PD:Espais i Pràctiques Professionals de la Psicologia de l'Educació en l'Adultesa i Vellesa

Teaching plan for the course unit

(Short version)

Català

Castellano

English

General information

Course unit name: Spaces and Professional Practice in Educational Psychology in Adulthood and Old Age

Course unit code: 575094

Academic year: 2023-2024

Coordinator: ARANTZA DEL VALLE GOMEZ

Department: Faculty of Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

Face-to-face and/or online activities

- Lecture with practical component

Face-to-face

Supervised project

Independent learning

Learning objectives

Referring to knowledge

Analyse the new educational needs of individuals, which arise as a result of the changes affecting our society.
Describe the diversity of features in individual lives.
Promote and facilitate the empowerment of people at any age.
Understand the importance of reflecting on practice in teacher education and in the construction of knowledge.
Be able to use a range of tools and instruments to intervene in and analyse professional practice.
Understand and respect human diversity, showing sensitivity to differences in gender, culture, abilities and resources, and to social and economic injustices; as well as adopting an attitude of personal and professional commitment to a continuous process of social change.

Teaching blocks

1. Diversity: lifelong learning and lifewide learning

2. Professionals in education as facilitators of empowering practices

3. Reflection as a key element of professional practice and processes of change

Official assessment of learning outcomes

Students who obtains a grade equal to or higher than 9.0, at the discretion of the subject’s teaching staff, can obtain the mention of honors registration, bearing in mind that the number of honors registrations cannot exceed 5% of students enrolled in the subject.

Student’s assessments must be original. The presentation of a test or assessment work that involves copying or plagiarism is considered an irregularity and as such is graded with a 0 (see article 16.7 and the annex of the Regulations governing assessment and grading of the learning of the University of Barcelona, http://www.ub.edu/acad/noracad/avavaluacio_2020.pdf).

Prerequisit



Attendance at face-to-face classes is regular and compulsory. Not attending 25% or more of the subject’s sessions prevents you from following the continuous assessment.

Activities and criteria

Registration of training activities (RAF) through a personal learning diary (DPA) carried out during the subject that shows the learning carried out. Contributions and participation in discussions and debates raised in class.

Weighting: 15% of the total grade.

Completion of an individual synthesis (academic essay, positioning document): Elaboration of a reflective and comparative synthesis between different spaces and practices of care for children, adolescents and young people, and the role of the professional in Psychology education

Weighting: 35% of the total grade.

Group proposal shared with module A9. Elaboration of an intergenerational proposal/program (which involves children and/or young people and adults and/or elderly people). Let it be a free proposal and limited to the needs detected by each group. The incorporation of the texts and contents worked on in the subjects, genuine bibliographic references that give added value to the proposal will be valued.

Weighting: 50% of the total grade

DPA,individual synthesis and grup assessment are mandatory tasks for continuous assessment. In this sense, the student who does not hand in one of the two tasks within the established period, and in the case of the DPA, which is incomplete, is considered not presented.

Reassessment

After the publication of the final grades for the subject, those who have obtained a failing grade in the continuous assessment can re-evaluate the subject.

The re-evaluation consists of a written test, which includes all the contents of the subject, both theoretical and practical knowledge. The test is carried out on the date and time set by the Academic Committee of the MIPE for the re-evaluation of the subject.

The final grade of the subject if the re-evaluation has been done is obtained exclusively in this test.

Examination-based assessment

Examination-based assessment

In accordance with the regulations in force at the University of Barcelona, students can apply for the single assessment modality. To do this, they must fill out the "Single evaluation request" form, which they can download from the introductory blog of the subject’s virtual classroom, and hand it in to the teacher during the first 20 calendar days from the start of classes.

The single assessment consists of a written test, which includes all the contents of the subject, both theoretical and practical knowledge. The final grade of the subject if the single assessment has been made is the one obtained exclusively in this test.

Reassessment

After the publication of the final grades for the subject, students who have obtained a failing grade in the single assessment can re-evaluate the subject. The re-evaluation entails the renunciation of all previous continuous evaluation qualifications.

The re-evaluation consists of a written test, which includes all the contents of the subject, both theoretical and practical knowledge. The test takes place on the date and time set by the MIPE Academic Committee to reassess the subject.

The final grade for the subject if re-evaluation has been done is the grade obtained exclusively in this test.

Reading and study resources

Check availability in Cercabib

Book

Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Ed. Paidós.

Bruner, J. (1999). La Educación, puerta de la Cultura. Ed. Visor.

Coll,C., Esteban-Guitart,M., i Iglesias,E. (2020). Aprenentatge amb sentit i valor personal. estratègies, recursos i experiències de personalització educativa. Ed. Graó.

Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de ensenyar. Profesionalización y razón pedagógica. Ed. Graó.

Prieto,D., Herranz,D., y Rodriguez,P. (2015). Envejecer sin ser mayor. Nuevos roles en la participación social en la edad de la jubilación. Estudios de la Fundación Pilares para la autonomía personal nº2.

Vila, I., y Esteban, M. (2017). Familia, escuela y comunidad en las sociedades del siglo XXI. Edi. Horsori.

Chapter

Ezquerra, S., Pérez Salanova, M., Pla, M., y Subirats, J. (2016): Edades en transición. Envejecer en el siglo XXI (pp. 191-195). Editorial Ariel.