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Practicum III

Code: 103702 ECTS Credits: 2
2024/2025
Degree Type Year
2500798 Primary Education OB 3

Contact

Name:
Anna Díaz Vicario
Email:
anna.diaz@uab.cat

Teachers

Georgeta Ion

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Practicum III does not entail a stay-in-school placement. We recommend you enroll in Planning, Research and Innovation in the same year and group. To successfully develop Practicum III, you must refer to the school placement of Practicum II.
 
It is advisable to have completed and passed the subjects: Education and educational contexts, Contemporary theories and practices in education, Teaching and curriculum development, and Social context and school management.

Objectives and Contextualisation

This subject aims to provide an overview of educational innovation. Specifically, the proposed objectives are: 
  • Analyze the characteristics of educational innovation. 
  • Analyze teaching involvement in innovation projects from an individual and group perspective. 
  • Develop educational innovation projects based on the identification of a problem, need or area of improvement. 
  • Link educational innovation with planning and research processes.

Competences

  • Acquiring practical knowledge of the class and its management.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Assume the educating dimension of the teacher's role and foster democratic education for an active population.
  • Collaborate in the different sectors of the educational community and of the social setting.
  • Critically analyse personal work and use resources for professional development.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Know how primary schools are organised and about the diversity of actions involved in running them.
  • Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Manage information in relation to the professional field for decision making and the preparation of reports.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  3. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  4. Becoming involved in the dynamics of the centre and of the classroom when making suggestions for innovation related to the context of the centre and of the classroom.
  5. Collaborate with school professionals in order to extract relevant information from innovative projects analysed.
  6. Coordinate with other teachers in approaches to education and the realization of teaching and learning tasks.
  7. Critically analyse personal work and use resources for professional development.
  8. Critically observing the reality of the school, paying special attention to innovation projects, and reflecting this practical know-how in the proposed improvements.
  9. Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights as involved in the values of public education.
  10. Establish evaluation criteria for the planned activities arising from the process of teaching and learning.
  11. Identify situations in which a change or improvement is needed.
  12. Maintain an attitude of respect for the environment (natural, social, cultural) to promote sustainable values, behaviour and practices that respect gender equality, equity and respect for human rights.
  13. Planning and carrying out activities that promote active citizenship in students.
  14. Planning language and mathematics activities, specifying their didactic purpose.
  15. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  16. Reflecting on the potentials of interdisciplinarity within the framework of the present curriculum proposal.
  17. Selecting the key information for making proposals for improvements in primary education centres.
  18. Show interest in understanding and comprehending the functions and tasks performed by social institutions.
  19. Understand how the different organizational structures of the school function.

Content

Educational research and innovation

  • Research evidence to inform the innovation processes
  • Innovation, change, improvement, reform in education
  • Areas of innovation for educational improvement

Design of innovation projects

  • The phases of educational innovation
  • The agents of educational innovation
  • The diffusion and transfer of the innovation in the school reality and the community of reference

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 10 0.4 18, 4, 12, 8, 16, 17
Seminars 6 0.24 2, 3, 1, 5, 19, 6, 9, 10, 11, 4, 8, 14, 13, 15, 17
Type: Supervised      
Counseling 7 0.28 7
Type: Autonomous      
Reading, study and practical exercices 27 1.08 7, 19, 4, 8, 16, 17

LECTURERS
 
They are carried out with the whole class group and aim to present and reflect on the specific contents of the subject. Although the leading role rests fundamentally with the teaching staff, we expected that students actively participate, giving value to both the lecturer and the student's experience.
 
SEMINARS
 
They are work spaces (with 1/3 of the large group) where, through specific tasks, the content of the subject is deepened, while promoting accessibility and participation. 
 
AUTONOMOUS WORK
 
Students will have to read, reflect and search for information on the various contents of the syllabus, demonstrating autonomy to build their knowledge and skills. Also, coordinate with group mates to complete the tasks linked to the innovation project proposal.
 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Individual written test 50% 0 0 7, 19, 18, 12, 8, 16
Innovation project (in group) 40% 0 0 2, 3, 1, 5, 6, 9, 10, 11, 4, 12, 8, 14, 13, 15, 17
Presentation of the innovation project using digital tools (in group) 10% 0 0 7, 12, 17

 
This subject includes activities for the development of Teaching Digital Competence.
 
CONTINUOUS EVALUATION
 
The evidence of continuous assessment of the subject consists of 3 activities:
  • Design of a group innovation project (40%). It will be delivered: 29/05/2025 (group 21), 28/05/2025 (group 31) and 23/05/2025 (group 41 and 71).
  • Group presentation and defense of the design of the innovation project using digital tools (10%). As a guide, they will take place during the last two weeks of the subject.
  • Individual written test linked to the contents of the subject (50%). It will take place on: 05/06/2025 (group 21), 04/06/2025 (group 31) and 30/05/2025 (groups 41 and 71). 
To pass the subject, you must present and pass all the assessment evidence with a minimum rating of 5.
 
There will only be the possibility of re-assessment of the innovation project proposal and the individual written test. The scheduled date for the re-assessment is: 26/06/2025 (grup 21), 25/06/2025 (grup 31) and 20/06/2025 (grup 41 and 71). In the event of not presenting any of the assessment evidence, the overall qualification of the subject will be 'not assessable'.
 
The teaching staff will return the assignments in continuous assessment within approximately 20 working days (three weeks). Teachers will make public the grades of each piece of evidence in the Moodle Classroom. The student who wants to review the qualification must do so within the deadline established by the teaching staff -the date will be communicated conveniently at the time.
 
SINGLE ASSESSMENT OPTION
 
This subject does not provide a single assessment system.
 
OTHER CONSIDERATIONS
 
In this subject, it is necessary to show an attitude compatible with the teaching profession: punctuality, participation, respect, cooperation, appropriate use of electronic devices (mobile, computer, etc.), empathy, correctness in communication with others, and respect for the diversity and plurality of ideas, people and situations. Students must actively participate in the sessions, be responsible and rigorous in their independent work and demonstrate critical thinking and ethical commitment to the ethical principles of the teaching profession.
 
Likewise, within the framework of this subject, students must demonstrate good general communication skills, both orally and in writing, and a good command of the language or languages listed in the teaching guide. In all activities (individual and group), we will consider linguistic correction, writing, and formal aspects. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity may be returned (not evaluated) or suspended if the teacher considers that do not meet these requirements. Before handing in an assignment, students must verify that these criteria are respected and that the sources, notes, textual citations and bibliographical references follow the APA regulations (7th edition), according to the documentation that is summarized in the following sources https://ddd.uab.cat/pub/guibib/113512/modelapa_a2021a.pdf and https://normas-apa.org/
 
The copying or plagiarism of material constitutes a crime that entails not passing the subject, and losing the possibility of recovering it, whether it is an individual or group exercise (in this case, all the group will have a 0). We consider that a work, activity or written test is "copied" when it fully or partially reproduces the work of a colleague and that it is "plagiarized" when a part of an author's text is presented as one's own without citing it the source If any of the two bad practices are detected, the teaching staff will study whether it is appropriate to request the opening of an academic file. You can consult more information about plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html

Bibliography

Casas, J., Whitaker, T., & Zoul, J. (ed.) (2018). 10 Perspectives on Innovation in Education. Routledge.

Chabarria, X. (Coord.), Balcells, M., Berengueres, M., Boada, P., Borrell, E., Casals, P., Chavarria, X., Colomé, F., Gay, S., & Regí, C. (2018). Què és innovar en educació al segle XXI? Horsori.

De Miguel, M. (Coord.) (1996). El desarrollo profesional docente y las resistencias a la innovación educativa. Servicio de publicaciones de la Universidad de Oviedo.

Departament d'Ensenyament (2007). Marc de la innovació pedagògica a Catalunya. Recuperat de https://xtec.gencat.cat/ca/innovacio/marc_innovacio_pedagogica/

Departament d’Educació (2007). Guia per elaborar i aplicar un pla estratègic. Servei de Difusió i Publicacions, Generalitat de Catalunya. http://www.xtec.cat/se-vallesoccidental7/plaformacio/cursdirectorsbadia/guia_planificacio_estrategica.pdf

Ellis, A. K. (2016). Research on Educational Innovations. Routledge.

Fabregat, S. & Jiménez, E. (Coords.). (2019). Innovación docente: investigaciones y propuestas. Graó.

Fernández-Navas, M. & Alcaraz-Salarirche, N. (2016). Innovación educativa: Más allá de la ficción. Pirámide.

Fix, G.M., Rikkerink, M., Ritzen, H.T.M. & Kuiper, W.A.J.M. (2021). Learning within sustainable educational innovation: An analysis of teachers' perceptions and leadership practice. Journal of Educational Change, 22, 131-145.https://doi.org/10.1007/s10833-020-09410-2

Gairín, J. & Ion, G. (Coord.) (2021). Prácticas educativas basadas en evidencias. Reflexiones, estrategias y buenas prácticas. Narcea.

Imbernón, F. (1994). La formación y el desarrollo profesional del profesorado: hacia una nueva cultura. profesional.Barcelona.

Macías, A. B. (2005). Una conceptualización comprehensiva de la innovación educativa. Innovación educativa, 5(28), 19-31.

Martínez, M. & Jolonch, A. (coord.) (2019). Les paradoxes de la innovación educativa. Horsori.

Moyano, J. E. (2004). Innovaciones educativas. Reflexiones sobre los contextos en su implementación. Revista mexicana de investigación educativa, 9(21), 403-424.

Navarro, E., Jiménez, E., Rappoport, S. & Thoilliez, B. (2017). Fundamentos de la investigación y la innovación educativa. UNIR Editorial.

Rodríguez-Mantilla, J. M., Fernández Díaz, M. J. & Fernández-Cruz, F. J. (2020). Evaluación para la innovación y mejora de centros educativos. Síntesis.

Santaolalla, E., Urosa, B., Martín, O., Verde, A., & Díaz, T. (2020). Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project. Sustainability, 12(17), 1-23. https://doi.org/10.3390/su12176748

Stéphan, V. L., Joaquin, U., Soumyajit, K., & Gwénaël, J. (2019). Educational Research and Innovation Measuring Innovation in Education 2019. What Has Changed in the Classroom? OECD Publishing. https://www.oecd-ilibrary.org/docserver/9789264311671en.pdf?expires=1612976146&id=id&accname=guest&checksum=7ED977FB8370F83932953C15CFEA34E4

Tejada, J. (1998). Los agentes de la innovación en los centros educativos: profesores, directivos y asesores. Málaga.

Tejada, J. & Giménez, V. (Coords.) (2007). Formación de formadores. Escenario institucional. Thomson.

Torre, S. de la (Coord.) (1998). Cómo innovar en los centros educativos. Escuela Española.

Torrent, A., & Feu, J. (2020). Educational change in Spain: between committed renewal and innocuous innovation. Journal for Critical Education Policy Studies, 18(1), 253-298. http://www.jceps.com/archives/8255

 

Enllaços a pàgines web de revistes d'educació:


Software

The subject does not require the use of any specific resource or software.


Language list

Information on the teaching languages can be checked on the CONTENTS section of the guide.