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Course description
  TRAINEESHIP I

Competencies and objectives

 

Course context for academic year 2021-22

El Prácticum es una experiencia considerada como un elemento curricular esencial para el desarrollo de las competencias profesionales básicas de los estudiantes de Grado en Maestro en Educación Primaria.
Es una materia obligatoria cuyo objetivo fundamental es la iniciación docente del alumnado en prácticas, para que conozca la complejidad de la realidad educativa, ponga en práctica la experiencia teórico-práctica desarrollada en su etapa formativa, y reflexione sobre su propia experiencia en el centro escolar.
Esta asignatura tiene asignados 48 créditos en el plan de estudios del Grado en Maestro en Educación Primaria que se distribuyen en tres períodos: Prácticum I (18 créditos), Prácticum II (18 créditos) y Prácticum III (12 créditos).
El Prácticum I proporciona una primera aproximación tutelada al funcionamiento y organización de un centro educativo y a los procesos de enseñanza-aprendizaje. Durante la estancia en el Prácticum I el alumnado realizará una aproximación descriptiva acerca del centro escolar donde se realizan las prácticas, y una revisión y análisis crítico de los documentos que exponen la organización y funcionamiento del centro escolar (Proyecto Educativo de Centro y Programación General Anual). También deberá llevar a cabo finalmente un análisis y una reflexión sobre la realidad educativa de un aula.
El Prácticum I se cursa en tercer curso durante el primer semestre, mientras que el Prácticum II y III se desarrollan en cuarto curso durante el primer y el segundo semestre, respectivamente. Por tanto, esta asignatura es el primer contacto del alumnado en prácticas con la realidad educativa en un centro escolar. El alumnado deberá contextualizar y analizar el centro educativo, observando, analizando y reflexionando sobre la organización del centro escolar, su documentación y la realidad del aula.
El desarrollo del Prácticum I se tiene que entender como un proyecto personal en el cual se integran las pautas comunes que homologan la formación del estudiante implementando, dentro de su especialidad, las dinámicas e intereses específicos de cada escuela, y las peculiaridades y los intereses de los docentes tutores del centro y supervisores del alumnado en prácticas.
Esta asignatura está directamente relacionada con "Gestión e Innovación en contextos educativos", asignatura de formación básica de primer curso.

 

 

Course content (verified by ANECA in official undergraduate and Master’s degrees)

General Competences (CG)

  • CG2 : Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
  • CG3 : Show oral and written language skills for teaching (official languages of the Region of Valencia and foreign languages) and the ability to communicate on different levels in different registers.
  • CG5 : Work in a team, collaborating and leading when necessary.
  • CG6 : Value diversity as a matter of fact and integrate it positively.
  • CG7 : Capacity for criticism and self-criticism, giving reasoned judgements and ethical, professional and personal commitment. Motivated to improve quality.
  • CG8 : Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.

 

Specific Competences (CE)

  • CE1 : Understand the organisation of primary education schools and, where appropriate, adult education centres and training classes, and the diversity of actors and actions involved in their operation. Collaborate with the different sectors of the educational community and the context and work in a team with your co-workers as a precondition for improving one's professional activity, sharing knowledge and valuing experiences.
  • CE10 : Use assessment in its pedagogical function, and not only for accreditation, as an element that regulates and promotes improved teaching, learning and the training process itself, assuming the need for continuous professional development through reflection, self-assessment and research into one's own practice.
  • CE11 : Understand that education in general and teaching and learning processes in particular are complex. Assume that working as a teacher means improving, updating and adapting to scientific, pedagogic, social and cultural change. Understand the importance of taking part in innovation and research projects related to teaching and learning, and of introducing innovative proposals into the classroom.
  • CE12 : Express oneself orally and in writing with the necessary fluency and precision in Catalan and Spanish to be able to teach at primary level and also use a foreign language as a vehicle in certain classroom situations.
  • CE13 : Promote and head the development and implementation, in the school you belong to, of curriculum proposals in an area where are best qualified and take responsibility for promoting quality improvement processes in said area.
  • CE2 : Understand the characteristics and conditions in which school learning takes place and indentify how this could affect the development of the students and act as a tutor, focusing on the students and parents of your group. All seeking understanding and cooperation with the families, bearing in mind different family contexts and lifestyles.
  • CE3 : Organise teaching in the framework of the epistemological paradigms of the subjects of the degree course, combining one's knowledge of the discipline with the transversal and multidisciplinary knowledge needed for the respective levels of education, showing one's understanding of the learning aims of the areas of knowledge laid down in the primary education curriculum.
  • CE4 : Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
  • CE5 : Identify and support those students who do not achieve their learning potential or have behavioural, emotional or social problems. Also know how to request advice from different services and specialists to attend diverse special education needs.
  • CE6 : Encourage students to act as responsible and critical citizens to promote the shared construction of democratic standards of coexistence and work together to resolve problematic situations and conflicts. Be able to analyse social inequalities in the framework of the complex education-school relationship and the role of teachers in reproducing and/or transforming them.
  • CE7 : Design and develop educational projects, programming units, contexts, activities and materials, including digital material, to allow the curriculum to be adapted to the diverse nature of the students and promote the quality of the contexts in which the educational process takes place, thus guaranteeing their well-being.
  • CE8 : Assume the ethical dimension of teaching, acting responsibly, making decisions and critically analysing educational concepts and proposals proceeding from both research and innovation and from educational administration.
  • CE9 : Integrate information and communication technologies into guided and autonomous teaching and learning activities.

 

 

 

Learning outcomes (Training objectives)

No data

 

 

Specific objectives stated by the academic staff for academic year 2021-22

No data

 

 

General

Code: 17501
Lecturer responsible:
ALVAREZ TERUEL, JOSE DANIEL
Credits ECTS: 18,00
Theoretical credits: 0,00
Practical credits: 1,80
Distance-base hours: 16,20

Departments involved

  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: TEACHING BODY LANGUAGE
    Theoretical credits: 0
    Practical credits: 0,06
  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: TEACHING MUSICAL EXPRESSION
    Theoretical credits: 0
    Practical credits: 0,06
  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: TEACHING EXPERIMENTAL SCIENCES
    Theoretical credits: 0
    Practical credits: 0,16
  • Dept: PSYCHOLOGY OF DEVELOPMENT AND DIDACTICS
    Area: DIDACTICS AND SCHOOL ORGANISATION
    Theoretical credits: 0
    Practical credits: 0,09
  • Dept: PSYCHOLOGY OF DEVELOPMENT AND DIDACTICS
    Area: EVOLUTION AND EDUCATION PSYCHOLOGY
    Theoretical credits: 0
    Practical credits: 0,18
    This Dept. is responsible for the course.
    This Dept. is responsible for the final mark record.
  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: TEACHING SOCIAL SCIENCES
    Theoretical credits: 0
    Practical credits: 0,16
  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: DIDACTICS AND SCHOOL ORGANISATION
    Theoretical credits: 0
    Practical credits: 0,09
  • Dept: MIXED LANGUAGES
    Area: FRENCH STUDIES
    Theoretical credits: 0
    Practical credits: 0,04
  • Dept: CATALAN STUDIES
    Area: CATALAN STUDIES
    Theoretical credits: 0
    Practical credits: 0,28
  • Dept: INNOVATION AND DIDACTIC TRAINING
    Area: TEACHING LANGUAGE AND LITERATURE
    Theoretical credits: 0
    Practical credits: 0,4
  • Dept: INNOVATION AND DIDACTIC TRAINING
    Area: TEACHING MATHEMATICS
    Theoretical credits: 0
    Practical credits: 0,28

Study programmes where this course is taught