741303 - Prácticas Escolares II (3º CURSO) - Curso 2012/2013
- Tipo: Materia Ordinaria RD 1497/1987
- Departamentos: Didáctica y Organización Escolar, Didáctica Lengua y Literatura y de las Ciencias Sociales, Didáctica Lengua y Literatura y de las Ciencias Sociales, Didáctica de la Expresión Musical, Plástica e Corporal, Didáctica de las Ciencias Experimentales, Didáctica de las Ciencias Experimentales
- Áreas: Didáctica y Organización Escolar, Didáctica de la Lengua y la Literatura, Didáctica de las Ciencias Sociales, Didáctica de la Expresión Plástica, Didáctica de las Ciencias Experimentales, Didáctica de la Matemática
- Centro: Facultad de Formación del Profesorado
- Convocatoria: Primer Cuatrimestre
- Docencia y Matrícula: null
|Nombre||Tipo Grupo||Tipo Docencia||Horario Clase||Horario exámenes|
Existen programas da materia para los siguientes idiomas:CastellanoGallegoInglésCourse objectives
1. To go on the contact with the school and know its general functioning and the practice that is developed on it. That implies knowing its environment, its basic characteristics, the classroom as a group and the characteristics of the students and the peculiarities of each specialization.
2. To be conscious of the previous ideas that the students have about the school, due to their own experience or personal school history, taking into account that those experiences may influence their observations, reflections and actions about and in the school.
3. To develop tasks of programming and teaching at the approval of the teacher-tutor, by following the supervisor’s orientations.
4. To analyze, in a reflective way, the tasks they take part on: to ellaborate the didactic material, analyze the textbooks, individual attention to groups of students, development of any concrete activity, participation in out-of-school and additional activities, attend the meetings, assessment assemblies, observations in the classroom and in the playtime, etc.Contents
According to the Work Plan, the practices consist of three phases: preparation, carrying out and reflection.
This phase consists of 5 hours, under the supervision of the teachers of the University School of Primary teaching.
Several activities will be carried out:
a. Analysis of the practices plan.
b. Training and preparation about the activities that the students will have to develop during their stay in the school. They may consist, among others, of the following aspects: reports about the school and its environment; carrying out a diary of the activities; carrying out and putting into practice an original didactic unit; doing a research work and reflecting it in a little essay; … THIS PHASE WILL TAKE PLACE BETWEEN 17TH OCTOBER AND 11TH NOVEMBER 2011.
The attendance at those sessions is compulsory.
B. Carrying out.
It will be developed in the school. The students will be at the school’s disposal in the school hours. They will be supervised by the managing team and one teacher of the center.
There can be a meeting with the supervisor, by the half of the period of practices, in the afternoon, in the University School of Primary Teaching, in order to follow up the process. The attendance at these meetings and any other ones is compulsory.
THIS PHASE WILL TAKE PLACE IN THE CORRESPONDING SCHOOL BETWEEN 14TH NOVEMBER AND 22TH DECEMBER 2011, BOTH INCLUDED, AND ACCORDING TO THE SCHOOL HOURS OF THE CENTRE.
Within this phase, the students will concrete, specially, the objectives 2 and 3 by means of proposals and procedures.
Every supervisor will record the hours a week for tutorials.
IT WILL TAKE PLACE BETWEEN 9TH AND 26ST JANUARY 2011, BOTH INCLUDED.
According to the General Plan of Practices, this phase consists of 10 hours. It will be developed under the supervision of the teachers of the University School of Primary Teaching. The purpose is reflecting about the experiences that the students have lived during their stay in the schools. It must be reflected in the FINAL REPORT. Basic and complementary bibliography
AA.VV. (2000): Pedagogías del siglo XX. Cuadernos de Pedagogía. Especial 25 años (1975-2000).
Aldecoa, J. (1990): Historia de una maestra. Anagrama. Barcelona.
Anaya, G. (1988): El profesor ideal. Cuadernos de Pedagogía. Nº 161. pp.18-20
Angulo, J. F. y Blanco, N. (1994): Teoría y desarrollo del curriculum. Aljibe. Málaga.
Bronfman, A. y Martínez, I. (1996): Las interacciones entre maestro y alumno(s): las apariencias y las sorpresas, en La socialización en la escuela. Paidós. Barcelona.
Caivano, F. (1988): El sacapuntas. MEC. Madrid.
Carbó, J.M. (1999): Dieciséis tesis sobre la disciplina. Cuadernos de Pedagogía. Nº 284. pp. 82-85
Cela, J. y Palou, J. (1994): Con voz de maestro. Un epistolario sobre la experiencia docente. Celostí. Madrid.
Coll, C. (1984): Estructura grupal, interacción entre alumnos y aprendizaje escolar. Infancia y Aprendizaje. Nº 27-28. pp.119-138.
Davini, M.C. (1995): La formación docente en cuestión: política y pedagogía. Paidós. Buenos Aires.
Domínguez, G. (1998): Apología del diario escolar. Cuadernos de pedagogía. Nº 256. pp. 20-24.
Elliot, J. (1990): Investigación-acción en educación. Morata. Madrid.
Fernández Enguita, M. (1999). ¿Es pública la escuela pública?. Cuadernos de Pedagogía. Nº 284. pp.76-81.
Ferry, G. (1991): El trayecto de la formación. La enseñanza entre la teoría y la práctica. Piados. Barcelona.
Freire, P. (1995): A la sombra de este árbol. El Roure. Barcelona.
Gerrero, A. (coord..) (1996): Manual de sociología de la Educación. Síntesis. Madrid.
González, T. (1995): Profesores en formación: problemas docentes percibidos o intuidos durante las prácticas de enseñanza. Campo Abierto. Nº 12. pp. 217-226.
Hargreaves, D. (1978): Las relaciones interpersonales en educación. Narcea. Madrid.
Imbernón, F. (1994): La formación y el desarrollo profesional del profesorado. Hacia una nueva cultura profesional. Graó. Barcelona.
Jackson, W. (1975): La vida en las aulas. Morata. Madrid.
Marcelo, C. (1994): Formación del profesorado para el cambio educativo. PPU. Barcelona.
Mellado, V., Blanco, M.L. y Ruiz, C. (1999): Los diarios de prácticas en al formación de maestros. Revista Interuniversitaria de Formación del Profesorado. Nº 23. pp. 121-136.
Montero. L. (1985): La realidad del aula vista por los profesores. USC. Santiago.
Pereyra, M.A. (1988): El profesionalismo a debate. Cuadernos de Pedagogía. Nº 161. pp.12-16.
Pérez Gómez, A. (1988): El pensamiento práctico del profesor: Implicaciones en al formación del profesorddo, en Villa (coord..), Perspectivas y problemas de la función docente. Narcea. Madrid. Pp. 128-148.
Popkewitz, T. (ed.) (1990): Formación del profesorado. Tradición. Teoría. Práctica. Universidad de Valencia. Valencia.
Shon, D. (1992): La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en los profesores. Paidós/MEC. Madrid.
Trillo, F. (1994): El profesorado y el desarrollo curricular: tres estilos de hacer escuela. Cuadernos de Pedagogía. Nº 228. pp. 70-75
Vera, J. (1992): Elementos para la imagen social de los profesores. Revista Universitaria. Vol. IV. pp. 139-149.
Zabalza, M.A. (1991): Los diarios de clase.Documento para estudiar cualitativamente los dilemas prácticos de los profesores. PPU. Barcelona.
Zeichner, K. (1987): Enseñanza reflexiva y experiencia de aula en al formación de profesores. Revista de Educación. Nº 282. pp. 161-189.
Zeichner, K. (1993): El maestro como profesional reflexivo. Cuadernos de Pedagogía. Nº 220. pp. 44-49Competence
This process aims to contribute to the development of a kind of teacher who adjusts to a profile defined by the rules currently in force, which is the framework nowadays accepted. Besides, it allows students to begin to show their own style and to be trained on real situations. In any case, it must allow students to “live” the school and to acquire ability for their professional development, the application of their knowledge and the formation of attitudes for a better development of future teaching professional processes.Teaching methodology
Taking into account the special nature of this subject and its objective (to prepare students for their stays in the schools and reflect about their experiences) when students come back to the classroom in the University School, the teaching methodology will be participative and dialoguing, not discursive.
The characteristic elements of the supervisors’ actions with their students will be the following ones: providing a context by means of the contemporary rules and the Galician geographic referent; recovering and recreation of previous school experiences; idealization about the future of education, globalization and integration of knowledge and contents from different training agents; opening to new possibilities started by students, etc.
Some of the learning activities to be developed by students during the first semester and guidelines for doing them in each period of the practices are the following ones. The carrying out of those activities and the attendance at all the programmed meetings or sessions are compulsory.
A. During preparation and reflection phases:
1. To attend all the meetings called by the General Coordination of Practices (for the four groups, for each concrete group, or individual) or by the corresponding supervisor.
2. To follow the supervisor’s orientations.
3. To do ad submit before 12th February 2009 the FINAL REPORT OF PRACTICES, specified in this syllabus, by trying to fulfil the requirements determined by the supervisor. The supervisor will also provide students with specific orientations and recommendations for a correct realization of the work.
4. To analyze the experience of School Practices II (stay phase) within the experiences of the reflection phase. This analysis will also be reflected on a brief report that will be submitted to the corresponding supervisor.
B. Phase of stay in the center:
1. To observe the written rules or those determined by the Managing Team of the corresponding school.
2. If there is any problem in the school, students must inform their tutor or, if necessary, their supervisor.
3. To be open and prepared to admit orientations and suggestions from the school teachers, specially as regards collaboration in the teaching tasks asked by the tutor or participation in different meetings in the center, if it was offered by the responsible people.
4. To try to establish and keep cordial relations with all the members of the school community: teachers, parents, students and non-teaching staff.
5. To be punctual. Students must be at the school at least the complete school hours. The supervisors will guide their work in this subject on Galician or Spanish language.Assessment system
The assessment will be carried out by:
a. - The teacher-tutor by means of a personal report that will be sent to the Practices General Coordinator, after having finished the stay at the school. This assessment will be a 40% of the final mark.
b. - The Supervisor of the University School of primary Education, who will value:
- In the preparation and reflection phases, attendance and active participation as well as the students’ follow-up through the tutorials; and
- THE FINAL REPORT
This assessment will be a 60% of the final mark.
It is required to have passed the two parts for passing the subject.Study time and individual work
Theoretical contact hours: 10
Practical contact hours: 125
Work hours out of the classroom, including assessment: 225.
Total work hours: 400 hours.Recommendations for the study of the subject
The School Practices II is, in some way, the end of the initial training process as teacher. Students take real contact with the environment in which they will develop their future professional activity. So, this is considered by students as one of the most decisive moments of their whole training period.
We must also take into account that they have had a little institutional experience in the previous year, in the subject School Practices I.
So, we can say that this is a critical moment in learning that requires special attention in order to make profitable the effects of the training process.
The organization of School Practices II have a great complexity and its characteristics are different from those of other subjects, since it implies a lot of variables that must be taken into account.
We can highlight the following ones:
a. - The institutional ones (University School of Primary Education- receiver center); and
b. - The personal ones (Supervisors, tutors and students)
As regards institutional aspects, the responsibility of the University School of Primary Education, as an entity and through its representatives (supervisors) is clear and it is defined in the Practices General Plan in the bureaucratic and training aspects. The institutional responsibility of the receiver schools is also clarified by the rules currently in force and it depends on their Governing Team.
As regards tutors of the receiver school, it is asked permanently more information about action to carry out in order to improve the training. This document will be sent to all the tutors and it has that objective.
So, it is necessary to clarify some of their basic functions:
The tutor must:
- Welcome the students in those periods established in this syllabus, making their adaptation and integration in the specific school context easier.
- Facilitate students’ initiation in the teaching practice.
- Advise them in pedagogical and didactic questions.
- Assess their development, by following the criteria and guidelines of this syllabus, valuing the interest on activities, the fulfillment of the calendar and work hours, their own teaching, professional and training development and their general progress in the practices period.
If they have any problem with any student, they must contact with the corresponding supervisor,
As regards students, they must follow a general regulation that would take into account the following guidelines:
A. DURING THE PERIODS OF PREPARATION AND REFLECTION:
1. To attend those meetings called by the Practices General Coordination, the Specialty Coordination and the corresponding supervisor.
2. To follow those orientations given by the corresponding supervisor.
3. To carry out the FINAL REPORT of practices that is reflected on this syllabus, by following the specific orientations given by the supervisor.
4. To fill the questionnaire for assessing the practices, included within the activities of the reflection phase if the supervisor considers it necessary.
B. DURING THE STAY IN THE SCHOOL.
1. They must respect and fulfil all the rules determined by the Managing Team of the corresponding school.
2. If they have any problem with the school, they must talk with their tutor in the school and, if necessary, with their supervisor.
3. They must be open to those orientations and suggestions from the teachers.
4. To try to establish and keep cordial relations with all the members of the school community: teachers, parents, students and non-teaching staff.
5. To be punctual.