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

 

General information

 

Course unit name: Training of Education Professionals

Course unit code: 569251

Academic year: 2023-2024

Coordinator: EVA LIESA LIESA

Department: Faculty of Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to knowledge Analyse the new training needs of education professionals that arise as a result of changes in society. Value the importance of reflecting on practice in teacher education and in the construction of knowledge. Identify research communities that promote professional development and participate in this promotion. Use tools for intervention in training based on enquiry and the development of evidence-based educational practices. 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. Teaching: a practical or research-based profession? Rethinking the relationship between research and practice in education. Evidence-based knowledge perspectives for teachers: acquisition, mobilisation and use.

2. Teacher education and development. Factors influencing teacher professional development. Resistance, obstacles and alternatives in training for educational change.

3. Training based on systematic reflection on the subject of teaching practice. The development of teacher professional identity through participation in communities of enquiry. Collaborative learning between teachers.

 

 

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). An individual activity and a group activity examining educational practices. Assessment criteria: ability to justify ideas based on reading of academic literature. Weighting: 20% of the overall grade. Two individual activities of analysis and evaluation of educational practices. One is to be delivered during the course; the other at the end based on a close monitoring of progress, including tutor feedback. Assessment criteria: justification of ideas based on reading of academic literature. Weighting: 30% of the overall grade. A final reflective summary of the course. Assessment criteria: ability to argue, including ability to relate new learning of content covered with previous knowledge. Weighting: 30% of the overall grade. Students must obtain a pass mark (5 out of 10) on each of the assessed activities. 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. 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.   Examination-based assessment 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. Single assessment comprises a written exam divided in two distinct parts. In the first part, students resolve conceptual problems. In the second part, they analyse various cases or practical problems. For the second part of the exam, students can consult their notes and set readings. The final grade for students sitting the single assessment is the grade obtained on this exam and this exam alone.   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

Kaser, L. y J. Halbert. (2017). The Spiral Playbook: Liderar amb mentalitat indagadora a sistemes educatius i escoles. C21 Canada.

Timperley, H. (2011). Realizing the power of professional learning. Open University Press.

Huguet, T., Liesa, E. y Serra, J. (2022). El asesoramiento psicopedagógico a debate. Graó.

Article

Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education, 35, 865-879. https://doi.org/10.1007/s10212-019-00459-z

Butler, D., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher education, 28, 1206-1220.

DeLuca, C., Bolden, B., & Chan, J. (2017). Systemic professional learning through collaborative inquiry: examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.

Giralt-Romeu, M., Liesa, E., & Castelló, M. (2020). I research, you research: do future teachers consider themselves researchers? Journal for the Study of Education and Development, https://doi.org/10.1080/02103702.2020.1759001

Giralt Romeu, M., Liesa Hernández, E., Mayoral Serrat, P., & Becerril Balín, L. (2020). Student teachers’ positioning with regard to their key learning experiences in the first practicum. Quaderns de psicologia, 22(2), 004.

Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice: International and Multidisciplinary Perspectives, 9(1), 37–51. https://doi.org/10.1080/14623940701816642

La Velle, L. y Assunçao, M. (2018). Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation. Journal of Education for Teaching, 44(5), 524-538, DOI: 10.1080/02607476.2018.1516345

Leat, D.; Reid, A., & Lofthouse, R. (2015). Teachers’ experiences of engagement with and in educational research: What can be learned from teachers’ views? Oxford Review of Education, 41(2), 270-286.

Liesa, E.; Castelló, M., & Becerril, L. (2018). Nueva escuela ¿Nuevos aprendizajes? Revista REXE.

Liesa, E., i Mayoral, E. (2019). Pot haver-hi innovació sense recerca? Una proposta des de les comunitats d’indagació. Revista Àmbits de Psicopedagogia i Orientació, 50, 59-72. 

Liesa, E., i Mayoral, E. (2020). Els processos d’indagació cooperativa en els centres escolars: valoracions d’algunes experiències. Revista Àmbits de Psicopedagogia i Orientació, 53, 84-95. 

Monereo, C. (2009). Saquen el libro de texto! Resistencia, obstáculos y alternativas en la formación de los docentes para el cambio educativo. Revista de Educación, 352, 583-597.

Monereo, C. (2019). 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

Prenger, R.; Poortman, C., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77-90.

Puustinen, M., Säntti, J., Koski, A., & Tammi, T., (2018). Teaching: A practical or research-based profession? Teacher candidates’ approaches to research-based teacher education. Teaching and Teacher Education 74, 170-179.

So, K. (2013). Knowledge construction among teachers within a community based on inquiry as stance. Teaching and Teacher Education, 29, 188-196.

Van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Van den Bergh, L. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. doi: 10.1080/02607476.2014.992631.

Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicologia, 22(2), e1563.