Remember that teachers are available for tutoring, attending queries, suggestions, etc. But we stayed with them previously quoted you by e-mail:
jaumecamps@uic.cat
Introduction
In the event that the health authorities announce a new period of confinement due to the evolution of
the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect
the teaching methodologies and activities as well as the assessment.
It is without doubt that the education phenomenon embedded in the development of the children and teenagers of our society is of paramount importance. Indeed, everyone agrees, from different and well-researched perspectives and theories, that formal education is the key to the socialization of citizenship and to the development of generations to come.
The new information and communication society has led to the emergence of new working styles, new relationships among people, and the need to live together with different cultures, languages, opinions, religions, etc. These factors require a deeper and constant reflection on the educational phenomenon by all the agents that take part in the shaping of education. In other words, an ongoing and systematic dialogue on the educational phenomenon is needed, between ourselves and our colleagues. Such a dialogue will seek to answer such important questions as: what kind of citizenship is needed today? What is the teachers' new role?, etc.
But this is not enough. It is also necessary to design working tools to be used in our teaching practice in order to advance the socialization and development of our own students. There is a need for teaching resources that bring together all educational agents of future generations, especially teachers, in order to raise responsible, fair, and democratic citizens, both in their thoughts and actions.
Pre-course requirements
No previous knowledge is required
Competencies
CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
CEM-23 - To analyze and incorporate in a critical way the most important issues in current affairs affecting family and school education: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
CEM-20 - To show social skills in understanding families and being understood by them.
CEM-21 - To be familiar with, and know how to perform, the functions of tutor and counsellor in relation to family education in the 6-12 age period.
CEM-22 - To relate education to the surroundings, and cooperate with families and the community.
CEM-24 - To be familiar with the historical evolution of the family, the different kinds of families, lifestyles and education in the family context.
Learning outcomes
RESULTATS APRENENTATGE – SISTEMA AVALUACIÓ
Situa la sociologia en l’àmbit de l’educació en general i de l’educació escolar en particular [9] – Probes objectives
Interpreta les diferents maneres d'entendre la sociologia de l'educació i argumenta els pros i els contra de cadascuna d'elles [10] – Portafoli i Probes objectives
Coneix les noves metodologies de la sociologia de l’educació [11] – Probes d’execució
Raona la importància de la sociologia de l’educació en les diferents polítiques educatives del nostre context [12] – Entrevista estructurada i Probes objectives
Comprèn la importància de l’etnicitat i de la raça en la sociologia de l’educació i en coneix els principis bàsics per poder exercir la professió amb respecte i llibertat [13] – Autoavaluació i Probes objectives
Analitza les desigualtats socials del seu entorn i la seva incidència en el fet educatiu i resol casos sobre desigualtats socials a l’aula – Treballs i projectes
Comprèn els conceptes de gènere, sexualitat i educació [15] – Probes objectives
Identifica estratègies pedagògiques que promoguin una sociologia de l’educació que s’adeqüi a la realitat socioeducativa del segle XXI [16] – Probes d’execució
Representa amb coherència les seves idees i els seus raonaments mitjançant mapes conceptuals o altres procediments, comunicant-se i expressant-se de forma correcta en la llengua d’ensenyament, de forma oral i escrita [30] – Presentació d’un treball
Syllabus
1. Sociology: issues and perspectives
2. Education and sociology
3. Paradigms in the sociology of education
4. Sociology of education and educational institutions
5. New methodologies in the sociology of education
6. The sociology of education today
7. The sociology of education and educational policies
8. Ethnicity and race
9. Social inequalities in education
10. The sociology of education and diversity
11. Gender, sexuality and the sociology of education
12. The challenges of the sociology of education in the 21st century