1.

GENERAL DATA
SUBJECT: MANAGEMENT AND INNOVATION IN EDUCATIONAL

CODE: 46311

CONTEXTS
CENTER: FACULTY OF EDUCATION ALBACETE

GRADE : PRIMARY SCHOOL TEACHER

TYPE: OBLIGATORY

CREDITS: 6

COURSE: SECONDARY

SEMESTER: FIRST

LANGUAGE WHICH WILL GIVE: CASTILIAN

EDUCATIONAL USE OF OTHER LANGUAGES: ENGLISH

TEACHER WHO WILL GIVE THE SUBJECT

NAME: ANTONIO CEBRIN MARTNEZ

e-mail: Antonio.Cebrian2@alu.uclm.es

TEACHERS OF THE CENTER

DEPARTMENT: EDUCATION

OFFICE:

TUTORING SCHEDULE:
MARA LIZN MORENO:...
LOLA ORTEGA COY: .

2. PREVIOUS REQUIREMENTS
No special prerequisites are established

3. JUSTIFICATION IN THE CURRICULUM, RELATIONSHIP WITH OTHER SUBJECTS AND PROFESSION

The subject Management and Innovation of school contexts, belongs to the general training of the Degree of Teacher of Primary, consists
in basic training, notably in Module 1.1.2 .: Processes and Educational Contexts.
This subject focuses on the study of the functions a primary school teacher should have, in the pedagogical vision of the processes and
practices of educational innovation to be carried out in primary education in both formal school settings, and in-school, and knowledge of
the organization and management of a school (documents, human resources, spaces etc.)
The course management and innovation of educational settings, provides basic training in the study Teacher Degree of Teacher of
Primary Education plans knowledge. This subject is directly related to others: teaching / learning, Sociology of Education, Education and
Society, Practicum I and II, Final Project.
This subject provides a basic knowledge in the profession for Primary Education to be a teacher because it addresses the roles, roles that
make up the profession and the innovative aspects of the curriculum work. In addition, theoretical and practical content, which gives this
subject, facilitate the acquisition of a systemic and holistic knowledge about the school and the multiple contexts in which you can make
teaching practices in the primary stage.

4. TITULATIONS COMPETENCES THAT THIS SUBJECT CONTRIBUTES TO ACHIEVE

-

II.3. Analyse teaching practice and institutionals conditons that demarcate them.
II.5. Know the proccess of interaction and comunication inside the classroom.

II.6. Deal and solve discipline problems.

II.8. Promote education actions of values oriented to the preparation of an active and democratic citizenship.
II.9. Know and deal with school situations in multicultural.
II.10. Designe, planificate and evaluate teaching acctivity and learning in the classroom.

II.11 Know and apply innovative experiences in Primary Education.

II.12. Participate in the definition of the educative project and in the general activity of th centre attending to paperworks criteria of
quality criteria.
II.13. Know and apply methodologies and tecniques of educatives investigation and be able to designe innovations projects
identifying assesments indicators.
II.14. Develop self-cristicisms capacity.

CB1 Students to demostrate to have and understand knowledge in a study area that starts from the basis of compulsory
secondary education,and it can finded at a level that,if it is well based on the advanced text books, includes also some aspects
that implies knowledge that comes from the vanguard of its study area.
CB2 Students to be able to apply their knowledge in their work or vocation in a proffesional way and have the competences that
are often be demostrated through the ellaboration and defense of arguments and the problem resolution inside its study.
3.1. Know the curricular areas of Primary Education, the interdisciplinar realation between them, the assesment criteria and the
group of didactic knowledge in relation with the teaching-learning procedure.
3.3. Deal with efficacy the situations of languages learning in multicultural and mutilingual contexts.Promote the reading and the
critical comment of texts of diverses scientific areas and cultural contents in the school curriculum.
3.4. Designe and regulate learning areas in diversity contexts and that attends the gender equality, equity, and the respecto of the
human rights that forms the citizenship values.
4.3.1.2. Know how to use the teaching learning objectives for pan lessons, secuences of lessons and orient the students
assesment ;tener en keep into account and support those students with difficulties of whatever etnic group for them to progress in
an adecuate way.
4.3.1.3. Select and prepare information sources , and plan for a save and effective organization,keeping into account the students
interestings and their cultural and language characteristics, with the correspondient profesionals help ,if it were neccessary.
4.3.2.1. Make an adecuate use of the strategies of control and assesmento of the students progress to achieve the objectives and
use that information to improve the planification and teaching proccess
4.3.2.3. Asses the students progres in an adecuate way , making sure that they reach the assesment criteria stablished in offical
curriculum.
4.3.3.1. Have a high level of students expectations and favour success relationships with them, focused on teaching-learning;

favour an adecuate enviroment for the objectives attainment where diversity is valorated and students feel safe.

5. OBJECTIVES OR ANTICIPATED RESULTS

- Dominate the specific terminology of the subjects that compose the module.
- Distinguish innovative educational experiences and to identify any practical applications.
-Design and apply educational programs on values education.
-Design, apply and evaluate teaching programs correctly.
-Analyze the educational function.
-Identify and design each of the parts of the institutional documents of Primary Education.
-Work effectively both individually and as a team.

6. TOPICS/CONTENTS
BLOCK 0:
- Presentation of the subjectguidelines on the work experience, description of the evaluation process, the active
methodologies, etc.
BLOCK I.
-Legislation and organization of primary school in Spain.
BLOCK II.
-Education in values.
BLOCK III.

- Theory and practice of educational programming.

BLOCK IV.
- The Education in Primary Education Project.

7. ACTIVIDADES O BLOQUES DE ACTIVIDAD

Actividad formativa

Metodologa

Competencias

ECTS

Horas

Ev

Ob

Rec

Descripcin

relacionadas
EJEMPLO

EJEMPLO

Face to face

Expositive

teaching(Theory)

method/Masterful

[PRESENCIAL]

lesson,.

4.3.2.3, II.5, II.6, II.8,

Masterful participative lessons.

II.9, II.10, 3.4,

4.3.1.2, 4.3.1.3,
4.3.2.1
The combination of
formative activites
must attend to all the
competences
reflected in part 4.It
cannot lack anyone.

Making reports or

Combination of

works.

methods

II.3, 1.4, 1.5, 3.3

Elaboration of a portfolio.

II.8, II.9, II.10, II.11,

Making group works.

[AUTONOMOUS]
Making reports or

Group work

works.

II.12, II.13, II.14, 1.4,

[AUTONOMOUS]

1.5, 3.1, 3.3, 3.4,

4.3.1.2, 4.3.1.3,
4.3.2.1

Other activity no- face

Combination of

4.3.3.1, II.3, 1.4, 1.5,

to face.

methods

3.1, 3.3

Assesment tasks.

1.4, 1.5, 3.1

[AUTONOMOUS]
Final testPrueba

Face to face test theorical, theroicalpractice or pratice.

[FACE TO FACE]

8. EVALUATION CRITERIA AND ASSESSMENTS

System of evaluation

Assessments

- Continuous assessments

Description
By agreement of the department, the percentage will

40%-60%

range between 40 and 60, totaling 100 between

continuous assessment and final

- Final test

By agreement of the department, the percentage will

40%-60%

range between 40 and 60, totaling 100 between

continuous assessment and final

Evaluation criteria:
Besides the criteria, should be added information about students who can not attend class regularly evaluated. For example the following:
Because an active methodology focused on students, who for justified reasons can not attend regular classes of the subject should talk to
the teacher in the classroom tutoring enabled for schedule and arrange a job offer which will include the theoretical study applies
documentation and a proposal for activities to develop the skills listed in the guide.
It will be necessary to attend regularly to coordinate and make a follow of the activities of evaluation from the beginning of the course.
9. SECUENCIA DE TRABAJO, CALENDARIO, HITOS IMPORTANTES E INVERSIN TEMPORAL
A ELABORAR POR CADA PROFESOR/A

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