Course guide of Pedagogical Fundamentals and History of the School (2561117)

-That the students have the linguistic requirements necessary by the University of Granada to be able to study bilingually.

-Have previous notions about the historical events that occurred in the periods considered by the study blocks.

Analysis and development of the notion of education. The areas and values of educational action. Theory of action, practices and educational processes. Contemporary movements in education. Historical evolution of the school system and primary education. Historical perspective of the teacher training.

-Expose with coherence, property and appropriate language aspects, concepts or issues related to the subject.

-Analyze and understand education as a complex phenomenon, explaining its functionality and main features.

-Discover the importance of theory in all educational practice.

-Stimulate attitudes of inquiry and criticism about the issues and problems that affect the world of education in general and the different educational options.

-Know the theoretical alternatives on education and educational institutions as well as its historical precedents.

-Know and understand the historical evolution of the educational system in our country.

-Know and analyze the historical characteristics of the teaching profession, its situation current, perspectives and interrelation with the social reality of each era.

THEORETICAL AGENDA:

Block 1. Analysis and development of the concept of education.

Block 2. The areas and values of educational action.

Block 3. Theory of action, practice and educational processes.

Block 4. Contemporary movements in education.

Block 5. Historical evolution of the school system and education

PRACTICAL AGENDA:

Activities of readings, seminars, workshops, critical analysis of images, exhibitions; films, documentaries, expert conferences, use of new technologies (social networks, forums, virtual platforms...), etc.

Bermejo, R. (2017). Ser maestro. Plataforma editorial

De Puelles, M. (2010). Educación e ideología en la España contemporánea. Tecnos.

Gimeno, J. (2013). En busca del sentido de la educación. Morata.

González Faraco, J. C. (2000). Cómo se fabrican los maestros. Hergué Editorial.

Negrín, O. y Vergara, J. (2003). Teorías e Instituciones contemporáneas de Educación. Centro de Estudios Ramón Areces.

Palacios, J. (1982). La Cuestión Escolar. Críticas y alternativas. Laia.

Pozo, M. M. (coord.)(2004). Teorías e instituciones contemporáneas de educación. Biblioteca Nueva.

Sarramona, J. (2008). Teoría de la Educación. Reflexión y normativa pedagógica. Ariel.

Trilla, J, (coord.) (2001). El legado pedagógico del siglo XX para la escuela del siglo XXI. Graó.

Del val, J. (1990). Los fines de la educación. Siglo XXI.

Delors, J. (1994). La educación encierra un tesoro. Santillana.

Escolano, A. (2002). La educación en la España contemporánea. Políticas

educativas, escolarización y culturas pedagógicas. Biblioteca Nueva.

Esteve, J.M. (2003). La tercera revolución educativa. La educación en la sociedad del conocimiento. Piados.

Fernández Soria, J. M. (1984). Educación y cultura en la guerra civil (España 1936-39). Nau Llibres.

García Aretio, L. (1989). La educación. Teorías y conceptos. Perspectiva integradora. Paraninfo.

Giroux, H.A. (2001). Cultura política y práctica educativa. Graó.

Gómez Rodríguez de Castro, F. (1986). Génesis de los sistemas educativos nacionales. UNED.

Guttman, A. (2001). La educación democrática. Una teoría política de la educación. Paidós.

Palacios, J. (1979). Teorías y tendencias educativas contemporáneas. Cuadernos de Pedagogía, 51, 3-17.

Ruiz Berrio, J. (1985). La educación en la España contemporánea. Sociedad Española de Pedagogía.

Savater, F. (1997). El valor de educar. Ariel.

MINISTRY OF EDUCATION, CULTURE AND SPORTS

https://www.mecd.gob.es/educacion-mecd/

EDUCATION. JUNTA OF ANDALUSIA

http://www.juntadeandalucia.es/temas/personas/educacion.html

TEACHER CENTER (CEP) of Granada

http://www.juntadeandalucia.es/educacion/portals/web/cep-granada

ADIDE Andalusia (Andalusian and Spanish educational legislation)

https://www.adideandalucia.es/?view=normative

APA Standards 7th Edition

https://normas-apa.org/wp-content/uploads/Guia-Normas-APA-7ma-edition.pdf

UGR library databases

https://biblioteca.ugr.es/pages/biblioteca_electronica/bases_datos

SOME MAGAZINES:

REDIE: Electronic journal of educational research

https://redie.uabc.mx/redie

education magazine

http://www.revistaeducacion.mec.es/.

Ibero-American Journal of Education

http://www.rieoei.org/

Journal Theory of education: Education and culture in the information society

http://www3.usal.es/~teoriaeducacion/

Magazine of History of education

http://revistas.usal.es/index.php/0212-0267/

Pedagogy Notebooks

http://www.cuadernosdepedagogia.com/content/Inicio.aspx

• MD01. Aprendizaje cooperativo. Desarrollar aprendizajes activos y significativos de forma cooperativa. 
• MD02. Aprendizaje por proyectos. Realización de proyectos para la resolución de un problema, aplicando habilidades y conocimientos adquiridos. 
• MD03. Estudio de casos. Adquisición de aprendizajes mediante el análisis de casos reales o simulados. 
• MD04. Aprendizaje basado en problemas. Desarrollar aprendizajes activos a través de la resolución de problemas. 

The evaluation criteria of the competences acquired by the students in the subject are organize as follows:

1. Verification of mastery of the contents, theoretical and practical, and critical elaboration of the same (EV-C1).

2. Assessment of the work carried out, individually or in a team, taking into account the presentation, writing and clarity of ideas, structure and scientific level, creativity,

justification of what it argues, capacity and richness of the criticism that is made, and updating of the bibliography consulted (EV-C2).

3. Degree of involvement and attitude of the students manifested in their participation in the consultations, exhibitions and debates; as well as in the elaboration of works, individual or as a team, and in the sharing sessions (EV-C3).

4. Class attendance, seminars, conferences, tutorials, group sessions (EV-C4).

The evaluation instruments will be the following:

1. Written tests (Classroom or Prado-exam): 50%. This test can be compensated with the evaluations of each one of the subjects through a continuous evaluation (EV-I1).

2. Oral tests: realization and exhibition of works, individual or group (classroom or Meet): 40% (EV-I2).

3. Attendance/participation (classroom or Meet): 10%. Observation scales (EV-I3) and/or Portfolios, reports, diaries (EV-I4).

“The grading system will be expressed by means of a numerical grade in accordance with what established in article 5 of the R.D. 1125/2003, of September 5, which establishes the European system of credits and the system of qualifications in the university degrees of official character and validity in the national territory. The overall rating will correspond to the weighted score".

Students may request a single final evaluation to which they may accept those students who cannot comply with the method of continuous evaluation by work reasons, health status, disability or any other duly justified cause that prevents them from following the continuous evaluation regimen.

1. Written tests (Classroom or Prado-exam): 50%. This test can be compensated with the evaluations of each one of the subjects through a continuous evaluation (EV-I1).

2. Oral tests: realization and exhibition of works, individual or group (classroom or Meet): 50% (EV-I2).

1. The single final evaluation, understanding as such that which is carried out in a single academic act, may include as many tests as necessary to prove that the student has acquired the totality of the competences described in the Teaching Guide of the subject.

2. To qualify for the single final evaluation, the student, in the first two weeks of teaching of the subject, will request it to the Director of the Department, who will transfer it to the corresponding faculty, alleging and accrediting the reasons that assist him for not being able to Follow the continuous evaluation system. After ten days without the student having received an express response in writing from the Director of the Department, it will be understood that the latter has been dismissed. In case of refusal, the student may file, within a period of one month, appeal before the Rector, who may delegate to the Dean, exhausting the administrative

Regulations for evaluation and qualification of students at the University of Granada

Consolidated text of the Regulation approved by Agreement of the Governing Council of May 20 of 2013 (BOUGR no. 71, of May 27, 2013) and modified by the Agreements of the Council of Government of February 3, 2014 (BOUGR no. 78, of February 10, 2014); June 23 2014 (BOUGR no. 83, of June 25, 2014) and of October 26, 2016 (BOUGR no. 112, of 9 November 2016); includes bug fixes from December 19, 2016 and December 24, 2016 May 2017. https://www.ugr.es/~minpet/pages/enpdf/normativaevaluacionycalificacion.pdf

Evaluation by incidents: Those students who cannot take the assessment tests on the established dates by the Center, may request in the cases and through the procedure established in the Regulations on evaluation and qualification of students of the University of Granada, (approved by Agreement of the Governing Council on May 20, 2013, and its successive modifications), examination by incidents. (art. 9).

Extraordinary evaluation by Court:

In accordance with the provisions of the Regulations on the evaluation and qualification of students of the University of Granada, (approved by Agreement of the Governing Council of 20 of May 2013, and its successive modifications), those students who wish to be evaluated by Court, they must request it in writing to the Director of the Department, motivating the extraordinary circumstances that justify it, at least fifteen days in advance business days at the start date of the final exam period, waiving the qualification obtained in the tests carried out so far in the continuous evaluation. The evaluation procedure by court will only be applicable to the final tests (art.10).

Evaluation of students with disabilities or other specific educational support needs: In accordance with the provisions of the Regulations on the evaluation and qualification of students of the University of Granada, (approved by Agreement of the Governing Council of 20 of May 2013, and its successive modifications), the evaluation systems described in this Guide will be adapted to the special needs of those students with disabilities, guaranteeing in any case their rights and favoring their inclusion in the studies college students In this sense, the Department will proceed in coordination with the Center to carry out the precise methodological, temporal and spatial adaptations, in accordance with the recommendations of the Inclusion Unit of the University of Granada.(art.11).