Didactics and teaching activities

"To train professionals capable of contributing to the integral development of children taking into account the family and sociocultural context to which they belong and responding to their needs and the educational challenges currently posed by the knowledge and information society."

In that direction:

-Develop a training project that responds to the teacher's profile: a thoughtful professional, able to justify what he does, why and for what; with extensive psychopedagic knowledge on which to inform, self-evaluate and innovate their teaching performance as well as the contextualization of the curriculum; able to work as a team and participate in a collegiate way in the government of the center; and able to take on the challenge of his own perfection while preserving his emotional balance.

- Promote access to basic knowledge about teaching function but in a broad sense. More specifically, promote reflection on the following dimensions that professionally define a teacher, and that condition (limiting or enhancing) their action: the educational system (policy, legislation, educational change), the curriculum, the school, the cultural, social and family context in which the center is inserted, students, the teaching role, the learning model, the theory and practice of teaching, and teaching resources.

1.- Analysis of the conditions of teaching practice.
2.- Introduction to research-action.
3.- Curriculum as a reference for teaching practice: conceptualization and educational legislation.
4.- Epistemological reflection on knowledge and teaching action: ideological assumptions of the curriculum and implicit theories of teachers.
5.- The teacher as the protagonist of the teaching action: biography, culture and professional socialization.
6.- Students as recipients and mediators of the teaching practice.
7.- School learning: What gives meaning to teaching action. Choosing a model.
8.- Teaching as a teacher: The creation of favourable conditions. The organization of tasks. Evaluation as a dilemma. The choice of Teaching Models and Teaching Methods.
9.- School as the space of teaching practice: School culture and educational change. Collaborative model and decision-making in the governance of the centers. Conflict resolution and participation of the educational community.

BASICA:

Bolivar, A. (2010) Competencias básicas y currículo. Síntesis.
Trillo, F. y Sanjurjo, L. (2008) Didáctica para profesores de a pie. Propuestas para comprender y mejorar la práctica. Homo Sapiens
Zabalza Beraza, M. A. e Zabalza Cerdeiriña, M. A. (2012) Profesores y profesión docente. Entre el ser y el estar. Narcea.

COMPLEMENTARIA:

Bolívar, A. y Domingo, J. (2024). Comunidades de práctica profesional y mejora de los aprendizajes. Editorial Grao.
Cuadernos de Pedagogía (2022). Reflexiones sobre la LOMLOE. Número 537.
Delval, J. (2006). Hacia una escuela ciudadana. Morata.
Doyle,W. (1983). Academic Work. Rev.of educational Research,53(12), 159-199.
Ertmer, P.A. y Newby, T.J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Perf. Improvement Qrtly, 26: 43-71. https://doi.org/10.1002/piq.21143
Escudero Muñoz, J.M. (2011) Centros escolares, condiciones de trabajo y desarrollo profesional de los docentes. González, Mª.T. (Coord.). Innovaciones en la gestión y el gobierno de los centros escolares. Síntesis.
Escudero Muñoz, J.M. (2017) (Comp.). Inclusión y exclusión educativa: Realidades, miradas y propuestas. Nau.Llibres
Freire, P. (1969) La educación como práctica de la libertad. Siglo Veintiuno.
Fullan, M. (2002). Los nuevos significados del cambio en la educación. Octaedro.
Gardner, H. (1993) La mente no escolarizada. Como piensan los niños y cómo deberían enseñar las escuelas. Paidós.
Gimeno Sacristán, J. (comp.) y otros ( 2008). Educar por competencias, ¿qué hay de nuevo?. Morata
Gómez Hurtado, I. y García Prieto, F. (2021). Manual de didáctica general para la diversidad. Pirámide.
Hargreaves, A. (2014). Capital profesional: transformar la enseñanza en cada escuela. Morata.
Marcelo, C. (2011) Evaluación del desarrollo profesional docente. Davinci.
Naciones Unidas (1989). Convención sobre los Derechos del niño. https://www.ohchr.org/es/instruments-mechanisms/instruments/convention-…
Pérez Gómez, A. (2012). Educarse en la era digital: la escuela educativa. Morata.
Perrenoud, P. (2008) Diez nuevas competencias para enseñar. GRAÓ.
Santos Guerra, M. (Coord.) (2009). Escuelas para la democracia. Kluwer.
Trillo, F. y Fraga-Varela, F. (2023). Efectos indeseados de la LOMLOE: de las razonables competencias formativas generales al disparate de una taxonomía de conductas operativas específicas. Un análisis del currículo en Galicia. En J. M. Escudero, J. M. Moreno, M. P. Pérez-García y J. Domingo (Coords.). Compromiso con la mejora educativa. Homenaje al profesor Antonio Bolívar. Facultad de Ciencias de la Educación Universidad de Granada.
Zeichner, K.M. (2010). La formación del profesorado y la lucha por la justicia social. Morata.

General Competencies:
G1. Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of teaching knowledge around the respective teaching and learning procedures.
G3. Effectively address language learning situations in multicultural and multilingual contexts. Encourage the reading and critical commentary of texts from the various scientific and cultural domains contained in the school curriculum.
G4. Design and regulate learning spaces in contexts of diversity that address gender equality, equity and respect for human rights that conform to the values of citizen formation.
G5. Encourage coexistence in and out of the classroom, solve discipline problems and contribute to peaceful conflict resolution. Encourage and value effort, perseverance and personal discipline in students.
G10. Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it among students.
G11. Know and apply information and communication technologies in classrooms. Selectively discern audiovisual information that contributes to learning, civic formation and cultural richness.

Specific competencies:
E7. Analyze and understand educational processes in and out of the classroom for period 6-12.
E11. Know the processes of interaction and communication in the classroom.
E12. Address and solve discipline problems.
E13. Promote cooperative work and individual work and effort.
E14. Promote education actions in values oriented to the preparation of an active and democratic citizenship.
E15. Know and address school situations in multicultural contexts.

Basic competencies:
B.2.- That students know how to apply their knowledge to their work or vocation in a way that and possess the skills that are often demonstrated through the elaboration and defense of arguments and problem solving within their area of study.
B.3.- That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant topics of a social, scientific or ethical nature.
B.4.- That students may transmit information, ideas, problems and solutions to both a specialized and non-specialized audience.
B.5.- That students have developed the learning skills necessary to undertake subsequent studies with a high degree of autonomy.

Cross-cutting competencies:
T.2.- Instrumental knowledge of the Galician language.
T.3- Instrumental knowledge of information and communication technologies.

According to the organization planned by the USC there will be exhibition and other interactive sessions. The former respond to the objective of presenting the basic contents, and the latter offer the opportunity to reflect on this through the development of various activities and, in particular, the debate in the classroom. For all this, a dossier will be available that collects the necessary reading documents for the subject, which will be available, as has always been in previous courses, in the Virtual Campus of the subject.
This avoids the burden of "copying notes" in the classroom: all the information is in the dossier. However, it is interesting in the classroom to "take notes" with which to "illuminate" the texts of the dossier for your best understanding. In this direction, doyle should be discerned that comprehension tasks are not tasks of opinion, and that what is required are the first; under no circumstances will there be memory or routine tasks.

To make a value judgment on the achievement of competences shall be weightedly estimated:
1. Active and argued participation in the classroom and digital teaching support structures. This involves the presentation of brief written reflections on various topics to be requested during classroom sessions (10%).
2.Classroom journal of exhibition sessions with FTA structure (40%). This procedure for continuous evaluation involves regular stage. These deliveries will be made on the Virtual Campus in the specifically enabled sections, on date and in a document in PDF format in "name.first name.pdf".
3.Final Examination: It will consist of a series of open questions that are answered with the help of the material (not memoristic), and call on the student a critical reconstruction of knowledge, that is, a positioning (synthesis of explanation and assessment) solidly argued in the scientific discourse (not a mere opinion), and a projection of that knowledge to real contexts of didactic intervention by identifying and analyzing concrete examples , preferably drawn from one's own experience (50%).
4.To overcome the subject matter it is essential to have obtained a minimum of 4 out of 10 both in the exam and in the classroom diary.
5.In order to overcome the subject, it is also essential that the unenfie justified non-attendance does not exceed 20% of the classroom sessions
6.All of the above criteria apply for the second call.
7.For students who repeat the subject and do not want or regularly attend it, an alternative to points 1 and 2 will be offered, which will be made public through the virtual campus at the beginning of the course. In this case, it will also not apply to them: as regards the Classroom Journal of point 4 and, of course, point 5.
8.For students with OFFICIAL TEACHING EXEMPTION, everything applies the same as for students who attend regularly, except for points 1 and 5, of course. It is expressly recommended that they attend a tutorial at the beginning of the course in which a complementary reading will be set for which a diary in FTA format will be prepared from each of the chapters that compose it. With this work, they maintain the same percentages and evaluation tasks as the rest of their colleagues.
9. In cases of fraudulent exercises or tests, what is set out in the Student Performance Assessment and Qualifications Review Regulations shall apply.

Expository hours: 24
Interactive Hours: 24
Tutorial Hours: 3
Total attendance hours: 51
Student’s work hours: 99
Total hours dedicated to the subject: 150

In the face of passive memorization, understanding the logic of what is presented and, above all, making sense of the topics being studied, through the personalization of meaningful knowledge or learning is inexcusable. From this perspective, it should be known that the development of skills involves being able to use knowledge (solving tasks) beyond the academic context, that is, in real contexts of professional practice. In this direction, developing self-regulated learning that reinforces an intrinsic motivation well rooted in the will (vocation) of being a teacher is very convenient. Attitudes as a predisposition to act can and should be intentionally regulated through the development of metacognitive processes and a special focus on the emotional dimension of learning.

The USC is a face-to-face university, so attendance at a minimum of 80% of class sessions is mandatory.
In the cases covered by the regulations of the Faculty, students may apply for the official teaching exemption; to do this, students should contact the faculty in order to know the appropriate guidelines for the implementation of the program and the improvement of the subject.

The subject will have from its inception a specific place on the VIRTUAL Campus of the USC (https://cv.usc.es ) where basic support will be given to students through the forum. This Virtual Campus will be standardized in its use from the beginning of classes in a way that involves the basic infrastructure of support for teaching. In this space students will find supporting indications for the proposed interactive teaching tasks and the evaluation tasks, shown in the Methodology and Evaluation section of this Teaching Guide.

The activities to be developed in the interactive sessions lead to the delivery of a classroom job. In some cases, these tasks will require cooperative work between groups of up to 4 people.

From the experience of previous courses, and due to the situation of the subject in the curriculum, in the first and first semester,we know that students have little knowledge of the infrastructures proposed in support of teaching. To solve this, the teachers of the subject will provide the relevant guidance and assistance from the subject matter for activation in their personal devices.

ENVIRONMENTAL RESPONSIBILITY

In relation to personal or group work that is carried out in physical format for the subject, the following indications must be taken into account:

- Avoid plastic lids or other unnecessary outer wrapping.
- Whenever possible, use staples instead of beads.
- Printing on both sides in "ink-saving" quality.
- Do not use blank sheets of paper as chapter or part separators.
- Avoid annexes that do not have direct reference to the topics developed.

EMAIL USE

For any academic communication, the use of the rai institutional email account will be mandatory. Usc.es

USE OF MOBILE PHONES IN THE CLASSROOM

The use of mobile phones in the classroom is restricted to their use as a work tool following the indications given by the teacher, and students are responsible for the legal and academic consequences that may arise from an inappropriate use of it.

GENDER PERSPECTIVE

In response to criteria of gender equality in the university environment, it is recommended to use non-sexist language, both in the daily work of the classroom and in the academic work entrusted to them. Information on this can be obtained at the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…

OTHER

Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).

It should be borne in mind that teaching-learning (classes/tutorials) is a private process, that is, it is a process of communication and exchange between the teacher and the students enrolled in the subject.

Mandatory compliance with data protection regulations:
https://www.usc.gal/gl/politica-privacidade-proteccion-datos