Universitat Internacional de Catalunya

Education IV: Systematic Observations and Analysis of Contexts

Education IV: Systematic Observations and Analysis of Contexts
6
10624
2
First semester
FB
Main language of instruction: Catalan

Other languages of instruction: Spanish
If the student is enrolled for the English track then classes for that subject will be taught in the same language.

Teaching staff


Each teacher will specify interviews with students who request it.

IMPORTANT: The last half hour of each session is devoted to care.

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.


Systematic observation and analysis of contexts is a matter of the basic training module of the degree of teacher of the specialty of infant education that belongs to the subject Education V.

The subject is taught in the third semester of the undergraduate studies (2nd year) and at DT (Degree in Early Childhood Education) has a teaching load of 6 ECTS credits. The subject includes knowledge of the observation as a technique of educational research and knowledge of emotional education as a fundamental element for the analysis of contexts. Catalan language.

Competencies

  • CEM-01 - To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
  • CEM-04 - To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
  • CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • CEM-10 - To understand that the day-to-day dynamics in early childhood education is changeable depending on each student, group and situation, and to learn to be flexible when teaching.
  • CEM-11 - To value the importance of stability and consistency in the school environment, timetables and the state of mind of teachers as factors that contribute to the harmonious and comprehensive progress of students.
  • CEM-14 - To understand that systematic observation is a basic tool for reflecting on practice and reality, as well as for contributing to innovation and improvements in childhood education.
  • CEM-15 - To master the techniques of observation and recording.
  • CEM-16 - To carry out field analysis by means of an observational methodology using information technology, documentation and audiovisual materials.
  • CEM-17 - To know how to analyse data obtained, comprehend reality in a critical way and draw up a report with conclusions.
  • 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-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-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-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-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-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.

Learning outcomes

1- It highlights the observation as a tool for gathering information to optimize their educational work and enhance their skills as a teacher.

2-Identify various observational records, their potential and their limitations.

3-Understand the basic principles of educational psychology observational methodology.

4-Solve educational cases based on the specificities of each student from the observational methodology.

5-participates as an observer in real educational situations collaborating with other professionals who belong to the learning environment to promote the teaching and learning processes which respond to the diversity of students.

Includes 6-observation as an epistemological alternative.

7-psycho Relate basic concepts of observation as an epistemological alternative.

8-Understands basic concepts of psycho constructivist perspective of teaching and learning and its impact on observation.

9-Understands the relationship triangle interactive teaching-learning process and solves cases by observing from a constructivist perspective.

10, analyzes several patterns of observation and systematic analysis of a complete instructional process.

11 Prepares reports of findings using information technology to collect, analyze and triangulate the information extracted from observations of instructional processes.

Rate-12 observation as an analytical tool to understand and respond more attention to the unique educational needs of students.

13-Uses observation as a tool for reflection to improve their competence and quality oriented to keep teacher.

14-transmits the collected information and know properly express orally and in writing in the language of instruction using concept maps or other procedures, making understanding

15-manages the kindergarten classroom using different forms of organization, teaching aids and educational materials that support the objectives related to educational activities

16-Participate in the dynamics of the school making a constructive contribution in the various meetings, promoting cooperative work as the focus of education on tolerance (PE I)

17 offers parents and other stakeholders about students, and appropriately uses information obtained from these (PE I)

18-In your personal and professional development using information obtained from students and their peers, in addition to help from peers in the form of advice or supervision, to direct its action towards continuous improvement (PE I)

19 Be aware of the importance of teachers as driver class group to promote a good working atmosphere in the classroom

Syllabus

-

Contents

1st part. Systematic observation

1. Observation as an instrument for collecting and systematizing information: observational records.
2. Observation as a method: the observational methodology.
3. The epistemological alternative observation for the analysis of school educational practices.
4. Observation and analysis of instructional processes from a constructivist perspective.
5. Preparation and use of guidelines for observation and analysis of instructional processes.

2nd part. Socio-emotional Education

- Emotions and feelings
- Conceptual basis of socio-emotional education
- Language and socio-emotional education in the EI
- Styles or models of communication
- Some guidelines for the EI teacher
- Self-esteem in children's E
- Resolution of conflicts in EI

Teaching and learning activities

In blended



- Telematic work:

         * Theoretical participatory sessions 

         * Team work on line

         * Challenge based work

 

- In person classes:

         * Live observation activities and reporting

         * Discussion

         * Case analysis

 

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-06 CEM-14 CEM-15 CEM-16 CEM-17 CET-2 CET-4 CET-7 CG-01 CG-06 Cooperative learning
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Tutorials
CEM-04 CEM-11 CET-1 CET-2 CET-6 CG-04 Problem-based learning
Cooperative learning
Learning contract
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
Tutorials

Evaluation systems and criteria

In blended



- Learning folder/ Conceptual map 30%

- Reflexive diary 15%

Projects and expositions 15%

Tests 40%

Bibliography and resources

1st part. Systematic observation

  • Bisquerra, R. (coord.) (2004). Metodología de la investigación educativa. Madrid: La Muralla
  • Dendaluce, I. (1988). Aspectos metodológicos de la investigación educativa. Madrid: Narcea
  • Fuertes, M.T. (2011). La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. Revista de Docenci Universitaria vol9, nº 3. http://red-u.net/redu/files/journals/1/articles/248/public/248-647-1-PB.pdf
  • Schön, D.A. (1992). La formación de los profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Barcelona: Paidós/MEC
  • Stenhouse, L. (1987): Investigación y desarrollo del currículum. Madrid: Morata  (capítols X, XI i XIII)
  • Wittrock , M.C.(1989). La investigación de la enseñanza II. Métodos cualitativos y de observación. Barcelona:Paidós /MEC

Part Two. Emotional education

  • Álvarez, M. (Coord.). (2001). Diseño y evaluación de programas de educación emocional. Barcelona: Ciss-Praxis.
  • Álvarez, M., i Bisquerra, R. (1996). Manual de orientación y tutoría. Barcelona: Praxis.
  • Bisquerra, R. (2000). Educación emocional y bienestar. Barcelona: Praxis.
  • Elias, M. J., Tobias, S. E., y Friedlander, B. S. (1999). Educar con inteligencia emocional. Barcelona: Plaza Janés.
  • Fernández- Abascal, E. (Coord.). (1995). Manual de motivación y emoción. Madrid: Editorial Centro de Estudios Ramón Areces.
  • Gardner, H. (1995). Inteligencias múltiples. La teoría en la práctica. Barcelona: Paidós.
  • Gardner, H. (2001). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI. Barcelona: Paidós.
  • Gómez Bruguera, J. (2002). Educació emocional i llenguatge en el marc de l'escola. Barcelona: Rosa Sensat.

Teaching and learning material