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.
The human person is essentially a "human family". Reflective practice on the family is necessary and essential for education professionals. Social complexity that surrounds us and the dynamics of change that is increasingly present in our environment requires new responses to questions that are often faced with the challenges and decisions that the family claims the new social scene. The educational community needs and deficiencies are detected towards the knowledge of familiar contexts. Teachers are asked to educate and train students; this task if optimized acquire skills appropriate to recognize the real situation in each of its students family.
Competencies
CEM-29 - To be familiar with, and know how to carry out, tutorial and counselling functions in relation to family education.
CEM-30 - To promote and collaborate on actions inside and outside the school, organized by families, local councils and other institutions, which foment good citizenship.
CEM-31 - To analyse and incorporate in a critical manner the most relevant questions affecting school and family education in todays society: 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-32 - To be aware of the historical evolution of the family, different kinds of families, lifestyles and education in the family context.
CEM-28 - To create and maintain communication ties with families in order to have an effective impact on the educational process.
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-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.
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.
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.
Learning outcomes
Identifies and classifies the different systems of kinship and family forms and variations throughout history
Define and contrast the different concepts of marriage and family today
Meet and assesses the impact of the labor of parents in family life.
Discusses the relationship between work and family in the passing of the family as the unit of production and consumption unit family
Discover and assesses the impact of certain family policies in school results
Arguments and values the relationship (positive or negative) between these two elements: the media and education
Manages and uses the contents of the media as teaching resources in different materials and educational situations
Discover, understand and apply the tools of critical analysis to unravel the messages of the media
Meet and classifies the reality of the use of media in homes and family values and argues the limits of such use of the media with a view to improving the students' family, school and society
Defines and frames the concept of mentoring and family development and assesses their role in the outcome of the educational task
Understands the relationship between parental abilities and skills of the teacher in the classroom.
Knows, understands, classifies and tested different techniques tutorial possible with both parents and students.
Identify the key features that should govern the coordination of the tutorial at a school in order to promote greater personal attention of students and parents.
Syllabus
1 T. Marriage and Family. Systemic approach to the family. family sustainable
2 T. Work and family: Balancing work and family life
3 T. education, and family law
4 T. The sociology of the family. Family policies and family education policies.
5 T. education, communication and media: information and entertainment.
6 T. The media and transversal education: family and school
7.8 T. The use of media in schools: a critical analysis activities of the media
9 T. The family leisure and media
T. 10 media Mediation and family
11 T. Addictions media
12 T. Orientation and mentoring
13 T. parenting skills and styles: authoritarian, authorized, permissive, neglectful
14 T. techniques and instruments tutorial
15/16 T Organizing tutorial: Planning and scheduling
17 T. Knowledge of educational practices and family mentoring
Teaching and learning activities
Evaluation systems and criteria
Bibliography and resources
BIBLIOGRAPHY
Bringué, X. y Sádaba, Ch.(coords.)(2009). Nacidos digitales: una generación frente a las pantallas. Madrid: Rialp.
Donati, P. Manual de sociología de la familia, Pamplona, EUNSA
Donati, P. Famiglia e politiche social. Angeli. Milano 1987
Martin López, E, Familia y sociedad. Una introducción a la sociologia de la familia, Madrid, Rialp, 2000
Lubic, Ch.. El arte de amar en la familia: respuestas para la vida diaria, Ciudad Nueva, Madrid, 1999
D’Agostino, F.. Una filosofia della famiglia Giuffrè. Milano. 1999
Cadahia, J.Los derechos de la familia en la sociedad Palabra, Madrid 1982
Cardus i Ros, S. El desconcert de l'educació : les claus per entendre el paper de la família, l'escola, els adolescents, els valors, la televisió i la incertesa del futur La Campana, Barcelona 2000.
Donati, P., La famiglia come relazione sociale Angeli, Milano 1989
Martín López, E. TEXTOS DE SOCIOLOGIA DE LA FAMILIA Una relectura de los clásicos (Linton, Tönnies, Weber y Simmel). Rialp. Madrid 1993
Fernández de Encinas, S. Sociología familiar Unión Nacional de Asociaciones Familiares, Madrid.1967
Johnson, H.M. Sociología y psicología social de la familia Paidós, Buenos Aires. 1967