Guías Docentes Electrónicas
1. General information
Course:
EDUCATION AND SOCIETY
Code:
46310
Type:
BASIC
ECTS credits:
6
Degree:
392 - BACHELOR'S DEGREE IN PRIMARY EDUCATION (AB)
Academic year:
2021-22
Center:
101 - FACULTY OF EDUCATION IN ALBACETE
Group(s):
10  17  18  19  15  12  13  11  16 
Year:
2
Duration:
C2
Main language:
Spanish
Second language:
English
Use of additional languages:
In the Bachelor Degree in Primary Educatión Group B the main language will be English.
English Friendly:
N
Web site:
Bilingual:
Y
Lecturer: MARIA ISABEL COLMENERO HERREROS - Group(s): 17 
Building/Office
Department
Phone number
Email
Office hours
Facultad de Relaciones Laborales y Recursos humanos en Albacete. Albacete
FILOSOFÍA, ANTROPOL, SOCIOL Y ESTÉTICA
967599200
isabel.colmenero@uclm.es

Lecturer: CARLOS GALDON AVENDAÑO - Group(s): 19 
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación
PEDAGOGÍA
926053004
carlos.galdon@uclm.es

Lecturer: FRANCISCO JAVIER GONZALEZ GONZALEZ - Group(s): 15 
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación. Departamento de Pedagogía.
PEDAGOGÍA
967599200
franciscoj.gonzalez@uclm.es

Lecturer: GEMA JIMENEZ TOSTON - Group(s): 19  16 
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación. Departamento de Filosofía- Sociología.
FILOSOFÍA, ANTROPOL, SOCIOL Y ESTÉTICA
926053154
gema.jimenez@uclm.es

Lecturer: MARIA INES MARTIN GARCIA - Group(s): 10  17  18 
Building/Office
Department
Phone number
Email
Office hours
Faculty of Education. Pedagogy
PEDAGOGÍA
967599200
MariaInes.Martin@uclm.es

Lecturer: MARÍA TERESA RUIZ GONZÁLEZ - Group(s): 15 
Building/Office
Department
Phone number
Email
Office hours
2.18
FILOSOFÍA, ANTROPOL, SOCIOL Y ESTÉTICA
4618
Teresa.Ruiz@uclm.es

Lecturer: MARIA DEL CARMEN SANCHEZ PEREZ - Group(s): 18 
Building/Office
Department
Phone number
Email
Office hours
Faculty of Education. Sociology Department.
FILOSOFÍA, ANTROPOL, SOCIOL Y ESTÉTICA
926053435
mariacarmen.sanchez@uclm.es

2. Pre-Requisites

There are no previous requirements, although this course unit is quite related to others in this Degree: Sociology of Education, Teaching-Learning Processes; Management and Innovation in Educational contexts and Contemporary Trends in Education. It will be useful for students to have studied these areas. Similarly, it is advisable to have a user account in the UCLM and be familiar with the use of technological tools since the course is based on the learning platform Moodle and other Web 2.0 tools.

The main methods of instruction will be lectures, work in small groups, debriefings, practices and discussions in the classroom. Students must acquire the ability to work with information, to summarise and to deal with it in an essay and in an argumentative way. Students must prepare a research and innovation project, develop and explain it in groups. They must also work in a practical way, applying theory to real situations. English will be considered as the working language and teacher/student communication will be held in English. So, students in B group need to hold at least B1 competence level in English. However, Spanish will be used if necessary to clarify concepts or contents.

3. Justification in the curriculum, relation to other subjects and to the profession

The course unit Education and Society comprises contents from Sociology and Pedagogy and is part of the module 1.1.3. Society, family and school, integrated into module 1 (Basic Training) of the Degree in Primary Education (Teaching) in Castilla-La Mancha University. The Basic Training module includes socio-psycho and pedagogical contents.

This course unit completes the contents of Sociology of Education, lectured on first grade, and broadens pedagogical abilities and competences in shared areas, for example, the relationship between families and school.

Besides, Education and Society offers basic training for future teachers on tutorials, as a distinctive function to develop along their working life, related to students, families and other teachers. It pays special attention to the importance that family has in the educative context of Primary Education: functions that schools can develop to promote family involvement and to improve deeper relationships with communities and the social environment, in general.

Finally, Education and Society offers basic training for future Primary Teachers on Information and Communication Technology (ICT) area, building methodological skills to apply them along the teaching-learning process.


4. Degree competences achieved in this course
Course competences
Code Description
1.1.3.II.01 Demonstrate social skills to understand families and be understood by them to have an effective impact on the educational process.
1.1.3.II.02 Understand the required principles and be able to act as a tutor and mentor in relation to the familial education of 6-to-12-year olds.
1.1.3.II.03 Link education with the surrounding environment, and cooperate with families and the community.
1.1.3.II.04 Analyze and critically think about the most relevant issues in relation to current education: social and educative impact of audiovisual languages and screens; changes in gender and cross-generational relationships; multi- and interculturality; social inclusion and exclusion and sustainable development.
1.1.3.II.05 Understand the historical evolution of the family unit, different forms of families, lifestyles and education in the home environment.
CB01 Prove that they have acquired and understood knowledge in a subject area that derives from general secondary education and is appropriate to a level based on advanced course books, and includes updated and cutting-edge aspects of their field of knowledge.
CB02 Apply their knowledge to their job or vocation in a professional manner and show that they have the competences to construct and justify arguments and solve problems within their subject area.
CB03 Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues.
CB04 Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences.
CB05 Have developed the necessary learning abilities to carry on studying autonomously
CG03 Effectively deal with language learning in multicultural and plurilingual contexts. Encourage pupils to read and critically assess texts from different scientific and cultural domains within the school curriculum.
CG04 Design and arrange learning spaces, with consideration of diversity and gender equality, equity and respect for human rights, which constitute the values of citizenship.
CG05 Promote coexistence inside and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. Boost and value pupils' effort, determination and self-discipline.
CG06 Understand how Primary Education schools are organised and how they work. Lead tutoring and counselling sessions with pupils and their families, attending to each pupil's particular educational needs. Assume that teaching practices must constantly improve and be updated to the latest scientific, pedagogic and social changes.
CG07 Collaborate with the different sectors of the education community and social environment. Assume the educational role of teaching practice and promote democratic education for active citizenship.
CG08 Critically and autonomously assess one¿s own knowledge, values and also those of the state, public and private social institutions.
CG09 Value individual and collective responsibility for a sustainable future.
CG10 Reflect on classroom practice to allow innovation and improvement of the teaching practice. Acquire habits and skills for autonomous and cooperative learning and promote it among pupils.
CG11 Know and apply information and communication technology in the classroom. Select audiovisual information which contributes to learning, civic training and cultural richness.
CG13 Promote respect for constitutional rights and equality between men and women.
CG14 Promote respect for Human Rights and the principles of universal design for everyone under the tenth final provision of Act 51/2003, of the 2nd December, of equal opportunities, anti-discrimination and accessibility for people with a disability.
CG15 Promote the values of a culture of peace and democratic values.
CT02 Master information and communication technology (ICT).
CT03 Correct oral and written communication.
CT04 Moral obligation and professional ethics.
5. Objectives or Learning Outcomes
Course learning outcomes
Description
Know how to analyze pupils' family context, and write a report.
Know how to analyze and interpret intra-group relationships, through sociograms or other techniques, and write a report.
Master the specific terminology of the courses that make up the module.
Establish educational strategies with socioeducative agencies, so that they have a positive impact on Primary Education.
Know how to act as a tutor and mentor in relation to family education for 6-to-12-year-old pupils.
Know how to analyze the social context of any educational centre, or any other structure influencing education, and write a report.
Have knowledge of the political, sociocultural and institutional framework of education.
Know the most appropriate methodological approaches for the development of competences of the 21st century.
Have knowledge of and be able to apply current technological resources to promote learning strategies.
Additional outcomes
Not established.
6. Units / Contents
  • Unit 1: Analysis of the educational context and tutorial action
    • Unit 1.1: Basic sociological methods in the school context
    • Unit 1.2: Primary Functions tutorials. Interventions in Primary Education tutorials and families.
  • Unit 2: Social change and information and communications technology (ICT) in the school context
    • Unit 2.1: Information Society and education
    • Unit 2.2: Social and Family Change
  • Unit 3: Sociopolitical aspects of the school community and the school curriculum
    • Unit 3.1: Institutional structure and education; human rights and the right to education
    • Unit 3.2: The influence of context in the classroom: the resolution of the conflict inherent to the concept of coexistence in the classroom
  • Unit 4: Family and school: families to the education of their children and their relationship with the school
    • Unit 4.1: Educational strategies families- students
    • Unit 4.2: The role of families in the education of their children. Participation in schools
7. Activities, Units/Modules and Methodology
Training Activity Methodology Related Competences (only degrees before RD 822/2021) ECTS Hours As Com Description
Project or Topic Presentations [ON-SITE] Lectures CB03 0.08 2 N N Presentation of the subject (content, methodology, evaluation) by the course unit teachers
Class Attendance (theory) [ON-SITE] Lectures 1.1.3.II.01 1.1.3.II.05 CB01 CB02 CB03 CB04 CG05 CG06 CG07 CG09 CG10 CG11 CG13 CG14 CG15 CT02 CT03 CT04 0.98 24.5 Y N Lectures of theoretical documentary introduction to each of the contents through participatory master class method, which will be complemented by practical training in the classroom and independent work on the topics developed. In each unit they will share and discuss ideas and proposals.
Class Attendance (practical) [ON-SITE] Guided or supervised work 1.1.3.II.03 1.1.3.II.04 CB01 CB04 CG10 CT02 CT03 0.6 15 Y N Students have to work together in the classroom on practical cases proposed by the teachers
Project or Topic Presentations [ON-SITE] Cooperative / Collaborative Learning 1.1.3.II.01 1.1.3.II.02 CB01 CB02 CB03 CB04 CG03 CG04 CG06 CG10 CG11 CT02 CT03 0.5 12.5 Y N Tutoring sessions in groups, to monitor the progress of activities.
Project or Topic Presentations [ON-SITE] Cooperative / Collaborative Learning CT02 CT03 CT04 0.16 4 Y Y Presentation of the written work and its oral defense in class. To pass this activity, the student will need a minimum grade of 4 out of 10 (40%).
Analysis of articles and reviews [OFF-SITE] Reading and Analysis of Reviews and Articles 1.1.3.II.04 CB01 CB02 CB04 CG10 1 25 N N Reading documents and preparing questions for classwork.
Writing of reports or projects [OFF-SITE] Practical or hands-on activities CB02 CB03 CT03 CT04 1.2 30 N N Preparation of class activities and practices
Study and Exam Preparation [OFF-SITE] Self-study CB02 CB03 CT03 CT04 1.4 35 N N Study for assessment activities
Final test [ON-SITE] Assessment tests CB01 CB02 CB03 CB04 CG05 CG06 CG07 CG09 CG10 CG11 CG13 CG14 CG15 CT02 CT03 CT04 0.08 2 Y Y Final exam about the course contents. To pass this activity, the student will need a minimum grade of 4 out of 10 (40%).
Total: 6 150
Total credits of in-class work: 2.4 Total class time hours: 60
Total credits of out of class work: 3.6 Total hours of out of class work: 90

As: Assessable training activity
Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).

8. Evaluation criteria and Grading System
Evaluation System Continuous assessment Non-continuous evaluation * Description
Progress Tests 60.00% 60.00% Implementation of research and intervention projects, practical activities and group and individual presentations scheduled by the course teachers based on training activities developed. They will be submitted through the virtual platform. Students involvement and commitment will be assessed.
In the case of students who miss class and cannot take advantage of the continuous evaluation, this practical activity must be tutored by the faculty for its presentation and exhibition in the established schedule. It is essential to contact in advance with the responsible teacher to establish the work plan.
** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.
Final test 40.00% 40.00% Individual theoretical and practical exam based on the course contents.
** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.
Total: 100.00% 100.00%  
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).

Evaluation criteria for the final exam:
  • Continuous assessment:
    To pass the course, the following conditions are required:
    - Obtain at least 40% of the maximum grade in the mandatory evaluable activities, both in the Sociology and Pedagogy contents.
    - To have a weighted average grade according to the evaluation criteria, equal to or higher than 5.
    For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
    The UCLM incorporates a centralized system of academic plagiarism detection, a computer-based service, integrated into the submission area: Moodle tasks. We must act responsibly because if plagiarism is detected in a task or activity proposed, it will be punished by failing in the overall assessment of the course. Plagiarism implies work rejection.
    * The verification of the fraudulent realization of an evaluation test or the breach of the instructions set for the performance of the test will result in a failure mark (with a numerical grade of 0) in said test. In the particular case of the final tests, the fail mark will be extended to the corresponding call (art. 9 of the UCLM Student Evaluation Regulations).
    ** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.
  • Non-continuous evaluation:
    In the case of those students missing classes and who are unable to follow continuous evaluation, these progress tests development must be supervised by the professors to be presented in a determined schedule. It is essential to get in touch with the course teachers in advance, to establish the working plan and to develop an agenda. This plan must include at least three meetings with professors to monitor the work.
    Those students who cannot attend classes regularly must contact the course professors BEFORE 25th FEBRUARY 2022, 23:59 h., to receive appropriate instructions about the progress activities they must develop and deliver, within the framework of continuous assessment. Those who have not contacted on the determined date, may not be assessed and, therefore, they may not pass the course in the ordinary call. They will have to prepare and deliver the progress activities for the extraordinary call.
    For every mistake of those included in the ¿List of mistakes to avoid (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
    The UCLM incorporates a centralized system of academic plagiarism detection, a computer-based service, integrated into the submission area: Moodle tasks. We must act responsibly because if plagiarism is detected in a task or activity proposed, it will be punished by failing in the overall assessment of the course. Plagiarism implies work rejection.
    * The verification of the fraudulent realization of an evaluation test or the breach of the instructions set for the performance of the test will result in a failure mark (with a numerical grade of 0) in said test. In the particular case of the final tests, the fail mark will be extended to the corresponding call (art. 9 of the UCLM Student Evaluation Regulations).
    ** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.

Specifications for the resit/retake exam:
Students who have not passed the subject under the ordinary call, must individually present and pass the compulsory activities not passed by 40% in the ordinary call, according to the established evaluation system.
Criteria for passing the subject are the same planned for the ordinary call, in relation to the weight and the minimum necessary conditions in each evaluation activity.
For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
The UCLM incorporates a centralized system of academic plagiarism detection, a computer-based service, integrated into the submission area: Moodle tasks. We must act responsibly because if plagiarism is detected in a task or activity proposed, it will be punished by failing in the overall assessment of the course. Plagiarism implies work rejection.
* The verification of the fraudulent realization of an evaluation test or the breach of the instructions set for the performance of the test will result in a failure mark (with a numerical grade of 0) in said test. In the particular case of the final tests, the fail mark will be extended to the corresponding call (art. 9 of the UCLM Student Evaluation Regulations).
** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.

If students fail in the extraordinary call, they must take the complete course again next year.
Specifications for the second resit / retake exam:
Criteria for passing the subject are the same planned for the ordinary call, in relation to the weight and the minimum necessary conditions in each evaluation activity.
For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 marks in the corresponding activity/test/presentation/exam up to a maximum of 1.6 marks (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
The UCLM incorporates a centralized system of academic plagiarism detection, a computer-based service, integrated into the submission area: Moodle tasks. We must act responsibly because if plagiarism is detected in a task or activity proposed, it will be punished by failing in the overall assessment of the course. Plagiarism implies work rejection.
* The verification of the fraudulent realization of an evaluation test or the breach of the instructions set for the performance of the test will result in a failure mark (with a numerical grade of 0) in said test. In the particular case of the final tests, the fail mark will be extended to the corresponding call (art. 9 of the UCLM Student Evaluation Regulations).
** If applicable, any modifications or adaptations needed in the teaching guides as a result of a change in the teaching or evaluation model derived from the evolution of the pandemic will be documented in a later addendum.
9. Assignments, course calendar and important dates
Not related to the syllabus/contents
Hours hours
Study and Exam Preparation [AUTÓNOMA][Self-study] 10.5
Final test [PRESENCIAL][Assessment tests] 2

Unit 1 (de 4): Analysis of the educational context and tutorial action
Activities Hours
Project or Topic Presentations [PRESENCIAL][Lectures] 2
Class Attendance (theory) [PRESENCIAL][Lectures] 6
Class Attendance (practical) [PRESENCIAL][Guided or supervised work] 4
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 1
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 6
Writing of reports or projects [AUTÓNOMA][Practical or hands-on activities] 6
Study and Exam Preparation [AUTÓNOMA][Self-study] 8
Teaching period: Weeks 1st to 3rd

Unit 2 (de 4): Social change and information and communications technology (ICT) in the school context
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 6
Class Attendance (practical) [PRESENCIAL][Guided or supervised work] 4
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 1
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 6
Writing of reports or projects [AUTÓNOMA][Practical or hands-on activities] 7.5
Study and Exam Preparation [AUTÓNOMA][Self-study] 8
Teaching period: weeks 4th to 7th

Unit 3 (de 4): Sociopolitical aspects of the school community and the school curriculum
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 6
Class Attendance (practical) [PRESENCIAL][Guided or supervised work] 4
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 1
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 4
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 4
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 6
Writing of reports or projects [AUTÓNOMA][Practical or hands-on activities] 7.5
Study and Exam Preparation [AUTÓNOMA][Self-study] 8
Teaching period: weeks 8th to 11th

Unit 4 (de 4): Family and school: families to the education of their children and their relationship with the school
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 6.5
Class Attendance (practical) [PRESENCIAL][Guided or supervised work] 3
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] .5
Project or Topic Presentations [PRESENCIAL][Cooperative / Collaborative Learning] 4
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 7
Writing of reports or projects [AUTÓNOMA][Practical or hands-on activities] 7.5
Study and Exam Preparation [AUTÓNOMA][Self-study] 11
Teaching period: weeks 12th to 15th

Global activity
Activities hours
10. Bibliography and Sources
Author(s) Title Book/Journal Citv Publishing house ISBN Year Description Link Catálogo biblioteca
Agnieszka Bron, Michael Schemmann Knowledge Society, Information Society and Adult Education: Trends, Issues, Challenges LIT Verlag Münster 2003  
Amsler, T., and G. Sadella The Community Board Program. San Francisco San Francisco Community Boards. 1987  
Anne Edwards, Jill Collison Mentoring and developing practice in primary schools: supporting student teacher learning in schools Open University Press 1996  
Bisquerra, R. (coord.) La práctica de la orientación y la tutoría CIs-Praxis 2002  
Bonal, X.; Tarabini- Castellani, A. y Verger, A. Globalización y educación. Textos fundamentales. Miño y Dávila 2007  
Cabero Almenara, J. Nuevas tecnologías aplicadas McGraw Hill 2006  
Charalambos Vrasidas, Gene V. Glass Preparing Teachers to Teach with Technology IAP 2005  
Cox, S. & Heames, R. Managing the pressures in teaching: Practical ideas for tutors and their students. 1999  
Fernández Muñoz, R. La educación en el siglo XXI: educación y nuevas tecnologías en la sociedad del conocimiento" Gesbiblio 2005  
Fred Schrumpf, Donna K. Crawford, Richard J. Bodine Peer Mediation: Conflict Resolution in Schools : Program Guide Research Press 1997  
Hamburger, T. School Violence Common, Data Say Minneapolis Star and Tribune. 1993  
Janie Funkhouser Family Involvement in Childrens Education DIANE Publishing 1997  
Jinbao Zhang, Junfeng Yang, Maiga Chang, Tingwen Chang Education in Global Context: The Best Practices in K-12 Schools Springer 2016  
John Tiffin, Lalita Rajasingham Education in an Information Society Psychology Press 1995  
Kreidler, W. Creative Conflict Resolution. Glenwood Scott Foresman. 1984  
Lai-Shen Cheng, L. & Corver, N. Wh-Movement: Moving On London MIT Press 2006  
Levine, S. Getting to Resolution. San Francisco Berrett-Koehler Publishers 2009  
Llopis, C. Los derechos humanos. Educar para una nueva ciudadanía. Narcea-Fundación Interec 2001  
Martin Wedell, Angi Malderez Understanding Language Classroom Contexts: The Starting Point for Change Bloomsbury Publishing 2010  
Porro, B. La resolución de conflictos en el aula Paidós 1999  
Prensky, M. Digital natives, digital immigrants On the Horizon 2001  
Rubio, M.J. y Varas, J. El análisis de la realidad en la intervención social. Métodos y técnicas de investigación social. CCS 2004  
UNESCO Towards Knowledge Societies UNESCO 2000  



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