Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 3 | 2 |
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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. 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.
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 | |
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 |
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 article | 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.
Altrichter. (2008, 2nd ed.). Teachers investigate their work: an introduction to action research across the professions. 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.
Cabrera-Rodríguez, F. (2011). Técnicas e instrumentos de evaluación: una propuesta de clasificación. REIRE Revista d'Innovació i Recerca en Educació, 4(2), 112–124. http://doi.org/10.1344/reire2011.4.2428
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.
Fernández, J. T. (1997). El proceso de investigación científica. Fundació Caixa d'Estalvis i Pensions.
Fernández Núñez, L.(2005). Com es porta a terme una investigació? Butlletí LaRecerca, 2, 1–6. Recuperat de https://www.ub.edu/idp/web/sites/default/files/fitxes/ficha2-cat.pdf
Firth, J. (2020). The Teacher's Guide to Research: Engaging with, Applying and Conducting Research in the Classroom. Routledge.
Folgueiras Bertomeu, P., & Ramirez, C. (2017). Elaboración de técnicas de recogida de información en diseños mixtos. Un ejemplo de estudio en aprendizaje-servicio. REIRE Revista d'Innovació i Recerca en Educació, 10(2), 64–78. http://dx.doi.org/10.1344/reire2017.10.218069
Folgueiras-Bertomeu, P., & Sabariego-Puig, M. (2018). Investigació-acció participativa. El disseny d'un diagnòstic participatiu. REIRE Revista d'Innovació i Recerca en Educació, 11(1), 16–25. http://dx.doi.org/10.1344/reire2018.11.119047
Gairín, J. & Ion, G. (Coord.) (2021). Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Narcea.
Head, G. (2020). Ethics in educational research: Review boards, ethical issues and researcher development. European Educational Research Journal, 19(1), 72-83.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (sexta edición). McGraw-Hill.
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
Hess, R.T., & Robbins, P. (2012). The data toolkit: Ten tools for supporting school improvement. Corwin.
Imbernón, F. (2002). Lainvestigación educativa como herramienta de formación del profesorado: reflexión y experiencias de investigación educativa. Graó.
Jones, G. (2017). Evidence-based School Leadership and Management: A practical guide. Sage.
Kirschner, P.A., & Hendrick, C. (2020). How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice. Routledge.
Latorre, A. (2008). La investigación-acción. Conocer y cambiar la práctica educativa. 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 competencia profesional para la intervención. Editorial UOC.
Navarro, E., Jiménez, E., Rappoport, S. & Thoilliez, B. (2017). Fundamentos de la investigación y la innovación educativa. UNIR Editorial.
Neelen, M., & Kirschner, P.A. (2020). Evidence-Informed Learning Design: Creating Training to Improve Performance.Koganpage.
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
Reguant Álvarez, M., & Martínez-Olmo, F. (2014). Operacionalización de conceptos/variables. Dipòsit Digital de la Universitat de Barcelona. https://diposit.ub.edu/dspace/handle/2445/57883
Riba Campos, C. (2008). L’observació participant i no participant en perspectiva qualitativa. UOC.
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
Sánchez Martín, M., Navarro Mateu, F., & Sánchez-Meca, J. (2022). Las Revisiones Sistemáticas y la Educación Basada en Evidencias. Espiral. Cuadernos del Profesorado, 15(30), 108-120. https://dialnet.unirioja.es/servlet/articulo?codigo=8339815
Sandin, M. P. (2000). Criterios de validez en la investigación cualitativa: De la objetividad a la solidaridad. Revista de Investigación Educativa, 18(1), 223-242. https://revistas.um.es/rie/article/view/121561
Smith, J. & Smith, J. (2017). Investigar en educación: conceptos básicos y metodología para desarrollar proyectos de investigación. Narcea.
Educational Journals
For this subject, no specific program or resource is required.