Education IV: Systematic Observations and Analysis of Contexts
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Maria Teresa FUERTES - tfuertes@uic.es
Dra. Meritxell BALCELLS - mbalcells@uic.es
Office hours
Each teacher will specify interviews with students who request it.
IMPORTANT: The last half hour of each session is devoted to care.
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.
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
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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
COMPETENCES | METHODOLOGY | TRAINING 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 |
The OSAC EVALUATION CRITERIA is uploaded to the assignment Moodle. It does not mean that all activities are carried out, but in each case you have the criteria that will be used for evaluation
The proposed training activities are divided into training activities that should be used to practice knowledge, and assessment activities where the competences related to activities (RA) must be demonstrated.
Continuous assessment activities are compulsory because they are part of the teaching and learning process and are integrated into the planning of this part of the subject.
The percentage of each of the training activities will be distributed as follows:
Tests of practical and / or objective application or of execution: 40%
Learning dossier (portfolios), tutorials and CIM: 30%
Reflection and / or exhibition work 15%
Final report (reflective calendar and readings): 15%
In order to be eligible to have an Honor Matriculation (MH), in addition to the general requirements that are explained in the Faculty's evaluation regulations, a minimum grade of 9 must be taken and show excellence as to the quality of the work (at the level of form and content creativity).
The activity notes will have an evaluation based on the following scale:
Excellent
Remarkable
Approved
Insufficient
Poor
NC - Not corrected. It is necessary to repeat it for serious defects in a way. The students have a week to do the work correction and they will only be able to obtain APPROVED in the second correction
The global note will be numeric.
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
3,12,14,19 | Self-evaluation |
1,7,11,14,19 | Report |
1,2,5,8,9,10,12 | Observations |
1,3,7,8,9 | Oral presentations |
1,3,7 | Objective tests |
1,2,4,5,8,9,13 | Behaviour and observation record |
1,7,8,9,10 | Reflective diary |
1,3,7,8,9,10,14 | Performance test |
1,8,9,11,12 | Oral questions |
3,4,5,8,9,12 | |
Projects |
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.