1. General information
Course:
MANAGEMENT AND INNOVATION IN EDUCATIONAL CONTEXTS
Code:
46311
Type:
BASIC
ECTS credits:
6
Degree:
392 - BACHELOR'S DEGREE IN PRIMARY EDUCATION (AB)
Academic year:
2023-24
Center:
101 - FACULTY OF EDUCATION IN ALBACETE
Group(s):
17
18
19
15
Year:
2
Duration:
First semester
Main language:
Spanish
Second language:
Use of additional languages:
English Friendly:
N
Web site:
Bilingual:
Y
Lecturer:
ISABEL MARIA GOMEZ BARRETO
- Group(s):
17
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
PEDAGOGÍA
926053185
Isabelmaria.Gomez@uclm.es
The information about timing and place of the meetings is included in the Virtual Campus and on the Notice Board of the Corresponding Department.
Lecturer:
MARIA INES MARTIN GARCIA
- Group(s):
18
Building/Office
Department
Phone number
Email
Office hours
Faculty of Education. Pedagogy
PEDAGOGÍA
967599200
MariaInes.Martin@uclm.es
The information about timing and place of the meetings is included in the Virtual Campus and on the Notice Board of the Corresponding Department.
Lecturer:
BELEN SANCHEZ NAVALON
- Group(s):
19
Building/Office
Department
Phone number
Email
Office hours
Edificio Simón Abril (Pl. de la Universidad, 3)
PEDAGOGÍA
+34967599200
Belen.SanchezNavalon@uclm.es
Lecturer:
FULGENCIO VALERA JIMÉNEZ
- Group(s):
15
Building/Office
Department
Phone number
Email
Office hours
FACULTAD DE EDUCACIÓN
PEDAGOGÍA
926053149
Fulgencio.Valera@uclm.es
The information about timing and place of the meetings is included in the Virtual Campus and on the Notice Board of the Corresponding Department.
2. Pre-Requisites
Students will have knowledge about teaching and learning processes, as well as basic skills in the use and management of Information and Communication Technologies (ICT) that allow them to access information related to the subject presented in the Moodle virtual environment. Likewise, they will be competent in group and autonomous work. It is also desirable that they have advanced information management skills (search and analysis of information from different sources and databases).
3. Justification in the curriculum, relation to other subjects and to the profession
The subject Management and Innovation of Educational Contexts belongs to the Basic Training of the Degree in Teacher in Early Childhood Education, integrated into the subject Organization of the school space, materials and teaching skills. This subject focuses on the study of the functions that an Early Childhood Education teacher should have, in the pedagogical vision of the teaching processes in this educational stage, taking into account the organization of the early childhood classroom, relationships with others professionals from inside and outside the school, time and space management. In addition, you must master the learning processes of girls and boys between 0 and 6 years of age.
In addition, it is important to initiate knowledge about educational practices of an innovative nature with content based on the use and management of ICT, in past, present and future cutting-edge methodologies, in the teaching of values related to: equality between boys and girls, with respect for the environment, different abilities, ethnic groups, etc... and that must be carried out, at present, in Early Childhood Education.
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| 1.1.2.II.01 | Analizar y comprender los procesos educativos en el aula y fuera de ella relativos al periodo 6-12. |
| 1.1.2.II.02 | Know the foundations of Primary Education. |
| 1.1.2.II.03 | Analyse the teaching practice within the institutional context. |
| 1.1.2.II.04 | Understand the historical evolution of the educational system in our country and the political and legislative constraints of educational activity. |
| 1.1.2.II.05 | Understand interaction and communication in the process of education. |
| 1.1.2.II.06 | Address and solve discipline problems. |
| 1.1.2.II.07 | Promote cooperative and individual effort and pieces of work. |
| 1.1.2.II.08 | Promote a value education aimed at the preparation of active and democratic citizenship. |
| 1.1.2.II.09 | Understand and address school problems in multicultural contexts. |
| 1.1.2.II.10 | Design, plan and evaluate teaching and learning processes. |
| 1.1.2.II.11 | Know and apply innovation in Primary Education. |
| 1.1.2.II.12 | Participate in the elaboration of the educational project and other school duties guaranteeing quality standards. |
| 1.1.2.II.13 | Know and apply basic educational research methodology and techniques and be able to design innovation projects fulfilling standards. |
| 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. |
| CB04 | Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences. |
| CG01 | Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and didactic knowledge about the corresponding teaching and learning procedures. |
| 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. |
| CG08 | Critically and autonomously assess one¿s own knowledge, values and also those of the state, public and private social institutions. |
| CT02 | Master information and communication technology (ICT). |
| CT03 | Correct oral and written communication. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| Design and implement educational projects on education in values. | |
| Analyze teaching practice. | |
| Design, apply and assess didactic units correctly. | |
| Identity and design each part of the institutional documents related to Primary Education. | |
| Master the specific terminology of the courses that make up the module. | |
| Explain the different dimensions of the educational process. | |
| Distinguish innovative educational experiences and identify possible practical applications. | |
| Describe and interpret the relationship between educational theories and practical achievements. | |
| Effectively work both individually and as a team. | |
| Understand the historical development of education in Spain within the social and educational context. | |
| Additional outcomes | |
| Description | |
6. Units / Contents
-
Unit 1: Presentation of the subject, guidelines on practices, description of the evaluation process, active methodologies, etc.
-
Unit 2: Legislation and organization of the Primary School in Spain.
-
Unit 3: Education in values.
-
Unit 4: Theory and practice of Didactic Planning.
-
Unit 5: The Educational Project in Primary Education.
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (theory) [ON-SITE] | Lectures | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.03 1.1.2.II.04 1.1.2.II.05 1.1.2.II.06 1.1.2.II.07 1.1.2.II.08 1.1.2.II.09 1.1.2.II.10 1.1.2.II.11 1.1.2.II.12 1.1.2.II.13 CB01 CB02 CB04 CG01 CG03 CG04 CG08 CT02 CT03 | 1.2 | 30 | Y | N | ||
| Class Attendance (practical) [ON-SITE] | Guided or supervised work | 1.1.2.II.02 1.1.2.II.03 1.1.2.II.07 1.1.2.II.08 1.1.2.II.09 1.1.2.II.10 1.1.2.II.11 1.1.2.II.13 | 1.12 | 28 | Y | Y | ||
| Writing of reports or projects [OFF-SITE] | Self-study | 1.1.2.II.02 CB01 CB04 CG01 CT02 | 3.6 | 90 | Y | N | ||
| Final test [ON-SITE] | Assessment tests | 0.08 | 2 | Y | Y | |||
| 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 |
| Other methods of assessment | 20.00% | 20.00% | Reflexive analyzes of the organization of the Primary School: oral presentation and elaboration of synthesis of normative aspects and mental maps, schemes, summary. |
| Other methods of assessment | 20.00% | 20.00% | Workshop and elaboration of didactic programming/learning situations. |
| Oral presentations assessment | 20.00% | 20.00% | Design of innovative didactic proposals (oral presentation and delivery of summary sheets). |
| Test | 40.00% | 40.00% | Written test. |
| 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:In order to pass the course, it is essential 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 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
The final test may be developed in two quarterly partial tests.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
*If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations). -
Non-continuous evaluation:In order to pass the course, it is essential 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 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
The final test may be developed in two quarterly partial tests.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
**If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations).
Specifications for the resit/retake exam:
In order to pass the course, it is essential 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 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
**If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations).
For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
**If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations).
Specifications for the second resit / retake exam:
In order to pass the course, it is essential 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 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
**If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations).
For every mistake of those included in the "List of mistakes to avoid" (see Moodle), the student will miss 0.2 points in the corresponding activity/test/presentation/exam up to a maximum of 1.6 points (8 mistakes). If the mistake is repeated, the repetition(s) will be also penalized.
An active methodology is employed;thus, those students who for justifiable reasons cannot attend regular classes should talk to the professor in tutoring sessions to arrange a proposal that will include the theoretical information and activities to develop the skills listed in the guide of the course.
It is essential to obtain 40% of the mark (4 out of 10) to make the mean applicable among the compulsory training activities.
**If a fraudulent practice is detected in the evaluation test carried out by a student, the exam will result into failure, with a final grade of zero (0) in the corresponding subject.
The detection by the teacher that an assignment, essay or similar test has not been prepared by the student will result in a numerical grade of zero (0) both in the tests and in the subject in which it has been detected, regardless of the rest of the grades obtained by the student.
(See Article 8 of the UCLM Student Assessment Regulations).
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Unit 1 (de 5): Presentation of the subject, guidelines on practices, description of the evaluation process, active methodologies, etc. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 30 |
| Class Attendance (practical) [PRESENCIAL][Guided or supervised work] | 28 |
| Writing of reports or projects [AUTÓNOMA][Self-study] | 90 |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Group 17: | |
| Initial date: 19-09-2023 | End date: 19-09-2023 |
| Group 18: | |
| Initial date: 20-09-2023 | End date: 11-01-2024 |
| Group 19: | |
| Initial date: 25-09-2023 | End date: 11-01-2024 |
| Group 15: | |
| Initial date: 25-09-2023 | End date: 11-01-2024 |
| Unit 2 (de 5): Legislation and organization of the Primary School in Spain. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
| Group 17: | |
| Initial date: 25-09-2023 | End date: 03-10-2023 |
| Unit 3 (de 5): Education in values. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
| Group 17: | |
| Initial date: 16-10-2023 | End date: 24-10-2023 |
| Unit 4 (de 5): Theory and practice of Didactic Planning. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
| Group 17: | |
| Initial date: 30-10-2023 | End date: 06-11-2023 |
| Unit 5 (de 5): The Educational Project in Primary Education. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 34 |
| Group 17: | |
| Initial date: 07-11-2023 | End date: 19-12-2023 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| García, Beatriz. Sanchez. Y Sánchez, J. | Estrategias didácticas para enseñar a través del entorno. En A. Manzanares, A.Mateo | Mejores Maestros Mejores Educadores | Málaga | Algibe | 2016 | Actividades didácticas de exploración y experimentación | |||
| Gómez, Barreto. Isabel | Playful Learning, Thinking Dispositions, and Daring and Challenging Play in Early Childhood | Playful Learning, Thinking Dispositions, and Daring and Challenging Play in Early Childhood | EEUU | IGI GLOBAL | "10.4018/978-1-7998- | 21 | El juego como recurso de enseñanza y aprendizaje para la educación infantil | https://www.igi-global.com/chapter/playful-learning-thinking-dispositions-and-daring-and-challenging-play-in-early-childhood/273444 | |
| Gómez, Barreto. Isabel; Rubiano Albornoz, Elisabel y Gil Madrona, Pedro. Coord.. | Manual para el desarrollo de la metodología activa y el pensamiento visible en el aula | Libro | Madrid | Pirámide | 978- 84- 368- 4135- | 2019 | Manual de metodologías para educación infantil y primaria | https://www.edicionespiramide.es/libro.php?id=5641412 | |
| Martín-García, M. I., López-Parra, E.., Moreno-Díaz, A. y García-Toledano, E. | Personalidad situacional como herramienta de innovación educativa: conceptualización, relación con la inteligencia emocional. Estudio de caso. | Sociedad 5.0 ante la pandemia: investigación e innovación educativa. / Inmaculada Aznar Díaz, María Pilar Cáceres Reche, Santiago Alonso García y Antonio José Moreno Guerrero. | Barcelona | Octaedro | 978-84-18348-51-8 | 2020 | P. 299-310. | ||
| Moral Santaella, C., Pérez García, M. | Didáctica Teoría y Práctica de la Enseñanza | Didáctica general la práctica de la enseñanza | Madrid | Santaella | 2009 | Manual de actividades prácticas para la educación infantil primaria y eSO |