Guía Docente 2023-24 INNOVATION AND RESEARCH IN INFANT EDUCATION (INNOVACIÓN E INVESTIGACIÓN EN EDUCACIÓN INFANTIL) |
BASIC DETAILS:
Subject: | INNOVATION AND RESEARCH IN INFANT EDUCATION (INNOVACIÓN E INVESTIGACIÓN EN EDUCACIÓN INFANTIL) | ||
Id.: | 32490 | ||
Programme: | GRADUADO EN EDUCACIÓN INFANTIL. PLAN 2015 (BOE 17/08/2015) | ||
Module: | OBSERVACIÓN SISTEMÁTICA Y ANÁLISIS DE CONTEXTOS | ||
Subject type: | OBLIGATORIA | ||
Year: | 2 | Teaching period: | Segundo Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 72 | Individual study: | 78 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G02 | Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired. | |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G04 | Capacity to apply information technologies critically and constructively as tools to promote learning. | |
G05 | Capacity to work in a team and cooperate with other professionals from the same or a different sector. | |
G07 | Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree. | |
G08 | Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc. | |
G09 | Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights. | |
G10 | Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market. | |
G11 | Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement. | |
G12 | Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress. | |
Specific programme competences | E23 | Understand that systematic observation is a basic tool to reflect on work and situations, as well as to contribute to innovation and improvement in preschool education. |
E24 | Master the techniques of observation and registration. | |
E25 | Tackle field analysis through observational methods using information, documentation and audiovisual technologies. | |
E26 | Know how to analyse the data obtained, critically understand the situation and draft a report with conclusions. | |
E28 | Know of international experiences and examples of innovative practices in preschool education. | |
E33 | Know the scientific, mathematical and technological foundations of the curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned. | |
E39 | Create didactic proposals connected to scientific, technical, societal and sustainable development interaction. | |
Regulated profession competences | P01 | Know the objectives, curricular content and assessment criteria for Preschool Education. |
P02 | Promote and enable learning in early childhood - from an overall inclusive perspective - of the various cognitive, emotional, psychomotor and volitional aspects. | |
P03 | Design and regulate learning areas, in the context of diversity, which cleave to the individual educational needs of the pupils, gender equality and respect for human rights. | |
P04 | Foster harmony in the classroom and outside, and tackle the peaceful solution of conflicts. | |
P05 | Know how to systematically observe learning and coexistence in action and reflect on both. | |
P07 | Promote the independence and individuality of each pupil as educational factors in early childhood emotions, feelings and values. | |
P10 | Express oneself orally and in writing and master the use of different expressive techniques. | |
P11 | Know the educational implications of information and communication technologies and, particularly, television in early childhood. | |
P15 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P17 | Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
Learning outcomes | R01 | Use simple research tools and techniques for Preschool Education. |
R02 | Understand that systematic observation is a basic tool to reflect on work and the situations, as well as to contribute to innovation and improvement in preschool education. | |
R03 | Know the theoretical features that characterise classroom interaction. | |
R04 | Critically and reflectively analyse the activities undertaken during teaching practice, linking them to material learnt in this subject. | |
R05 | Tackle field analysis through observational methods using information, documentation and audiovisual technologies. |
PRE-REQUISITES:
All students attending this course should be registered in the degree program. Some documents might be in Spanish, thus international students should have some command of the Spanish language.
SUBJECT PROGRAMME:
Subject contents:
1 - What is research & innovation? |
1.1 - Types of Research |
1.2 - Critical Thinking and the importance of research in Social Sciences and Education |
1.2.2 - What is innovation? |
2 - Research Design |
2.1 - The purpose of statement |
2.2 - Research Questions |
3 - Types of Methodologies |
3.1 - Quantitative Methods |
3.1.1 - Main characteristics and attributes of quantitative methodology |
3.2 - Qualitative Methods |
3.2.1 - Ethnography in Education and Social Sciences |
3.2.2 - Ethnographic tools: Fieldwork diary; Personal Interview |
3.3 - Mixed Methods |
4 - Methodological Tools |
4.1 - Survey |
4.2 - Semi-structured personal interview |
4.3 - Focus group |
5 - Ethics in Social Sciences Research |
5.1 - Purpose & objective of Informed Consent Forms in Social Sciences Research |
5.2 - Developing Informed consent Forms |
6 - Analysis of Data and Conclusions of Research in Social Sciences |
6.1 - Transcribing |
6.2 - Analyzing common themes |
6.3 - Triangulation |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 20 | |
Other theory activities | 3 | |
Practical exercises | 17 | |
Practical work, exercises, problem-solving etc. | 10 | |
Debates | 4 | |
Coursework presentations | 5 | |
Films, videos, documentaries etc. | 4 | |
Workshops | 3 | |
Assessment activities | 5 | |
Extra-curricular activities (visits, conferences, etc.) | 1 | |
Individual study | ||
Tutorials | 2 | |
Individual study | 12 | |
Individual coursework preparation | 10 | |
Group cousework preparation | 12 | |
Project work | 14 | |
Research work | 12 | |
Compulsory reading | 10 | |
Recommended reading | 3 | |
Portfolio | 3 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Final exam: | 20 | % |
Oral Defense: | 10 | % |
Research Project: | 40 | % |
Portfolio: | 30 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
STAKE, Robert. The art of case study research. Thousand Oaks, CA: SAGE, 1995 |
YIN, R.K Case study research. Design and Methods. London: SAGE, 2009. |
CRESWELL, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE, 2009. (Third Edition) |
CRESWELL, John W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. 3rd ed. New Jersey: Pearson Prentice Hall. |
Recommended bibliography:
MERRIAM, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey Bass. |
MERTON, R. K., FISKE, M. & KENDALL, P. L. (1990). The focused interview: A manual of problems and procedures. New York: The Free Press. |
Recommended websites:
Consejo Económico y Social de Aragón CESA | http://www.aragon.es/OrganosConsultivosGobiernoAragon/OrganosConsultivos/ConsejoEconomicoSocialAragon/AreasTematicas/Actividades/ci.01_Informe_socieconomico_aragon.detalleConsejo |
Instituto Nacional de Estadística INE | http://www.ine.es |
EUROSTAT | http://ec.europa.eu/eurostat |
GLOBE Project | http://globeproject.com |
The SAGE Project | https://umabroad.umn.edu/professionals/intleducators/cehd |
EDULEARN International Conference about education | https://iated.org/edulearn/ |
LIFE TWO Project Learning Interculturality from Religions | ttps://www.facebook.com/lifetwoproject/ |
CATCH 21st Century Skills for changing the approach to university teaching | https://www.catch21st.org |
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