Degree | Type | Year |
---|---|---|
2500798 Primary Education | FB | 3 |
You can view this information at the end of this document.
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.
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 |
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
For this subject, no specific program or resource is required.
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 |