Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Module: didactic and disciplinary knowledge / Subject matter: Foreign language and teaching: English

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Contents

- Programación, estrategias y recursos en Lengua Extranjera: inglés.
- Evaluación y orientación del proceso de enseñanza-aprendizaje en Lengua Extranjera: inglés, para la elaboración de diagnósticos, la evaluación de programas y la toma de decisiones.

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General proficiencies

Basic Proficiencies
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.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
General Proficiencies
GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.
GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.
GP4 - To design and regulate learning spaces in contexts characterised by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.
GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.
GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.
GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.
GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.
GP10 - 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 schoolchildren.
GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools 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 B1 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, 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.
SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.
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

Los resultados de aprendizaje se concretan sobre todo en la eficacia de la puesta en marcha en la escuela, de las competencias previamente adquiridas. En su caso, tendrán también un reflejo en la calidad de la exposición de la actividad realizada. Se establecen tres niveles:
- Óptimo: eficacia contrastada, por los profesores tutores de la Universidad y del Centro, de la puesta en marcha de las competencias pedagógicas y disciplinares propias del título y maestría en la mayoría de ellas.
- Medio: eficacia contrastada, por los profesores tutores de la Universidad y del Centro, de la puesta en marcha de las competencias pedagógicas y disciplinares propias del título y logro de la mayoría de ellas, aunque con déficit en conocimientos pedagógicos o disciplinares, que puedan ser adquiridos con la práctica profesional, la integración en los centros educativos y una dedicación extra, asumible en el periodo de tiempo que media entre el momento de realización de las prácticas y la obtención del Grado.
- Deficiente: incompetencia en el desempeño de la labor docente, con carencias manifiestas que se estima que no pueden adquirirse globalmente, con una mera dedicación extra asumible, en el periodo de tiempo que media entre el momento de realización de las prácticas y la obtención del Grado.
Un estudiante obtiene una calificación de APTO si el nivel de aprendizaje es óptimo o medio.

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Methodology

Metodologías docentes

Actividades formativas

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Evaluation

*A mark below 5 in any of the criteria of section 1.Attitudes in the evaluation rubric will result in a fail in the subject

** According to part 3 of article 34 of the "Regulations governing evaluation processes at the UPNA", plagiarism in any part of a handed written piece will result in a fail in the subject. The report cannot be retaken in case of plagiarism.

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Agenda

1. Organización, contexto sociológico y funcionamiento integrado del centro educativo.
2. Función docente: programación, estrategias metodológicas y recursos didácticos para la enseñanza de la lengua extranjera: inglés.
3. Evaluación y orientación del proceso de enseñanza-aprendizaje de la lengua extranjera: inglés.
4. Desarrollo individual y grupal en el contexto escolar.
5. Observación en aula y análisis de la actividad en las etapas (6-12 años) en centros públicos o concertados, con especial atención a la relativa al uso de la lengua extranjera: inglés.
6. Preparación de sesiones de enseñanza y aprendizaje de la lengua extranjera: inglés.
7. Puesta en marcha y valoración de la actividad docente en los procesos de estudio de la lengua extranjera: inglés.

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Bibliography

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

Referencias aportadas en las distintas asignaturas de las materias de formación básica (Educación, Psicología y Sociología) y de formación didáctica y disciplinar en Lengua extranjera: inglés.

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Languages

Lengua extranjera: inglés.

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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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