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 school placement in which the Practicum II has been carried out.
It is advisable to have completed and passed the subjects: Education and educational contexts, Contemporary theories and practices in education, Teaching and curriculum development, and Social context and school management.
This subject aims to give an overview of innovation in education. Specifically, the proposed objectives are:
Educational innovation
Design of innovation projects
LECTURES
Lectures (carried out with the entire class group) focus on the presentation and reflection on the subject content. Although the leading role falls mainly on the teacher, students may actively participate in the construction of professional knowledge, giving value to both the experience of the teachers and the students.
SEMINARS
The seminars in small groups are workspaces (with 1/3 of the group) where the students must design, in groups of 4-6 people, an innovation project proposal for one of the internship centres in which one of the members of the group has developed the Practicum II.
EVALUATION
The evaluation of the subject combines the delivery of individual and group tasks with self-assessment and co-assessment activities.
AUTONOMOUS WORK
The students must carry out readings and reflections and search for information on the various contents of the subject, demonstrating autonomy to build their knowledge and skills. As part of the autonomous work, the students can arrange tutorials with the teachers to clarify doubts related to 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 | |||
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 guided activities. Proofs presented only serve to explain the absence and no exemption from attendance.
The assessment tasks of the subject consist of:
All the tasks must have a minimum score of 5 points on a scale of 10 to pass the subject. Each task has a specific weight that can be consulted in the table. In case of not presenting any of the tasks, the student will not be qualified and have a "not presented" qualification.
On the first day of the subject, the teacher will communicate the dates of delivery of each task. The dates will also be included in the syllabus of the subject available in the Moodle Classroom. Only the individual reflective essay can be re-evaluated, with a maximum grade of 7. The date will be specified in the subject syllabus and communicated on the first day of the subject.
The grades of each task will be made public in the Moodle Classroom. The student who wants to revise the qualification will have to do it during the period established by the teacher. The date will be communicated conveniently in his time.
Students enrolled for the second time can ask for an adaptation of the assessment tasks: individually develop an innovation project proposal or assessing an innovation school project. The decision must be communicated, agreed and formalized with the teacher before 31/03/2023.
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 the tasks (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 a task, 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, 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 that it is “plagiarized” when a part ofan 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 |
---|---|---|---|---|
Innovation project (in group) | 40% | 0 | 0 | 2, 3, 1, 5, 6, 9, 10, 11, 4, 12, 8, 14, 13, 15, 17 |
Presentation of the innovation project (group evidence) | 10% | 0 | 0 | 7, 12, 17 |
Reflective essay (personal evidence) | 40% | 0 | 0 | 7, 19, 18, 12, 8, 16 |
Self-assessment and co-assessment of the individual contribution to group work (individual evidence) | 10% | 0 | 0 | 7, 5, 19, 6, 10, 4, 12 |
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Bisquerra, R. (Coord.) (2004). Metodología de la investigación educativa. Madrid: La Muralla.
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Rodríguez-Mantilla, J. M., Fernández Díaz, M. J. & Fernández-Cruz, F. J. (2020). Evaluación para la innovación y mejora de centros educativos. Madrid: Síntesis.
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Stéphan, V. L., Joaquin, U., Soumyajit, K., & Gwénaël, J. (2019). Educational Research and Innovation Measuring Innovation in Education 2019 What Has Changed in the Classroom? OECD Publishing. https://www.oecd-ilibrary.org/docserver/9789264311671-en.pdf?expires=1612976146&id=id&accname=guest&checksum=7ED977FB8370F83932953C15CFEA34E4
Tejada, J. (1998). Los agentes de la innovación en los centros educativos: profesores, directivos y asesores. Aljibe: Málaga.
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Torre, S. de la (Coord.) (1998). Cómo innovar en los centros educativos. Madrid: Escuela Española.
Torrent, A., & Feu, J. (2020). Educational change in Spain: between committed renewal and innocuous innovation. Journal for Critical Education Policy Studies, 18(1), 253-298. http://www.jceps.com/archives/8255
Educational journals:
The subject does not require the use of any specific resource or software.