The Teaching and Learning Process
Code: 101634 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500260 Social Education | OB | 1 |
| 2500261 Education Studies | OB | 1 |
Contact
- Name:
- Antonio Navio Gamez
- Email:
- antoni.navio@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
The basis of teaching and learning process is configured during the first year. Highlights the importance of the subject Theory and History of Education because it provides understanding of the teaching and learning process.
Objectives and Contextualisation
1) To analyze aspects that take part of the educational reality according to a didactic point of view in formal and non-formal contexts
2) To analyze educational and training needs to design teaching and learning processes.
3) To design, develop and assess processes, projects, programs and activities to take part in educational and training contexts.
4) To analyze, from a critical point of view, proposals and alternatives of the profession.
5) To base educational practice on the principles that govern the process of teaching and learning from the perspective of General Didactics.
Competences
- Social Education
- Design evaluation plans and processes in accordance with different purposes, techniques and instruments, moments and perspectives of educational evaluation.
- In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
- Use ICT to learn, communicate and collaborate in educational contexts.
- Work in teams and with teams (in the same field or interdisciplinary).
- Education Studies
- Design plans, programs, projects, activities and resources adapted to the education and training contexts, in the face-to-face and virtual forms.
- Diagnose people's development needs and possibilities to support the development of educational and training activities.
- Evaluate teaching-learning processes and education agents.
- Incorporate information and communications technology to learn, communicate and share in educational contexts.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Analyse the characteristics of learning groups.
- Design projects and actions adapted to the education environment and the recipients thereof.
- Develop learning assessment devices specifying all components (object, instruments, agents, moments).
- Form teams that are capable of carrying out activities effectively
- Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
- Using ICTs in designing, developing and drawing up practical work.
- Using virtual platforms as a communication and management tool for directed and supervised activities.
Content
I. Substantiation of Teaching and Learning Process (2 ECTS)
1. The didactic vision of the teaching and learning process: conceptualization; epistemological analysis; object of study; educational sciences, pedagogy, and didactics; didactics in context; purposes of didactics..
II. Programming Teaching and Learning Process (3 ECTS)
2. The design of plans, programs and projects: conceptualization and features, models of planning and design, curricular specification and contextualization.
3. Elements of programming: students
4. Elements of programming: aims and goals
5. Elements of programming: contents
6. Elements of programming: methodological strategies, media and resources.
III. Assessment of Teaching and Learning Process (1 ECTS)
7. Assessment of learning: concepts, dimensions and. planning.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Assessment | 0 | 0 | 1, 2, 3, 5, 6, 7 |
| Class Group | 30 | 1.2 | 1, 2, 3, 7 |
| Seminars | 15 | 0.6 | 1, 2, 3, 6, 7 |
| Type: Supervised | |||
| Group and Individual Supervision | 30 | 1.2 | 1, 2, 3, 5, 6, 7 |
| Type: Autonomous | |||
| Study, Readings, etc. | 75 | 3 | 1, 2, 3, 5, 6, 7 |
CLASS GROUP
Allow the presentation of content and the active participation of all. Although it is an activity carried out by the teacher. Obviously, it should be considered the active participation of students, especially sharing the learning achievements or those who are being achieved. In this moment is when the practical activities that will form part of the subject and to be developed individually or in groups are presented.
SEMINARS
Allow to work in medium-sized groups (25-30 people approx.) To reinforce individual work and small group work (5 persons approx.). It is also adequate space for discussion and to customize, without losing reference to group learning.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exams | 50% | 0 | 0 | 1, 2, 3 |
| Reflexive individual exercises | 15% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7 |
| Resolution of practical cases | 35% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7 |
EXAMS
Realization of two individual examns. If the exams are failed (less than 5 rating) or not presented, it will enable a specific day at the end of the period to make appropriate treatment. Can not be recovered examinations if the student has not been submitted to any of the planned evaluations. The test scores will be reported within a maximum period of 15 days after its completion.
RESOLUTION OF PRACTICAL CASES
Realization of activities based on the resolution of practical cases based on group work. They will be delivered within the established deadlines agreed on the first day of class. Feedback will be done within a maximum period of 2 weeks and in case of obtaining a qualification lower than 5 the task must be reworked.
INDIVIDUAL REFLECTIVE EXERCISES
Two individual exercises of reflexive character will be carried out during the development of the subject. The qualification will be communicated within a maximum of 2 weeks after delivery.
GENERAL FEATURES
It is an indispensable condition to overcome all the assessment tests (examns, practical cases and individual reflexive exercises) with a rating equal to or greater than 5 to pass the course.
Attendance at the different activities will be considered both at the group and individual level.
In case plagiarism is detected, the result of the subject will be FAILED.
To pass this sublect, the student must demonstrate good general skills communication, both orally and in writing, and a good command of the language or languages listes in the teaching guide.
In all activities (individual and group), lingistic correction, writing and formal aspects of presentation will be taken into account. Students mus be able to espress themselves fluenty and correctly and must show a high degree of understanding of acedemic texts. An activity my be returned (not evaluated) or failed if the faculty considers that it does not meet this requirements.
EXAMS DATES
Pedagogy: Exam first part of the subject: 3/20/2025. Exam second part of the subject: 6/19/2025. Reassessment: 7/3/2025.
Social Education: Exam first part of the subject: 3/18/2025. Exam second part of the subject: 6/17/2025. Reassessment: 7/1/2025.
SINGLE EVALUATION
Since this subject follows the option of single evaluation, the deadline for submitting the different evaluation activities previously planned will be on the following dates and format:
Exams: both exams will be conducted on June 19, 2025, for the Pedagogy degree and June 17, 2025 ,for the SocialEducation degree.
Practical cases: the planned practical cases will be submitted in portfolio format on June 19, 2025, for the Pedagogy degree and June 17, 2025, for the Social Education degree.
Individual reflective exercises: the 2 reflective exercises will be submitted in portfolio format on June 19, 2025, for the Pedagogy degree and June 17, 2025, for the Social Education degree.
All single evaluation activities can be made up on the following dates: July 3, 2025 (Pedagogy degree) and July 1, 2025 (Social Education degree).
The weighting of the evaluation activities in the case of single evaluation is the same as in continuous assessment.
Bibliography
Bolívar, A. (2008). Didáctica y Currículum: de la modernidad a la postmodernidad. Ediciones Aljibe.
Cabrera, F. A. (2000). Evaluación de la formación. Editorial Síntesis.
Castillo, S.; Cabrerizo, J. (2010). Evaluación educativa de aprendizajes y competencias. Pearson-UNED.
de la Herrán, A; Medina, A. (2023). Didáctica General. Formarse para educar. Octaedro.
Falcó, J.M. (2023). Otra evaluacion es necesaria. Guía para hacerla posible. Editorial CCS.
Hernández, C.A.; Guárate, A.Y. (2017). Modelos didácticos para situaciones y contextos de aprendizaje. Narcea.
Medina, A.; de la Herrán, A. (2023). Futuro de la Didáctica General. Octaedro.
Medina, A.; Salvador, F. (Coord.) (2009). Didáctica General. Pearson.
Montanero, M. (2019). Didáctica General. Planificación y práctica de la enseñanza primaria. Universidad de Extremadura.
Navarro, R. (Coord.) (2007). Didáctica y Currículum para el desarrollo de competencias. Dykinson.
Rodríguez Rojo, M. (Coord.) (2002). Didáctica General. Qué y cómo enseñar en la sociedad de la información. Biblioteca Nueva.
Salvador, F.; Rodríguez Diéguez, J.L.; Bolívar, A. (Dtores.) (2004). Diccionario enciclopédico de Didáctica. Ediciones Aljibe (2 vols.).
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 y enseñanza de calidad. McGraw-Hill.
Tejada, J. (2005). Didáctica-Currículum. Diseño, desarrollo y evaluación curricular. Davinci.
Tejada, J.; Giménez, V. (Coords.) (2006). Formación de Formadores. Escenario aula. Thomson.
Software
No specific software is used for the development of this subject.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 111 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 112 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 113 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 211 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 212 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 213 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 2 | Catalan | second semester | morning-mixed |