Degree | Type | Year |
---|---|---|
Research in Education | OP | 1 |
You can view this information at the end of this document.
This module is mandatory in Curriculum and Innovation Processes in Education
This module aims to introduce the student to research in the field of competency curriculum development and innovation processes.
The objectives are:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Debates on readings / exhibitions | 6 | 0.24 | KA09, KA10, KA11, SA09, KA09 |
Exhibition in plenary | 4 | 0.16 | CA10, CA12, CA10 |
Magisterial explanations | 20 | 0.8 | KA09, KA10, KA11, SA09, KA09 |
Workshops / classroom exercises | 6 | 0.24 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09, CA10 |
Type: Supervised | |||
Elaboration in group and delivery in the virtual platform of the different activities (readings, reviews, team work. Memory/individual work of the module) work / final report) | 24 | 0.96 | CA10, CA11, CA12, CA13, KA11, SA09, CA10 |
Individual and collective tutorials | 12 | 0.48 | CA10, CA11, 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, KA09, KA10, KA11, SA09, CA10 |
The training activity will be developed from the following dynamics:
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 |
---|---|---|---|---|
Attendance and participation in the sessions (workshops, debates, .plenary, ..) | 20% | 0 | 0 | CA10, CA11, KA09, KA10, KA11, SA09 |
Activities during the development of the module (recensiones, deliveries in the platform of the activities, ...) | 30% | 0 | 0 | CA10, KA09, KA10, KA11, SA09 |
Memory / individual work of the module | 50% | 0 | 0 | CA10, CA11, CA12, CA13, SA09 |
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
2) Single evaluation
RECOVERY:
Any potential recovery assessments for different activities should be submitted by 01/27/2026.
OTHER CONSIDERATIONS:
Plagiarism or copies will result in a grade of Not Evaluable and will be reported to the degree program coordination.
In this subject, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of thedevelopment of the work, as long as the final result reflects a significant contribution from the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final result of the activity. Lack of transparency in the use of AI will be considered academic dishonesty and may result in a penalty in the activity grade, or more severe sanctions in serious cases.
Alvarez, s y Pinedo, R. (2025). Innovar para educar. Octaedro
Arroyo, L y Fernandez de Castro, J. (2024). Aspectos cruciales de la innovación educativa. Narcea
Arriaga-Cárdenas, O. G., y Lara-Magaña, P. D. C. (2023). La innovación en la educación superior y sus retos a partir del COVID-19. Revista Educación, 47(1), 479-494. https://doi.org/10.15517/revedu. v47i1.5197
Brevis-Yéber, M., Mas-Torelló, O. y Ruiz Bueno, C. (2022). Práctica docente reflexiva como estrategia para el fomento de las innovaciones en los centros escolares. Logos: Revista de Lingüística, Filosofía y Literatura, 32(2), 269-287. http://doi.org/10.15443/RL3216
Del Rio, J.L. (Coord.). (2019). Investigar para conocer, innovar para mejorar. Universidad Nacional de Educación.OEI.
Fernández-Cruz, F. J., & Rodríguez-Legendre, F. (2024). Percepción de estudiantes y profesores sobre el desempeño innovador del docente en los Grados de Magisterio. Profesorado, Revista De Currículum Y Formación Del Profesorado, 28(2), 267–291. https://doi.org/10.30827/profesorado.v28i2.29462
Hargreaves, A. y Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Madrid: Ediciones Morata
Hervás Gómez, Rodriguez Gallego. (Coords). (2020). Innovación e investigación en la sociedad digital. Octaedro
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
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.
Poveda-Aguja, F. A., Guáqueta, C. A., López-Rodríguez, C. E., & Martínez, E. G. (2023). Currículos integrales como estrategia de potencialización en investigación, desarrollo e innovación (I+D+iI). Revista Logos Ciencia & Tecnología, 15(3), 59-71. https://doi.org/10.22335/rlct.v15i3.1853
Rodriguez, E. (2024). ¿Qué significa innovar en educación superior?Una aproximación conceptual. Revista de innovaciones educativas, 26 (40), 170-187
Rosselló, M. R., Pinya, C. y Morcillo, V. (2024). Caracterizar la innovación para validar la práctica educativa, Revista Colombiana de Educación, (90), 102-124. https://doi.org/10.17227/rce.num90-14495Recibido: 08/09/2021Evaluado: 21/07/2022
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
This subject does not need special programming.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(TEm) Theory (master) | 1 | Catalan | first semester | afternoon |