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: | |||||
| PELLEJERO GOÑI, MARÍA LUCÍA (Resp) [Mentoring ] | CANO DE LA LUZ, MARIA DEL AGUILA [Mentoring ] | ||||
Contents
Bachelor's degree in Early clhildhood Education.
The school stage 0-6 years. Processes and contexts of teaching and learning for the development of competences in Early childhood Education. The curriculum in Early Childhood Education and its development. The evaluation process of learning in Early childhood Education. The programming of Integrated Didactic Units (IDU/UDI). The educational orientation process and tutoring. The context of the school in the urban and rural environment. Systematic observation in early childhood education. Analysis of observational information.
Bachelor's degree in Primary Education
The school stage from 6 to 12 years as a context of Primary Education. Educational policies in the local, national, European and international contexts. Teaching and learning processes in primary education for the development of competences. The learning evaluation process and its standards in primary education. Teaching management of the curriculum of primary education: Programming of Integrated Didactic Units (UDI). The organization of the classroom as an educational process. The process of educational orientation and tutoring. The context of the school in the urban and rural environment. Educational research processes and methodology.
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 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.
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
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 cschools' 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 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.
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 | CONTENT | FORMATIVE ACTIVITIES |
EVALUATION SYSTEM |
| LO1. Identify and describe the conditioning factors of an educational system | Unit 3: Contexts in Early Childhood and and Primary Education Schools | FA1 Lecture FA3 Practical classes or experiences FA4 Self-study FA6 Continuous assessment / recovery FA7 Tutorials | Teacher observation record Paper delivery and feed back Individual portfolio Written / oral test Individual interview and telematic record |
| LO2. Classify schooling modalities and give examples of the upcoming context | Unit 4: Organization and operation in Early Childhood and and Primary Education Schools | FA1 Lecture FA3 Practical classes or experiences FA4 Self-study FA6 Continuous assessment / recovery FA7 Tutorials | Teacher observation record Paper delivery and feed back Individual portfolio Written / oral test Individual interview and telematic record |
| LO3. Demonstrate the management of current educational regulations, focusing the debate on a specific area of ¿¿the educational institution and the teaching-learning process | Unit 1: Teaching-learning-assessment process in Early Childhood and Primary Education. Unit 4: Organization and operation in Early Childhood and and Primary Education Schools | FA1 Lecture FA2 Debates FA3 Teamwork FA5 Tutorials FA6 Assessment activities | Teacher observation record Delivery and defense of the work of p-g Individual interview and telematic record Written test |
| LO4. Discriminate the organizational and curricular elements and specify the derived inferences at management, coordination and participation levels, at school and within the classroom | Unit 1: Teaching-learning-assessment process in Early Childhood and Primary Education. Unit 2: Tutoring, Guidance and Attention to diversity in Early Childhood and Primary Education | FA2 Practical classes or experiences FA3 Teamwork FA5 Tutorials | Paper delivery and feed back Delivery and defense of the work of p-g Individual concerted interview Individual interview and telematic record |
| LO5. Generate didactic proposals in a school context to propose new ways of teaching and evaluating (through a teamwork paper). | Unit 1: Teaching-learning-assessment process in Early Childhood and Primary Education | FA2 Practical classes or experiences FA3 Teamwork FA5 Tutorials | Paper delivery and feed back Delivery and defense of the work of p-g Individual concerted interview Individual interview and telematic record |
| LO6. Dimensions of the teaching role assessment and interpretation in the various educational contexts and processes | All Units | FA1 Lecture FA2 Debates FA3 Teamwork FA5 Tutorials FA6 Assessment activities | Teacher observation record Delivery and defense of the work of p-g Individual interview and telematic record Written test |
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 |
Formative activities (Learning activities)
| Code | Description | Hours | Attendance |
| FA1 | Theory classes (foundation, examples, applications and development). | 45 | 100 |
| FA2 | Practical classes or, in the event, practical experience (in the professional field) | 15 | 100 |
| FA3 | Preparation of papers and oral defence | 30 | 10 |
| FA4 | Automous-study | 50 | 0 |
| FA5 | Tutorships | 5 | 100 |
| FA6 | Oral or written exams | 5 | 100 |
Evaluation
| Evaluation system | Percentage weight % | Recoverable |
| ES1- Attendance and participation in class or, where appropriate, in the school. | 10% | Yes, 10% |
| ES2- Theoretical works of review and synthesis. | 20% | Yes, 20% |
| ES3- Practical work of observation, proposal and, where appropriate, evaluation. | 30% | No |
| ES4 Oral and written tests (*) | 40% | Yes, 40% |
| TOTAL | 100% | 70% |
(*) On continuous evaluation, the minimum grade to be achieved in SE4 will be 5 out of 10 to be able to average with those obtained in SE2 and SE3. Any lower grade will mean having to take the recovery assessment tests.
Agenda
PART I: THE SCHOOL STAGE FROM 0 TO 6 YEARS OLD
1. Identity traits of educational cycles from 0 to 3 and 3 to 6 years old.
2. Basic needs.
3. Early care.
4. The interaction between peers. Interaction between children and adults.
5. The game as action, expression, relationship and learning.
6. The construction of sexual identity and gender identity
7. Emotional education
PART II: PROCESSES AND SOCIAL CONTEXTS IN THE SCHOOL ENVIRONMENT
1. Socialization process.
2. The role of the family.
3. Socialization in the school context.
4. The role of the natural, social and cultural environment.
5. Multiculturalism and diversity
PART III: THE CURRICULUM IN EARLY CHILDHOOD EDUCATION AND ITS DEVELOPMENT
1. Sense of the curricular structure in Early Childhood Education.
2. Elements of the curriculum: objectives, contents, methodology and evaluation.
3. The diversity of methodologies at Early Childhood Education stage for curriculum development in the educational context.
4. The Programming of Didactic Units for teaching.
PART IV: SYSTEMATIC OBSERVATION AT EARLY CHILDHOOD EDUCATION
1. The evaluation at Early Childhood Education stage.
2. Types of observation.
3. instruments for observation
4. Instruments for the organization and systematization of information
PART V: THE ANALYSIS OF OBSERVATIONAL INFORMATION
1. Types of analysis.
2. Surveys and questionnaires.
3. Reporting
4. Action-Research as an improvement in teaching practice
Bibliography
Access the bibliography that your professor has requested from the Library.
Basic bibliography
Apalategi, M.J. (1998-99) Análisis y propuesta investigativa del centro educativo desde el modelo sistémico. Huarte de San Juan, 4-5, 57-65.
Apalategi Begiristain, M.J. (2011). Teaching in Navarre at the 25 th anniversary of the Foral Law on Basqu. In V Congreso de la MESCE (Mediterranean Society of Comparative Education): Territoires & démocratie culturalle: vers un nouveau contrat éducatif. Córcega, Francia
Ahumada, P. (2005). La evaluación auténtica: un sistema para la obtención de evidencias y vivencias de los aprendizajes. Perspectiva Educacional, Formación de Profesores, (45),11-24. https://www.redalyc.org/articulo.oa?id=3333/333329100002
Bauman, Z. (2008). Los retos de la educación en la sociedad líquida. Barcelona: Gedisa. https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=Bauman+Los+retos+de+la+educaci%C3%B3n&btnG=
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 Barcelona: Laboratori 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
Coll, César, & Mauri, Teresa, & Onrubia, Javier (2006). Análisis y resolución de casos-problema mediante el aprendizaje colaborativo. RUSC. Universities and Knowledge Society Journal, 3(2),29-41.[fecha de Consulta 29 de Junio de 2020]. ISSN: . Disponible en: https://www.redalyc.org/articulo.oa?id=780/78030210
Escamilla, A. (2009). Las competencias en la programación de aula: infantil y primaria 3-12 años. Barcelona: Graó
Eurydice (2012). Cifras clave de la educación en Europa. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15849
Fernández Enguita, M. (2005). Organización escolar, profesión docente y entorno comunitario. Madrid: Akal.
Fernández Enguita, M.. (2008). Escuela pública y privada en España: La segregación rampante. Revista de Sociología de la Educación-RASE, 1(2), 42-69.
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.
Gabari, M. I. y Apalategi, M. J. (2019). Formación dual en Grados de Maestro: Feedback Interactivo en evaluación por Competencias. Revista Iberoamericana de evaluación Educativa, 12(2), 89-109 91. Hemendik eskuratua: http//doi.org/10.15366/riee2019.12.2.005
García-Varcálcel Muñoz-Repiso, A. y Basilotta Gómez-Pablos, V. (2017). Aprendizaje basado en proyectos (ABP): evaluación desde la perspectiva de alumnos de Educación Primaria. Revista de Investigación Educativa, 35(1), 113-131.DOI: http://dx.doi.org/10.6018/rie.35.1.246811
Herrera Capita, A. M. (2009). Los rincones en educación primaria. Revista Digital Innovación y experiencias educativas, 15, 1-8. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_15/ANGELA%20MARIA_HERRERA_2.pdf
González, M. T. (Coor.) (2003). Organización y gestión de centros escolares. Madrid: Pearsons-Prentice
Gómez Dacal, G. (1996). Curso de organización escolar y general. Madrid: Narcea
Leal, A. (2010). La enseñanza de las estrategias de aprendizaje. Innovación y Experiencias Educativas, 27, 1-13. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_27/ALFONSO_LEAL_2.pdf
Majó, F. y Baqueró, M. (2015) 8 Ideas clave. Los proyectos interdisciplinarios. Barcelona: GRAÒ
Marín-Díaz, V. (2015). La Gamificación educativa. Una alternativa para la enseñanza creativa. Digital Education Review, 27, 1-4, http://greav.ub.edu/der/
Moliner Miravet, L.; Moliner García, O., Sales Ciges, A. (2012). Porque solos no aprendemos mucho: Una experiencia de tutoría entre iguales recíproca en Educación Primaria. Revista de Investigación Educativa, 30 (2), 459-474. DOI: https://doi.org/10.6018/rie.30.2.145191
Pliego, N. (2011). El aprendizaje cooperativo y sus ventajas en la educación intercultural. Hekademos: Revista educativa digital, (8), 63-76. https://miaulario.unavarra.es/access/lessonbuilder/item/219171/group/2019_0_302302_1_G/Contenidos%20-%20Edukiak/Tema%207/Dialnet-ElAprendizajeCooperativoYSusVentajasEnLaEducacionI-3746890.pdf
Savery, J., & Duffy, T. (1996). Aprendizaje basado en problemas: Un modelo instruccional y su marco constructivista. Constructivist learning environments: Case studies in instructional design,(135-147). Englewood Cliffs, New Jersey: Educational technology publications, Inc.
Sánchez, R., Esteban, F., Marín, D., & Peirats Chacón, J. (2018). Difusión de experiencias con el modelo aula invertida. Descripción y análisis del Portal https://www. theflippedclassroom. es. Revista Didáctica, Innovación y Multimedia, 36, 1-11. http://hdl.handle.net/10550/66186
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
Stern, A. (2013). Yo nunca fuí a la escuela. Valencia: Litera
Slavin, R. E. (2014). Aprendizaje cooperativo y rendimiento académico:¿ por qué funciona el trabajo grupal?. Anales de psicología, 30(3), 785-791. http://scielo.isciii.es/pdf/ap/v30n3/aprendizaje2.pdf
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, L. (2008) La enseñanza de las competencias. Las competencias en la educación escolar. Aula de Educación Educativa, 161, 40-46. http://eoepsabi.educa.aragon.es/descargas/G_Recursos_orientacion/g_7_competencias_basicas/g_7_1.docum.basicos/1.41.Ense%F1ar_competencias.pdf
Zufiaurre, B y Gabari, M.I. (2001) Didáctica para maestras. Madrid: CCS (3ªed)
Legal materials
España. Gobierno de Navarra/Nafarroako Gobernua (1989). El euskera en la enseñanza de Navarra/Euskara, Nafarroako irakaskuntzan. Colección/Bilduma Textos Legales 6.
España. 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. http://www.lexnavarra.navarra.es/detalle.asp?r=28161
España. 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. https://www.navarra.es/NR/rdonlyres/B62A9CFB-C17B-461E-BD7D-BBEE005C2096/0/F1410295_EducacionPrimaria.pdf
España. MECD (2013) Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Madrid: BOE nº 295. https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf
Complementary bibliography
Arias, A. R. y Cantón, I. (2006). El liderazgo y la dirección de centros educativos. Barcelona: Davinci.
Arnaiz, P. (2012) Escuelas eficaces e inclusivas. 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.
Europa. Consejo (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]
Estruch, J. (2002) Dirección profesional y calidad educativa. Barcelona: Praxis
Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó
Santos Guerra, M.A.(2014) Las feromonas de la manzana. El valor educativo de la dirección escolar. Barcelona: Graó
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
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.