COURSE INFORMATION NAME OF THE SUBJECT: PEDAGOGICAL FOUNDATIONS OF EDUCATION

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Campus El Carmen

Avda. 3 de marzo, s/n Tel.: (+34) 959 21 94 94 [email protected] 21007 Huelva Fax: (+34) 959 21 93 59 www.uhu.es/sric

COURSE INFORMATION

NAME OF THE SUBJECT: PEDAGOGICAL FOUNDATIONS OF EDUCATION Code number: 202110102

Degree in Primary Education Academic Year: 2016-2017 Foundational – course: 1^st year

First semester: 3 hours a week, 2 days a week 6 credits

TEACHINGSTAFF

Lect.: Juan Ramón Jiménez Vicioso, PhD.

Department: Education (Theory and History of Education Section) Office: P1-P1-28

Phone: +34 959 219288 E-mail: [email protected] Office hours:

First Semester: Tuesdays from 11:00 to 12:30 and from 16:00 to 19:30 Second Semester: Tuesdays from 11:00 to 12:30 and from 16:00 to 19:30 PROGRAMME

1.DESCRIPTION

- This module covers the basic concepts of Theory of Education and a short overview about Contemporary movements and theories of education through pedagogical authors and institutions.

- The subject is divided into two interconnected sections: Theory of education (and new challenges in education) and historic development of educational knowledge in the Contemporary Age.

2.PREREQUISITES

- None.

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3.OBJECTIVES/LEARNING OUTCOMES

The aim of this subject is to provide the student with:

· ... a critical understanding of the theoretical and conceptual options available for Theory of Education, researching paradigms in education and historic development of educational awareness.

· ... some skills to design, analyse, carry out, and produce a report for a research project in Contemporary History of Education.

· ... a capacity to obtain, analyse and synthesize information by using diverse sources.

· ... a capacity to research and learn in an autonomous way.

By the end of the module students should be able to:

 … appreciate the importance of education in the contemporary History, focusing especially in Theory of Education and its paradigms.

 … analyse the new challenges in education: multiculturalism, attention to diversity, teaching and learning in the knowledge society,… and adopt a point of view about these topics.

 … use different sources to achieve basic knowledge in Theory of Education and Contemporary History of Pedagogy.

 … develop strategies to use a virtual platform (Moodle) to follow the subject contents and interact with it.

 … demonstrate an open-minded position about new challenges in education.

 … articulate knowledge about the different topics dealt with the subject programme.

 ... critically engage with new paradigms in education research (action-research).

4.TEACHING METHODOLOGY

FOR REGULAR CLASS ATTENDANCE STUDENTS:

The lecturer is going to teach in the sessions the most relevant aspects from all the topics.

Some presentations are going to be used (using MS-Power Point or similar) to support the explanations. These presentations are summaries that contain the main concepts from the

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topics, and could be a help for the students in order to organize the contents. Some documents and activities are located in the virtual environment (Moodle).

The methodology includes individual work, pair work and group work and sometimes the students must show their assignments to the rest of the students making presentations. So in this blended learning methodology we are going to use face to face activities and some e- learning activities.

The students must participate while in class, so the lecturer is going to promote dialogue and debate of the contents among the classmates. The students have to read some documents and compulsory readings.

FOR STUDENTS WHO ARE GOING TO FOLLOW AN ALTERNATIVE ASSESSMENT SYSTEM (9^th article, from the Rules for the Assessment of the University of Huelva):

The students under these special circumstances must communicate the lecturer this situation during the first fifteen days of the course. The lecturer will provide an alternative system of assessment and a special way to control the contents development.

Teaching techniques:

Lectures X Practical sessions X

Expositions and debates X Group work X

Compulsory readings X Case study

Role-playing Visits and excursions

Mentoring X Research projects X

5.CONTENTS

1. Education: general concepts.

2. Pedagogical awareness in education.

3. Theory of education.

4. Teachers in Primary Education: training, deontology and profesional development.

5. Childhood and education.

6. Educational institutions and spheres of activities.

7. School and school culture.

8. Origins and development of the educational systems (Spain and Europe): historical analysis.

9. Historic evolution of Pedagogy.

10. Pedagogical models and principles of contemporary education.

11. Education and postmodernism: problems and trends in education 6.BIBLIOGRAPHY

Basic:

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- GONZÁLEZ, J. C.; JIMÉNEZ, J. R, y PÉREZ, H. M. (2008): La educación en la cultura contemporánea. Teorías, ámbitos y tendencias. Huelva: Universidad de Huelva (Colección de Materiales para la Docencia nº 72).

- HARGREAVES, A. (2003): Teaching in the knowledge society: education in the age of insecurity. Maidenhead: Open University Press.

- HARGREAVES, A.; LIEBERMAN, A.; FULLAN, M. And HOPKINS, D. (Eds) (1998):

International handbook of educational change. Dordrecht: Kluwer Academic Publishers - TRILLA, J. (Coord.) (2007): El legado pedagógico del siglo XX para la escuela del siglo XXI.

Barcelona: Graó.

- TURNER, D. (2004): Theory of education. London/New York: Continuum.

Specific:

- ALDECOA, J. (2007): Historia de una maestra. Madrid: Alfaguara.

- CAPITÁN, A. (2000): Educación en la España Contemporánea. Barcelona: Ariel.

- COLOM, A. J., DOMÍNGUEZ, E. y SARRAMONA, J. (2011): Formación básica para profesionales de la educación. Editorial Ariel, Barcelona

- ESCOLANO, A. (2002): La educación en la España contemporánea. Políticas educativas, escolarización y culturas pedagógicas. Madrid: Biblioteca Nueva.

- GONZÁLEZ FARACO, J.C. (2000): Cómo se fabrican los maestros. El conocimiento pedagógico en la formación de los futuros docentes. Huelva: Hergué.

- HALLINAN, M. (ed.) (2000): Handbook of The Sociology of Education. New York: Kluwer Academic/ Plenum Publishers.

- ILLICH, I. (1976): La sociedad desescolarizada. Barral, Barcelona.

- MONTESSORI, M. (2003): El método de la Pedagogía Científica: aplicado a la educación de la infancia. Biblioteca Nueva.

- NEILL, A.S. (1978): A Radical Approach to Child Rearing. United Kingdom (Compulsory) - PEREYRA, M., GONZÁLEZ FARACO, J.C. Y CORONEL, J.M. (eds.) (2002): Infancia y

escolarización en la modernidad tardía, Madrid, Akal.

- POPKEWITZ, T. S.; FRANKLIN, B. M. And PEREYRA, M. A. (Eds) (2001): Cultural history and education: critical essays on knowledge and schooling. New York: Routledge Falmer.

- USHER, R. And EDWARDS, R. (1994): Postmodernism and education. New York:

Routledge.

- VAUGHAN, M. (ed.) (2006) Summerhill and A. S. Neill. Maidenhead: Open University Press.

- Incluir algunos de los documentos de moodle (inglés): Sistema Educativo Español, etc.

- VIÑAO, A. (2002): Sistemas educativos, culturas escolares y reformas: continuidades y cambios. Madrid: Morata.

7.ASSESSMENT

Cooperative Portfolio: It will be made in small groups (3 to 6 members), and it will collect all the practical assignments that are done in the classroom. WEIGHT: 40% of the final mark.

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Final exam –multiple choice test- (approximately 40 questions with 4 choices each one). The exam will be about the basic contents of the subject and the compulsory reading.

The right answers are going to be qualified with 1 point; the wrong ones (or questions with double marks) are going to be qualified with -0.25. WEIGHT: 40% of the final mark.

Daily attendance: The students must participate in the lessons every day. WEIGHT: 10% of the final mark.

Voluntary activity: Book reading from a selection of titles that are going to be provided by the lecturer. The students must write a critical remark about the book. WEIGHT: 10%

of the final m^ark.