GD PIII PRIMARIA 12-13 English - Universidad Católica de Valencia

GD PIII PRIMARIA 12-13 English - Universidad Católica de Valencia

1
PCA-27-F-01 Ed.02
Teaching Guide
Teaching Degree in Primary Education
Prácticum III
School of Teaching and Education Sciences
Catholic University of Valencia
“San Vicente Mártir”
Year 2016-2017
2
PCA-27-F-01 Ed.02
TEACHING GUIDE TO THE FIELDS AND/OR SUBJECT
ECTS
SUBJECT: Prácticum III
6
Field: Prácticum
38
Module: Prácticum and Final Degree Work
50
Educational Model: Compulsory
Year: 3rd
Semester: 2nd
Instructors:
Department: Prácticum and Final Degree
Assignment Commission
Practical Teaching and Final Degree Assignment
Commission
E-mail: [email protected]
MODULE ORGANISATION
Prácticum and Final Degree Work
50 ECTS
Fields and Courses
Field/Module
Practicum
ECTS
Course/
Semester
Practicum I
4,5
1/2
Practicum II
6
2/2
Practicum III
6
3/2
Practicum IV
21,5
4/1
Courses
ECTS
38
3
TEACHING GUIDE FOR SUBJECT: PRACTICUM III
The Practicum III is contemplated as a third level of progression in the knowledge of the teaching
task. This way, the students go from being a simple observer of the educative reality (Practicum I),
to take part in a punctual and guided way of the classroom context (Practicum II), in order to
develop, in the Practicum III, a consensual task agreed with the school’s tutor from a globalizing and
integrative view of the different cognitive, emotional and psychomotor and volitional perspectives.
The development of that task is going to set in motion, necessarily, the actual implementation in the
classroom the entire repertoire of theoretical and experiential knowledge of students. In addition,
actions will be required as essential deepening of the teaching as assessment, ethical reflection and
the acquisition of professional skills.
Also, the student deepens their ICT competence in the development and generation of own educational
digital content from various authoring tools and free software.
On the other hand, during the stay in the centre of practices the student will be tutorizado by a teacher
or master in exercise, to the that will accompany in his daily work inside the classroom. The concretion
of the name of said tutor will do in the corresponding year to the realisation of the Prácticum, depending
of the centre chosen by the student as well as by the own Direction of the educational centre.
Nevertheless, the Commission of Practices of Teaching, attendant of the gestión of the Prácticum, will be
informed at all times of who will develop the functions of tutorización in the school before it initiate the
period of practices and, to his time, will facilitate to the centre of practical all the necessary information
for the good development of the practices of the student.
PreviousRequirements:
No access requirements.
4
OBJECTIVES OF PRÁCTICUM III
a.
To develop an specific task in planning a teaching sequence in the actual classroom context.
b.
Adequately express, orally and in writing, experience in practice as a future professional
especially the thoughtful assessment of the work done
c.
To apply new technologies as an educational resource.
d.
To start the students in self-assessment of their teaching practice.
e.
To learn more about the teacher’s professional identity, from the competencies that define
his or her profile.
f.
To insist on the requirements that comes from the ethical and professional commitment of
the teacher.
g.
Reflect on teaching practice in the classroom to innovate and improve teaching, designing
learning environments appropriate to the academic and student maturation and thereby
promote the development of the same.
h.
Adapt the exercise of the teaching of educational changes, social scientists and students.
GENERAL COMPETENCES
Competence
measuring scale
1
CG6 - Knowing the organization of primary schools and the diversity of
actions comprising operation. Perform the functions of tutoring and
counseling with students and their families, meeting the unique educational
needs of students. Assume that the exercise of the teaching profession has to
be refined and adapted to scientific, educational and social throughout life
changes.
CG7 - Collaborating with different sectors of the educational
community and the social environment. Assume the educational
dimension of the teaching profession and promote democratic
education for active citizenship.
CG8 - Maintaining a critical and autonomous relationship with
respect to knowledge, values and public and private social
institutions.
CG9 - Assess the individual and collective responsibility in
achieving a sustainable future.
CG10 - Reflecting on classroom practices to innovate and improve
teaching. Acquire habits and skills for independent and
cooperative learning and promote it among students.
2
3
4
X
X
X
X
X
5
CG11 - Knowing and applying in the classrooms the Information and
Communication Technologies (ICT). To discern selectively the audiovisual information that could contribute to learning, citizen training
and cultural richness.
X
G12 - Understanding the function, possibilities and limits of the
education in present-day society and the essential competencies
which concern the Primary Education schools and their
professionals. Knowing models of quality improvement with
application to schools.
X
CG3 - Effectively address situations of language learning in
multicultural and multilingual contexts. Encourage reading and
critical commentary of texts from diverse scientific and cultural
domains contained in the school curriculum.
CG4 - Designing and regulate learning environments in diverse
contexts which attend to gender equality, equity and respect
for human rights which satisfy the values of citizenship
education.
X
X
CG1- Knowing the curricular areas of Primary Education, the
interdisciplinary relationship between them, the evaluation
criteria and the body of didactic knowledge regarding the
respective teaching procedures and learning.
X
CG2 - Design, plan and evaluate teaching and learning processes, both
individually and in collaboration with other teachers and school professionals.
X
CG5 - Promote coexistence in the classroom and beyond,
resolve discipline problems and contribute to peaceful
conflict resolution. Stimulate and value effort, perseverance
and personal discipline in students.
SPECIFIC COMPETENCES
X
Competence
measuring scale
1
2
3
CE60 - Acquire a working knowledge of the classroom and
the management of it.
CE61 - Understanding and applying the processes of interaction
and communication in the classroom and master the skills and social
skills necessary to foster a climate that facilitates learning and
coexistence.
CE62 - Developing and monitoring the educational process and, in
particular, teaching and learning through the domination of the
techniques and strategies needed.
4
X
X
X
CE63 - R e l a t e t h e or y a n d p r a c t ic e w it h t h e r e a l it y of t h e
c l a s s ro o m a nd t h e c e nt e r.
X
CE64 - Participating in the teaching and learning to know how, acting
and reflecting on practice.
X
CE65 - Participating in improvement proposals in the various policy
areas that may be established in a center.
X
6
CE66 - Regulate the processes of interaction and communication in groups
of 6-12 students.
X
CE67 - Knowing forms of collaboration and relationship with the
different sectors of the educational community and the social
environment.
X
CE77 - Analyzing the results of the processes of teaching and
learning to reflect on them and on their own knowledge, skills,
attitudes and actions in relation to the teaching profession.
X
CE78 - Starting in the development of research experiences in
the classroom, expanding the use of new technologies applied to
teaching.
X
CE79 - Communicating the experiences and reflections on the
intervention in the school in academic forums established for this
purpose.
CE80 - Knowing publicly defend the work EOG, both the analysis of
the relationship between the subjects studied, and proposals for
improvement on aspects worked during undergraduate studies.
LEARNING RESULTS
R1 Students develop and apply a specific task in planning a
teaching sequence in the real classroom context.
R2 Students are able to analyze the school context to integrate it
into the planning of the teaching task.
X
X
COMPETENCES
All general competences
S 60, 61, 62, 63, 66, 67, 78
G 7, 8, 3, 4, 9
S 63, 67, 78
R3 Students use ICT as an educational resource in the planning of
the teaching task and reflects on its relevance and
appropriateness.
G 10, 11
S 60, 63, 65, 78
R4 Student are able to use reflective practice to self-assess the
intervention during the teaching practice period as a teacher in
training.
G 6, 8, 10, 12
S 64, 77
R5 Students integrate to their training process the reflections
resulting from the communication with their tutor-teacher.
G 6, 8, 10, 12
S 64, 77
R6 Students are able to deepen in the professional competences,
as well from the teaching perspective, as from the educator.
G 6, 7, 10, 12, 4, 2, 5
S 60, 61, 62, 66, 77, 78
7
R7 Students are able to determine the requests resulting from the
ethical and professional commitment.
G 7, CG8, CG9, CG12, CG5
S 64, 63, 77
R8 Students communicate rigorously, orally and in writing, the
pedagogical reflections, through an appropriate vocabulary
suitable to the professional field.
G 6, CG8, CG10
S 64, 77, 79
EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
ON- PRIMARY
SCHOOL
TUTORIAL
Teaching-Learning
Methodology
Classes, assessment interviews
Intervention, analysis and
reflection about the school
reality and the teaching-learning
processes promoted in the
classroom and in schools.
Personalized and small
group attention. Period of
instruction and / or
guidance by a tutor to
review and discuss the
materials and topics
presented in classes,
seminars, readings,
papers, etc.
Relationship with
the Learning
Results of the
subject
R2, R3, R4, R6, R7,
R8
ECTS
0.52 ECTS
(13 hours)
R1, R2, R3, R4, R5,
R6
5 ECTS
(125 hours)
R2, R3, R4, R6, R7,
R8
0,16
(4 hours)
5,68 ECTS
(142 hours)
TOTAL
INDEPENDENT WORK ACTIVITIES
ACTIVITY
Teaching-Learning
Methodology
COOPERATIVE
WORK
Development of the subject
group activities.
INDEPENDENT
WORK
Development of the independent
work activities of the subject.
and the report of the teaching
practice.
TOTAL
Relationship with
the Learning
Results of the
subject
ECTS
ALL LEARNING
RESULTS
0,32 ECTS
(8 hours)
0,32 ECTS
(8 hours)
8
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND SSESSMENT
SYSTEM
LEARNING
RESULTS
ASSESSED
ASSESSMENT TOOLS
Class attendance to 80% of the lessons
and participation. Elaboration of
individual and cooperative activities of
the subject.
ALL LEARNING
RESULTS
Dossier process monitoring practices
Guided self-assessment of the student
ALL LEARNING
RESULTS
Allocated
Percentage
30%
30%+10%
Attendance and fulfilment of tutored
30%
ALL LEARNING
activities in the school in the period of
RESULTS
training (by the tutor of the centre
of practices)
MINIMUM REQUIREMENT OF ATTENDANCE TO THE THEORIC LESSONS AND OF
OVERCOMING THE TRAINING PROCESS IN THE CENTER
Attendance to theoretical lessons is obligatory. In any case, the student must attend to at least
80% of them, justifying the absences always with relevant documents. Should the
student exceed 20% of unjustified absences, you will not be able to fulfill the practical
experience at the school.
To pass the course the student must successfully complete each of the sections that make the subject
Prácticum III.
CRITERIA FOR GRANTING A GRADE “A” WITH HONORS
The qualification of the Prácticum III is organised with the teacher-tutor of the training
centre assessment, with the Prácticum III teachers’ assessments; all the assessments
have to be of maximum excellence.
DESCRIPTION OF CONTENTS
1. SENSE OF PRÁCTICUM III PROFESSIONAL SKILLS
ICT SUPPORT TOOLS AS MEMORY OF PRACTICES
AND THE END OF DEGREE WORK
COMPETENCES
G 1, 6, 7, 10, 11, 12,
S 60, 61,63, 64,65, 66, 67, 79
9
G 2, 3, 4, 7, 8, 11
2. ANALYSIS OF SCHOOL CONTEXT
TEACHING SEQUENCE - TASK
INNOVATION WITH ICT IN SCHOOLS
S 60, 61, 62, 67, 78
3. REFLECTION ON TEACHING PRACTICE
LEARNING AND VALUES ATTITUDES
G 4, 5, 6, 7, 8, 9, 10
S 61, 63, 64, 66, 77,
79
COURSE ORGANISATION
CONTENTS
1
CLASSES
1. SENSE OF PRÁCTICUM III
PROFESSIONAL SKILLS ICT
SUPPORT TOOLS AS
MEMORY OF PRACTICES
AND THE END OF DEGREE
WORK
1
2
2. ANALYSIS OF SCHOOL CONTEXT
TEACHING SEQUENCE - TASK
INNOVATION WITH ICT IN SCHOOLS
4
3
3. REFLECTION ON TEACHING PRACTICE
LEARNING AND VALUES ATTITUDES
2
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educadores y profesores, con 21 juegos de rol y estudio de casos. Madrid: Paraninfo;
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Direcciones de internet/webgrafía
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GÓMEZ, V. (2012) La competencia reflexiva; ¿una nueva competencia?.
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MESTRE A CASA. Recursos educativos TIC de la Generalitat Valenciana.
http://mestreacasa.gva.es/web/guest/inicio
1
Proyecto
LliureX: http://mestreacasa.gva.es/web/lliurex/
2
Sitio web oficial de Cuadernia: http://www.educa.jccm.es/educajccm/cm/recursos/temas/cuadernia
http://search.creativecommons.org
www.flickr.com/creativecommons
http://flickrcc.bluemountains.net/flickrCC/index.php#
http://compfight.com/ (Buscar la imagen y en el panel de la izquierda seleccionar la
opción Creative Commons)
http://focaclipart.net23.net/
http://www.xtec.cat/dnee/mic/index.htm
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http://mediateca.educa.madrid.org/
http://en.openphoto.net/
http://www.freefoto.com
http://pdphoto.org/
http://www.stockvault.net/
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http://www.musicalibre.es/MUSICA/index.php (recursos audio)
http://www.jamendo.com/es/ (recursos audio)