Degree | Type | Year |
---|---|---|
2500797 Early Childhood Education | FB | 2 |
You can view this information at the end of this document.
It is recommended:
- Identify the organizational components of the process of learning as well as the analysis of teaching resources, and organizational assessment process. These issues are part of the contents of first-year course called "Social Context and School Management" and "Education and Educational Contexts."
- Reflect on their own school experience.
- Be willing to work together.
The course is designed to understand the "espai-temporal" resources in relation to the general organization of the school and they have consistency in the realization of some institutional approaches.
At the same time laid the foundations of professional development as a tool to accompany / the teacher / a throughout his professional career in a constantly changing reflection sustained in practice itself. All these elements are structured based on the needs of children.
Some emphasize that training objectives of the course are:
- Prepare proposals for intervention in space, in time and materials that consider the situation of school contexts and the people involved.
- Develop teaching skills.
- Use reflection on daily practice as a strategy for continuous improvement of the professional activity.
- Develop attitudes cooperative work with other professionals.
•Space school and school settings.
- Architecture School in Early Childhood Education.
- Area schools and educational interaction.
- The classroom as a nodule school activity.
- General classrooms and specific classrooms in Early Childhood Education.
- Child safety education spaces
•The school schedule and educational time.
- Kairos and Chronos in Early Childhood Education.
- Educational time and school time in Early Childhood Education.
- Time and time adult children in the care of Early Childhood.
- Rhythms and cadences in the schedules and school calendars.
• Educational materials inside and outside the center.
- Educational materials and teaching resources in Early Childhood Education.
- The market for educational materials.
- Materials for children and materials for teachers: roles.
- Material design "ex profess."
• The teaching skills and professional development of teachers and teachers of Primary Education.
- Functions and duties of the teacher.
- Skills and competences of the teacher.
- Attitudes, skills and abilities of the teacher.
- Professional development and educational innovation.
• Reflection in action as a strategy for improving teaching individual and collegial.
- Reflective practice.
- The teacher, the teacher and the educational team as an agent of change.
The elements that constitute the microprogramming teaching (programming unit, classroom programming).
- The fundamental elements: bases sociological, psychological, pedagogical and epistemological.
- Recipients of intervention proposal: characteristics and profiles.
- The elements of intention: the content, objectives and competences.
- Action items: activities of teaching / learning and assessment activities.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Deepening seminars | 30 | 1.2 | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13 |
Face large group | 15 | 0.6 | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13 |
Type: Supervised | |||
Supervised work in the classroom and tutoring | 30 | 1.2 | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13 |
Type: Autonomous | |||
individual self and group work | 75 | 3 | 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13 |
The protagonist in the process of learning and the student is under this premise is planned methodology of the subject as shown in the table below:
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Reflective in-depth, informative article (individual) | 40% | 0 | 0 | 1, 2, 3, 4, 6 |
Room design (in group) | 10% | 0 | 0 | 5, 8, 13 |
Self-report on teaching skills (individual) | 15% | 0 | 0 | 2, 3, 4, 6, 7, 13 |
Syllabus (in group) | 25% | 0 | 0 | 5, 8, 9, 10, 12, 13 |
Teaching material (in group) | 10% | 0 | 0 | 11, 12 |
The evaluation of the subject will be carried out throughout the academic semester through activities that will be done both in the classroom and outside it. Attendance at the subject's seminars is compulsory, so students who do not attend at least 80% will not be assessed.
In the evaluation of the students, the continuous and active participation in the face-to-face work sessions in the classroom, the correct execution of the assignments, the practices and the proposed activities (both individual and group) will be considered, as well as the personal involvement in the research and preparation of information.
It is essential to pass each block of content separately in order to pass the subject, both the individual part and the group work.
The evaluative evidence will consist of three practices (one individual and two in group), a final reflective individual work and a didactic micro-programming group work. All assignments must obtain a minimum score of 4 in order to be able to make an average, although the final grade to pass the subject must be equal to or higher than 5.
The classroom practice will be delivered once the thematic block 1 has ended, the practice of the materials at the end of the thematic block 3 and the self-report of learning teaching skills at the end of the thematic block 4. The individual final reflective work will be delivered before the Christmas holiday period, as well as the didactic microprogramming. There will also be a presentation of the individual reflective work in the last week of the course.
The practices will not be retaken, on the other hand, the final reflective work and the didactic microprogramming may be retaken if the grade is lower than 3.5. In this case, the recovery date is January 13th, 2025. The recovery activities will be delivered in the subject's virtual campus environment.
If a person does not attend class during a group practice, they will have to do it individually in order to be evaluated.
No assessment activity submitted after the deadline will be accepted.
If evidence of compulsory evaluation is not submitted, it cannot be evaluated and the subject will be directly suspended.
In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity may be returned (not assessed) or suspended if the teacher considers that it does not meet these minimum requirements.
Copying or plagiarism, in any type of assessment test, constitutes a crime and will be penalized with a 0 as a grade for the subject, losing the possibility of recovering it.
A work, activity or exam will be considered "copied" when it reproduces all or part of the work of another classmate.
A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are in paper or digital format. (more information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html)
Students who are repeating must contact the teaching staff in the first month of the subject, in order to agree on their work plan.
Eachevaluation activity has a maximum return time of 15 working days.
Unique assessment. The single assessment implies that the STUDENT DELIVERS on ONE SINGLE DATE the NECESSARY NUMBER of evaluative EVIDENCE (they do not have to be the same as in the continuous assessment) to accredit and guarantee the achievement of the learning objectives and results established in the subject. The student must hand in a teaching learning folder with three activities: Didactic microprogramming: 3 points, Reflective deepening based on the elaboration of an informative article: 4 points, Teaching skills self-learning report 3 points. The date of the single assessment is December 16th, 2024. The recovery date of the single assessment will be January 13th, 2025, group 61 and 62 from 6:00 p.m. to 8:00 p.m.
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Not required
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 611 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 612 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 621 | Catalan | first semester | afternoon |
(SEM) Seminars | 622 | Catalan | first semester | afternoon |
(TE) Theory | 61 | Catalan | first semester | morning-mixed |
(TE) Theory | 62 | Catalan | first semester | afternoon |