Logo UAB

Practicum I

Code: 102022 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OB 1 2


Maria Isabel Garcia Gracia

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Rosa Maria Pallarés Mercader
Carme Sanjuan González


  • Students are recommended to register for this course, only after having completed the course “Social Context and School Management”, given that its contents are essential for the practicum.


  • Students must perform 70 hours of stay in context (including classroom, school and territory).


  • A minimum of  65 hours out of those 70 must be spent in the school and classroom. This corresponds to 10 days of the full working day (6,5 hours per day). The remaining 5 hours will be used to identify and reinforce the territory. Lunch time does not count as a practicum hour, whereas the exclusive hour does


  • Exceptionally contemplates the possibility that there are special cases (providing employment). In these cases must take into account the following requirements: people who can not attend school in the morning or afternoon, five days must guarantee full (morning and afternoon) at school; the remaining 65 hours, the fractions must complete day (mornings or afternoons, depending on the case) loose.


  • In order to take this course it is mandatory to hold the negative certificate from the Sex Offender Registry. The student is the unique responsible to get and present it to the center before the intership starts.

Objectives and Contextualisation

The fundamental goal of Pràcicum 1 is that the students, as a group, take a first contact as future professional with a school and make a global observation of three basics aspects: the social setting,i the management and school organization and the classroom interactions.

General objectives:

  1. To analyze the relationships between the social and school context and the social relations within the school, with special attention to gender differences.
  2. To apply the sociological perspectivei to the analysis of the educational reality and the different social contexts.
  3. Understand the social functions of the school and the effects of changes (social, cultural, demographic, etc.) on education and the school.
  4. To identify the factors of social inequality (according to social origin, ethnicity and gender) and their effects on education and school performance.
  5. Identify the elements that make up an educational school and their interrelation.
  6. To understand the systemic relations between the different institutional approaches of the school and the school dynamics.
  7. Understand the organizational structure of the school.
  8. Analyze the main organs of governance, participation and support of schools.
  9. To analyse the spatial, temporal and material conditions that influence educational activity and its management.
  10. Understand the importance of relationships within the educational community to ensure peaceful coexistence and achieve the goals of the school organization.

Instrumental objectives:

  1. To implement tools for the systematic observation of school and social reality.
  2. To collect and elaborate data from primary sources (interviews, observation diary...) and secondary sources (statistics, analysis of documents...) as well as to know how to interpret them in relation to the theoretical knowledge learned in other subjects related to the subject.
  3. To communicate formallythe results obtained from the process of analysis of social reality and school. 


  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Demonstrate an understanding of the role, possibilities and limits of education in today's society and core competencies that affect infant schools and their professionals.
  • Demonstrate knowledge of the organization of nursery schools and other early childhood services and the diversity of actions involved in their operation.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Systematically observe learning and coexistence contexts and learn to reflect on them.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Apply the data obtained in from socio-educational diagnosis to the education planning process.
  2. Construct guides and observation guidelines.
  3. Define the elements that constitute a school as complex organization.
  4. Diagnose the socio-educational reality in schools by identifying the social factors that condition them.
  5. Identifying the teacher's framework of autonomy in today's society.
  6. Integrating and analysing the data and information from the different types of observation.
  7. Propose new methods or well-founded alternative solutions.
  8. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  9. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  10. Propose projects and actions that incorporate the gender perspective.
  11. Propose viable projects and actions to boost social, economic and environmental benefits.
  12. Relating the observations of the educational theories with the formal learning and theories undertaken.
  13. Share specific knowledge with other professionals to ensure a better product or solution.
  14. Understand how the different organizational structures of the school function.


  1. Typology of nursery and primary schools.
  2. Characterisation of the territory: relations between school, environment and educational community.
  3. School and educational administration. Organisation of the centre and the classroom.
  4. Identification and analysis of school projects.
  5. Linguistic project of the centre and development of languages.
  6. Analysis of the functioning of the teaching team.
  7. Collaboration between different professionals, institutions and resources for educational purposes.
  8. Analysis of student grouping models and inclusive practices.
  9. Analysis of interactions and relations in the classroom, with special attention to gender inequalities.
  10. Analysis of the social, temporal and spatial factors that condition educational activity.
  11. Analysis of communicative and interactive processes in the classroom.
  12. The profession of teacher: professional functions, strategies, techniques and attitudes. 


The course Practicum I of the Childhood Education Degree is a module formed by different formative activities with an exploratory purpose. It is oriented towards the global analysis of social and educational reality. The different activities are organized around two variables: location and grouping.

A) Location: It refers to the location where the practicum takes place. They can be classroom or field activities. Classroom activities include workshops, seminars and tutorials, either individual or collective, that help to plan and establish the formative activities that form the module Practicum I. Field activities include those activities developed outside the university, mainly linked to a pre-primary/primary school and in relation to the territory where it is located.

B) Grouping: Depending on their nature, they can be individual or group activities. Individual activities include those that each student must accomplish on his/her own. These activities can be addressed at the preparation of the fieldwork or the study of the available data of the territory. Group activities represent the most important part of the module. The group of students assigned to a particular school are expected to work cooperatively to accomplish them.

The professors of the Faculty will assign a maximum of 5 students to each of the schools assigned to the UAB. The students assigned to the same school will constitute a working team that operates collectively in all the group activities of the course.

Students registered in one group will be divided in geographic areas and will have a tutor of the Faculty.

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      
Stay in school and observation in the territory. 70 2.8 1, 13, 4
Type: Supervised      
Seminar discussion and evaluation processes designed. Exhibitions jobs. Debates and monitoring group work. 15 0.6 1, 4
Type: Autonomous      
Study territory. Analysis school reality. Preparation of individual and collective memory. Field diary. Preparation and presentation of seminars. 65 2.6 4, 12


The evaluation of the Practical I subject will allow the assessment of the consolidation of the competences identified in this guide. Likewise, the overall design of the material and its methodological orientations must be present. The evaluation consists of a series of indicators that must be present:
1. Final Report. 40% of the evaluation. Composed by a descriptive, evaluative and analytical synthesis of the different activities, fences and observations carried out during the whole practice. The evaluation of the final report includes an individual evaluation part (from the individual classroom observation diaries, the group diary will include the aspects of organization, planning and execution of the work, as well as the contribution of each member of the group and the evaluation of the work dynamics. The note in the final memoir will be individual. The  final report will be delivered through the Moodle. 
2. Tutorials, seminars and presentations. Tutorials and seminars represent 15% of the evaluation, and exhibitions 20%. They suppose the supervision and follow-up, on the part of the teaching staff of the Faculty, of some practical and methodological activities, the attendance and participation in the plenary meetings to communicate, evaluate and analyse the information gathered in the different schools and their surroundings and the presentation in the classroom. The notes of participation in seminars and the notes of the presentations will be individuals.
3. School report card, 25% of the assessment is required. It will be carried out by the school's reference teacher and classroom tutor(s).
In order to pass this course, the student must have a minimum score of five in each of the ssessed evidences (final report, tutorials, seminars, expositions and report of the school) and must show an attitude compatible with the teaching profession such as: commitment and responsibility with the group work, respect, participation, active escort, cooperation, empathy, kindness, punctuality, argumentation, etc.
In case of negative evaluation by the school or the faculty tutor, the practicum will be suspended and a maximum grade of 4 will be recorded in the transcript.
At any time during the stay at school, the school may prepare a report justifying the fact that the student is unable to continue his or her internship. If this happens, these students will automatically fail the practice (the numerical note that they will be left will be a 3).  All the assessment assessments made during the course must be presented in the term indicated by the teachers in the programme. The notes from the final report will be available in the twenty working days following the presentation.
Attendance at seminars is compulsory. Otherwise it will be considered as "Not assessable". The  justification used to explain the absences is that they may be an exemption from attendance.
In all the activities (individual and group), it is a matter of taking into account, therefore, the linguistic correction, the writing and the formal aspects of presentation. The student must be able to express him/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.
Remember that, in the case of the Catalan language, the 1st and 2nd courses require that the student must have a linguistic competence equivalent to Level 1 for Teachers of Infant and Primary Education; and that from the 3rd grade of Grau the student must have shown an equivalent competence at Level 2 for Infant and Primary Education Teacher Training (more information on these levels) to http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html)-
The copy or plagiarism constitutes a crime that may represent a suspension of thesubject matter.  It is considered that a job, activity is "copied" when it reproduces all or part of the work of an other company. It is considered that a work or activity is "plagiarized" when it is presented as a part of an author's text without mentioning the fonts, regardless of whether the original fonts are in paper or digital format (more information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_0 1.html). 


The student must show an attitude compatible with the profession. If this is not the case, at any time during their stay at the internship center, or the university may decide that the student cannot continue his/her stay at the center. In these cases the mentor and tutor will prepare a justified internship report showing that the student cannot continue the internship. If this happens, the student will automatically fail the practicum (the numerical grade that will remain will be a 3, and will not be eligible for re-evaluation). 


 The student must comply with the regulatory framework for internships https://www.uab.cat/web/practicum/normativa-1345881466711.html. In this sense, it is not allowed to repeat an internship center in two different practicums. it is also not allowed to carry out the internship in a center wherethere are first-degree relatives orwherethestudentworkswithoutauthorizationfromtheuniversitycoordination, as established by theregulations. https://www.uab.cat/doc/RegulacioPractiquesBOEDOC 


In accordance with the academic regulations, this subject does not include the possibility of a single evaluation



Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exhibition of work. 20% (individual) 0 0 14, 3, 4, 6, 12
Final Report 40% (30% group and 10% individual) 0 0 1, 13, 14, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
School repport 25% (12,5% individual and 12,5% group) 0 0 14, 3, 5, 6, 12
Seminars 15% (individual) 0 0 2, 4, 6


Bibliografia bàsica

Alegre, M. A. (Coord). (2010). Les famílies davant l’elecció escolar. Dilemes i desigualtats en la tria de centre a la ciutat de Barcelona. Barcelona: Fundació Jaume Bofill, Col. Polítiques, 72.

Anyon, J. (1999). Clase Social y conocimiento escolar. Dins: Fernández, M. (comp.) Sociología de la educación. Textos fundamentales (pp. 615-627). Barcelona: Ariel

Armengol, C., Pallarès, R.M., Feixas, M. (2003). Seguint el fil de l’organització. Bellaterra: Servei de Publicacions, Universitat Autònoma de Barcelona

OECD (2010): La naturalesa de l'aprenentatge: Utilitzant la recerca per inspirar la pràctica.. Traducció en català disponible en: https://serveiseducatius.xtec.cat/vallesoccidental5/wp-content/uploads/usu1111/2019/03/The_Nature_of_Learning-Practitioner_Guide-CAT.pdf

Bibliografia complementaria

Antunez, S. (1993). Claves para la organización de centros escolares. Barcelona: Horsori.

Antunez, S., Gairín, J. (1996). Fundamentos y prácticas de la organización escolar. Barcelona: Grao.

Bazarra, L. (2014). Ser profesor y dirigir profesores en tiempos de cambio. Madrid: Narcea.

Benito, R., Gonzalez, I. (2009). Processos de segregació escolar a Catalunya. Barcelona: Fundació Jaume Bofill. Col Polítiques 59.

Bisquerra, R. (2017). Educació emocional: de la recerca a la pràctica fonamentada. Revista Catalana de Pedagogia, 13 (2018), p. 145-171. DOI: 10.2436/20.3007.01.102. ISSN (edició electrònica): 2013-9594. http://revistes.iec.cat/index.php/RCP/index

Blejmar, B. (2018). Gestionar es hacer que las cosas sucedan. Buenos Aires: Noveduc.

Bonal, X. (2012). Municipis contra la segregació escolar. Sis experiències de política educativa local. Barcelona: Fundació Jaume Bofill. Col. Polítiques 78.

Cantón, I., Pino, M. (coords). (2014). Organización de centros educativos en la sociedad del conocimiento. Madrid: Alianza Editorial.

Collet, J., Tort, A. (2017). Escoles, famílies i comunitat. Barcelona: Octaedro.

Coronel, J.M., López, J., Sánchez, M. (1994). Para comprender las organizaciones escolares. Sevilla: Repiso.

Dronkers, J. (2008). l’Educació com a pilar de la desigualtat. La política educativa europea: limitacions i possibilitats. Barcelona: Fundació Jaume Bofill.

Fernández, F. (Coord) (2003). Sociología de la Educación. Madrid: Pearson.

Ferrer-Esteban. G. (2019). Mesures i suports d’atenció a les necessitats educatives i diversificació curricular: què funciona per millorar els aprenentatges i reduir l’abandonament? Fundació Jaume Bofill.  Què funciona en educació, núm 15. Recuperat de https://www.fbofill.cat/sites/default/files/Que_funciona_15_diversificaciocurriacular251119.pdf

Fundació Jaume Bofill. (2019). LECXIT: Lectura per a l’èxit educatiu. Recuperat de https://www.fbofill.cat/lecxit

Gairín, J., Darder, P. (Coord.) (1996). Organización de centros educativos. Aspectos básicos. Barcelona: Práxis.

Garcia, M. (2003). El sistema de enseñanza como construcción histórica y social. Dins Fernández, F. (Coord). Sociología de la educación (pp. 87-114). Madrid: Pearson.

Garcia, M. (2013). Absentismo y abandono escolar. Madrid: Síntesis.

Gratacós, P., Ugidos, P. (2011). Diversitat cultural i exclusió social. Dinàmiques educatives, relacions interpersonals i actituds del professorat. Barcelona: Fundació Jaume Bofill.

Lafuente M. Millora l’aprenentatge de l’alumnat mitjançant el treball per projectes? Fundació Jaume Bofill.  Què funciona en educació, núm 16. Recuperat de: https://www.fbofill.cat/sites/default/files/Que_funciona_16_aprenentage.pdf

Lorenzo, M. (2011). Organización de centros educativos. Modelos emergentes. Madrid: La Muralla.

OECD (2017): The OECD Handbook for Innovative Learning Environments. Traducció en català disponible en: https://drive.google.com/file/d/1r4mZPBDHPbBNbhLM6nrXTYzgM4JtYlub/view

Rist, R. (1991). Sobre la comprensión del proceso de escolarización: aportaciones de la teoría del etiquetado. Dins: Fernández, M. (comp.) Sociología de la educación. Textos fundamentales. (pp.615-627). Barcelona: Ariel.

Santos, M. (2000). La escuela que aprende. Madrid: Morata.

Solís G., P, González B., i V (2017) El efecto Pigmalión en la práctica docente. Publicaciones Didacticas.  Nº 83. Recuperat de: http://www.sedcaldas.gov.co/alianza/images/Archivos_pesados/2018/el%20efecto%


Taberner, J. (1999). Sociología y Educación.  Barcelona: Tecnos.

Tarabini, A. (2012). Sociologia del curriculum i la praxi educativa. Dins  Rotger. J.M. (coord.) Sociologia de l’educació per a professorat d’educació secundaria (pp. 289-315) Barcelona: El Roure.

UNESCOCAT. Educació 2030. Declaració d’Incheon i marc d’acció per a la implementació de l’Objectiu de Desenvolupament Sostenible 4. Centre UNESCO de Catalunya, 2018.

Disponible a: http://unescocat.org/2019/02/28/declaracio-dincheon-i-marc-daccio-per-a-la-implementacio-de-lobjectiu-de-desenvolupament-sostenible-4/



Consell Superior d'Avaluació del Sistema Educatiu de Catalunya. Generalitat de Catalunya. http://csda.gencat.cat/ca/

Departament d'Educació. Generalitat de Catalunya. http://www20.gencat.cat/portal/site/ensenyament 

Fundació Jaume Bofill. https://www.fbofill.cat/

Instituto Nacional de Evaluación Educativa. Ministerio de Educación y Formación Profesional.  http://www.educacionyfp.gob.es/inee/portada.html

Ministerio de Educación y Formación Profesional.  https://www.educacionyfp.gob.es/portada.html 

OCDE. http://www.oecd.org/education/


No specific programme is required.