1. General information
Course:
CONTEMPORARY TRENDS IN EDUCATION
Code:
46316
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:
AN
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
N
Web site:
Bilingual:
Y
Lecturer:
ANTONIO CEBRIAN MARTINEZ
- Group(s):
19
15
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación. Departamento de Pedagogía.
PEDAGOGÍA
926052957
Antonio.Cebrian@uclm.es
Lecturer:
FRANCISCO JAVIER GONZALEZ GONZALEZ
- Group(s):
17
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación. Departamento de Pedagogía.
PEDAGOGÍA
967599200
franciscoj.gonzalez@uclm.es
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 Virtual Campus and on the Notice Board of the corresponding Department.
2. Pre-Requisites
There are no previous requirements, although this course unit is quite related to other course units in this Degree: Education and Society, Teaching-Learning Processes; Management and Innovation in Educational contexts. It will be useful for students to have studied these matters.
Similarly, it is advisable to have a user account in the UCLM and be familiar with the use of technological tools since the subject 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, practical exercises and discussions in the classroom.
Students must acquire the ability to work with digital information, to summarise and to deal with it in an essay and in an argumentative way.
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.
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
Contemporary trends in education is a course unit of 6 ECTS credits, which is offered in the Degree in teacher of Primary Education and is integrated in the Basic Training to be received as an initial training by all professionals who want to teach in primary education. The training that the student has to acquire through the referred course unit has the following purposes: understanding the educational process at the stage of primary education, considering all its dimensions, complexity, conditioning factors, situations and agents involved in it, pedagogical principles that justify and sustain it and activities and resources that support this educational process aimed at the training of democratic citizens.
On the other hand, the knowledge and understanding of trends and educational movements that have been recently developed and are being developed are of great importance to explain and implement, in the best way possible, the educational process in line with the social conditions of each historical moment.
Likewise, the students will know from this course, the historical development of the Spanish education system, its relations with the sociopolitical and ideological context at the different stages of its history, and the rules which have been created concerning Primary Education to meet the educational needs of students at this level of the education system. Knowing the situation of Primary Education at a European context is also interesting.
However, such training cannot remain at a purely theoretical knowledge, but students have to achieve the necessary competences and develop the necessary skills for the proper performance of their work as educators, with a proper scientific basis and proper application to the educational practice according to the contexts in which they will be performed. Apart from this, the cross-curricular competences concerning universities studies and the general competences must be added.
This course unit is closely related to the course unit: "Management and innovation in educational contexts", both blocks constitute Module 1.1.2 PROCESSES AND EDUCATIONAL CONTEXTS, of the general training of Primary Education teachers.
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 | |
| Not established. |
6. Units / Contents
-
Unit 1: PART I: The educational process in all its dimensions
-
Unit 1.1: Phenomenology and pedagogical anthropology. Education as fact
-
Unit 1.2: Science and Science Education: education as an object of scientific knowledge
-
Unit 1.3: The fundamental human rights: education as a fundamental right
-
Unit 1.4: Scenarios of education: formal, non-formal and informal
-
Unit 1.5: The Pedagogical Naturalism like the origin of Contemporary Trends In Education
-
-
Unit 2: PART II: educational theories and practical experiences in primary education
-
Unit 2.1: The Pedagogical Naturalism as a source of contemporary trends in education
-
Unit 2.2: The movement of the New School: pedagogical principles and methodological proposals
-
Unit 2.3: Socialism and education: Marxism and socializing in contemporary education trends. Theories of human capital
-
Unit 2.4: Thought and innovative achievements in the first half of the twentieth century
-
Unit 2.5: Criticism of school, authoritarianism: principles of antiauthoritarian movement and main representatives
-
Unit 2.6: Alternatives to school education: unschooling. permanent education and recurrent education. Libertarian tendencies
-
Unit 2.7: Education as personalization: Catholic education. Personalized education. Liberating tendencies in education
-
Unit 2.8: Equalitarian trends: From Single School to Comprehensive School
-
Unit 2.9: Current educational approaches: Neoliberalism. Postmodernism. Technology
-
-
Unit 3: PART III: Origin and evolution of primary education in the Spanish education system and in the international context
-
Unit 3.1: The Spanish Education System (s XIX.). pedagogical thinking, sociopolitical context and achievements
-
Unit 3.2: The Spanish Education System (s XX.). pedagogical thinking, sociopolitical context and achievements
-
Unit 3.3: Primary education in the educational systems of the European Union
-
Unit 3.4: Reconstruction of the historical memory of the school through family
-
-
Unit 4: PART IV: Fundamentals and techniques of education in values
-
Unit 4.1: Training for citizenship: Values of a democratic citizen. Training Resources
-
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.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 1.92 | 48 | Y | N | Overview of the units by the Professor. | |
| Writing of reports or projects [OFF-SITE] | Project/Problem Based Learning (PBL) | 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 | 1.6 | 40 | Y | N | Resolution in groups of issues raised by the Professor. | |
| Writing of reports or projects [OFF-SITE] | Guided or supervised work | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.6 | 15 | Y | Y | Analysis and critize of documents. Recoverable activity. 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. | |
| Study and Exam Preparation [OFF-SITE] | Guided or supervised work | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.4 | 10 | Y | N | Final test preparation. | |
| Study and Exam Preparation [OFF-SITE] | Assessment tests | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.2 | 5 | Y | N | Multiple choice tests | |
| Writing of reports or projects [OFF-SITE] | Guided or supervised work | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.8 | 20 | Y | Y | Work in groups. Recoverable activity. 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. | |
| In-class Debates and forums [ON-SITE] | Project/Problem Based Learning (PBL) | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.4 | 10 | Y | N | Discussion about sugered topics. | |
| Final test [ON-SITE] | Assessment tests | 1.1.2.II.01 1.1.2.II.02 1.1.2.II.04 1.1.2.II.07 1.1.2.II.08 CB02 CB04 CG04 CG08 CT02 CT03 | 0.08 | 2 | Y | Y | Final test development. To pass this activity, the student will need a minimum mark of 4 out of 10 (40%). Recoverable activity. 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. | |
| 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 |
| Final test | 40.00% | 40.00% | The final test will be developed in two partial tests in each semester. They can eliminate content in the continuous evaluation in the case of passing the test, with a maximum required grade of 4 out of 10. Recoverable. *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. |
| Oral presentations assessment | 20.00% | 20.00% | Presentation of the activities made in class. Recoverable. * 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. |
| Theoretical papers assessment | 40.00% | 40.00% | Set of activities done in class. Recoverable. *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. |
| 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 4): PART I: The educational process in all its dimensions | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 11.75 |
| Writing of reports or projects [AUTÓNOMA][Project/Problem Based Learning (PBL)] | 10 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 3.75 |
| Study and Exam Preparation [AUTÓNOMA][Guided or supervised work] | 2.5 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 1.25 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 5 |
| In-class Debates and forums [PRESENCIAL][Project/Problem Based Learning (PBL)] | 2.5 |
| Final test [PRESENCIAL][Assessment tests] | .75 |
| Unit 2 (de 4): PART II: educational theories and practical experiences in primary education | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 11.75 |
| Writing of reports or projects [AUTÓNOMA][Project/Problem Based Learning (PBL)] | 10 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 3.75 |
| Study and Exam Preparation [AUTÓNOMA][Guided or supervised work] | 2.5 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 1.25 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 5 |
| In-class Debates and forums [PRESENCIAL][Project/Problem Based Learning (PBL)] | 2.5 |
| Final test [PRESENCIAL][Assessment tests] | .75 |
| Unit 3 (de 4): PART III: Origin and evolution of primary education in the Spanish education system and in the international context | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 11.75 |
| Writing of reports or projects [AUTÓNOMA][Project/Problem Based Learning (PBL)] | 10 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 3.75 |
| Study and Exam Preparation [AUTÓNOMA][Guided or supervised work] | 2.5 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 1.25 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 5 |
| In-class Debates and forums [PRESENCIAL][Project/Problem Based Learning (PBL)] | 2.5 |
| Final test [PRESENCIAL][Assessment tests] | .75 |
| Unit 4 (de 4): PART IV: Fundamentals and techniques of education in values | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 11.75 |
| Writing of reports or projects [AUTÓNOMA][Project/Problem Based Learning (PBL)] | 10 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 3.75 |
| Study and Exam Preparation [AUTÓNOMA][Guided or supervised work] | 2.5 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 1.25 |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 5 |
| In-class Debates and forums [PRESENCIAL][Project/Problem Based Learning (PBL)] | 2.5 |
| Final test [PRESENCIAL][Assessment tests] | .75 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| Museo pedagógico y del niño de Castilla-La Mancha | http://www.museodelnino.es/ | ||||||||
| CEINCE, Centro internacional de la cultura escolar | http://www.ceince.eu/index.php?&local=en | ||||||||
| Colom, A.J. y otros | Teorías e instituciones contemporáneas de la educación | Barcelona | Ariel | 2008 | |||||
| Comisión Europea | Memorandum sobre el aprendizaje permanente | Bruselas | Comisión Europea | 2000 | |||||
| Del Pozo, Mª del Mar (Ed) | Teorías e instituciones contemporáneas de la educación | Madrid | Biblioteca Nueva | 2009 | Libro de referencia para el estudio y seguimiento de la asignatura | ||||
| Delors, J. | La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional para el siglo XXI | Madrid | Santillana- UNESCO | 1996 | |||||
| Dewey, J. | Democracy and Education: An Introduction to the Philosophy of Education | New York | Sheba Blake Publishing | 2015 | |||||
| Martín-García, M. I. | La competencia emocional como herramienta evolutiva de la pedagogía de las cosas | Pedagogía de las cosas. Quiebras de la educación de hoy. / Ángel García del Dujo (coord.) | Barcelona | Octaedro | 978-84-19312-00-6 | 2022 | Págs. 389-394 | ||
| Negrín Fajardo, O. y Vergara Ciordia. J. | Antología de textos de Teorías e Instituciones Contemporáneas de Educación | Madrid | Centro de Estudios Ramón Areces | 2005 | |||||
| Ortega Ruiz, P. y Mínguez Vallejos, R. | Los valores en la educación | Barcelona | Ariel | 2001 | |||||
| Palomares, A., y Cebrián, A | El aula invertida y el diseño universal de aprendizaje en contextos educativos inclusivos | Competencias y Empoderamiento Docente. Propuestas de Investigación e Innovación Educativas en Contextos Inclusivos | Madrid | Síntesis S. A. | 978-84-9077-441-0 | 2016 | pp. 173-179 | ||
| Palomares, A., y Cebrián, A. | Una experiencia de Flipped Classroom o Aula Invertida en la Facultad de Educación de Albacete | Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje | Barcelona | Ediciones Octaedro S.L. | 978-84-9921-848-9 | 2016 | pp. 2860-2871 | http://rua.ua.es/dspace/bitstream/10045/61787/1/2016_Tecnologia-innovacion.pdf | |
| Puelles Benítez, M. | Educación e ideología en la España contemporánea | Madrid | Tecnos | 1999 | |||||
| Tuts, M. | Educación en valores y ciudadanía: propuestas técnicas didácticas para la formación integral | Madrid | Los libros de la catarata | 2007 | |||||
| Álvarez Castillo, J.L. | Teorías e instituciones contemporáneas de la educación | Madrid | Biblioteca Nueva | 2004 |