561204 - Prácticas Escolares I (2º CURSO) - Curso 2011/2012
Información
Outros Datos
- Tipo: Materia Ordinaria RD 1497/1987
- Departamentos: Psicoloxía Evolutiva e da Educación, Didáctica e Organización Escolar, Didáctica Lingua e Literatura e das Ciencias Sociais, Didáctica Lingua e Literatura e das Ciencias Sociais, Didáctica da Expresión Musical, Plástica e Corporal, Didáctica da Expresión Musical, Plástica e Corporal
- Áreas: Psicoloxía Evolutiva e da Educación, Didáctica e Organización Escolar, Didáctica da Lingua e a Literatura , Didáctica das Ciencias Sociais, Didáctica da Expresión Corporal, Didáctica da Expresión Plástica
- Centro: Facultade de Ciencias da Educación
- Convocatoria: Primeiro Cuadrimestre
- Docencia e Matrícula: null
Profesores
Horarios
| Nome | Tipo Grupo | Tipo Docencia | Horario Clase | Horario exames |
|---|---|---|---|---|
| Grupo P01 | Ordinario | Prácticos | NON | NON |
Programa
Existen programas da materia para os seguintes idiomas:
Course objectives
- To get in touch with the real school, in a systematic and guided way.
- To integrate theory and practice.
- To know and analyze in a critical way the nature, characteristics and different dimensions of the school as organization through the specific school of practices.
- To know and analyze in a critical way the life in the classrooms as regards the academic and social dimensions.
- To know and analyze the didactic model put into practice by the teachers.
- To be introduced into the carrying out of the teachers’ activities, by collaborating with the teacher/tutor and the school management.
- To value in a critical sense the process of “learning to teach” from the experience they live in the school of practices.
Contents
As regards the school:
a)
- The institutional approaches (documents)
- The organizational structure.
b)
- The formal and informal relations and their relation to the school’s climate and cultures.
As regards the classroom and the group of students:
a)
- The teachers’ tasks and the documents of curricular planning.
- The sequences of activity, interactions, resources, cognitive processes and tasks of the students in the classroom.
- The didactic models and teaching styles of the teachers.
b)
- The organization of the school day.
- History, structure and work of the group of students.
- The non-academic times.
As regards the process of “learning to teach” (initiation to the teaching profession):
- The tasks of the trainee teachers and the process of professional socialization.
- Relation trainee- tutor.
- The influence of the biography and the academic knowledge of the personal theories on the interpretation of the observed reality and on the actions.
- Conditions, evolution and critical assessment of the practice experience.
Basic and complementary bibliography
FUENTES, E. (1998): Aprendiendo a enseñar Historia. Lugo, Servicio de Publicacións da Deputación Provincial.
FUENTES ABELEDO, E. (2003b): "El diario escolar: un recurso para la investigación del profesorado". En Padres y Maestros, 275, pp. 33-40.
FUENTES ABELEDO, E. (2003b): "Recogida e información en el aula e investigación del profesorado". En Padres y Maestros, 276, pp. 34-39.
FUENTES ABELEDO, E. (2003c): "Culturas profesionales en la enseñanza y desarrollo profesional de los docentes". En Padres y Maestros, 279, pp. 34-39.
FUENTES ABELEDO, E. (2004): "El análisis del curriculum en el aula". En Padres y Maestros, 283, pp. 35-39.
FUENTES, E. e GONZÁLEZ SANMAMED, M. (1998): "Interacción y aprendizaje con profesores tutores: la visión de los alumnos de Magisterio". en ZABALZA, M.A. (Ed.): Actas del IV Symposium Internacional sobre el Practicum, pp. 261-274.
GIMENO SACRISTÁN, J. (1988): "Las tareas escolares. La arquitectura de la práctica", en El curriculum. Una reflexión sobre la práctica. Madrid, Morata.
GONZÁLEZ SANMAMED, M. (1995): "¿Cómo enseñan y aprenden a enseñar los futuros profesores? Análisis de los procesos del aula", Investigación en la Escuela, 25, pp. 27-42.
GONZÁLEZ, M. T. (1998): "La micropolítica de las organizaciones escolares", Revista de Educación, 316, pp. 215-239.
GONZÁLEZ SANMAMED, M. e FUENTES, E. (1994): Las Prácticas Escolares en la formación del profesorado: análisis y propuestas. Lugo, Servicio de Publicacións da Deputación Provincial de Lugo.
HARGREAVES, A. (1996): Profesorado, cultura y postmodernidad. Madrid, Morata.
JACKSON, Ph.: (1991): La vida en las aulas. Madrid, Morata.
MARTÍNEZ BONAFÉ, J. (1991): Proyectos curriculares y práctica docente. Sevilla, Díada Editoras.
MONTERO, L. (Dir.) (1985): La realidad del aula vista por los futuros profesores. Un estudio comprensivo en un paradigma de investigación cualitativa. Santiago de Compostela, Servicio de Publicacións da Universidade de Santiago de Compostela.
SANJURJO, L. e RODRÍGUEZ LÓPEZ, X. (2003): Volver a pensar la clase. Santa Fe (Arxentina), Homo Sapiens.
SANTOS GUERRA, M. A. (1990): Hacer visible lo invisible. Madrid, Akal.
ZABALZA, M. A. (1988-2001) (Ed.): Actas dos Simposios sobre Prácticas Escolares. Tórculo e Servicio de Publicacións da Deputación de Pontevedra.
- Specific bibliography will be indicated according to the corresponding teacher.
- Basic rule documents about curricular and organizational aspects of the school.
Competence
- To analyze in practice the organizational culture of a school.
- To be able to describe in a clear way the organization and work of a school.
- To distinguish and value the different institutional documents.
- To analyze the practice from the theory and review the theory from the practice.
- To know different teaching styles.
- To distinguish the different types of activity/instructional task.
- To distinguish different didactic models.
- To know the resources that are used in the carrying out of the tasks in a classroom.
- To be able to observe systematically the development of a session.
- To analyze the cognitive processes /aims of the students’ learning.
- To be able to analyze in a critical way the non-academic times in students and teachers.
- To know deeply and be introduced into programming tasks.
- To analyze critically the necessary skills and abilities that are necessary to carry out a lesson.
- To become used to take part in the team activities.
- To acquire a collaboration attitude.
- To know and analyze the different activities in a teacher’s day.
- To be introduced into the work and professional skills of the teachers: diagnosis, planning, development, assessment, etc.
- To become used to develop a “reflection about what has been observed”.
- To analyze, value and interpret the own professional experiences.
Teaching methodology
a) Preparation phase: There will be one or several preparation sessions for dealing with the presentation of the contents, in relation to the general training route of the future teachers. It will be commented the organizational structure that supports the practice syllabus and some specific guidelines and examples will be offered in order to develop the activities, by following the document-guide that will be provided. Instruments, guidance and detailed information to carry out the activities will be also provided, as well as the most important aspects to be taken into account in the organization of schools. In this phase, the methodology that will be followed consists of presentations and activities, by using methods as case study and debate.
b) Experience or realization phase: stay in a pre-school or primary school. It requires the students’ presence in the schools during the established period of time, following the common day of the teachers. During this time, a fundamental part of the activities will be made. The students must know the documents that deal with the work of the school in the organization and teaching aspects. They will analyze these documents and do a study of the institutional context. They will also do a systematic observing of the teaching-learning activities that are carried out in the classroom. They will take part and collaborate in other activities and tasks that may be proposed by the school or by the teacher-tutor. They will collect data about the educational reality and its context, by using different techniques. They will do an analysis and interpretation and a reflection-valuation of the experience they have lived. The tutor has a fundamental function: to help the students in the activities, specially in those related to the participation in the school and the introduction to professional skills. Besides, the University supervisor will organize the follow-up of the students as regards those questions related to the carrying out of the school practices.
c) Final and reflection phase. It consists of the handing in and discussion of the report (dissertation) and the reflection about the process of learning to teach and work in the schools. The University supervisor has a fundamental function: to help the students in the process of reflection, in relation to other academic knowledge. Some sessions of group reflection may be done about the organization and the learning in the school practices.
Assessment system
The final responsibility of the assessment corresponds to the University supervisor, who will analyze the quality of the different points of the Report (Dissertation) and will take into account the assessment done by the School Tutor and the active participation in the sessions of preparation, follow-up and assessment.
The students, within the fifteen days after finishing the Practices, must hand in a Report-Dissertation. It will include a description and valuation of the different points about the school, two narrative descriptions of the teaching-learning activities and the analysis and interpretation of them, related to the point a) of the classroom and the group of students, and a description and valuation of the point about the process of “learning of teach”, which appear in the contents. Optionally, they can choose one of the aspects in point b) regarding the classroom and the group of students.
As an assessment criteria, the mere descriptions of what has been observed will not be as assessed as the comments, critical reflections and valuations about the relations theory-practice and practice-theory, as well as the learning in the beginning of the teaching profession.
The report sent by the school (assessment by the tutor) will count as 10% of the final grade.
The points related to the school will count up to a 20% of the grade.
The description, analysis and reflective comment about the teaching-learning tasks will be valued as 45%.
The study of one of the aspects of the point b) related to the classroom and the group of students will be valued as 10%.
The description and valuation of the point about “learning to teach” will count up to 15%.
Study time and individual work
Total number of credits: 16.
- Contact teaching: 150 hours.
- Preparation phase: 10 hours.
- Phase of experience in the school: 200 hours.
- Reflection phase: 5 hours.
- Tutorials: 5 hours.
- Carrying out of the Report-Dissertation: 30 hours.
Total workload: 400 hours (ECTs)
Recommendations for the study of the subject
The students are recommended to schedule the process of observing and collecting of data about the three points: school, classroom and group of students, and “learning to teach”, in order to carry out the Report-Dissertation later.
Apart from the bibliography that is offered, the students have to use many of the bibliographical references of the different theoretic-practical subjects, according to the specificity of each degree.
The Report-Dissertation must be handed in within the 15 days after finishing the process. The presentation of this Report must follow the formal recommendations that the University supervisor establishes.