Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic Training / Education

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Contents

They come from both, the Bachelor´s degree in Primary Education and in Early clhildhood Education. This subject 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.

Specifically, the following items are developed: The school stage 0-6 years. Educational processes and contexts. The curriculum in Early Childhood Education and its development. Systematic observation in early childhood education. The analysis of observational information.

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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.

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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 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.

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Specific proficiencies

Bachelor¿s degree in Early Childhood education

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.

Bachelor¿s degree in Primary Childhood education

SP1 -To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2 -To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP4 -To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP5 -To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP6 - To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP13 - To perform guidance, tutoring and conflict-resolution functions with schoolchildren and their families. To be able to observe and acknowledge work well done.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.

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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:

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Methodology

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Languages

English/Castellano/ Euskara

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Evaluation

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Agenda

Block 1: TEACHING-LEARNING-ASSESSMENT PROCESSES IN EARLY CHILDHOOD AND PRIMARY EDUCATION

1. The school stages of 0-6 and 6-12 years old.

2. Educational policies in local, national, European and international contexts.

3. Teaching and learning processes and contexts for the development of competencies in Early Childhood and Primary Education.

4. The learning evaluation process in Early Childhood and Primary Education.

5. Teaching management of the Early Childhood and Primary Education. Curriculum: Programming of Integrated Teaching Units (ITU/UDI).

Block 2:  TUTORING, GUIDANCE AND ATTENTION TO DIVERSITY IN IN EARLY CHILDHOOD AND PRIMARY EDUCATION

6. The process of educational orientation and tutoring.

Block 3: CONTEXTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION

7. The context of the school in urban and rural areas.

8. Academic and scientific contexts:  Educational research processes and methodology
9. The context of continuous improvement and educational innovation. Systematic observation in early childhood education. The analysis of observational information.

Block 4: ORGANIZATION AND FUNCTIONING IN EARLY CHILDHOOD AND PRIMARY EDUCATION

10. The organization of the classroom as an educational process.

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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.

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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.

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