Subject Name |
Teacher's Professional Profile |
Study |
Grado en Maestro de Educación Primaria (Grupo bilingüe) |
ECTS Credits |
4 |
Year and four month period |
Second year, first four month period |
Type of subject | Basic |
In this subject we will face the personal challenge of discovering the relevance that lifelong learning will have in your profession, as well as the responsibility that comes with teaching. For this purpose, the subject will explore real research and practical experiences, as well as significant tips for succeeding.
We will study how social change affects teaching and all aspects of education in general. The subject will also focus on the importance of what is come to being called ‘lifelong learning’, as well as the relationships between the identity that every individual forms as a person and as well as its relationship with the identity as a teacher. The characteristics of effective teachers and what kind of evaluations are currently carried out to try to guarantee educational effectiveness are other topics that we will study in depth.
Comprehending and understanding ourselves as individuals with a specific identity, in a changing and digital society, within the specific field of teaching that we have chosen as a profession, will be our objective in this subject.
Basic competences
General competences
Specific competences
Unit 1. Social change, school and teachers
Introduction
An economy that evolves
Network-organized institutions
New family configurations
Cultural and ethnic diversity
'Expiration date' knowledge
School institutions in crisis
The profession of knowledge
Unit 2. Some constants in teaching
Introduction
The content taught generates identity
Some areas of knowledge are more valuable than others
Learning how to teach by teaching
One manual for each teacher
Students as the centre of motivation
Leaving the classroom means not coming back
Unit 3. Identity and profession
Introduction
A personal and collective construction
Lack of social valuation: appearance or reality?
Cracking and identity crisis
Professionalization in debate
Between the vocation and the mastering
Teachers as artisans
The 'fast food' behaviour
Good unrecognized and bad unknown
Teachers have competitors
Unit 4. The process of becoming a teacher
Introduction
Initial training matters
At the beginning, the harder, the better
Between routine and adaptation
Different stages, different needs
Unit 5. The characteristics of effective teachers
Introduction
What literature tells us
Added value methods
Classroom observation and ethnographic approaches
Dreaming of countries with good teachers
Unit 6. Beliefs and change
Introduction
The analysis of beliefs
Many actions and little impact
Searching for models
Unit 7. Notions and scope
Introduction
Deepening into the definitions
A complex and multidimensional phenomenon
Other times, other points of view
Unit 8. Areas and contents
Introduction
What teachers should know
What are the most recent findings?
Quality of both teachers and contents
Teaching training and learning communities
Distribution of knowledge and connectivism
Unit 9. Teacher evaluation
Introduction
Evolution through the last decades
International references
Evaluation models in the United States
Innovations in Australia
The situation in South America
Learning from the process
Unit 10. Teacher professional development programmes
Introduction
How to learn from practice
Nine principles that guide effectiveness
Utilitas, finitas and venustas
When proposals work
But what if the student was the indicator?
Evaluation of the programmes and the improvement
Feedback from the technologies
Unit 11. Successful cases and initiatives I
Education initiatives in other countries
OECD countries
Unit 12. Successful cases and initiatives II
Introduction
Teaching practice in Norway
Teachers' professional development in Spain
South America's teacher professional development
Unit 13. Towards excellence in teacher professional development
Introduction
Premises and basic principles
A good recipe for education
Some suggestions for policies
As a way of conclusion
Unit 14. The lifelong training of teachers: motivations, achievements and needs I
Introduction
What does lifelong trainig mean?
The teacher as an object of research
Methodological approach
Motivations to carry out activities of lifelong training
Unit 15. The lifelong training of teachers: motivations, achievements and needs II
Introduction
Level of involvement in teacher training
Fields in which training is most requested
Recommendations and implications
The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.
The activities included in the subject are:
In the weekly program you can find the specific tasks you need to complete in this subject.
These activities are combined with the following aspects:
Basic bibliography
The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.
The evaluation system is based on the following numerical chart:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
The grade is made up of two components:
On-site final exam (60 %). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.
Continuous assessment (40 %): this type of assessment will be measured through the different assignments you need to complete during the course:
Remember that you can check the points (value) of each assignment in the weekly program.
Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .
Assessment method |
Min. Score |
Max. Score |
Participation in forums, classes, etc. | 0 % |
10 % |
Task, practice cases and activities | 10 % |
40 % |
Self-evaluation test | 0 % |
10 % |
On-site final exam | 60 % |
60 % |
Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:
Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.
Please, take into account the following tips…
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