facultad de ciencias de la educaciÓn 2019/20 year · 2019-10-17 · facultad de ciencias de la...

2019/20 YearFACULTAD DE CIENCIAS DE LA EDUCACIÓN

COURSE DESCRIPTION

COURSE DETAILS

Code: 270045Title (of the course): FUNDAMENTOS TEÓRICOS E HISTÓRICOS DE LA EDUCACIÓN INFANTIL

Degree/Master: Year: 1GRADO DE EDUCACIÓN INFANTILName of the module to which it belongs: SOCIEDAD, FAMILIA Y ESCUELAField: EDUCACIÓNCharacter: BASICA Duration: FIRST TERMECTS Credits: 6.0 Classroom hours: 60Face-to-face classroom percentage: 40.0% Study hours: 90Online platform: MOODLE

LECTURER INFORMATION

Name: DEL ESPINO DÍAZ, LUISDepartment: EDUCACIÓNArea: TEORÍA E HISTORIA DE LA EDUCACIÓNOffice location: PLANTA BAJA, MÓDULO DE EDUCACIÓN ARTÍSTICA Y CORPORALE-Mail: [email protected] Phone: 957218995

Name: HERNÁNDEZ LLORET, CARMEN MARÍADepartment: EDUCACIÓNArea: TEORÍA E HISTORIA DE LA EDUCACIÓNOffice location: PLANTA BAJA, MÓDULO F, DEPARTAMENTO DE EDUCACIÓNE-Mail: [email protected] Phone: -

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

None

A good level of linguistic and communicative abilities is essential to pass the subject. Failure to prepare spokenand written pieces of work may have a negative impact on the final grade. This subject-matter requires constant work by the student.It is recommended for the Bilingual Group to have an English level equivalent to B1.An attitude of respect between men and women will be taken into account, both in written texts and behavior inthe classroom and with the rest of the university community. Likewise, the equality of social rights and values thatfavor coexistence and culture of peace will be promoted.

Recommendations

INTENDED LEARNING OUTCOMES

To place the nursery school in the Spanish educational system, and in a European and internationalcontext.

CM7.1

To learn about international experiences and examples of innovative practices in Early ChildhoodEducation.

CM7.2

To value the importance of teamwork.CM7.3

To participate in the development and monitoring of Childhood Education educational projects withina centralised framework and in collaboration with the local region and with other professionals andsocial agents.

CM7.4

www.uco.esfacebook.com/universidadcordoba@univcordoba

INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CORDOBA

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FUNDAMENTOS TEÓRICOS E HISTÓRICOS DE LA PAGE 1 6/ 2019/20 Year


COURSE DESCRIPTIONTo know the legislation that regulates nursery schools and their organisation.CM7.5

To value the personal relationship with each student and their family as a feature of quality ineducation.

CM7.6

OBJECTIVES

1. To know the foundations of Child Education.2. To analyse the teaching practice and the institutional conditions that frame it.3. To know the historic evolution of the Education System in our country and the political, ideologicaldeterminants of the educational activity.4. To promote cooperative work and individual work and endeavour.

CONTENT

1. Theory contentsUnit 1. The teaching profession.Unit 2. Theory of education.Unit 3. Contemporary theories of education.Unit 4. Contemporary evolution of educational systems.Unit 5. Current society and European context: trends in theories and institutional practices.

The previous contents have a theoretical and practical character.

2. Practical contents

METHODOLOGY

General clarifications on the methodology (optional)Students who cannot participate at least in the 80% of the classroom activities will have to carry out a theoreticaland practical work supervised by the teaching staff of the subject. This work does not replace the practicalcontents worked in the classroom.Also, the students will be advised in tutoring scheme whenever they need orientation in connection with thestudying of the materials linked to the different thematic blocs.

Methodological adaptations for part-time students and students with disabilities and specialeducational needsPart-time students shoul reach an agreement with the teacher on the assignment to be done.According to the evaluation paragraph, both supervised activities (theoretical and practical work and study) willbe ponderously valued according to their results (work quality: up to 25% of the mark; written test associated tothe study carried out: up to 75% of the final mark).In the case of the bilingual group, the pertinent adjustments according to the CLIL methodology will be made.The methodological strategies and the evaluation system contemplated in this Teaching Guide will be adaptedaccording to the needs presented by students with disabilities and special educational needs in the cases that arerequired.



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COURSE DESCRIPTION

Face-to-face activities

Activity Large group Medium group Total

Assessment activities 3 - 3

Case study - 3 3

Debates 3 - 3

Group presentation 3 - 3

Group work (cooperative ) 3 - 3

Lectures 4 - 4

Reading Activities - 1 1

Speaking Activities - 1 1

Text analysis - 5 5

Text commentary - 1 1

Tutorials 30 - 30

Writing Activities - 3 3

Total hours: 46 14 60

Off-site activities

Activity Total

Activities 10

Analysis 10

Exercises 10

Group work 15

Information search 15

Reference search 5

Self-study 25

Total hours 90

WORK MATERIALS FOR STUDENTS

Case studiesDossierOral presentationsPlacement bookletReferences



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COURSE DESCRIPTION

EVALUATION

Intendedlearnig

Exa

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tion

Pla

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repo

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Por

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CM7.1 X X X X

CM7.2 X X X X

CM7.3 X X X X

CM7.4 X X X X

CM7.5 X X X X

CM7.6 X X X X

Total (100%)

Minimum grade

60%

5

10%

5

15%

5

15%

5(*)Minimum grade necessary to pass the course

Method of assessment of attendance:It is not assigned a numerical value, but it will be taken into account for the final mark according to theimplication level in teaching-learning activities.

General clarifications on instruments for evaluation:A good level of linguistic and communicative abilities is essential to pass the subject. Failure to prepare spokenand written pieces of work may have a negative impact on the final grade. Short answer tests and long answer tests involve 60% of the subject's global mark. They can be written and oral.Since it is a subject shared by several teachers, each one will determine with the group the specific modality ofevaluation to be carried out.

The evaluation may involve a personal interview with the student to determine his final grade.In order to obtain a positive global mark in this subject, it is necessary to pass the corresponding minimums in thedifferent evaluation tests (rating of 5).

Clarifications on the methodology for part-time students and students with disabilities andspecial educational needs:Students unable to attend for justified reasons and to regularly follow the classroom work programme offered bythe teaching staff, will carry out a written test (which will involve up to 75% of the final mark) and a theoreticaland practical work (up to 25% of the mark). The students will beobligatorily contacted at the beginning of the course.The methodological strategies and the evaluation system contemplated in this Teaching Guide will be adaptedaccording to the needs presented by students with disabilities and special educational needs in the cases that arerequired.



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COURSE DESCRIPTION

Qualifying criteria for obtaining honors:

Will be obtained from the rating of 9.5

BIBLIOGRAPHY

Belando Montoro, M. R. (Coord.) (2015). La educación repensada. Dinámicas de continuidad y cambio.Madrid:Pirámide.Casares García, P y Soriano Díaz, A. (2014). Teoría de la Educación. Educación Infantil. Ediciones Prámide.Calatayud, A. (2009). Entresijos de los centros escolares. Archidona: Aljibe.

Colom, A., Domínguez, E., y Sarramona, J.(2011). Formación básica para los profesionales de la educación.Barcelona: Ariel.De Puelles, M. (Coord.) (2008). Profesión y vocación docente. Presente y futuro. Madrid: Biblioteca Nueva.Escamilla, A. y Lagares, A. R. (2006). La LOE: perspectiva pedagógica e histórica. Barcelona: Graó.Escolano, A. (2002). La educación en la España contemporánea: políticas educativas, escolarización y culturaspedagógicas. Madrid: Biblioteca Nueva.Esteve Zarazaga, J.M. (2003). La tercera revolución educativa. La educación en la sociedad del conocimiento.Barcelona: Paidós.Esteve Zarazaga, J.M. (2010). Educar: un compromiso con la memoria. Barcelona: Octaedro. Garrido, J. (2010). Las ranas y el efecto Pigmalión. Barcelona Graó.García Cabrera, M.M. y Olivars García, M. A. (2017). Vivir la escuela como un proyecto colectivo. Manual deorganización de centros educativos. Madrid: Pirámide.Gimeno Sacristán, J. (Comp.) (2006). La reforma necesaria: entre la política educativa y la práctica escolar.Madrid. Morata.Molina, A. (2000). Una teoría para la práctica de la educación. Córdoba: Universidad de Córdoba.Pérez, A. (Coord.) (2010). Reinventar la profesión docente. Revista Interuniversitaria de Formación delProfesorado. 68 (Monográfico)Pozo Andrés, M. M., Álvarez Castillo, J. L., Luengo Navas, J., y Otero Urtaza, E. (2009). Teorías e institucionescontemporáneas de educación (2ª edición). Madrid: Biblioteca Nueva.Trilla, J. et al. (2002). El legado pedagógico del siglo XX para la escuela del siglo XXI. Barcelona: Graó.Woycikowska, C. (2008). Cómo dirigir un centro un centro educativo: guía para asumir las funciones del director.Barcelona: Graó.Zufiaurre, B. (2007) ¿Se puede cambiar la educación sin contar con el profesorado? Reflexiones sobre treinta yseis años de cambios en España: 1970-2006. Barcelona: Octaedro

1. Basic Bibliography

2. Further readingAranega, S. y Domènech, J. (2001). La educación primaria. Retos, dilemas y propuestas. Barcelona: Graó.Armengol, C. (2001). La cultura de la colaboración: reto para una enseñanza de calidad. Madrid: La Muralla.Bolívar, A. (1999). Cómo mejorar los centros educativos. Madrid: Síntesis.Bonals, J. (1996). El trabajo en equipo del profesorado. Barcelona: Graó. Cantón, I. (Coord.) (2010). Narracionesde maestros. Barcelona:Davinci.Colectivo Luzuriaga (2010) Mejorar la Educación. Pacto de Estado y escuela pública. Madrid: Wolters KluwerEducación.Costa, A. (2010). D'abord les enfants. Freinet y la educación en España (1926-1975). Santiago de Compostela:Universidad.Diez, E. J. (2007). La globalización neoliberal y sus repercusiones en la educación. Barcelona: El Roure Ciencia.Fernández Serrat, M.L. (2001). Dirigir centros educativos. Granada: Grupo Editorial Universitario. Gairín Gimeno Sacristán, J. (2006). La reforma necesaria: entre la política educativa y la práctica escolar. Madrid:



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COURSE DESCRIPTIONMorata.Gómez Pérez, A.I. (1998). La cultura escolar en la sociedad neoliberal. Madrid: Morata. López, F. (1994) . Lagestión de calidad en educación.Madrid: La Muralla.Martínez, E. (2010). Ética profesional para profesores. Bilbao: Desclée de BrouwerNussbaum, M. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades. Madrid: KatzPérez, A. et al. (2007). Profesorado y otros profesionales de la educación: alternativas para un sistema escolardemocrático. Madrid: MECRamo, Z. Y Cruz, J. (1996). La convivencia y la disciplina en los centros escolares. Normas y procedimientos.Madrid: Escuela Española.Santos Guerra, M.A. (1994). Entre bastidores. El lado oculto de la organización escolar. Archidona: Aljibe.Varela, J. (2007). Las reformas educativas a debate (1982-2006). Barcelona: MorataWrigley, T (2007). Escuelas para la esperanza. Una nueva agenda hacia la renovación. Madrid: Morata.

COORDINATION CRITERIA

Common evaluation criteriaCommon learning outcomesJoint activities: lectures, seminars, visits ...Tasks deadlinesTasks performance

The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according tothe needs presented by students with disabilities and special educational needs in the cases that are required.



uco.es/grados


facultad de ciencias de la educaciÓn 2019/20 year · 2019-10-17 · facultad de ciencias de la...

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