Teaching plan for the course unit

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General information

 

Course unit name: Professional Identity and Teaching Strategies

Course unit code: 569249

Academic year: 2023-2024

Coordinator: CARLOS MONERERO FONT

Department: Faculty of 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

  • Establish an epistemological framework for the study of the professional identity of teachers, from the perspective of the theory of dialogical self.
  • Analyse and appraise different instructional approaches to teacher training, based on the change of professional identity, especially through the use of critical incidents
  • Analyse and appraise different research methodologies for understanding the professional identity of teachers.

 

 

Teaching blocks

 

Block A. Teacher professional identity: concepts, roles and positions

*  

  • Epistemological principles and basic concepts
  • Instructional approaches to the teaching of strategies
  • Instructional approaches from a constructivist perspective
  • A new professional profile for the 21st century: UNESCO and curricular transformations

Block B. Teacher professional identity and teacher training

*  

  • Theories on identity. Teacher professional identity: the theory of dialogical self
  • Types of teacher training designed to change teacher professional identity
  • Intervention using critical incident analysis

Block C. Research on teacher professional identity

*  

  • Main lines of research in relation to teacher professional identity
  • Tools for evaluation and analysis of teacher professional identity
  • Literature review on the changes in teacher professional identity

 

 

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.pdf).

Attendance and active participation in class sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.

  • Presentation of an individual report after each session, with a brief reflection on what has been learned (30% of the grade).
  • Videographic material (small groups) depicting a critical incident related to a counselling or research situation (30% of the final grade).
  • Presentation of a poster (individual or in pairs) based on an intervention or research project (40% of the grade).


Assessment criteria:
  • Degree of elaboration of concepts and ideas.
  • Degree of articulation and relationship established between these concepts and ideas.
  • Expository clarity of textual and audiovisual materials.
  • Formal aspects of academic writing.


 

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 for the repeat assessment of the subject. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

 

Examination-based assessment

 

Prerequisite

In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must 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.

 

Activities and criteria

Single assessment comprises a written exam in which students have to complete three exercises, two on the content of each theme taught, and present a research or intervention project related to cultural inclusion in education. The first two exercises are worth 2.5 points each and the third is worth 5. To pass the course, students must obtain a minimum score of 5 points.

 

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.

 

 

Reading and study resources

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Book

Monereo, C. (coord.) (2014) Enseñando a enseñar en la universidad. La formación del profesorado basada en incidentes críticos. Octaedro; ICE-UB, IDES-UAB.

Monereo, M., y Monte, M. (2011). Docentes en tránsito. Incidentes críticos en secundaria Graó.

Monereo, C., Monte, M., y Andreucci, P. (2015). La gestión de incidentes críticos en la universidad. Narcea.

Monereo, C. (Ed. (2022).) The Identity of Education Professionals. Positioning, training & innovation”. Charlotte, USA: Information Age Publishing (IAP).

Article

Badia, A., & Becerril, L. (2016). Renaming teaching practice through teacher reflection using critical incidents on a virtual training course. Journal of Education for Teaching, 42(2), 224-238.

Leijen, Ä., & Kullasepp, K. (2013) All roads lead to Rome: Developmental trajectories of student teachers’ professional and personal identity development. Journal of Constructivist Psychology, 26(2), 104-114.

Monereo, C. (2017). The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction  20, 4-13 https://doi.org/10.1016/j.lcsi.2017.10.002

Monereo, C. The Identity of Education professionals. Positioning, Training & Innovation.  Information Age Publishing (IAP) (en prensa)

Monereo, C., & Badia, A. A dialogical self-approach to understand teacher identity in times of educational innovations. In Quaderns de Psicologia. 22(2). https://www.quadernsdepsicologia.cat/article/view/v22-n2-monereo-badia

Monereo, C., & Liesa, E. (2020) Early career researchers’ identity positions based on research experiences. Higher Education Research & Development, https://doi.org/10.1080/07294360.2020.1835834 

Monereo, C., Weise, C., y Álvarez, I.M. (2013). Cambiar la identidad docente en la Universidad. Formación basada en incidentes dramatizados. Infancia & Aprendizaje, 36(3), 323-340.

Monereo, C. & Caride; M. (2022). Becoming a Professional: Analysis of the Reciprocal Influence between I-Positions and We-Positions in a Group of University Students. Journal of Constructivist Psychology, 35(4),1347-1370.

Web page

WEB del profesor: https://www.carlesmonereo.net/  https://www.facebook.com/carles.monereo.3 o https://www.researchgate.net/profile/Carles-Monereo o https://es.wikipedia.org/wiki/Carles_Monereo_Font

WEB del equipo de investigación (SINTE): https://www.sinte.me/

WEB sobre Incidentes Críticos: https://www.critic-edu.com/

Red comunidad educativa: https://www.facebook.com/criticface