Universitat Internacional de Catalunya
Final Degree Project
Other languages of instruction: English, Spanish
Teaching staff
Introduction
It consists on the preparation and defense of an original work within the thematic context of the degree (degree in Education).
The Final Degree Project is a matter of the Practicum module, of a globalizing nature and oriented to the integrated assessment of some specific and transversal competences associated with the title of teacher. Its objective must include the application and integration of the competences related to the knowledge (know), the skills (know-how) and the attitudes (know how to be and be) acquired throughout the degree.
It has assigned 6 ECTS credits (total dedication of 150 hours)
To track and have the necessary documents to carry out the TFG, you must enter the APM application accessed from the intranet.
You must consult, in addition to this Teaching Guide, the TFG REGULATION (NORMATIVA) that you have in the application and at the end of this Teaching Guide.
Pre-course requirements
To be able to defend the TFG, it is essential to have passed all the other subjects of the 1st and 2nd years of the Degree, and 80% of the credits of the 3rd year. Afternoon DT students, it is enough that they have the other Education Degree approved.
Objectives
The Final Project is a matter of the Practicum module, of a globalizing nature and oriented to the integrated assessment of some specific and transversal competences associated with the title of teacher. Its objective must include the application and integration of the competences related to the knowledge (know), the skills (know-how) and the attitudes (know how to be and be) acquired throughout the degree.
Competences/Learning outcomes of the degree programme
- CEM-59 - To acquire a practical knowledge of the classroom and its management.
- CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
- CEM-61 - To monitor the educational process, especially the teaching and learning processes, through mastery of the necessary techniques and strategies.
- CEM-62 - To relate theory and practice to the classroom and school context.
- CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
- CEM-64 - To participate in best-practice initiatives in the various fields of activity that could be set up in a school.
- CEM-65 - To regulate the processes of interaction and communication in the 0-3 and 3-6 age groups.
- CEM-66 - To be familiar with how to collaborate with the different sectors in the educational community and the social setting.
- CEM-67 - These skills, together with those of the other subjects, should be reflected in the final degree project, which is the culmination of all the knowledge acquired through the training described above.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Syllabus
The Final Project is a matter of the Practicum module, of a globalizing nature and oriented to the integrated assessment of some specific and transversal competences associated with the title of teacher. Its objective must include the application and integration of the competences related to know-how, skills (know-how) and attitudes (know-how and being) acquired throughout the degree.
Teaching and learning activities
In blended
The 7th semester of the Degree students will have three Training Seminars, aimed at helping you so that you can bring the End of Degree Work to fruition. The third Seminar you will do with your TFG tutor.
After the third Seminar - by the 8th semester - you will have personal interviews with your tutor, who will advise you on the work you are doing.
There are three modalities:
A: Work written in Catalan, oral defense in Spanish and abstract in English, catalan and spanish.
B: Written work written in Spanish, oral defense in Catalan and abstract in English, catalan and spanish.
C: Written work, oral defense in English and abstract in English, catalan and spanish (compulsory modality for mentions of English).
Bibliography and resources
León, O. i Montero, I. (2015). Métodos de investigación en Psicología y Educación. 4a edición. McGraw-Hill.
Matkovich, S. (2011). Apa Made Easy. LINK
Houghton, P.M. et al.(2009). APA: The Easy Way! Flint, Mich. : Baker College.
León, O. G. (2016). Cómo redactar textos científicos y seguir las normas APA 6.ª para los trabajos de fin de Grado y fin de Máster, tesis doctorales y artículos. Cuarta Edición. Madrid: Garceta.
Rossiter, J. (2007). The Apa Pocket Handbook: Rules For Format & Documentation. Dw Publishing Company.
Ruiz Martín, H. (2021), ¿Cómo aprensdemos? Una aproximación científica al aprendizaje y la enseñanza. Graó.
Sánchez, A., Olmos, P., Torrado, M. y García, J. (2016). Trabajos de fin de grado y postgrado. Guía práctica para su elaboración. Ediciones Aljibe.
LINKS:
Guia de les normes APA de la UdG: LINK
Resumen Normas APA LINK
Normas APA LINK
Aspectos generales de estilo APA LINK
The writer’s Handbook LINK
E-Revistas LINK
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Eureca – biblioteca digital LINK