Universitat Internacional de Catalunya

Final Degree Project

Final Degree Project
6
8502
4
Second semester
TF
Practicum
Final degree project
Main language of instruction: Catalan

Other languages of instruction: English, 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 tutor will make it possible for the students to have encounters in order to guide their Project. The responsibility to ask  the tutor for an encounter is for the student, and the consequences of not taking advantage of the tutoring sessions as well, since the fourth year of course the autonomy is assumed to know when they need help.

 

 

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.


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.

The TFG consists in 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 at the end of this Teaching Guide.

Pre-course requirements

Once enrolled, the student will have to present and defend the TFG in the same academic year (that is, in the 2nd semester of 4th year), and having passed the rest of the qualification evaluations, including the Practicum-III. To be able to defend the work, students must also have passed the levels of the own language of the Degree of Education: level C of Catalan, level C of Spanish and level B2 of English (B2 of English is a condition that can change).

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.

Competencies

  • CEM-62 - To acquire practical knowledge of the classroom and its management.
  • CEM-63 - To know and apply processes of interaction and communication in the classroom, and master the social skills and abilities required to promote a classroom environment fomenting learning and harmony.
  • CEM-64 - To control and monitor the educational process and, in particular, the teaching and learning process, through mastery of the necessary techniques and strategies.
  • CEM-65 - To be able to relate theory and practice to the realities of the classroom and school.
  • CEM-66 - To participate in teaching activity and gain expertise; acting and reflecting based on practice.
  • CEM-67 - To participate in best practice initiatives in the various possible fields of activity in a school.
  • CEM-68 - To regulate the interaction and communication processes of pupils in the 6-12 age group.
  • CEM-69 - To be familiar with forms of collaboration with the different sectors in the educational community and the social environment.
  • CEM-70 - These competences, together with those of the other subjects, should be reflected in the final degree project as a compendium of all the knowledge acquired in 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 person



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.

  B: Written work written in Spanish, oral defense in Catalan and abstract in English.

  C: Written work, oral defense in English and abstract in English (compulsory modality for mentions of English).

The TFG must be a process of research - limiting, intervention and / or innovation developed by the students, which becomes a key element of their curriculum and at the same time allows to assess their degree of autonomy.

In the document "Regulations of the TFG" you will find more specified the methodologies, training activities, evaluation, typologies of possible TFG, etc .; It is important that you read this document carefully.

Evaluation systems and criteria

In person



The final grade of the TFG will derive from the note of each of the following three parts:

     -PROCESS: about 20% (only the tutor evaluates) (we'll precise at the at beginning of the 2nd semester)

     -PRODUCT: about 50% (evaluates the whole court)(we'll precise at the at beginning of the 2nd semester)

     -DEFENSA: about 30% (evaluates the whole court)(we'll precise at the at beginning of the 2nd semester)

 It will be necessary to pass each of the parts (process, result and defense) to overcome the TFG.

 

Any plagiarism, copy of a companion, fraud in an activity that evaluates or falsifies a document will be considered a serious act against the dignity of the person and that of the teaching profession. If there are no delusions, as it could be a clear involuntarity, plagiarism is sufficient reason to consider the subject as not approved.

 

Defense evaluation

The coordinator of the TFG will design a jury consisting of three people, who will be professors of the UIC; It will be ensured that all are doctors. In the case of an absence in the court, any of the members provided by another faculty member may be substituted.

The oldest doctor will be presided over by the court.

The court, after the student's exposition, will ask questions to certify:

     - That the work is unpublished and original.

     - That the student understands well and is able to explain orally what he has written.

     - That is able to answer questions that the court has formulated during the reading of the work or during the exhibition.

The result of the evaluation will not be communicated to the student on the day of the defense (not even the partial evaluation of a member of the defense court), but later, and the court will attend the students who wish to comment something or make a Review of the TFG Evaluation.

 

Evaluation of the Process

It corresponds only to the tutor. It will assess, in the first place, the preparation and the use that the student has made of the interviews with the tutor from the third Seminar. Consult the minimum mandatory tutorials in the Regulations.

 

Evaluation of the final product

The members of the court, will carry out an evaluation of the work referring to the final product presented in writing.

The Final Project will be qualified in accordance with the numerical scale established in article 5 of Royal Decree 1125/2003, of September 5, which establishes the European credit system and the system of qualifications in the university degrees of official character and validity in all the national territory.

The students who obtain an Excelent of the TFG and those who are proposed by the court, will be able to opt for the Matrícula of Honor following the instructions that will be communicated to them.

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 EasyLINK

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.

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

APA Style – Quick Answers LINK

Eureca – biblioteca digital LINK

Teaching and learning material