Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 311304 | Subject title: OBSERVATION AND ANALYSIS OF EDUCATIONAL PROCESSES AND CONTEXTS | ||||
| Credits: 6 | Type of subject: Basic | Year: 2 | Period: 1º S | ||
| Department: Ciencias Humanas y de la Educación | |||||
| Lecturers: | |||||
| BRAVO IRISO, LAURA (Resp) [Mentoring ] | |||||
Contents
This course aims are to learn about processes and educational contexts in Early Childhood (ages 0-6 years old) and Primary education (ages 6-12) within spanish educational system related to local, national, European and international. The context and organizational components of primary schools will be analyzed, as well as the educational and learning processes at this educational stage. Likewise, it delves into the different models of curricular design and development. Tutoring and guidance are discussed and methodological keys of educational research are provided.
Descriptors
Processes and educational contexts is a 6 EctS course of the Master's Degree Primary Education that is taught in the third semester of the Curriculum, from the Area of ¿¿Educational Knowledge and School Organization. It deals with building knowledge around the organization and school functioning and the educational processes that take place in it.
Keywords: Conditioning factors of the educational system. Educational networks. Organization and management of Primary Schools. Curriculum and teaching-learning processes planning. Tutoring and guidance.
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 Proficiencies
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.
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.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP7 - To be familiar with the educational implications of Information and Communication Technology.
SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.
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.
Learning outcomes
Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are established:
- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.
- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in those aspects contributing to the specific competencies of the title.
- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the title.
A student gets a grade of APTO if the level of learning is optimal or medium.
The contents, training activities and assessment tools are related to the learning outcomes in this course as follows:
| LEARNING OUTCOMES | Contents/Contenidos | Training activity/Actividad formativa | Evaluation system/Sistema de evaluación |
| LO1- Describe accurately the identity traits of cycles 0-3 and 3-6 years old. | School stage 0-6 years old. | AF2, AF3, AF6 | SE2, SE4 |
| LO2- Identify the different types of games that occur between boys and girls from 0 to 6 years old and their pedagogical importance. | School stage 0-6 years old. | AF2, AF3, AF4, AF6 | SE1, SE2, |
| LO3- Describe the basic needs of boys and girls in cycles 0-3 and 3-6 years old. | School stage 0-6 years old. | AF2,AF3,AF4,AF6 | SE2,SE4 |
| LO4- Identify and describe the curricular elements of the early childhood education stage. | The curriculum in early childhood education and its development. | AF1, AF3, AF6 | SE1,SE4 |
| LO5- Design curricular proposals suitable for application in multicultural and multilingual contexts. | The curriculum in early childhood education and its development. | AF3,AF4 | SE1, SE4 |
| LO6- Prepares surveys and questionnaires for data collection within the context of schools. | The analysis of observational information. | AF3,AF4 | SE1,SE4 |
| LO7- Distinguish and correctly use different types of observation instruments. | The systematic observation of Early Childhood Education. | AF1,AF2,AF3,AF4,AF5,AF6 | SE1, SE2, SE4 |
| LO8- Critically expose the influence of the natural, social and cultural environment on the processes of socialization. | Processes and social contexts in the school environment. | AF1,AF4,AF6 | SE2,SE3, SE4 |
| LO9- Summarizes the main ideas related to the basic contents of the course. | All of them | AF1,AF4,AF5,AF6 | SE2, SE3, SE4 |
| LO10- Construct suitable learning contexts to favor the overall development (physical, intellectual, emotional ...) of girls and boys 0-6 years old | All of them | AF2,AF3,AF4,AF5 | SE1, SE2, SE4 |
| LO11- Oral and written presentation of the basic contents using a technical and precise language. | All of them | AF1,AF4,AF6 | SE2, SE3 SE4 |
Methodology
| DESCRIPTION | HOURS | ATTENDANCE | NON-ATTENDANCE | |
| LA1 | Lecture | 24 | 100% | |
| LA2 | Debates | 6 | 100% | |
| LA3 | Practical classes or experiences (15 sem x 1,5h/s) | 22,5 | 100% | |
| A-4 | Self study | 50 | 100% | |
| A-5 | Teamwork | 27,5 | 100% | |
| A-6 | Continuous assessment / recovery | 15 | 100% | |
| A-7 | Individual tutorials: tasks and guidelines for autonomous study | 5 | 100% |
Evaluation
| LEARNING OUTCOMES | EVALUATION SYSTEM | % | % RECOVERABLE |
| LO1. Identify and describe the conditioning factors of an educational system. BP3 GP1, GP6, GP8, GP10, TP2, SP1, SP6, SP8, SP9, SP10, SP14 | ES2 Individual theoretical recension and synthesis papers | 20 | 100% |
| LO4. Discriminate the organizational and curricular elements and specify the derived inferences at management, coordination and participation levels, at school and within the classroom. BP3 GP1, GP2, GP6, GP8, GP10 TP2 SP1, SP2, SP6, SP8, SP9, SP10, SP12, SP14 | SE4 Oral and written tests | 50 | 100% |
| LO2. Classify schooling modalities and give examples of the upcoming context. LO3. Demonstrate the management of current educational regulations, focusing the debate on a specific area of ¿¿the educational institution and the teaching-learning process LO5. Generate didactic proposals in a school context to propose new ways of teaching and evaluating (through a teamwork paper) LO6. Dimensions of the teaching role assessment and interpretation in the various educational contexts and processes BP3 GP1, GP2, GP6, GP8, GP10 TP2 SP1, SP2, SP6, SP8, SP9, SP10, SP12, SP14. | SE3 Applied practical teamwork | 30 | 0% |
Agenda
Block 1: Teaching-learning-assessment process in Early Childhood and Primary Education.
Block 2: Tutoring, Guidance and Attention to diversity in Early Childhood and Primary Education.
Block 3: Contexts in Early Childhood and and Primary Education Schools .
Block 4: Organization and operation in Early Childhood and and Primary Education Schools.
Bibliography
Access the bibliography that your professor has requested from the Library.
11.1. Bibliografía básica
Apalategi, M.J. (1998-99) Análisis y propuesta investigativa del centro educativo desde el modelo sistémico. Huarte de San Juan, 4-5, 57-65
Bauman, Z. (2008). Los retos de la educación en la sociedad líquida. Barcelona: Gedisa
Bustos, A. (2011). La escuela rural. Barcelona: Ed Magina-Octaedro
Cano, E. (Ed.) (2012). Aprobar o aprender. Estrategias de evaluación en la sociedad red. Universitat de Bacelona: Laboratoti de Mitjans Interactius. Col-Lecció Transmedia XXI
Chiva Bartoll, O. (2015). Métodos pedagógicos activos y globalizadores. Barcelona: GRAÒ
Colás, P. y Contreras, J.A. (2013) La participación de las familias en los centros de Educación Primaria. Revista de investigación Educativa,31(2): 485-499
Escamilla, A. (2009). Las competencias en la programación de aula: infantil y primaria 3-12 años. Barcelona: Graó
Fernández Enguita, M. (2005). Organización escolar, profesión docente y entorno comunitario. Madrid: Akal
Fullat, O. (1983). Escuela pública, escuela privada. Barcelona: Humanitas
Gairín, J.y Antúnez, S. (Ed.) (2008) Organizaciones educativas al servicio de la sociedad. X CIOE. Madrid: Wolters Kluwer.
Majó, F. y Baqueró, M. (2015) 8 Ideas clave. Los proyectos interdisciplinarios. Barcelona: GRAÒ
Santos Guerra, M.A. (2013) Las feromonas de la manzanza. En Machado, J. y Alves, J.M. (orgs.) Melhorar a escola (pp. 123-130). Porto: Faculdade de Educação e Psicologia da Universidade católica Portuguesa
Unión europea (2007) Anexo. Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente publicada en el Diario Oficial de la Unión Europea L 394 de 30 de diciembre de 2006. [Recuperado de h t t p : / / e u r- l e x . e u r o p a . e u / LexUriSer v/site/es/oj/2006/l_394/l_39420061230es00100018.pdf]
Zabala, A., y Arnau, J. (2007). 11 ideas clave. Cómo aprender y enseñar competencias. Barcelona: Graó
Zufiaurre, B y Gabari, M.I. (2001) Didáctica para maestras. Madrid: CCS (3ªed)
11.2. Materiales legales
GOBIERNO DE NAVARRA (1997) DECRETO FORAL 24/1997, de 10 de febrero, por el que se aprueba el Reglamento Orgánico de las Escuelas Públicas de Educación Infantil, Colegios Públicos de Educación Primaria y Colegios Públicos de Educación Infantil y Primaria en el ámbito territorial de la Comunidad Foral de Navarra. BON, nº32
GOBIERNO DE NAVARRA (2014) DECRETO FORAL 60/2014, de 16 de julio, por el que se establece el currículo de las enseñanzas de Educación primaria en la Comunidad
Foral de Navarra. Pamplona: BON nº 174
MECD (2013) Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Madrid: BOE nº 295
11.3. Bibliografía complementaria
Arias, A. R. y Cantón, I. (2006). El liderazgo y la dirección de centros educativos. Barcelona: Davinci.
Arnaíz, P. (2012) Escuelas eficaces e incluivas. como favorecer su desarrollo. Educatio siglo XXI, 30(1), 25-44
Comisión europea (2013) Informe Eurydice Cifras clave del profesorado y la dirección de centros educativos en Europa. Madrid: MECD/CNIIE
Estruch, J. (2002) Dirección profesional y calidad educativa. Barcelona: Praxis
Gobierno de Navarra/Nafarroako Gobernua (1989). El euskera en la enseñanza de Navarra/Euskara, Nafarroako irakaskuntzan. Colección/Bilduma Textos Legales 6.
Pamplona/Iruña: Departamento de Educación y Cultura/Hezkuntza eta Kultura Departamentua
Imbernon, F. (Coord.) (2002). La investigación educativa como herramienta de formación del profesorado. Reflexión y experiencias de investigación educativa. Graó. Barcelona.
Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó
Marchesi, A. (2007). Sobre el bienestar de los docentes. Competencias, emociones y valores. Madrid: Alianza.
Santos Guerra, M.A.(2014) Las feromonas de la manzana. El valor educativo de la dirección escolar. Barcelona: Graó
Tedesco, J.C. (2011) Los desafíos de la educación básica en el S.XXI. Rev. Iberoamericana de Educación, 55, 31-47
Villa, A. y Poblete, M. (2008) Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas. Bilbao: ICE Universidad de Deusto.
Location
Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.