Guía Docente 2019-20


Id.: 32480
Subject type: OBLIGATORIA
Year: 1 Teaching period: Segundo Cuatrimestre
Credits: 3 Total hours: 75
Classroom activities: 30 Individual study: 45
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


In this subject we trace the origin of education and schooling as concepts and practices. To this end, the evolution of educational theories and teaching practices are analyzed in relation to one another. We will do this by reflecting on the founding fathers of educational philosophies and theories, both past and present. The socio-political and economic contexts of learning theories will be discussed, whenever relevant, with special focus on the Spanish educational context.


General programme competences G01 Capacity to analyse and synthesise information from different sources.
G03 Capacity to organise, plan and self-assess the work undertaken.
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.
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 E01 Understand the educational and learning processes for the 0-6 age group in family, social and school contexts.
E02 Know the advances in childhood psychological development for the 0-3 and 3-6 age range.
E03 Know the basics of early care.
E04 Recognise the identity of this stage and its cognitive, psychomotor, communicative, social and affective characteristics.
E05 Know how to engender habits with regard to independence, liberty, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.
E06 Know the pedagogical side of interaction with equals and adults and know how to encourage participation in group activities, group work and individual effort.
Regulated profession competences P01 Know the objectives, curricular content and assessment criteria for Preschool Education.
P14 Know the organisation of preschools and the variety of activities that comprise how they work.
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.
P18 Understand the function, possibilities and limits of education in modern society and the fundamental competences that affect preschools and their employees.
P19 Find quality improvement models that can be applied to educational establishments.
Learning outcomes R01 Analyse the main modern educational schools of thought and their influence on the present conception of educational processes and curricular development.
R02 Formulate and defend positions with regard to educational problems.
R03 Design education as a holistic process that affects everyone and continues throughout their lives.
R04 Reflect on educational concerns, coming up with well-rounded judgements.
R05 Experience the ethical commitment that comes with educational intervention.


There are no content-related pre-requisites; however, English is integrated in the entire content of this course; therefore, it is highly recommended that you begin this course with a B1 level of English. If your level of English is less than a B1 (lower intermediate), you should strongly consider improving your level by signing up for an English language course.



NOTE: Subject planning can be modified due to unforeseen circumstances, such as group performance, availability of resources, changes to the academic calendar, etc.). Accordingly, this plan should not be considered to be definitive.

Subject contents:

1 - Getting Oriented
    1.1 - Personal beliefs about education and learning
    1.2 - Philosophy of education: initial considerations
2 - Historical Perspectives on Learning and Schooling
    2.1 - Education in ancient Athens
       2.1.1 - Socrates and the Socratic method
       2.1.2 - Plato and Aristotle
    2.2 - Other key thinkers over the ages
       2.2.1 - Quintilian
       2.2.2 - John Comenius
       2.2.3 - John Locke
       2.2.4 - Friedrich Froebel
       2.2.5 - Jean Jacques Rousseau
       2.2.6 - John Dewey
       2.2.7 - Maria Montesorri
       2.2.8 - Henry Giroux
3 - Learning Educational Theories
    3.1 - Synopsis on child natural development
    3.2 - Behaviourism - Skinner
    3.3 - Constructivism
       3.3.1 - Cognitive - Piaget
       3.3.2 - Social - Vygotsky
    3.4 - Connectivism
4 - History of Education in Spain
    4.1 - Education under the Second Republic and the Dictatorship
    4.2 - Educational reform since 1970
    4.3 - Contemporary issues in the Spanish educational system
5 - Final Reflection
    5.1 - Changes in personal beliefs about education and learning theories

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 applied:

Teaching and learning methodologies and activities applied: This subject is based on active participation with a socio-constructivist approach in mind. For this reason, there are required readings listed in the Guía Docente that must be completed before coming to class. This system is meant to foster discussion about the content subject through English. Remember that History and Theory of Education is a CLIL subject in this degree program (i.e. it integrates content and language learning). Peer teaching (instructed and supported by the instructor) is another learning feature of this course. When acting as peer teachers, you will also be responsible for presenting information to others, leading discussions and checking learning. Preparing for peer teaching, group work and individual tasks will help promote your autonomy as a learner and lead to more meaningful learning.


Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 11
Other theory activities 4
Practical work, exercises, problem-solving etc. 7
Coursework presentations 4
Assessment activities 4
Individual study
Tutorials 3
Individual study 16
Individual coursework preparation 8
Group cousework preparation 7
Research work 4
Compulsory reading 7
Total hours: 75


Calculation of final mark:

Written tests: 25 %
Individual coursework: 20 %
Group coursework: 20 %
Final exam: 35 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.


Basic bibliography:

BATES, B. (2016). Learning Theories Simplified:... and how to apply them to teaching. SAGE.
FLECHA GARCIA, C. (2011). Education in Spain: Close-up of Its History in the 20th Century. Analytical Reports in International Education 4 (1), pp. 17-42.
GRAY, C. and MACBLAIN, S. (2015). Learning Theories in Childhood. Sage.
MOORE, T. W. (2010). Philosophy of Education. An Introduction. Routledge
SCHUNK, D. (2012). Learning theories. An educational perspective. Pearson
SWIM, T. (2007). Building blocks for developmentally appropriate practices. Retrieved from http:/ / earlychildhood/ article_view.aspx?ArticleID=411
THOMAS, G. (2013). Education. A Very Short Introduction. London: Oxford University Press.
VIÑAO, A. (2014). From dictatorship to democracy: history of education in Spain, Paedagogica Historica, 50:6, 830-843, DOI: 10.1080/ 00309230.2014.948006
YOUNG, M. (2015). What is learning and why does it matter?. European Journal of Education, 50(1), 17-20.

Recommended bibliography:

ADAIR, J.K., TOBIN, J. (2011). The dilemma of cultural responsiveness and professionalization: listening closer to immigrant teachers who teach children of recent immigrants. Teachers College Record.
BELOGLOVSKY, M and DALY, L. (2015). Early Learning Theories Made Visible. Readleaf Press.
DANIELS, H., LAUDER, H and PORTER, J (Eds.) (2011). Educational Theories, Cultures and Learning: A Critical Perspective. London: Routledge.
KROGH, S. and SLENTZ, L.(Eds.) (2011). Early Childhood Education: Yesterday, Today, and Tomorrow. New York: Taylor
WALSH, D. (2005). Developmental theory and early childhood education: necessary but not sufficient. In N.J. Yelland (ED.) Critical Issues in Early Childhood. Buckingham: Open University Press.

Recommended websites:

The Learning Classroom. Theory into Practice
The History of Early Childhood Education
A research-based, comprehensive bullying prevention education webpage
Articles about Education and Theories (EarlyChildhoodNEWS). Can be used for Group Interview
How people learn. Vanderbilt University Centre for Teaching

* Guía Docente sujeta a modificaciones