Guide in PDF format

School Guidance

Code: 103525
Credits: 6

2026/2027

Degree programme	Type	Course
Education Studies	OB	3

Contact lecturer

Name :: Màrius Martinez Muñoz
Email :: marius.martinez@uab.cat

Teaching staff

: Màrius Martinez Muñoz
: Patricia Olmos Rueda

Group languages

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

Prerequisites

None

Objectives

This subject, compulsory in the third course of Pedagogy aims to train guidance practitioners working at schools in collaboration with teachers, families and other professionals linked with the school and the territory. Foundations of guidance will be considered in all educational compulsory stages and also resources, tools and colaboration stratgegies, from an inclusive and non-discriminatory vision. Students at the end of the subject will have a general overview of how to conduct guidance actions in this context. This subject, together with "Vocational Guidance" constitute the foundation of the metion on the 4th. grade entitled "Educational Guidance" .

Learning outcomes

Successfully develop targeting, consultation and mediation strategies, according to pre-established professional standards.
Proposing strategies and initiatives for guidance and mediation based on real or simulated situations.
Programming the tutoring of a course based on pre-established parameters (level, context, etc.).
Simulating multi-professional or inter-professional work in relation to guidance or mediation processes.
Identifying the ethical principles existing in the processes of mediation and guidance.
Displaying an attitude of respect for the ethical principles of guidance and mediation.
Identifying strengths and weaknesses in order to tackle guidance and mediation processes.
Proposing improvements on the potentials and minimising weaknesses for guidance and mediation.
Identifying educational and guidance requirements based on pre-designed strategies.
Relating training and guidance requirements with guidance strategies.
Identify situations in which a change or improvement is needed.
Analyse a situation and identify its points for improvement.
Propose new methods or well-founded alternative solutions.
Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
Critically analyse the principles, values and procedures that govern the exercise of the profession.
Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
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.
Communicate using language that is not sexist or discriminatory.
Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
Consider how gender stereotypes and roles impinge on the exercise of the profession.
Propose projects and actions that incorporate the gender perspective.

PART A

1. Principles and foundations of educational guidance.

2. Educational guidance and gender perspective.

3. Models and aproaches in educational guidance.

4. Tecniques, resources, programmes and tools in educational guidance.

PART B

5. Tutoring action and tutoring.

6. Family guidance, mediation and conflict.

7. Guidance, tutorial action and tutoring at the inclusive school.

Learning activities and methodology

Title	Hours	ECTS	Learning outcomes
Assignments	30	1.2
Debates	30	1.2
Group work	15	0.6	1, 2, 3, 4, 5, 6, 10
Class activities	0	0	2, 3, 6, 8
Student work	75	3	1, 2, 3, 6, 7

The student will lead the learning process and under this premise the methodology was planned.

The methodology used, which is evident in the diversity of programmed activities, aims to serve the entire student body, facilitating opportunities for participation. Different languages are used in the presentations and resources used, a diversity of work materials and a cooperative methodology in the classroom sessions to facilitate the participation of all the students. The teaching materials are accessible to all the students.

During the teaching-learning process, the students have individual and group support and tutoring.

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

Continuous assessment activities

Title	Weight	Learning outcomes
Part A: exam of contents. Individual activity.	25%	1, 4, 5, 6, 7, 9, 10, 12, 13, 14, 19, 20, 21, 22, 23, 24
Part A: group task. Group activity.	25%	1, 4, 5, 6, 7, 9, 11, 15, 16, 17, 18
Part B: group work. Group activity.	25%	2, 3, 4, 5, 6, 8, 10
Part B: exam of contents. Individual activity.	25%	2, 3, 4, 5, 6, 8, 10

The evaluation will be developed during the subject and along the academic course through the activities shown in the table below:

A first evaluation (written exam) will be performed once part A is completed (15th November 2026). Individual activity.
A second evaluation (written exam) will be performed once part B is completed (12th January 2027). Individual activity.
Practices, cases, problems and exercises will be distributed along all the subject, with requirements concerning scheduling and delivering. Group activities.

The qualifications of each of the assessment activities will be published in the 20 days following the delivery. Students wishing to review the results must do so within 15 days after their publication.

All those students with a successful follow-up of the subject and with some pending assignment will be allowed to pass the subject though the redesign or improvement of those failed assignments. Likewise, the recovery date of all the parts of the subject will be january the 2nd, 2027.

The mark wil be the mean of qualifications of both parts A and B of the subject. Marks will be considered when doing the mean only if each part of the subject reach a 5 out of 10. Pass will require a minimum of 5.

If the student does not submit any of the compulsory evaluation evidence, the final grade of the subject will not be evaluable.

Copy of any part of an assignment, essays or examinations constitute a crime that can represent to suspend the subject (more information in: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_0 1.html).

Usage of AI

Allowed. in this subject the usage of Artificial Intelligence (AI) is allowed. as an integral part of work development, if the final result reflects a significative contribution from the student in the analysis and personal reflection. The student will have to clearly identify which parts have been generated with this technology, speciffy the used tools, and include a critical reflection about how these technologies have influenced in the activity process and final result. Speciffic validations will be made to guarantee authorship and competencies and skills acquisition, in case of accademic fraud suspicion.No transparency in the usage of AI will be conisdered a lack of academic honestity and may imply a penalty of 5 points in the final activitiy mark o major sanctions according to the seriousness of the facts .

In all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned, or suspended, if the teacher considers that it does not meet these linguistic requirements. For this reason, before submitting a learning evidence, check that thesources, notes, citations andbibliographic references have been correctly written following the APA regulations. and according to the documentation that is summarized in UAB sources: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf; https://www.uab.cat/web/estudia-i-investiga/com-citar-i-elaborar-la-bibliografia-1345708785665.html; https://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html

To pass this subject, an attitude compatible with the educational profession must be demonstrated. Therefore, it will be valued that the student shows good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide. Likewise, they must show attitudes of active listening, participation,empathy and respect throughout the course.Other skills such as: active listening, respect, participation, cooperation, empathy, kindness, punctuality, not judging, arguing, proper use of mobile phones and computers will be taken into account.

SINGLE EVALUATION

The evidence of the evaluation must be delivered on January 19, 2027, coinciding with the completion of the evaluation test at the end of part B. This evaluation includes:

Written exam that includes all the content of the different parts (A and B) of the subject. This evidence has a weighting of 50% in the final assessment.
The design/development of atutorial action plan/project that integrates all the content worked on in the different parts of the subject. This evidence has a weighting of 30% inthe final assessment.
The oral defence of the completed tutorial action plan/project. This evidence has a weighting of 20% in the final assessment.

To pass the subject, a minimum score of 5 must be achievedin each ofthe evidence of the single assessment. The subject will be approved with a minimum score of 5.

The recovery date for the single assessment will be January the 26th., 2027. The same recovery system will apply as for the continuous assessment.

The review of the final qualification follows the same procedure as for the continuous assessment.

For more information on the general evaluation criteria and guidelines of the Faculty of Education Sciences, please consult the following link: https://www.uab.cat/web/estudiar/graus/informacio-academica/avaluacio/en-que-consisteix-l-avaluacio-1345725434468.html

Bibliography

Basic readings

Agud, I. Alimbau, N., Caravaca, A., Chamorro, C., Gavaldà, X., Llos, B. Quilabert, E. i Sánchez, A. (2021). La Coeducació a Catalunya: Pràctiques de referència i reptes. Intered, Plataforma Unitària Contra Les Violències De Gènere. https://competenciesiepd.blog.pangea.org/files/2021/11/Coeducacio_Catalunya_OK_alta.pdf

Amber, D., & Martos, M. A. (2017). Ámbitos y funciones de los orientadores para la mejora educativa en secundaria en contextos retantes. Una mirada cruzada entre orientadores y directivos Profesorado. Revista de Currículum y Formación de Profesorado, 21(4), 419-437. https://www.redalyc.org/pdf/567/56754639022.pdf

Brown, C., Olmos Rueda, P., Costas Batlle, I., & Gairín Sallán, J. (2021). Introduction to the special issue: a conceptual framework for researching the risks to early leaving. Journal of Education and Work, 34(7-8), 723-739. 10.1080/13639080.2021.2003007

Cobo Cedillo, Ana (2023). Manual de Orientación Educativa. Narcea.

Córdoba-Alcaide, F., Romera-Félix, Eva M., & Ortega-Ruiz, Rosario (coords.) (2024). La pràctica de la orientación educativa y sus desafíos para la comunidad. Graó.

Diputació de Barcelona (2007). Participación y corresponsabilidad. Los proyectos educativos de ciudad. Balance del Programa de Actuación del Área de Educación 2004-2007. Diputació de Barcelona. https://www.diba.cat/documents/113226/71b0ba6e-3a46-426b-ba7a-0f151f01ee30

Durán, D., Giné, C., & Marchesi, A. (2010). Educació Inclusiva. Guia per a l’anàlisi, la reflexió i la valoració de pràctiques inclusives. Generalitat de Catalunya. Departament d’Educació. https://repositori.educacio.gencat.cat/handle/20.500.12694/243

Gairín, J. (Coord.) (2015). Manual integrado de acción tutorial. Ed. Tecnológica de Costa Rica. https://ddd.uab.cat/pub/llibres/2015/143647/ideas_libro_miat.pdf

Gairín, J., & Olmos, P. (2022). Disminuir el abandono escolar y mejorar la persistencia. Causas, consecuencias y estrategias de intervención. Narcea.

Figueras, P. (2007). Ciudades educadoras, una apuesta por la educación. Participación Educativa, 6, noviembre 2007, pp. 22-27 (MONOGRÁFICO). https://dialnet.unirioja.es/ejemplar/234925

García Nieto, N. (2002). La Orientación Educativa en la formación de los actuales educadores. Revista Complutense de Educación, 13(1), 251-279. https://dialnet.unirioja.es/servlet/articulo?codigo=797773

Grañeras, M. & Parras, A. (Coords.) (2009). Orientación educativa: fundamentos teóricos, modelos institucionales y nuevas perspectivas. CIDE. Ministerio de Educación. Gobierno de España. Secretaría General Técnica. http://www.educacion.gob.es/cide/espanol/publicaciones/estudios/inv2008oeftminp/inv2008oeftminppc.pdf

López, S., Navarro, J., & Escarbajal, A. (2023). La formación profesional como palanca para la inclusión. Narcea.

Martín, E. & Solé, I. (Cords.) (2011). Orientación Educativa. Modelos y estrategias de intervención. Graó. https://sede.educacion.gob.es/publiventa/PdfServlet?pdf=VP14523.pdf&area=E

Martínez, M. (2022). Que vols ser? Orientació amb joves per a un futur verd i compromès. Vic: Eumo.

Martínez, M. (Coord.) (2025). Digitalització i educació. Informe de la comissió d'experts sobre els usos de dispositius mòbils i pantalles per part d'infants i joves de 0 a 18 anys en contextos socioeducatius a Catalunya. Barcelona: Departament d'Educació i Formació Professional. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://educacio.gencat.cat/web/.content/home/departament/linies-estrategiques/pla-digitalitzacio-responsable/informe-comissio.pdf

Molina Contreras, D.L. (2004). Concepto de orientación educativa: Diversidad y aproximación. Revista Iberoamericana de Educación, 33,6 1-22. http://www.rieoei.org/deloslectores/736Molina108.PDF

Müller, Silke (2024). Estamos perdiendo a nuestr@s hij@s. Violencia, maltrato, racismo: el inquietante día a día del chat de clase. Oberon.

Olmos Rueda, P. (2020). La acción tutorial en el marco de la orientación escolar. Departament de Pedagogia Aplicada. Universitat Autònoma de Barcelona. https://ddd.uab.cat/record/234861?ln=ca

Olmos Rueda, P. (Coord.), et al. (2021). Proposta d'orientació i acció tutorial. Estratègies per a l'acció. Universitat Autònoma de Barcelona. Disponible a: https://ddd.uab.cat/record/238996

Olmos Rueda,P., & Gairín Sallán, J. (2021). Understanding and intervening in the personal challenges and social relationships risk categories to early leaving. Journal of Education and Work, 34(7-8), 855-871. 10.1080/13639080.2021.1997016

Pernas, B., & Núñez, F. (2014). Orientación educativa sin sesgo de género antes de la Universidad. Ministerio de Educación, Cultura y Deporte. https://sede.educacion.gob.es/publiventa/PdfServlet?pdf=VP16697.pdf&area=E

Complementary readings.

Álvarez, M., Riart, J., Martínez, M. I., & Bisquerra, R. (2001). El modelo de programas. A, R. Bisquerra (Coord). Modelos de orientación psicopedagógica (pp. 85-101). Práxis.

Antúnez, S. (2007). La transición entre etapas. Reflexiones y prácticas. Ed. Graó.

Calderón, I, (2016). Fracaso escolar y desventaja sociocultural. UOC.

Colomer, F. (2003). Las redes institucionales en educación. En, J. Gairín (Coord.), Estrategias de formación para el cambio organizacional (pp. 319-334). Praxis.

Comellas, M.J. (Coord.) (2002). Las competencias del profesorado para la acción tutorial. Praxis.

Comellas M.J. & Lojo, M. (2006). Un observatorio abierto a la participación. Cuadernos De Pedagogía, 359, 79-84.

Comellas M.J. & Lojo, M. (2009). Un cambio de mirada para afrontar y prevenir la violencia en las escuelas. Octaedro.

Gordó, G. (2010). Centros educativos: ¿islas o nodos? Graó. Comellas, M.J. (2009). Educar en la comunidad y en la familia. Nau llibres.

Hargreaves, A. & Fink, D. (2006). Estrategias de cambio y mejora en educación caracterizadas por su relevancia, difusión y continuidad en el tiempo. Revista de Educación, 339, pp. 43-58. http://dpto.educacion.navarra.es/coeducando/wp-content/uploads/2010/08/De-lengua-diferencia-ycontexto1.pdf

Martin, E., & Solé, I. (Cords.) (2011). Orientación Educativa. Atención a la diversidad y educación inclusiva. Graó.

Martin, E., & Solé, I. (Cords.) (2011). Orientación Educativa. Procesos de innovación y mejora de la enseñanza. Graó

Sánchez, S. (2019). Tú decides, tú cambias, tu vives. Amazon.

Santana Vega, L. (2009). Orientación educativa e intervención psicopedagógica. Cambian los tiempos, cambian las responsabilidades profesionales. Pirámide.

Secanilla E. (2019). Supermentes. Reconocer las altas capacidades en la infancia. Gedisa.

Software