Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic Training / Education

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Contents

Teaching as a profession. Characteristics, legislation and regulatory keys for teaching functions. The functions of teachers and their ethical implications. Pedagogical proposal for the school stages (Early childhood and Primary education): Knowledge and management of the stage curriculum. Annual Didactic Programming (ADP; PDA in Spanish). Teaching practice in the school and classroom space. Participation in school life: keys and principles. Organization, evaluation and management of the school space. Teaching practice and equity: challenges to respond to. Teacher training and teacher development.

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General proficiencies

Basic proficiencies

BP1 Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced textbooks, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

 

General proficiencies

GP1 To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.

GP2 To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.

GP3 To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP4 To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.

GP5 To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.

GP7 To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.

GP9 To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

GP10 To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.

GP11 To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

GP12 To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

 

Transverse proficiencie

TP1 - To demonstrate a level of competence in English equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.

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Specific proficiencies

SP1 To be familiar with the objectives, curricular content, organisation, methodology and evaluation criteria of Early Childhood Education.

SP2 To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP4 To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.

SP5 To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.

SP7 To be familiar with the educational implications of Information and Communication Technology.

SP9 To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.

SP10 To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the centre's projects and to attend to relations with children's families.

SP11 To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP12 To organise actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.

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Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in this subject. Three levels are established.

 

- Optimum: acquisition of 100% of the skills and mastery in at least 75% of them.

- Medium: acquisition of most of the competencies sought in the subject and mastery in those aspects that contribute to the specific competences of the degree.

 

- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.

 

A student gets an APTO grade if the learning level is optimal or average.

 

In this subject, these competences are defined as follows:

 

LO1 Demonstrate mastery of the basic notions associated with the contents of the subject (ES2, ES3, ES4).

LO2 Understand school organization, as well as educational planning in educational institutions (ES2, ES4).

LO3 Design pedagogical proposals and didactic programs attending to the diversity and the requirements of participation and inclusion (ES3).

LO4 Express and analyze the different dimensions of the didactic act and the organizational act in a context of teaching functions, autonomously (ES2, ES4).

LO5 Evaluates the teaching function in an active school and social context (ES1, ES2 and ES3).

LO6 Demonstrates an committed attitude to the development of teaching and learning contexts (ES1, ES2, ES3, ES4).

LO7 Apply the acquired knowledge to diverse and specific realities of the teaching performance (ES2 and ES3).

LO8. It analyzes the different educational innovation options, clearly identifying its elements (ES2, ES3, ES4).

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Methodology

Teaching methods

Code	Description
TM1	Lecture with full attendance
TM2	Interaction in large group
TM3	Interaction in medium-sized group
TM4	Interaction in small group
TM5	Individualised interaction: tasks and guidelines for autonomous study

Learning activities

Code	Description	Hours	Attendance
LA1	Theory classes (foundation, examples, proven applications and developments)	45	100
LA2	Practical classes or, in the event, practical experience (in the field)	15	100
LA3	Preparation of papers and oral defence	30	10
LA4	Self-study	50	0
LA5	Tutorials	5	100
LA6	Oral or written exams	5	100

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Languages

English

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Evaluation

Learning Outcomes	Evaluation Systems	Weight (%)	% Recovery
LO1-LO8	ES1-Attendance and participation in class	10	No
LO1-LO8	ES2-Theoretical work of recension and synthesis	25	Yes, 15%
LO1-LO8	ES3-Practical work: observation, proposal and, where appropriate, evaluation	25	Yes, 15%
LO1-LO8	ES4- Oral or written tests, partial or global	40	Yes, 40%
	TOTAL	100	70

Typology of evaluation is adjusted to a formative character:

• The level of participation and involvement in the development of the expository sessions, the contributions in seminars and working groups, the supervision in tutorials will be evaluated.
• The exposition and debate that is developed in the group work and their varied record, both in its formal aspects and content, will be valued.
• Self-assessment and Co-evaluation surveys will be carried out and will be taken into account by the teaching team.
• The final grade will be the result of the weighting of the partial grades.
• In the work done as a group, all the members of the group will have to know how to present and argue any part of the work. Teamwork can be evaluated by the teacher randomly interviewing one of the member group in order to enhance the positive interdependence of collaborative work.
• To pass this subject it is necessary to pass the oral or written final test.
• Recovery Evaluation: It is done by written exam on the dates established for it.
• If in any of the works presented literally include texts (extracted from the Internet, or books) without explaining their origin and their full bibliographic reference, the final qualification will be suspended; As it appears in the Regulatory Low of the Evaluation Processes of December 2011 (article 33.3).

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Agenda

PART 1. PEDAGOGICAL PROPOSALS FOR THE EDUCATIONAL STAGES

Pedagogical proposal for the school stages of Early Childhood Education and Primary education: Knowledge and management of the stages¿ curriculum.

PART 2. EDUCATIONAL PARADIGMS AND TEACHING FUNCTION

Teaching as a profession. Characteristics, Legislation and Regulatory Keys of the teaching function. The functions teachers and their ethical implications. Teaching practice and equity: challenges to respond to.

PART 3. SCHOOL ORGANIZATION AND PARTICIPATION IN THE EDUCATIONAL COMMUNITY.

Participation in school life: keys and principles. Organization, evaluation and management of the school space.

PART 4. DESIGN AND CURRICULUM¿S DEVELOPMENT

Teaching practice in an inclusive school: gender, cultural diversity, specific needs for educational support. Annual Didactic Programming (ADP / PDA in Spanish language). The teaching practice in the school and classroom space.

PART 5. TEACHER TRAINING AND TEACHER¿S PROFESSIONAL DEVELOPMENT

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Bibliography

Access the bibliography that your professor has requested from the Library.

English bibliography

Ainsworth, l. (2011). Rigorous Curriculum Design: How to Create Curricular Units of Study That Align Standards, Instruction, and Assessment. U.K: Lead & Learn Press

Robinson, K.& Aronica, L. (2016). Creative Schools: Revolutionizing Education from the Ground Up. U.S.A: Penguin.

Lenoir, Y& Hansi, A. (2015). Curricular and didactic conceptions of interdisciplinarity in the field of education: a Socio-Historical Perspective. Issues in Interdisciplinary Studies, 33, 39-93.

Levi, A. (2017). Mastering organizational change. Theory and practice. Lomdon: Levi PublisherIndependently published

Suciu, A.& Mata, L. (2010). Didactic approaches to the curriculum area of Language and communication from the perspective of curricular innovation. Recent Researches in Mechanics, Transportation and Culture, S.N.

Brookfield, S. (2005). The Power of Critical Theory for Adult Learning and Teaching. Maidenhead, England: Open University Press.

EP-Nuffic(2015).The Spanish  education system described and compared with the Dutch system. Germany: EP-NUFFIC-Internationalising education. (Creative Commons Attribution).

Gravells, A. (2012). Preparing to teach in the Lifelong Learning Sector. California: Sage.

Jasper, M. (2006). Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.

National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

OCDE (2003). Diversity, inclusion and equity: Insights from special needs provision.

Brussels: OCDE-Education Policy Analysis.

Reece, I, Walker, S. (2007).Teaching, training and learning. UK: Busines Education Publishers.

Zaki, C. (1988) Formal, non formal and informal education: concepts/applicability. Cooperative Networks in Physics Education - Conference Proceedings,  173, 300-315.

 

Legislative Texts

Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa

Ley Orgánica 2/2006, de 3 de mayo, de Educación.

Decreto Foral 23/2007 por el que se establece el Currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra

Decreto Foral 60/2014 por el que se establece el currículo de las enseñanzas de Educación Primaria en la Comunidad Foral de Navarra.

Decreto Foral 47/2010 de Derechos y Deberes del alumnado y de la Convivencia en los centros educativos no universitarios públicos y privados concertados de la Comunidad Foral de Navarra

Orden Foral 93/2008 por la que se regula la Atención a la Diversidad en los centros educativos de Educación Infantil y Primaria y Educación Secundaria de la Comunidad Foral de Navarra.

 

* More detail about specific bibliography you can found in didactic programme.

 

Spanish bibliography

Albertin, A. y Zufiaurre, B.  (2006): La Educación Infantil como tarea de Maestras: Claves de formación y contexto de desarrollo profesional. Barcelona: Octaedro-MEC.

Antero, A. (2015). La pedagogía de la confianza. Marco General de Arizmendi Ikastola. Arrasate (Gipuzkoa): Arizmendi Koop.

Bona, C.  (2016). Las escuelas que cambian el mundo. Barcelona: Plaza & Jane.

Bona, C. (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Barcelona: Plaza & Janés Booth, T. y Ainscow, M. (2011) Guía para la educación inclusiva (Index for inclusion para PRIMARIA). Desarrollando el aprendizaje y la participación en los centros escolares. Descargable en: www.oei.es/IndexLibroAgosto.pdf

Booth, T., Ainscow, M. y Kingston, D. (2007). Index for inclusión. Desarrollo del juego, el aprendizaje y la participación en educación infantil. Descargable en: http://www.eenet.org.uk/resources/docs/Index%20EY%20Spanish.pdf

Carbonell, J. (2014). Pedagogías del siglo XXI. Alternativas para la innovación educativa. Barcelona: Octaedro

Casado, R. y Lezcano, B. (2012). Educación en la escuela inclusiva, formación del profesorado y perspectivas del futuro. Buenos Aires: Lumen

Consejo General de los Colegios de Licenciados en Filosofía y Letras y en Ciencias en España (2010). Código Deontológico de la Profesión Docente. Descargable en: http://www.consejogeneralcdl.es/cod_deon.html

Escuelas Infantiles Municipales de Pamplona (2006, 2012, 2015). Crecer y aprender jugando. El taller de expresión. Entrecajas. Memorias,recuerdos, proyectos.El juego heurístico. Pamplona:  Ayuntamiento de Pamplona.

Jakku-Shivonen, R.; Niemi, H. (ed.) (2011). Aprender de Finlandia. La apuesta por un profesorado investigador.  Madrid: Kadeida Forma.

Goleman, D. (2006). La inteligencia emocional. Barcelona: Kairos.

González Garza, A.M. (2009). Educación holística. La pedagogía del siglo XXI. Barcelona: Kairós

Ledesma, N. y Pellejero, L. (2014). ¿Evaluación e innovación en los centros educativos centradas en una formación de calidad y holística para todas las personas. Revista Anthropos, 238, 185-199.

Ledesma, N. (2010). Coeducación y materiales curriculares en la red(42-81). En Rayon, L. Materiales curriculares, integración de las TIC y atención a la diversidad. Madrid:  MEC.

Majó, F. y Baqueró, M. (2014). 8 Ideas Clave. Los proyectos interdisciplinarios (Vol. 24). Barcelona: Grao.

Melgarejo, X. (2013). Gracias, Finlandia. Qué podemos aprender del sistema educativo de más éxito. Barcelona: Plataforma actual

Merieu, Ph. (2015). Carta a un joven profesor. Por qué enseñar hoy. Barcelona: Graò.

Mora, F. (2013). Neuroeducación. Sólo se aprender aquello que se ama. Madrid: Alianza editorial

Nair, P. (2016). Diseño de espacios educativos. Rediseñar las escuelas para centrar el aprendizaje en el alumno. Madrid: SM.

Pellejero, L., Zufiaurre, B. (2010). Formación Didáctica para docentes: Los proyectos como estrategia para trabajar la inclusión, la equidad y la participación. Madrid. CCS.

Robinson, K. (2015). Escuelas creativas. La revolución que está transformando la educación. Barcelona: Grijalbo

Santos Guerra, M.A. (2015). Las feromonas de la manzana. El valor educativo de la dirección escolar. Barcelona: Graò.

Sastre, G. y Moreno, M (2007). Resolución de conflictos y aprendizaje emocional. Una perspectiva de género. Barcelona. Gedisa.

Schoeberlein, D. (2012). Mindfulness para enseñar y aprender. Estrategias prácticas para maestros y educadores. Madrid. Gaia.

Siegel, D. y Payne, T. (2014). El cerebro del niño. 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona. Alba

Slee, R. (2012). La escuela extraordinaria. Exclusión, escolarización y educación inclusiva. Madrid: Morata

Torrego, J.C. y Negro, A. (Coords.) (2012). Aprendizaje cooperativo en las aulas. Madrid: Alianza Editorial

Travieso, S. (2015). Sé un maestro. Lo que querría que me hubiesen contado cuando comencé a dar clases. ISBN: 978-1511938686

Vera, J. y Esteve, J.M. (2001). Un examen a la cultura escolar. Barcelona: Octaedro

Zufiaurre, B., Albertin, A. (2010). Trabajar Competencias integradas en Infantil y Primaria: Propuestas de aula de educación emocional, saludable y cívica. Madrid. CCS.

Zufiaurre, B., Albertín A.  (2006). Evaluación democrática y proyectos cooperativos. El lugar de una evaluación de calidad en una cultura escolar democrática.  Pamplona: UPNA.

 

* Detalle más específico de la Bibliografía y Normativa en los correspondientes Programas Didácticos.

 

Euskara bibliography

Acha, J.; Reizabal , L. (2012). Hezkuntza sozioemozionala eta ikaskuntza-zailtasunak: hezkuntza testuinguruetan aplikatzeko esku-hartzea. Bilbo:UEU

Antero, A. (2015). Konfiantzaren pedagogia. Arizmendi ikastolaren markoa. Arrasate (Gipuzkoa): Arizmendi Koop.

Apalategi, J. (2015). ¿Sistiaga eta adierazpen askearen heziketa¿ in Sisitiaga. De la pintura gestual al arte del movimiento / Keinu bidezko pinturatik mugimenduaren artera. Altzuza (Nafarroa): Jorge Oteiza Fundazio-Museoa

Apalategi, J. (2003) ¿Irakasleen konpromiso etikoa heziketa estetikoan¿, Hik Hasi euskal heziketarako aldizkaria Udako Topaketak (2003). Jorge Oteiza. 14.monografikoa, 41-47. Donostia. Oteiza Museoaren Artxiboa.

Aritzeta, A.; Soroa, G. (2013).  Emozioak eta gaitasun sozioemozionalak. Bilbo:UEU Bujan, K.; Aramendi, P. (2005). Eskola-antolaketa. Bilbo: UEU.

Carretero, M. (2007). Konstruktibismoa eta hezkuntza. Donostia: Xangorin-hik hasi.

Etxague, X. (Coord.) (2004). Didaktika orokorra. Donostia: Erein.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila (2007). Oinarrizko hezkuntzarako tutoretza-plana egiteko orientabideak: lehen hezkuntzako 1. Zikloa. Vitoria-Gasteiz: Eusko jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila: Oinarrizko Gaitasunak EAEko Hezkuntza Sisteman. Eskuragarri web honetan:http://www.hezkuntza.ejgv.euskadi.net/r43-2459/eu/contenidos/informacion/dif10_curriculum_berria/eu_5495/adjuntos/orientaciones_mat_ayuda/G00E.pdf. Kontsulta data: 2012-01-30.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila. Oinarrizko gaitasunak Lehen Hezkuntzan. Eskuragarri web honetan:http://www.hezkuntza.ejgv.euskadi.net/r43 2459/eu/contenidos/informacion/dif10_curriculum_berria/eu_5495/adjuntos/orientaciones_mat_ayuda/GLH0E.pdf. Kontsulta data: 2012-01-30.

 

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila. Tutoretza lehen hezkuntzan: laguntzeko eskuliburua.Eskuragarri web honetan:http://www.hezkuntza.ejgv.euskadi.net/r43-2459/eu/contenidos/informacion/dif10_curriculum_berria/eu_5495/adjuntos/tutoretza/DOKUMENTUAK_Dw/SARRERA.htm. Kontsulta data: 2012-01-30.

Fernández Díaz, M.A.; Idoate, J.L.; Izal, M.C. y Labarta, I. (2003). Portaera arduratsuak garatzen 3 urtetatik 12 urtetara. Pamplona: Departamento de Educación

Llorente, B. (2004). Jolasaren oinarri teorikoak eta umeen jolasak. Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Gairín, J. eta Darder, P. (Koord.) (1997). Ikastetxeen Antolamendua.  Bilbo: Euskal Herriko Unibertsitateko Argitarapen Zerbitzua.

Llorente, B. (2004). Jolasaren oinarri teorikoak eta umeen jolasak. Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Nafarroako Gobernuaren Hezkuntza Departamentua (1996). Behaketa eta Ebaluazioa. Lehen Hezkuntza. Iruña: Hezkuntza eta Kultura Departamentua.

Nafarroako Gobernuaren Hezkuntza Departamentua (2008). Ebaluazioa diagnostikoaren esparru teorikoa. Lehen Hezkuntza.Iruña: Hezkuntza Departamentua.

Oteiza, J. (2003). ¿Herri bakoitzeko haurrarentzako gizaki eredua. Aintzinsolasa¿ Hik Hasi euskal heziketarako aldizkaria Udako Topaketak. Jorge Oteiza. 14.monografikoa, 41-47. Donostia. Oteiza Museoaren Artxiboa.

Sanmartí, N. (2010). 10 gako. Ikasteko ebaluatzen. Bilbo: Euskal Herriko Unibertsitateko Argitalpen Zerbitzua.

 

1986ko Euskararen Foru Legea eta bere eragina Nafarroa garaian

 

 * Liburu zerrenda zabalago Irakasgai Gidan.

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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