Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | FB | 2 | 1 |
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Education and Curriculum Development is a second-year subject of the degree in Primary Education. As it follows on from the first-year subjects Education and Educational Contexts and Contemporary Theories and Practices in Education, a minimum proficiency level is required in these latter subjects in order to take full advantage of it. Competencies in education and educational contexts are closely related to those required in education and curriculum development. Similarly, educational contexts and contemporary theories and practices are part of the foundations of education and curriculum development.
During this year, student teachers will learn about teaching and learning processes and they will analyse, on the one hand, curricular approaches within learning and teaching methods and, on the other, the curriculum perspective in primary education.
Education and Curriculum Development will continue in the 3rd year with the subject Planning, Research and Innovation. This latter will go into detail about teaching and curriculum approaches, with specific reference to planning, research and innovation.
In this way, this subject aims to establish theoretical and practical benchmarks for working in primary education.
This year prepares student teachers to:
THE CONTENTS OF THE SUBJECT ARE:
First block: Didactics and curricular theory
1. Didactics and Curriculum: conceptual approach.
2. Curriculum theories.
3. Curriculum foundations.
The methodological proposal is designed within the principle of multivariate methodological strategies in order to facilitate active participation and the construction of the learning process by students.
Thus, we propose whole-group lectures and seminars that allow work to be done in small groups with a focus on cooperative learning.
Likewise, within the framework of this subject, it contributes to the development of CDD through the development of a didactic unit integrating the areas of the primary school curriculum, including Digital Competence, where innovative methodologies are integrated with technologies.
Autonomous work is going to be intensified. Within this framework, the teacher has to support the students frequently and has to provide them with resources in order to guide their learning process.
Tutorial interventions will be an important part of the working methodology.
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 | |||
Seminars. Cooperative learning activities in which the students work in groups. These activities will be structured in a specific way and will be known at the beginning of the subject. Likewise, these activities will further develop and apply the contents | 15 | 0.6 | 4, 2, 1, 18, 17, 6, 5, 7, 8, 20, 10, 13, 16, 12 |
Whole group. Lectures in which the teacher takes an active role and gets the students involved in the teaching process. Its aim is to present contents, give instructions, carry out individual and group activities, and make other propositions | 30 | 1.2 | 2, 1, 18, 19, 17, 11, 6, 5, 7, 10, 13, 12 |
Type: Supervised | |||
Supervisory. Group work, tutorial interventions and delivery of work. Face-to-face and on-line activities | 16 | 0.64 | 4, 5, 8, 20, 16 |
Type: Autonomous | |||
Autonomous, on-line | 75 | 3 | 19, 11, 5 |
The evaluation of this subject is carried out by monitoring the student teacher’s learning process in the seminars and the tutorial interventions. This monitoring process will allow us to take decisions about the development of the subject. At the end, we are going to verify if learning results agree with competencies and goals. This subject also includes activities for the development of Teaching Digital Competence.
There are three assessment components:
Before submitting evidenceof learning, it is necessary to check that the sources, notes, textual citations and bibliographical references have been written correctly following the APA regulations and according to the documentationthat is summarized in UAB sources: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf; https://www.uab.cat/web/estudia-i-investiga/com-citar-i-elaborar-la-bibliografia-1345708785665.html; https://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html
To pass the subject, the student teacher has to do all the practice activities/exercises/tests and the exam, and deliver (and when necessary, defend,) them on time. Likewise, the student teacher must pass each one -practices and exam- separately (5 is the minimum pass mark for each one).
Another aspect to consider is the weight of each one of these components (see the next table for this).
The qualifications of each of the assessment activities will be published in the 20 days following the delivery. Students wishing to review the results must do so within 15 days after their publication.
SINGLE EVALUATION
The evidence of the evaluation will be due on January 2024, coinciding with the written exam. Concretely:
This evaluation includes:
All the evidence considered in the single assessment must be passed with a minimum grade of 5.
The recovery date for the single evaluation will be the same it is established for continuous assessment (it will take place two weeks latter: 2nd. February group 21; 7th. February groups 31, 41, 71). The same recovery system will be applied as for the continuous evaluation.
The review of the final grade follows the same procedure as for the continuous assessment.
Both in the continuous and single evaluation process, all activities (individual and group) will consider the proofreading, writing and formal presentation. Students should be able to express themselves with fluency and accuracy and should show a high degree of understanding of academic texts. An activity can be returned (not rated) or suspended if the teacher believes that does not meet these requirements. To pass this subject, the student should have good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide.
To pass this subject, it is also be necessary to show an attitude compatible with the educational profession. It will be necessary to show active listening, respect, active participation in the classes, cooperation, empathy, kindness, punctuality, arguing, appropriate use of electronic devices (mobile, computer, etc.), showcritical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected.
The copy or plagiarism, both inthe case of works and in the case of examinations, constitute an offense and will be punished with a 0 as a mark of the subject losing the possibility of recovering it, whether it is individual work or in group (in this case, all the members of the group will have a 0).
For more information on the general evaluation criteria and guidelines of the Faculty of Education Sciences, please consult the following link: https://www.uab.cat/web/estudiar/graus/informacio-academica/avaluacio/en-que-consisteix-l-avaluacio-1345725434468.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Presentation and defence of one practice (group assessment) | 5% | 2 | 0.08 | 2, 1, 18, 17, 5, 7, 10 |
Test/exam (individual assessment) | 50% | 4 | 0.16 | 2, 1, 18, 19, 17, 11, 10, 14, 12 |
Work done in the seminars, delivery of tests/practice activities (group assessment and individual assessment) | 45% | 8 | 0.32 | 3, 4, 2, 1, 18, 17, 6, 5, 7, 8, 20, 9, 10, 13, 14, 16, 15, 21, 12 |
Compulsory readings
Barcia, M.I, de Morais Melo, S., & Justianovich, S. (coords.) (2019). Didáctica y Prácticas de la Enseñanza en la formación del profesorado Conceptualizaciones y experiencias en Ciencias de la Educación. Universidad de la Plata. http://sedici.unlp.edu.ar/bitstream/handle/10915/95295/Documento_completo.pdf-PDFA.pdf?sequence=1#page=71
Bolívar, A. (2008). Didáctica y Currículum: de la modernidad a la postmodernidad. Ediciones Aljibe.
Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing Teachers for a Changing World. Jossey-Bass.
Fernández Almenara, M. G. (2022). Didáctica y su campo de intervención. Editorial Técnica Avicam.
Jiménez, J.M., González, A.P., & Fandos,M. (2006). Visión general de la didáctica. Publicaciones URV
Herrán, A & Paredes, J. (2008). Didàctica general. La práctica de la enseñanza infantil, primaria y secundaria. McGraw-Hill
Medina, A. & Salvador, F. (Coord.) (2009): Didáctica General. Madrid. https://ceum-morelos.edu.mx/libros/didacticageneral.pdf
Montanero, M. (2019). Didáctica General. Universidad de Extremadura. Servicio de Publicaciones. http://dehesa.unex.es/xmlui/bitstream/handle/10662/9225/978-84-09-07197-5.pdf?sequence=1&isAllowed=y
Picco, S. & Orienti, N. (coords.) (2017). Didáctica y Currículum. Aportes teóricos yprácticos para pensar e intervenir en las prácticas de la enseñanza. Universidad de la Plata. http://sedici.unlp.edu.ar/bitstream/handle/10915/61533/Documento_completo__.pdf-PDFA.pdf?sequence=1
Tejada, J. (2005): Didáctica-Currículum. Diseño, desarrollo y evaluación curricular. Davinci.
Tejada, J., & Giménez, V. (Coords.) (2006): Formación de Formadores. Escenario aula. Thomson
Zabala, A. & Arnau, L. (2010). Once ideas claves. Cómo aprender y enseñar competencias. Graó
Complementary readings
Dack, H. & Tomlinson, C.A. (2014). Searching for the Irresistible. Phi Delta Kappan, 95, 43-47. https://doi.org/10.1177/003172171409500
Domingo, J. y Pérez Ferra, M. (Eds.) (2015). Aprendiendo a enseñar. Manual práctico de didáctica Pirámide.
John, P.D. (2006). Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. https://doi.org/10.1080/00220270500363620
Moral, C. (Coord) (2010). Didáctica. Teoría y práctica de la enseñanza. Pirámide.
Navarro, R. (Coord.) (2007): Didáctica y Currículum para el desarrollo de competencias. Dykinson
Pellejero, L. & Zufiaurre, B. (2010). Formación didácticapara docentes. CCS
Rodríguez Rojo, M. (Coord.) (2002). Didáctica General. Qué y cómo enseñar en la sociedad de la información. Biblioteca Nueva
Salvador Mata, F., Rodríguez Diéguez, J.L., & Bolívar, A. (Dtores.)(2004): Diccionario enciclopédico de Didáctica. Archidona: Ediciones Aljibe (2 volúmenes).
Sánchez Huete, J.C. (Coord) (2008): Compendio de Didáctica General. Editorial CCS
Sevillano, M.L. (2004): Didáctica en el siglo XXI. Ejes en el aprendizaje yenseñanza de calidad. Madrid: McGraw-Hill
Tomozii, S.E. & Topală, I. (2014). Why do we need to change the educational paradigms? Procedia - Social and Behavioral Sciences, 142, 586-591. https://www.sciencedirect.com/science/article/pii/S1877042814045984
Viana, M. & Freire, Z.M. (2014). Deconstruction of Paradigms for Teacher Training: A Transdisciplinary Perspective. Journal of Modern Education Review, 4(5), 349-357. http://www.academicstar.us/UploadFile/Picture/2015-1/20151203554224.pdf
Not applicable