Guide in PDF format

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Teaching Innovation and Introduction to Educational Research on Teaching Social Science

Code: 45579
Credits: 10

2026/2027

Degree programme	Type	Course
Teaching in Secondary Schools, Vocational Training and Language Centres	OP	1

Contact lecturer

Name :: Neus Gonzalez Monfort
Email :: neus.gonzalez@uab.cat

Teaching staff

: Myriam Gonzalez Sanz
: Antoni Santisteban Fernandez
: Juan Llusà Serra
: Jordi Castellvi Mata

Group languages

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

Prerequisites

none

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Objectives

-Develop the professional competencies to exercise the teaching function in secondary education as a teacher specialized in Geography, History and Social Sciences, and as a tutor.

-Provide the knowledge and skills necessary to teach the subjects corresponding to the specialty of Geography, History and Social Sciences offered in secondary education and high school (batxillerat).

-Relate the different master's degree subjects with the practicum in order to frame the exercise of the teaching function within a reflective practice.

-Apply the knowledge and competencies of the master's degree in a Master's Thesis (TFM) that allows reflection on the teaching function using evidence and theoretical benchmarks from educational research.

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Learning outcomes

CA27 (Create social science learning situations based on relevant social problems, with an inclusive competency-based perspective.) Create social science learning situations based on relevant social problems, with an inclusive competency-based perspective.
CA28 (Build educational and training assessment into the design of learning situations in the social sciences as a tool to verify and regulate learning.) Build educational and training assessment into the design of learning situations in the social sciences as a tool to verify and regulate learning.
CA29 (Manage the teaching action to promote self-regulation and metacognition of learning.) Manage the teaching action to promote self-regulation and metacognition of learning.
CA30 (Incorporate digital teaching resources in the social sciences classroom.) Incorporate digital teaching resources in the social sciences classroom.
CA31 (Cooperate as a team to co-create joint proposals for the learning of Social Sciences, History, Geography and Art History.) Cooperate as a team to co-create joint proposals for the learning of Social Sciences, History, Geography and Art History.
KA21 (Select the basic aspects of the curriculum for the areas of knowledge in the field of social sciences to develop professionally as a teacher.) Select the basic aspects of the curriculum for the areas of knowledge in the field of social sciences to develop professionally as a teacher.
KA22 (Remember the curricular contents of the subjects of history, geography and art history in relation to the knowledge of the teaching of social sciences in the teaching and learning processes.) Remember the curricular contents of the subjects of history, geography and art history in relation to the knowledge of the teaching of social sciences in the teaching and learning processes.
SA28 (Incorporate inclusive measures in the social sciences teaching-learning process.) Incorporate inclusive measures in the social sciences teaching-learning process.
SA29 (Master oral and written expression both in academic discursive practice and in the teaching practice of social sciences.) Master oral and written expression both in academic discursive practice and in the teaching practice of social sciences.
SA30 (Apply the curricular contents of history, geography and art history from a critical education perspective.) Apply the curricular contents of history, geography and art history from a critical education perspective.

BLOCK 1. Teaching Innovation in Social Sciences Didactics in the Classroom

-Design and experimentation of Social Sciences Learning Situations in secondary classrooms.

-Selection, organization, and sequencing of the competencies and content intended to be taught.

-Analysis, evaluation, and critical reflection on the process of developing and experimenting with the Learning Situations.

BLOCK 2. Introduction to Educational Research in Social Sciences Didactics

-Acquisition of inquiry skills regarding the phenomena occurring in the classroom.

-Research context.

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Learning activities and methodology

Title	Hours	ECTS	Learning outcomes
Design of a teaching proposal (group)	170	6.8	CA27, CA28, CA29, CA30, CA31, KA21, KA22, SA28, SA29, SA30
Oral defense and theoretical justification of the case analysis carried out in the written test (individual)	15	0.6	KA21, KA22, SA29, SA30
Individual written assessment of a case study	65	2.6	KA21, KA22, SA28, SA29, SA30

The methodology of the subject is based on an active and participatory approach, with the aim of promoting the development of students' critical, social, and civic thinking. The teaching-learning process combines presentations by the teaching staff on key concepts and fundamental issues with practical activities and group dynamics. Debate, small-group discussion, case studies and analysis, as well as cooperative learning, will be encouraged to foster reflection and the collective construction of knowledge. Various teaching resources and materials, as well as digital tools and ICT, will be used to enrich and update the training experience and connect the contents with current social and educational reality. Activities will focus on solving relevant social problems, designing instructional proposals, and critically evaluating materials and methodologies, consistently promoting the transfer of the competencies worked on to teaching practice.

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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
Oral defense and theoretical justification of the case analysis carried out in the written test (individual).	10%	KA21, KA22, SA29, SA30
Design of a Group Teaching Proposal	50%	CA27, CA28, CA29, CA30, CA31, KA21, KA22, SA28, SA29, SA30
Individual written assessment of a case study	40%	CA27, CA28, KA21, KA22, SA29, SA30

The assessment of the course will be carried out throughout the entire academic academic year through the proposed activities (the syllabus delivered at the beginning of the course will specify the activities and submissions to be completed).

Attendance

Attendance at the course's in-person classes is mandatory at an 80% rate in order to be eligible for continuous assessment. The supporting notes/excuses sometimes presented in the event of an absence serve only to explain the absence and do not under any circumstances exempt students from attendance requirements. If someone cannot meet the established attendance percentage, they cannot opt for continuous assessment and must take the makeup exam.

Continuous Assessment

In this course, 3 assessment activities must be completed. They will be explained and justified on the first day of class. The recoverable activity is the "design of a learning situation". The maximum grade that can be obtained (in the makeup) is a 5 out of 10.

The deadlines for faculty members to return, provide feedback on, or grade assessment activities will be those established by regulations.

Assessment activities: submission, type, percentage, and date

Design of a Learning Situation (group), January 8 [recoverable]
Written case analysis test (individual), January 29 [non-recoverable]
Oral defense and theoretical justification of the case analysis carried out in the written test (individual), February 25 [non-recoverable]

Single Assessment

Single assessment must be requested within the deadlines and according to the mechanisms established by the Faculty of Education Sciences (consult the faculty website).

The criteria for single assessment are the same as those for continuous assessment, except that the submission deadline for all activities will be: May 21.

Makeup (Recovery)

The date for the makeup process (for both continuous and single assessment) is: June 18.

To participate in the makeup process for activities, students must have obtained a minimum grade of 3.5 out of 10.

This course does not include a "synthesis exam". Students may choose either continuous assessment or single assessment.

Gender Perspective

A gender perspective will be introduced into teaching, which involves reviewing the androcentric biases of the disciplines, questioning gender stereotypes, including knowledge produced by women and other invisible groups, and critical perspectives that uncover androcentric conceptualizations and highlight the social and cultural causes and mechanisms underlying gender inequalities. It involves identifying teaching methodologies and the distribution of educational spaces that reproduce inequalities, as well as the use of non-sexist language.

Ethical Commitment and Attitude

To pass this course, it is essential to show an attitude compatible with the educational profession (active listening, respect, participation, cooperation, empathy, kindness, punctuality, non-judgment, argumentation, appropriate use of electronic devices...). It is also necessary to demonstrate responsibility and rigor in autonomous work, active participation in classes, critical thinking, and behaviors that foster a friendly, positive, democratic environment where diversities are respected.

Communicative Competencies

To pass this course, students must demonstrate good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages specified in the course guide. In all activities (individual and group), linguistic correctness, writing quality, and formal presentation aspects will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity may be returned (not evaluated) or failed if the professor considers that it does not meet these requirements.

Given that the vehicular language of the master's degree is Catalan, all assessment tests must be carried out in this language.

Copying and Plagiarism

Copying and plagiarism constitute intellectual theft and are therefore an offense punishable by a grade of "zero". In cases of copying between two students where it is impossible to determine who copied from whom, the penalty will apply to both students. The fraudulent use of artificial intelligence will result in the assessment activity being graded as a fail with a 0.

Use of Artificial Intelligence

In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the work development, provided that the final result reflects a significant contribution by the student in personal analysis and reflection. The student must clearly identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how these influenced the process and the final outcome of the activity. A lack of transparency regarding AI use will be considered a breach of academic honesty and may lead to a penalty on the activity's grade or harsher sanctions in severe cases.

Teaching Digital Competence

This course includes activities designed to develop students' teaching digital competence (TDC).

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Bibliography

At the beginning of the course, a required and an optional bibliography will be provided. The readings will be contextualized, discussed, and analyzed in class.

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Software