqu.cat/universitats/index.html) i dels professorat (http://www.aqu.cat/professorat/index.html)
AGENCIA NACIONAL DE EVALUACIÓN DE LA CALIDAD Y ACREDITACIÓN: http://www.aneca.es/
Confederación de Organizaciones de Psicopedagogía y Orientación: http://www.copoe.org /
Serveis Educatius Andalusia: http://www.juntadeandalucia.es/educacion/agaeve/web/agaeve/servicios-educativos-evaluacion
Serveis Educatius Generalitat de Catalunya: http://www20.gencat.cat/portal/site/ensenyament/
Serveis Educatius de Extremadura: http://recursos.educarex.es/pdf/guiaservicios/guiaservicios_201112.pdf
The usual productivity programs will be used (word processors, presentations, spreadsheets ...). Therefore, the knowledge or use of any specific application is not required to complete this module.