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Public University of Navarre



Academic year: 2017/2018
Bachelor's degree in Early Childhood Education
Course code: 311208 Subject title: THE TEACHING PROFESSION
Credits: 6 Type of subject: Basic Year: 1 Period: 2º S
Department: Psychology and Pedagogy
Lecturers
BELLETICH RUIZ, OLGA GRIMANESA LEDESMA MARIN, NIEVES (Resp)

Partes de este texto:

 

Module/Subject matter

Basic Training / Education

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Descriptors

Teaching profession course belongs to the subject "Education". It develops contents associated to the knowledge about school organization and didactic General: basic notions of pedagogy and didactics, school organization, teaching planning, didactic programming, methodology, resources and evaluation. It also analyzes the teaching practice and its implications in the different center programs and teacher training.

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General proficiencies

2.1. 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 text books, 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.

2.2. 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.

2.3. Transverse proficiencie

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque 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:

R1- Demonstrate mastery of the basic notions associated with the contents of the subject (ES2, ES3, ES4).

R2- Understand school organization, as well as educational planning in educational institutions (ES2, ES4).

R3- Design pedagogical proposals and didactic programs attending to the diversity and the requirements of participation and inclusion (ES3).

R4- Express and analyze the different dimensions of the didactic act and the organizational act in a context of teaching functions, autonomously (ES2, ES4).

R5- Evaluates the teaching function in an active school and social context (ES1, ES2 and ES3).
R6- Demonstrates an committed attitude to the development of teaching and learning contexts (ES1, ES2, ES3, ES4).

R7. Apply the acquired knowledge to diverse and specific realities of the teaching performance (ES2 and ES3).

R8. It analyzes the different educational innovation options, clearly identifying its elements (ES2, ES3, ES4).

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Methodology

5.1. 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

5.2. 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

Here you are a description about this methods:

  • The lectures of the teacher with documentary supports (virtual supports, study dossier)
  • Group work and oral presentation in group.
  • Individual work:  practical work, attendance at oral presentation, development of practical exercise, simulations of school situations, and others.
  • This methodological structure  will be detailed in the Specific Didactic Programs.

Activities, tasks an projects to develop

  • In-depth activities and group research about some topics of the subjects under discussion and public oral presentation.
  • Individual work of investigation and deepening about some aspects of the subject.
  • Review of readings and documentary analysis of written, graphic and audiovisual sources.
  • Case studies.
  • Design, development and oral presentation of works organized in the strategy of cooperative groups.

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Relationship between formative activities and proficiencies

  Competences
Activity Basic Generals Transversals Specifics
LA1 1-3-4 All of them CT2 All of them
LA2 1-2-3-4 All of them CT2 All of them
LA3 2-3-4 All of them CT2 All of them
LA4 1-2-3 All of them CT2 All of them
LA5 3-4 All of them CT2 All of them
LA6 1-2-3-4 All of them CT2 All of them

The purpose course is to promote the acquisition of three types of knowledge related to the Teaching Profession as an understanding of the didactic task in its causes and consequences:

a) Knowledge about facts, concepts and principles of "knowing";

b) Skills and abilities to "know how to interpret and contextualize" teaching profession;

c)  Systems of values and attitudes of "knowing to position" in front reasons and causes.

All this means:

1.Acquire a pedagogical commitment in relation to the fundamentals and keys that justify the organization of the education in the time and its accommodation in the teaching practices.

1.Develop pedagogical skills and abilities about:

 -Research on different aspects derived from presentations, readings, case studies, and others.
  -Selection of sources and group work techniques and open discussion options.

3. Become aware about professional and social attitudes and values ¿¿that are involved in school education, to foster reflection on the challenges of the change.
4. Know how to design, plan, develop and evaluate the teaching activity, take account clear values, habits and routines, with flexibility and empathy in a positive school environment.

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Languages

English/Castellano / Euskara

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Evaluation

Learning Outcomes Evaluation Systems Weight (%) % Recovery
LO1-LO8 ES1-Attendance and participation in class . 10% 0%
LO1-LO8 ES2-Theoretical work of recension and synthesis. 25% 15%
LO1-LO8 ES3-Practical work: observation, proposal and, where appropriate, evaluation 25% 15%
LO1-LO8 ES4- Oral or written tests, partial or global 40% 40%
  TOTAL 100 70

 For SE1, participation and involvement in class activities will be taken into account.

 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.
  • 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).

 To pass thia 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.

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Contents

1. Characteristics, Normative and Keys regulating the teaching function.

2. Pedagogical proposal for the school stages of Infant and Primary Education.

3. Participation in school life: keys and principle.

4. Organization, evaluation and management of school space.

5. Teaching practice: context of institutional and school functioning.

6. Teaching practice and equity: challenges to which to respond.

7. Teacher training and professional teacher development.

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Agenda

1. Characteristics, Normative and Keys regulating the teaching function. It deals with the general framework of teaching performance in its key regulatory principles.

2. Pedagogical proposal for the school stages of Infant and Primary Education. It will be developed some aspects related to the curricular designs, theories and models in Infant and Primary Education. The annual didactic program is developed (curriculum design and management), as a requirement to access to  public educational function, according to the current legislation.

3. Participation in school life: keys and principle. It is analyzed some aspects related to the methodology, resources and forms of participation of different educational agents.

4. Organization, evaluation and management of school space. The aspects related to the school evaluation are systematized in a regulated organizational framework of teaching obligations.

5. Teaching practice: context of institutional and school functioning. It develops the problematic of the coexistence and of the school participation, plans in force and institutional regulation of the same ones.

6. Teaching practice and equity: challenges to which to respond. Develops the problem of Attention to Diversity, inclusion and treatment and attention to different cultures in the classroom. Plans in force and institutional regulation thereof.

7. Teacher training and professional teacher development. The keys that determine the profiles of initial and continuing teacher training are identified. The functions of teachers in Early Childhood and Primary Education are identified according to the current regulations, and the training needd  to develop these roles.

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Bibliography

Acceda a la bibliografía que su profesor ha solicitado a la Biblioteca.


11.1. 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, inclysion 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 Curriculo 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.

11.2. 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.

11.3 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

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

 

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