Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 3 | 2 |
This module is part of the topic Processes and Educational Contexts. For this reason, it is advisable to have completed and passed the three previous modules on this topic: Education and Educational contexts, Theories and Contemporary Practices in Education and Teaching and Curriculum Development.
This subject has continuity in the subject of Practicum III. For this reason, it is highly recommended to enroll in both subjects, bearing in mind that Practicum III does not involve a stay in an school placement.
The purpose of this course is to provide an overview of educational research. In this sense, the objectives proposed are:
Research in education
Teacher's role in research and innovation
LECTURE
The lecture sessions are carried out with the whole class group and aim to present the contents of the subject. Despite the fact that the prominence falls mainly on teachers, it is expected that the student will actively participate in the construction of professional knowledge, giving value to both the teachers' own experience and that of the students.
SEMINARS IN SMALL GROUPS
The seminars in small groups are workspaces (with 1/3 of the large group) where by means of concrete tasks in small groups of between 4 and 6 people, promoting accessibility and participation. During the seminar hours, students will have to solve a set of practices related to the various points of the syllabus and, sometimes, will have to end as part of the hours of self-study.
ASSESSMENT
The assessment of the subject is continuous, promoting a formative assessment. The student must attend the scheduled assessment activities, both continuous and final, which the teacher will explain in the first session of the subject. The assessment will be made of the contents, the achievement of the objectives and competence and the student's progress.
SELF-STUDY
Students must read, reflect and search for information on the various contents of the syllabus, demonstrating autonomy to build their knowledge and skills on the subject.
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 | |||
Assessment | 2 | 0.08 | 7, 4, 2, 11, 27, 30, 29, 24 |
Lectures | 15 | 0.6 | 1, 7, 4, 2, 19, 16, 37, 38, 39, 33, 23, 11, 22, 20, 17, 32, 24 |
Seminars | 7 | 0.28 | 8, 7, 4, 2, 23, 12, 11, 14, 41, 18, 25, 26, 27, 30, 28, 29, 15, 42 |
Type: Supervised | |||
Individual and group tasks and supervision | 7 | 0.28 | 7, 6, 22, 25, 27, 30, 28 |
Type: Autonomous | |||
Self-study activities | 44 | 1.76 | 10, 9, 5, 6, 40, 36, 34, 13, 21, 31 |
Attendance at directed activities (lecturers and seminars) is mandatory. In the event of an absence, it will be necessary to justify it. In no case may absences account for more than 20% of the total time spent on directed activities. The documents presented in case of absence only serve to explain the absence and do not exempt from attendance.
The assessment is continous. To pass the subject, it is necessary to have passed each and every one of the assessment tasks:
To pass the subject it is necessary that all the tasks have a minimum grade of 5 points on a scale of 10. Each of the tasks has a specific weight that can be consulted in the table of assessment activities. In case of not presenting any of the tasks, the student will not be graded -the qualification will be "no presented".
On the first day of the subject, the teachers will communicate the dates of delivery of the activities and the individual writing task (exam), which will also be included in the syllabus of the subject that each group will have available in the Moodle Classroom. The delivery of the individual and group tasks will be carried out throughout the subject; the individual written task (exam) will take place two weeks after the end of the subject: 10/05/2023 (group 31), 04/05/2023 (group 21) and 05/05/2023 (group41 and 71).
The teacher will set the date for the re-assessment of group practices and individual task failed. The date of recovery of the individual written task (exam) is scheduled for the day: 14/06/2023 (group 31), 01/06/2023 (group 21) and 02/06/2023 (group 41 and 71). A maximum grade of 7 can be obtained in both re-assessment and recovery. The dates will be specified in the syllabus of the subject and will be communicated on the first day of the subject.
Teachers will return the practices and exercises in continuous assessment within approximately three weeks. The grades of each of the assessment tasks will be made public in the Moodle Classroom. The student who wishes to revise the qualification will have to do it during the period established.
Students of 2ª enrollment and later can request a final synthesis assessment. This option must be communicated, agreed and formalized with the teachers during the first month of the course.
In this subject, it is necessary for the student to show a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide. All assessment tasks (individual and group) will take into account linguistic correctness, wording and formal aspects of the presentation. In all activities (individual and group) the linguistic correction, the writing and the formal aspects of the presentation will be taken into account. The student must be able to express himself/herself fluently and correctly and must show a high degree of comprehension of the academic texts. An activity may be returned (not assessed) or suspended if the teacher considers that it does not meet these requirements. It is requested that before submitting a task that these criteria are respected and that the sources, notes, textual citations and bibliographic 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 and losing the possibility of recovering it, whether it is an individual or group task (in this case, all members of the group will be failed). A task will be considered “copied” when it reproduces totally or partially the work of a colleague, and it is “plagiarized” when a part of the 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 electronic devices (mobile, computer, etc.), empathy, correctness in communication with others, and respect for the diversity and plurality of ideas, people and 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 |
---|---|---|---|---|
Group essay | 20% | 0 | 0 | 10, 7, 4, 5, 2, 33, 35, 12, 21, 20, 25, 26, 27, 30, 29, 24 |
Individual exercise of search and analysis of a scientific journal | 25% | 0 | 0 | 1, 8, 10, 9, 4, 6, 19, 37, 40, 36, 23, 34, 18, 17, 25, 27, 31 |
Individual writing exercice | 30% | 0 | 0 | 10, 3, 16, 38, 13, 14, 41, 22, 25, 29, 32 |
Research proposal and design of a research instrument (in group) | 25% | 0 | 0 | 7, 39, 11, 25, 28, 29, 15, 42 |
Albert, M.J. (2007). La investigación educativa: claves teóricas. McGraw-Hill: Madrid.
Altrichter. (2008, 2nd ed.). Teachers investigate their work: an introduction to action research across the professions. London: Routledge.
Arnau, L., & Sala, J. (2020). La revisión de la literatura científica: pautas, procedimientos y criterios de calidad. https://ddd.uab.cat/record/222109
Aromataris, E., Fernandez, R., Godfrey, C.M., Holly, C., Khalil, H., & Tungpunkom, P. (2015). Summarizing systematic reviews: methodological development, conduct and reporting of an umbrella review approach. International journal of evidence-based healthcare, 13(3), 132-140. doi: 10.1097/XEB.0000000000000055.
Bisquerra, R. (Coord.) (2004). Metodología de la investigación educativa. La Muralla: Madrid.
Chance, S. (2010). Strategic by design: Iterative approaches to educational planning. Planning for Higher Education, 38(2), 40-54. https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1112&context=engscheleart2
De Miguel, M. (Coord.) (1996). El desarrollo profesional docente y las resistencias a la innovación educativa. Servicio de publicaciones de la Universidad de Oviedo: Oviedo.
Fernández, J. T. (1997). El proceso de investigación científica. Barcelona:Fundació Caixa d'Estalvis i Pensions.
Gairín, J. & Ion, G. (Coord.) (2021). Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Madrid: Narcea.
Higgins JPT, & Green S (ed.) (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration. Available from www.cochrane-handbook.org
Helsper, E. J. & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503-520. doi: https://doi.org/10.1080/01411920902989227
Imbernón, F. (2002). La investigación educativa como herramienta de formación del profesorado: reflexión y experiencias de investigación educativa. Graó: Barcelona.
Latorre, A. (2008). La investigación-acción. Conocer y cambiar la práctica educativa. Barcelona: Graó.
McMillan, J. H., & Schumacher, S. (2010, 7a ed.). Research in education: evidence-based inquiry. Pearson.
Meneses, J. (Coord.), Rodríguez-Gómez, D. & Valero, S. (2019). Investigación educativa. Una competència profesional para la intervención. Barcelona: Editorial UOC.
Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: Meanings and applications. Educational Research, 59(2), 127-135. https://doi.org/10.1080/00131881.2017.1314115
Peel, K. L. (2020). A beginner's guide to applied educational research using thematic analysis. Practical Assessment, Research, and Evaluation, 25(1), 1-15. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1390&context=pare
Sala, J., & Arnau, L. (2014). El planteamiento del problema, las preguntas y los objetivos de la investigación: criterios de redacción y check list para formular correctamente. https://ddd.uab.cat/record/126350
Smith, J. & Smith, J. (2017). Investigar en educación: conceptos básicos y metodología para desarrollar proyectos de investigación. Madrid: Narcea.
Educational Journals
For this subject, no specific program or resource is required.