Competencies and objectives
- Course context for academic year 2021-22
- Course content (verified by ANECA in official undergraduate and Master’s degrees)
- Learning outcomes (Training objectives)
- Specific objectives stated by the academic staff for academic year 2021-22
Course context for academic year 2021-22
The subject belongs to the general education of the Primary Education Teacher Degree, and is integrated into the Basic Training modules. It focuses on the study of the functions that correspond to the Primary Education teacher, in the pedagogical vision on the processes and practices of didactic innovation that must be carried out in Primary Education, both in school contexts and in extracurricular ones, as well as in the knowledge of the organization and management of an intercultural and inclusive school (instruments for management, human and material resources, spaces, relations with the educational community, etc.). Therefore, it provides basic knowledge for the teacher profession for the Primary Education stage, since it addresses the roles and functions that make up the profession and the innovative aspects of management and curriculum that are worked at this stage. Its theoretical and practical contents will facilitate the acquisition of systemic and holistic knowledge about the school and the multiple contexts in which didactic practices can be carried out in the Primary Education stage. The subject is related to others, particularly with Theory and History of Education, Design of Educational Processes in Primary Education, Social, Cultural and Educational Changes, Attention to Specific Educational Needs, Practicum I, Practicum II, Final Degree Project.
In this subject, the group 4 is the High Academic Achievement group (ARA GROUP) and in this group this course will be given in English at a B1 CEFR (https://rm.coe.int/1680459f97). Students will be expected to participate in English and do all the assignments, tests and exams in English at this level.
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.
- CG5 : Work in a team, collaborating and leading when necessary.
- CG7 : Capacity for criticism and self-criticism, giving reasoned judgements and ethical, professional and personal commitment. Motivated to improve quality.
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.
- 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.
- 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.
- 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.
Learning outcomes (Training objectives)
No data
Specific objectives stated by the academic staff for academic year 2021-22
- To know the legislative evolution of the Spanish educational system.
- To connect the present and the future of Spanish education with the 2030 Agenda.
- To identify the personal government and teacher coordination structures that the Infant and Primary Education schools have.
- To know the functions attributed to each of these bodies.
- To be able to design diagrams and other resources that favour the management and organization of the schools.
- To examine the different school management documents and their impact on the organization.
- To analyze the role of the teacher in the design and development of school management and organization documents.
- To make coherent, realistic and contextualized planning proposals.
- To reflect on the possibilities of the space for learning, its characteristics, the factors that condition it and the formulas for its use.
- To know what school resources are and how we can classify, select and evaluate them.
- To recognize the importance of the time variable in teaching and learning processes and to analyze the perspectives from which it can be organized.
- To assess the advantages and disadvantages of grouping models and to know the pedagogical criteria that are taken into account to propose them.
- To reflect on the possibilities that some methodological strategies offer for grouping.
- To analyze the nature of relationships and assess those that favour a positive school climate.
- To identify the main leadership styles and their evolution.
- To assess the management situation in our country (formal leadership).
- To know the meaning of educational innovation and the steps it involves, as well as to propose a design that includes them.
- To identify the evolution that has occurred in the regulations in relation to attention to diversity.
- To know the definition of conflict and to assess the notion that is held at a social level.
- To assess positive conflict management strategies.
- To recognize the main normative references, at a general and particular level, referring to school coexistence and conflict.
- To reflect on the process of preparation, monitoring and evaluation of the Plan for Equality and Coexistence and on its link with other management programs.
- To identify the main agents of socialization of students.
- To analyze the changes that the family has experienced in recent years.
- To know the legislative evolution of the participation of families in the school.
- To assess the main strategies that favour the involvement of families in educational centers.
- To know the relationship between evaluation and quality.
- To analyze the evolution of the evaluation in the different organic laws.
- To know the different types and areas of evaluation.
- To assess the usefulness of quality management systems.
- To discuss and contribute ideas from criticism and commitment to the profession.
- To develop skills and abilities to work collaboratively.
- To develop a creative attitude.
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