Teaching plan for the course unit (Short version)
Català Castellano English Close

 

General information

 

Course unit name: Analysis of School Educational Practices: Learning, Activity and Discourse

Course unit code: 569246

Academic year: 2023-2024

Coordinator: Rosa Maria Colomina Alvarez

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60

-  Lecture with practical component

Face-to-face

60

Supervised project

40

Independent learning

50

Learning objectives

Referring to knowledge Acquire an overview of the main theoretical and methodological approaches underpinning research on educational interaction and discourse in order to establish a systematic classification of educational practices to facilitate their empirical study. Explore relations between joint activity, discursive activity and learning, within the framework of sociocultural and constructivist approaches to human activity and school education. Analyse specific mechanisms of educational influence used by agents of education in schools, especially those that operate through the participants’ interaction, communication and joint activity. Know and understand the methodological requirements involved in the analysis of interactivity from a socioculturally oriented constructivist perspective.   Referring to abilities, skills Use conceptually based criteria to analyse and evaluate the methodologies used in analytical psychological research of educational practices to meet a range of aims and objectives. Learn to consider pertinent dimensions and sub-dimensions of sociocultural and constructivist perspectives to plan, analyse and evaluate observations of educational practices and teacher training in specific scenarios. Express concepts precisely in writing and demonstrate intellectual rigour in communicating and disseminating scientific knowledge. Build knowledge by peer-mediated writing, both face-to-face and online, in undertaking analyses of educational practices in schools.   Referring to attitudes, values and norms Objectives related to learning attitudes, values and norms: Value the importance of developing a well-founded theoretical, methodological and epistemological approach to decision making when observing and analysing educational practices. Value the conceptual precision and intellectual rigour associated with analytical methodologies employed in educational practices. Defend the importance of effective collaboration for constructing knowledge. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Modelling educational practices from a sociocultural perspective

*  1.1. Educational practices in different contexts. Theories and models, paradigms and research programmes in the study and analysis of educational practices. A socio-constructivist model of learning for the study of educational practices.

2. Analysis of educational practices from a sociocultural perspective: the study of teacher–student and student–student interactions in formal education

*  2.1. Joint activity, learning and teaching: a sociocultural approach. A sociocultural approach to interactivity in educational practice in schools: mechanisms of educational support in teacher–student interaction. Educational support and personalising learning.

2.2. Discursive activity in the context of interactivity. Discursive strategies, semiotic mechanisms and the construction of knowledge in the classroom. Triadic dialogue and mediation activity.

2.3. Joint activity and peer learning. Inter-psychological mechanisms in student–student interactivity. Discursive activity in peer learning. Cooperative learning and methods for organising cooperative learning in the classroom.

3. Methodology for the empirical analysis of the structure of joint activity

4. Analysis of teacher education practices from a sociocultural perspective: the study of interactivity in teacher education

*  4.1. Joint activity in teacher education practices. Structural and discursive elements.

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). Student evaluation is based on a continuous mode of assessment, faculty being provided with the necessary resources to gather information on student progress throughout the course.   Prerequisite Regular attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Assessment consists of the following activities: 1. Group work A presentation based on one of the course’s set texts and a report analysing an educational situation centred on the theoretical and methodological content taught on the course. The two tasks are to be completed in sessions conducted both inside and outside the classroom. Assessment of the first task is based on the preparation of a first draft (PPT, Prezi, etc.), tutorial feedback, and the actual presentation itself. Students are assessed on the quality of their explanations and the debate generated in the classroom. The following assessment criteria are applied: use of content, the relationship/s forged with this content and the appropriate exemplification of teaching practices. Assessment of the second task is based on the suitability of the teaching practice selected for analysis, the quality of the different drafts of the report (progress on which is presented in the classroom and subject to teacher feedback), and the final report itself. The following assessment criteria are applied: quality of both the analysis and the discursive strategies employed, and the quality of the argumentation related to the practices adopted in the chosen situation. The final report is to be uploaded to the virtual classroom by a given date. Weighting: Task 1: 20% of the final grade. Task 2: 30% of the final grade. 2. Individual work During the course, time will be set aside to resolve individual and group queries related to the content presented. At the end of the course, students sit a written exam testing their understanding of the course content and its use in the analysis of practical situations. The following assessment criteria are applied: the appropriate selection and use of the content taught in responding to the questions set, the ability to justify relationships between the content and the practices described; the appropriate exemplification of teaching practices, and the overall quality of the analyses undertaken.  Weighting: 50% of the final grade   Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Single assessment is conducted in line with current UB norms. Students opting for this mode fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course. Single assessment is based on a written examination covering all course content. The exam comprises two distinct sections: 1) conceptual content and interrelationships; 2) cases, problem solving and research analyses and assessment. Part 1 is worth 60% and part 2 is worth 40% of the final mark. To pass the course, students must pass both parts.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Edwards, D. (Eds.) (1998). Enseñanza, aprendizaje y discurso en el aula. Aproximaciones al estudio del discurso educacional. Fundación Infancia y Aprendizaje.

Leontiev, A.N. (1978). Activity, consciousness and personality. Prentice–Hall.

Mercer, N. (2001). Palabras y mentes. Cómo usamos el lenguaje para pensar juntos. Barcelona: Paidós. (páginas 180- 209).

Vigostky, L.S. (1987). Thinking and speech. Plenumm.

Chapter

Coll, C. (1999). La concepción constructivista como instrumento para el análisis de las prácticas educativas escolares. En C. Coll (Coord.), Psicología de la instrucción: la enseñanza y el aprendizaje en la educación secundaria (pp. 15- 24). ICE-HORSORI.

Coll, C. (2001). Lenguaje, actividad y discurso en el aula. En C. Coll, J. Palacios y A. Marchesi (Comps.), Desarrollo Psicológico y Educación. 2. Psicología de la Educación Escolar (pp.  387-413).  Alianza.

Colomina, R. y Onrubia, J. (2001). Interacción educativa y aprendizaje escolar: la interacción entre alumnos. En En C. Coll, J. Palacios & A. Marchesi (Comps.), Desarrollo Psicológico y Educación. 2. Psicología de la Educación Escolar (pp. 415-435). Alianza.

Colomina, R., Onrubia, J. y Rochera, Mª J. (2001). Interactividad, mecanismos de influencia educativa y construcción del conocimiento en el aula. En C. Coll, J. Palacios y A. Marchesi (Comps.), Desarrollo Psicológico y Educación. 2. Psicología de la Educación Escolar (pp. 437-458). Alianza.

Article

Coll, C. (2018). La personalización del aprendizaje escolar, una exigencia de la nueva ecología del aprendizaje, Dossier Graó, 3, 5-11.

Coll, C. (2018). Procesos de aprendizaje generadores de sentido y estrategias de personalización, Dossier Graó, 3, 14-18.

Coll, C., Colomina, R., Onrubia, J. & Rochera, M. J. (1992). Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa. Infancia y Aprendizaje, 59-60, 189-232.

Coll, C., Onrubia, J. y Mauri, T. (2008). Ayudar a aprender en contextos educativos: el ejercicio de la influencia educativa y el análisis de la enseñanza. Revista de Educación, 346, 33-70 (páginas de lectura obligatoria pp.33- 48).

Engel, A. y Membrive, A. (2018). Contextos de actividad, experiencias de aprendizaje y trayectorias personales. Dossier Graó, 3, 19-22.

Mauri, T., Clarà, M., Colomina, R., y Onrubia, J. (2017). Patterns of interaction in the processes of joint reflection by student teachers. Journal of Education for Teaching, 43(5), 2-17. doi.org/10.1080/02607476.2017.1296542

Wells, G. (2002). The Role of Dialogue in Activity Theory. Mind, Culture and Activity, 9(1), 43-66.

Electronic text

Pujolàs, P. (2002). El aprendizaje cooperativo. Algunas propuestas para organizar de forma cooperativa el aprendizaje en el aula. Laboratorio de psicopedagogía. Universidad de Vic. Documento de trabajo. Zaragoza, noviembre de 2002.