Research Trends in Curriculum Development and Innovation Processes
Code: 43213 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OT | 0 | 1 |
Contact
- Name:
- Antonio Navio Gamez
- Email:
- antoni.navio@uab.cat
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.
Teachers
- Antonio Navio Gamez
- Carmen Ruiz Bueno
Prerequisites
This module is mandatory in Curriculum and Innovation Processes in Education
Objectives and Contextualisation
This module aims to introduce the student to research in the field of competency curriculum development and innovation processes.
The objectives are:
- Have a conceptual framework in line with the development of curricula by competencies and innovation in education.
- Know the different theoretical perspectives, understandings, processes, strategies and techniques linked to the constructs of curriculum development and innovation.
- Analyze lines of research associated with curriculum development and innovation.
- Develop curricular innovation projects.
Learning Outcomes
- CA10 (Competence) Formulate a research problem related to curriculum development and innovation processes and formulate its questions and goals.
- CA11 (Competence) Adopt criteria of methodological quality in curricular research.
- CA12 (Competence) Make proposals for improvement and/or innovation projects based on the evidence obtained through research on curricular development and innovation processes.
- CA13 (Competence) Investigate or innovate in the field of curricular development while contributing to a more accessible, sustainable, diverse and just society.
- KA09 (Knowledge) Describe the methodological paradigms, approaches and designs in research on curricular development and innovation processes in education.
- KA10 (Knowledge) Identify different lines of research in curriculum development and innovation processes.
- KA11 (Knowledge) Identify problems and suggest responses to educational needs related to curriculum development using innovative approaches.
- SA09 (Skill) Produce a comprehensive review of the scientific literature related to curriculum development and innovation processes.
Content
- Theoretical perspectives of curriculum innovation in the education system by competencies. Theories, models and strategies
- Innovation processes as processes of curriculum development
- Models and innovation strategies and curriculum development
- Research on curriculum innovation (associated content, resources, strategies, the evaluation system, the actors, the different educational levels ...).
Methodology
The training activity will be developed from the following dynamics:
- Reading of articles and documentary collections
- Master classes / lectures by the teacher
- Analysis and collective discussion of articles and documentary collections
- Practices of classroom: resolution of problems / cases / exercises.
- Presentation / oral presentation of works.
- Tutorials
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Debates on readings / exhibitions | 6 | 0.24 | KA10, KA11, SA09, KA10 |
| Exhibition in plenary | 4 | 0.16 | CA12, CA12 |
| Magisterial explanations | 20 | 0.8 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09, CA10 |
| Workshops / classroom exercises | 6 | 0.24 | CA10, CA12, KA10, KA11, CA10 |
| Type: Supervised | |||
| Elaboration in group and delivery in the virtual platform of the different activities (readings, reviews, team work, work / final report) | 24 | 0.96 | CA12, KA09, KA11, CA12 |
| Individual and collective tutorials | 12 | 0.48 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09, CA10 |
| Type: Autonomous | |||
| Personal study, complementary readings, analysis of evaluative cases, search of information, elaboration of portfolios | 78 | 3.12 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09, CA10 |
Assessment
- The evaluation of the module will be carried out through the activities that they specify.
- The final grade will be the weighted average of the planned activities. To apply this criterion it will be necessary to obtain a minimum of 4 in all activities, those carried out during the development of the module and in the memory / final work of the module.
- Class attendance is mandatory. In order to obtain a positive final evaluation, the student will have to attend 80% of the face-to-face sessions.
- The procedure for reviewing the evaluation will be carried out individually.
This subject adheres to the single evaluation option, which exclusively affects the deadline for submitting evaluation activities.
DEADLINES FOR SUBMITTING EVALUATION ACTIVITIES
1) Continuous evaluation
- Review 1: 11/3/2023
- Review 2: 11/30/2023
- Review 3: 12/22/2023
- Coursework; 1/26/2024
2) Single evaluation
- All evaluation activities: 1/26/2024
RECOVERY:
Any potential recovery assessments for different activities should be submitted by 2/16/2024.
OTHER CONSIDERATIONS:
Plagiarism or copies will result in a grade of Not Evaluable and will be reported to the degree program coordination.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and participation in the sessions (workshops, debates, .plenary, ..) | 20% | 0 | 0 | KA11, SA09 |
| Activities during the development of the module (recensiones, deliveries in the platform of the activities, ...) | 30% | 0 | 0 | CA10, CA13, KA10, SA09 |
| Memory / individual work of the module | 50% | 0 | 0 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09 |
Bibliography
Canton, I. y Pino-Juste, M. (2011). Diseño y desarrollo del currículum. Alianza Editorial.
Carballo, R. (2009). Manifiestos para la innovación educativa. Proyecto innovador a partir de experiencias de alumnos universitarios. Ediciones Diaz de Santos.
Del Rio, J.L. (Coord.). (2019). Investigar para conocer, innovar para mejorar. Universidad Nacional de Educación.OEI.
Díaz-Barriga Arceo, F. (2010). Los profesores ante las innovaciones curriculares. Revista Iberoamericana de Educación Superior (RIES). 1(1), 37-57. http://ries.universia.net
González, M.T. (Coord.) (2011). Innovaciones en el gobierno y la gestión de los centros escolares (pp. 117-142). Síntesis.
Gairín, J. y Rodríguez-Gómez, D. (2011) Cambio y mejora en las organizaciones educativas. Educar, 47/1,32-50
Gros, B. y LARA, P. (2009). Estrategias de innovación en la educación superior: el caso de la Universitat Oberta de Catalunya. Revista Iberoamericana de Educación, 49, 223-245.
Hargreaves, A. y Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Madrid: Ediciones Morata.
Hargreaves, A. y Shirley, D. (2012). The global fourth way. The quest for educational excellent. Corwin Press.
IFIIE-MEC (2011). Estudio sobre la innovación educativa en España. Secretaria General Técnicas-MEC.
León, M.J. y López López, M.C. (2014). Criterios para la evaluación de los proyectos de innovación docente universitaria. Estudios sobre Educación, 26, 79-101
López-Yáñez, J. (2010). Sostenibilidad de la innovación en los centros escolares: sus bases institucionales. Profesorado. Revista de currículum y formación del profesorado, 14 (1), 9-28
López-Yáñez, J.; Sánchez, M. Y Altopedi, M. (2011). Comunidades profesionales de práctica que logran sostener procesos de mejora institucional en las escuelas. Revista de Educación, 356, 109-131.
Murillo, F.J. y Krichesky, G.J. (2015). Mejora de la escuela: medio siglo de lecciones aprendidas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13 (1), 69-102. https://revistas.uam.es/reice/article/view/2800
Navarro, E (Coord); Jiménez, E.; Rappoport, S. Y Thoilliez, B. (2017). Fundamentos de la ivnestigación la innovación educativa. UNIR Editorial.
Pech, S.; Prieto, M; García, J. y Orozco, E. (2019). Innovation and Practice in Education (2019). Innovación y Práctica Educativa. Editorial CIATA.
Rodríguez-Gómez, D. Y Gairín, J. (2015). Innovación, aprendizaje organizativo y gestión del conocimiento en las instituciones educativas. Educación, 24 (46), 73-90. http://revistas.pucp.edu.pe/index.php/educacion/article/view/12245
Tejada, J. (2005). Didáctica-Currículum: Diseño, desarrollo y evaluación curricular, Davinci Continental
Tejada, J. (2007). La innovación formativa. En: Tejada, J. y Giménez, V. (Coord). Formación de Formadores. Escenario institucional. Thomson; 631-712.
Tejada, J. (2008). Innovación didáctica y formación del profesorado, en Herrán, A. y Paredes, J. (Coords.) Didáctica General. La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria, McGraw Hill, 311-332.
Tejada, J. (2013). Investigación e innovación educatives: dos caras de la misma moneda. Desde las aules normalistes.
Tejada, J. y Ruiz Bueno, C. (2016). Evaluación de competencias profesionales en Educación Superior: Retos e implicaciones. Educación XX1, 19(1), 17-38. https://dx.doi.org/10.5944/educXX1.12175
Villa Sánchez, A. (2019). Liderazgo: una clave para la innovación y el cambio educativo. Revista de Investigación Educativa, 37(2), 301-326. https://dx.doi.org/10.6018/rie.37.2.365461
Software
This subject does not need special programming.