This version of the course guide is provisional until the period for editing the new course guides ends.

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Planning, Research and Innovation

Code: 102067 ECTS Credits: 3
2024/2025
Degree Type Year
2500798 Primary Education FB 3

Contact

Name:
Anna Díaz Vicario
Email:
anna.diaz@uab.cat

Teachers

Georgeta Ion

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

This subject has continuity in 'Practicum III'. For this reason, we highly recommend registering in both, bearing in mind that Practicum III does not involve going to school placements.
 
The subject is part of the 'Educational processes and contexts' subject. For this reason, it is advisable to have completed and passed the three previous subjects 'Education and educational contexts', 'Theories and Contemporary Practices in Education' and 'Didactics and Curriculum Development'.

Objectives and Contextualisation

The subject aims to give an overview of educational research about the processes of planning, research, and innovation in education. In this sense, we propose the following objectives:
  • To reflect on the importance of planning, research and innovation for educational practice.
  • To analyse the characteristics and particularities of educational research and the main research methods applied to education.
  • To link research and innovation in education with educational practice and teaching professional development.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adopt an ethical attitude and behaviour and act in accordance with the deontological principles of the profession.
  • Assume the educating dimension of the teacher's role and foster democratic education for an active population.
  • Critically analyse personal work and use resources for professional development.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils' own needs. Understand that a teacher's functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Know about the historic evolution of the education system in our country and the political and legislative conditioners of educational activity.
  • Know and apply basic methodologies and techniques of educational research and be able to design innovative projects while identifying evaluation indicators.
  • Know and apply innovative experiences in primary education.
  • Know how primary schools are organised and about the diversity of actions involved in running them.
  • Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Manage information in relation to the professional field for decision making and the preparation of reports.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take part in the definition of the educational project and in the general activity of the school taking into account quality management criteria.
  • Understand the basics of primary education
  • Understand the historical evolution of the family, different types of families, lifestyles and education in the family context.
  • Understanding and addressing school situations in multicultural contexts.
  • Understanding the function, possibilities and limits of education in today's society and the fundamental skills affecting primary schools and their professionals

Learning Outcomes

  1. Access basic and contextual information on the main theoretical teaching and practical contributions that affect the teaching profession.
  2. Analyse individual and social needs of groups.
  3. Analyse the characteristics of a quality tutorial.
  4. Analyse the contextual constraints that lead to the justification of innovations in school contexts.
  5. Analyse the learning processes in the classroom and outside the classroom.
  6. Analyse, contextually and pedagogically, educational projects and national and international assessment reports related to nursery and primary education and that help make decisions in the field of education policy.
  7. Critically analyse school reality, specifically in the classroom to propose specific areas for improvement.
  8. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  9. Critically analyse, discerning the accessorial fundamentals, innovations in the field of primary education.
  10. Critically and independently analyse the main current formulations and pedagogical practices, and be able to defend the assumption of criteria.
  11. Design and apply initial assessment devices.
  12. Design teaching strategies according to the varying needs and characteristics of groups.
  13. Design tutorial processes in accordance with an analysis of pupils' needs.
  14. Develop innovation projects by applying the appropriate programming sequence in accordance with the paradigm or focus of reference.
  15. Devising innovation projects, taking into account their technical characteristics.
  16. Evaluate teaching activity in the classroom, integrating self-evaluation processes.
  17. Examining the knowledge of the main international, and especially European, pedagogical movements that have influenced contemporary pedagogical theory and practices that affect nursery and primary schooling.
  18. Explain the explicit or implicit code of practice of one's own area of knowledge.
  19. Gaining a deeper knowledge of certain authors and educational movements that have had a special importance in educational thinking and practice in our country.
  20. Identifying areas and spheres of innovation in the school context.
  21. Identifying the curricular areas in the primary stage.
  22. Identifying the main changes affecting educational practice and the way teachers exercise their profession today.
  23. Know about international experiences and examples of innovative practices in education to analyse the practice of teaching and the institutional conditions that frame it.
  24. Linking innovation as an element of professional development.
  25. Observing and describing the main limitations but also the possibilities of current educational projects and practices of different centres and teaching professionals.
  26. Planning teaching/learning initiatives which address diversity in the classroom.
  27. Propose new methods or well-founded alternative solutions.
  28. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  29. Proposing areas of improvement in primary education classrooms depending on the possibilities of the context and based on scientific principles.
  30. Proposing specific innovation projects for primary education classes taking into account the possibilities of the context.
  31. Recognising the social value of education and the value of diversity in order to acquire resources that encourage inclusive education and performance in multicultural contexts.
  32. Relating innovation, research, and professional development.
  33. Understand the evaluative approach, specifically evaluation criteria in primary education.
  34. Understand the historical evolution of the Spanish education system placing it in the European context and the legislation governing it.
  35. Understand the historical evolution of the family, different types of families, lifestyles and education in the family context.
  36. Understand the historical evolution of the main currents of educational thinking in terms of the various changing contexts that affect teaching.
  37. Understand the main currents of contemporary thought of educational influence and their impact on nursery and primary education.
  38. Understand the processes that occur in educational activities and their impact on training while accepting that the exercise of the educational function must be refined and adapted lifelong to scientific, educational and social changes.
  39. Understand the role, possibilities and limits of education in today's society and analyse and assess the impact of historical, cultural, political and environmental situations and proposals for education and training.
  40. Understand the theoretical and legal references of educational institutions and demonstrate an understanding of the diversity of actions involved in their operations.
  41. Using methodologies and techniques suitable for planning innovative projects.
  42. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.

Content

Research in education
  • Research evidence to inform educational practice
  • The research process in education
  • Research methodologies and techniques in education
  • Action research to improve educational practice
  • Use of digital resources for educational research
The role of the teacher in research and innovation
  • The teacher as a researcher of his practice
  • The teacher as a reflective professional

Activities and Methodology

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

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, promoting accessibility and participation.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Design of a research proposal (in group) 40% 0 0 1, 7, 9, 5, 38, 40, 36, 39, 33, 35, 12, 11, 21, 20, 25, 26, 30, 28, 29, 15, 42
Individual writing test 50% 0 0 10, 4, 3, 6, 19, 16, 37, 38, 23, 34, 13, 14, 41, 18, 22, 17, 25, 27, 29, 31, 32, 24
Self-assessment and co-assessment of the individual contribution to group work (individual) 10% 0 0 8, 2, 16, 11

This subject includes activities for the development of Teaching Digital Competence.
 
CONTINUOUS ASSESSMENT
 
The assessment is carried out throughout the semester and will consist of 3 activities:
  • Design of a group research project based on an inquiry process using digital tools (40%). It will be delivered on: 10/04/2025 (group 21), 09/04/2025 (group 31) and 11/04/2025 (group 41 and 71).
  • Individual written test linked to the contents of the subject (50%). The individual written test will be held on: 05/06/2025 (group 21), 04/06/2025 (group 31) and 30/05/2025 (groups 41 and 71).
  • Self-evaluation and co-evaluation of the contribution to group work using a digital rubric (10%). Individual evidence. It will be delivered the following week after the individual written test.
To pass the subject, you must present and pass all the evidence with a minimum rating of 5. In case of not delivering any evidence of evaluation, the overall qualification of the subject will be 'not assessable'.
 
The teaching staff will return the practices and exercises in continuous assessment within approximately 20 working days (three weeks). The lecturers will make public the grades for each assignment in the Moodle Classroom. Lecturers will establish a date to revise the grades -it will be communicated conveniently.
 
SINGLE ASSESSMENT
 
The single assessment consists of 3 exercises to be delivered or carried out on 05/06/2025 (grup 21), 04/06/2025 (grup 31) and 30/05/2025 (grup 41 i 71).
  • Design of a research project based on an inquiry process using digital tools (40%).
  • Presentation and defence of the research project using a visual resource (10%).
  • Individual written test linked to the contents of the subject (50%) based on the studymaterial from the bibliography cited in the teaching guide and others that the students consider appropriate.
To pass the subject, you must present and pass all the activities with a minimum rating of 5. If a student does not submit an exercise, the overall qualification will be 'not assessable'. We apply the same recovery system for continuous assessment.
 
RECOVERY
 
The recovery date for the individual written test and re-assessment of practices and exercises are 26/06/2025 (group 21), 25/06/2025 (group 31) and 20/06/2025 (groups 41 and 71). If a student does not submit an exercise, the overall qualification will be 'not assessable'.
 
OTHER CONSIDERATIONS
 
In this subject, it is necessary to show an attitude compatible with the teaching profession: punctuality, participation, respect, cooperation, appropriate use of electronic devices (mobile, computer, etc.), empathy, correctness in communication with others, and respect for the diversity and plurality of ideas, people and situations. Students must actively participate in the sessions, be responsible and rigorous in their independent work and demonstrate critical thinking and  ethical commitment to the ethical principles of the teaching profession.
 
Likewise, within the framework of this subject, students must demonstrate good general communication skills, both orally and in writing, and a good command of the language or languages listed in the teaching guide. In all activities (individual and group), we will consider linguistic correction, writing, and formal aspects. 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 evaluated) or suspended if the teacher considers that do not meet these requirements. Before handing in an assignment, students mustverify that these criteria are respected and that the sources, notes, textual citations and bibliographical references follow the APA regulations (7th edition), according to the documentation that is summarized in the following sources https://ddd.uab.cat/pub/guibib/113512/modelapa_a2021a.pdf and https://normas-apa.org/
 
The copying or plagiarism of material constitutes a crime that entails not passing the subject, and losing the possibility of recovering it, whether it is an individual or group exercise (in this case, all the group will have a 0). We consider that a work, activity or written test is "copied" when it fully or partially reproduces the work of a colleague and that it is "plagiarized" when a part of an author's text is presented as one's own without citing it the source If any of the two bad practices are detected, the teaching staff will study whether it is appropriate to request the opening of an academic file. You can consult more informationabout plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html

Bibliography

Arnau, L., & Sala, J. (2020). La revisión de la literatura científica: pautas, procedimientos y criterios de calidad. https://ddd.uab.cat/record/222109

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

Feldman, A., Altrichter, H., Posch, P., & Somekh, B. (2008, 2nd ed.). Teachers investigate their work: an introduction to action research across the professions. Routledge.

Fernández Núñez, L. (2005). Com es porta a terme una investigació? Butlletí LaRecerca, 2, 1–6. 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.

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014, 6a ed.). Metodología de la investigación. McGraw-Hill.

Helsper, E. J. & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503-520. 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). La investigación 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

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

Salter, D. E., & Tett, D. L. (2022). Sustaining teacher engagement in practitioner research. Journal of Education for Teaching, 48(3), 287-299. https://doi.org/10.1080/02607476.2021.1959267

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.

Revistes d'educació


Software

For this subject, no specific program or resource is required.


Language list

Name Group Language Semester Turn
(SEM) Seminars 211 Catalan second semester morning-mixed
(SEM) Seminars 212 Catalan second semester morning-mixed
(SEM) Seminars 213 Catalan second semester morning-mixed
(SEM) Seminars 311 Catalan second semester morning-mixed
(SEM) Seminars 312 Catalan second semester morning-mixed
(SEM) Seminars 313 Catalan second semester morning-mixed
(SEM) Seminars 411 Catalan second semester afternoon
(SEM) Seminars 412 Catalan second semester afternoon
(SEM) Seminars 413 Catalan second semester afternoon
(SEM) Seminars 711 English second semester afternoon
(SEM) Seminars 712 English second semester afternoon
(SEM) Seminars 713 English second semester afternoon
(TE) Theory 21 Catalan second semester morning-mixed
(TE) Theory 31 Catalan second semester morning-mixed
(TE) Theory 41 Catalan second semester afternoon
(TE) Theory 71 English second semester afternoon