FACULTAD DE CIENCIAS DE LA EDUCACIÓN GRADO DE EDUCACIÓN PRIMARIA Subject: DETAILS OF THE SUBJECT Title: Code: 102514 Degree/Master: GRADO DE EDUCACIÓN PRIMARIA Year: 4 Name of the module to which it belongs: Field: Character: OPTATIVA Duration: FIRST TERM ECTS Credits: 6 Classroom hours: 60 Face-to-face classroom percentage: 40% Non-contact hours: 90 Online platform: TEACHER INFORMATION Name: BUENO ARMIJO, ANTONIO MARÍA (Coordinador) Department: DERECHO PÚBLICO Y ECONÓMICO Area: DERECHO ADMINISTRATIVO E-Mail: Phone: Name: GONZÁLEZ GONZÁLEZ, HUGO (Coordinador) Faculty: Facultad de Ciencias de la Educación Department: EDUCACIÓN Area: TEORÍA E HISTORIA DE LA EDUCACIÓN Office location: Planta Baja E-Mail: hugo.gonzalez@uco.es Phone: 957218420 Name: LLORENT GARCIA, VICENTE J (Coordinador) Department: EDUCACIÓN Area: DIDÁCTICA Y ORGANIZACIÓN ESCOLAR E-Mail: Name: BUENESTADO FERNÁNDEZ, MARIANA Department: EDUCACIÓN Area: TEORÍA E HISTORIA DE LA EDUCACIÓN E-Mail: Phone: Phone: SPECIFICS OF THE SUBJECT REQUIREMENTS AND RECOMMENDATIONS Prerequisites established in the study plan None. Recommendations None specified. 1/6
SKILLS CMCE1 CMCE2 CMCE3 CMCE5 CMCE6 CMCE7 Curriculum design. -Identify different European viewpoints on curriculum topics. Recognise the European dimension within their national curriculum and promote changes in their working syllabus in order to introduce the European dimension in subject-matter knowledge. European literacy. Foster knowledge of European values and principles of democracy. Raise awareness of civic duties as European citizens. Help with accessing and processing information about European matters. Inspire their pupils collaboration on national, European and International levels. Participate, initiate and/or manage a European. Intercultural education. Raise awareness of the need for intercultural attitudes within a multicultural Europe. Develop intercultural competence. Use of ICT. Find and process information relevant to their teaching of European matters. Establish interactive, communicative learning situations with European partners. School ethos. Promote European projects for the school. Evaluation. Get acquainted with the European tools for evaluation. Self-assessment. Assess the level of mastery of European Citizenship Competences in their teaching. OBJECTIVES 1. To know the European integration process since the European Coal and Steel Community until the Treaty of Lisbon. 2. To enlarge students' knowledge base about European institutions and bodies that deal with education and training. 3. To know the basic principles and rules within the European legal order. 4. To analyze the evolution of European education policies, and its impact on national regulations and practices. 5. To compare the different models for organizing the formal education throughout Europe, their history and prospective. 6. To recognize the international and particularly the European dimension in national curricula. 7. To know and discuss the accountability measures and testing methods in European education systems and schools. 8. To value individual responsibility as a key feature of citizenship, and a requirement to take advantage of lifelong learning opportunities. 9. To be able to design organizational and curriculum plans in order to apply the intercultural paradigm in European schools. 10. To recognize teacher education as a pillar of quality education in Europe. 11. To understand the political dimension of education through the analysis of different citizenship curricula in Europe. 12. To develop critical thinking skills about the European model of education as it is identified in the strategic framework for European cooperation in education and training ("ET 2020"). 13. To encourage students to challenge the dominant paradigm of educational policy in Europe, identifying its weaknesses and proposing new alternatives. 2/6
CONTENT 1. Theoretical content Unit 1. European integration process. Unit 2. European Union Institutional framework. Unit 3. Introduction to the European Union law and policies. Unit 4. Development of the European Union education policy. Globalization and impact on the national education legal orders and practices. Unit 5. Education policy Agencies in the European Union. Unit 6. European educational systems: Comparative perspective. Unit 7. Market conceptions in the European education reforms. Decentralization, accountability, standardized assessment, school choice, competitiveness and the role of data. Unit 8. Intercultural education in European schools: Organization and curriculum. Unit 9. Education policy and teacher training in Europe. Unit 10. Political and citizenship education in European schools. Unit 11. Key data on Education in Europe: Eurydice reports. 2. Practical contents Unit 1. European integration process. Unit 2. European Union Institutional framework. Unit 3. Introduction to the European Union law and policies. Unit 4. Development of the European Union education policy. Globalization and impact on the national education legal orders and practices. Unit 5. Education policy Agencies in the European Union. Unit 6. European educational systems: Comparative perspective. Unit 7. Market conceptions in the European education reforms. Decentralization, accountability, standardized assessment, school choice, competitiveness and the role of data. Unit 8. Intercultural education in European schools: Organization and curriculum. Unit 9. Education policy and teacher training in Europe. 3/6
Unit 10. Political and citizenship education in European schools. Unit 11. Key data on Education in Europe: Eurydice reports. METHODOLOGY General clarifications on the methodology. (optional) - Methodological adaptations for part-time students Face-to-face activities Activity Large group Medium group Total Assessment activities 4-4 Debates 10-10 Lectures 30-30 Text analysis 12-12 Tutorials 4-4 Total hours: 60-60 Not on-site activities Actividad Total Analysis 20 Bibliographic consultations 20 Finding information 5 Self-study 45 Total hours: 90 WORK MATERIALS FOR STUDENTS Audio-visual files Practical cases and examples Dossier 4/6
EVALUATION Tools Skills Final exam Group work Short answer tests CMCE1 x x x CMCE2 x x x CMCE3 x x x CMCE5 x x x CMCE6 x x x CMCE7 x x x Total (100%) 20% 40% 40% Minimum grade.(*) 5 5 5 (*) Minimum grade necessary to pass the subject General clarifications on evaluation and methodological adaptation for part-time students: Existirá una modalidad teórico-práctica de examen para aquel alumnado que opte por la modalidad a tiempo parcial (menos de un 80% de asistencia). Para ello, deberán comunicarlo durante las dos primeras semanas de la asignatura. Qualifying criteria for obtaining honors: La excelencia en todos los ámbitos objeto de evaluación BIBLIOGRAPHY 1. Basic Bibliography: Arthur, J., & Cremin, H. (2012). Debates in citizenship education. London: Routledge. European Commission (2012). Citizenship education in Europe 2020. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematicreports/139en.pdf European Commission (2012). Developing key competences in schools in Europe.Challenges and opportunities for policy. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematicreports/145en.pdf European Commission (2012). Key data on education in Europe 2012. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/keydataseries/134en.pdf European Commission (2013). Education and training in Europe 2020. Responses from the EU member states. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematicreports/163en.pdf Faas, D., Hajisoteriou, C., & Angelides, P. (2013). Intercultural education in Europe: Policies, practices and trends. British Educational Research Journal (early view). doi: 10.1002/berj.3080 Furlong, J., Cochran-Smith, M., & Brennan, M. (2013). Policy and politics in teacher education. International perspectives. London: Routledge. Lawn, M. (Ed.) (2013). The rise of data in education systems.oxford: Symposium Books. 5/6
Lawn, M., & Grek, S. (2012). Europeanizing education. Governing a new policy space. Oxford: Symposium Books. Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments. Journal of Education Policy, 28 (5), 539-556. doi: 10.1080/02680939.2013.820042 OECD (2010). Educating teachers for diversity. Meeting the challenge. Paris: OECD/CERI. OECD (2013). Education at a glance 2013: OECD indicators.paris: OECD. Retrieved from http://dx.doi.org/10.1787/eag-2013-en Paraskeva, J., & Torres Santomé, J. (2012). Globalisms and power. Iberian education and curriculum policies.new York: Peter Lang Inc. 2. Further reading: Arnesen, A., Hadzhitheodoulou-Loizidou, P., Bîrzéa, C., Essomba, M.A. & Allan, J. (2009). Policies and practices for teaching sociocultural diversity: concepts, principles and challenges in teacher education. Strasbourg: Council of Europe. Castejon, J-M., Chakroun, B., Coles, M., Deij, A., & McBride, V. (2011).Developing qualifications frameworks in EU partner countries: Modernising education and training. London. Anthem Press. European Commission (2013).The structure of the European education systems 2013/2014: schematic diagrams. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/factsandfigures/educationstructuresen.pdf Grant, C. y Portera, A. (2011). Intercultural and multicultural education. Enhancing global interconnectedness. Grek, S. (2013). Expert moves: International comparative testing and the rise of expertocracy. Journal of Education Policy, 28 (5), 695-709. OCDE (2013).PISA 2012 results in focus.paris: OECD. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf Sellar, S., &Lingard B. (2013). The OECD and global governance in education.journal of Education Policy, 28 (5), 710-725.doi: 10.1080/02680939.2013.779791 COORDINATION CRITERIA - Criterios de evaluación comunes 6/6