Academic management

General Teaching Method is one of the basic core subjects of the Degree, and it is framed within the subject Educational Processes and Contexts. We consider that due to the contents delivered (teaching and learning processes) and being a basic course subject, it lies in the axis of the training of future professionals of education

No mandatory prerequisites have been established to take this course, other than Degree access requirements.

4.1. General Competencies (GC).
The general competencies, as well as transversal and specific competencies that students will acquire upon completion of the Degree are shown below. Next, we may see the specific competencies and learning outcomes that are more specifically related to the course General Teaching Method.  . 

We understand that the general competencies involve those generic competencies that, together with other disciplines and courses, students shall develop within the teacher professional profile. These common general skills, in our case, are oriented to be applied within the teaching and learning processes. 
Upon completion of the course students shall be able to:
GC1.Demonstrate knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, while supported by advanced textbooks, includes some aspects that imply knowledge of the forefront of their field of study. ;
GC2.  Apply their knowledge to their work or vocation in a professional way and have the necessary competencies that are usually shown   through the elaboration and defense of arguments and problem solving within their field of study (Education);
GC3. Have the ability to gather and interpret relevant data (usually within their field of study) to make solid judgments that include reflections on relevant social, scientific or ethical topics;
GC4. Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
GC5. Have achieved the necessary learning skills to undertake further studies with a high degree of autonomy.
4.2. Transversal competencies (TC).
Transversal competencies are skills to be addressed along the studies leading to the Degree in Primary Education and should be approached from different modules, courses and subjects. At the end of their training, students will be able to:
TC1. Work effectively in teams,, both in a disciplinary and interdisciplinary way, in a cooperative and collaborative way, respecting diversity.
TC2. Use methods and strategies for interpersonal communication in different social and educational contexts
TC3. Show attitude and behavior according to professional ethics 
TC4. Participate and get involved in activities and events sponsored by the University and work in and with society on a local, regional, national and international level.
TC5. Have a respectful attitude as regards the environment, the promotion of sustainable values , behaviors and practices, 
TC6. Include information and communication technologies in their training and professional activities
4.3. Specific Competencies (SC).
Prospective teachers have to achieve a set of competences of the degree, regulated by the Decree ECI / 3857/2007 of 27 December, which establishes the requirements for the verification of official university degrees leading to the teaching professional activity in Primary Education. Those competencies to be developed by students, which are specifically related to the course Educational Processes and Contexts are detailed below:
SC2. Design, plan, develop and assess teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
SC4. Design and regulate learning spaces in diversity contexts, which meet the challenges of gender equality, equity and respect for human rights that satisfy the values of citizenship education.
SC5. Promote coexistence in the classroom and beyond, solve discipline problems and contribute to peaceful conflict resolution. Encourage and reward effort, perseverance and personal discipline in students.
SC6. Know the organization of primary schools and diversity of actions they entail. Perform tutoring and guidance duties to support students and their families, meeting the unique educational needs of students. Be aware that performing teaching duties implies constant improvement and adaptation to scientific, educational and social changes throughout life.
SC7. Collaborate with different sectors of the educational community and the social environment. Accept the educational dimension of the teaching profession and promote democratic education for active citizenship.
SC8. Keep a critical and autonomous relation with respect of the knowledge, values and public and private social institutions 
SC9. Assess individual and collective responsibility in achieving a sustainable future.
SC10. Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for independent and cooperative learning and promote it among students.
SC11. Know and apply information and communication technologies in the classroom. Selectively distinguish audiovisual information that contributes to learning, civic training and cultural richness.
SC12. Understand the role, possibilities and limits of education in today's society and the fundamental abilities that affect primary education schools and their professionals. Know quality improvement strategies eligible to be applied in educational institutions. 
4.4. Specific competencies of subject (SCS2) and Learning Outcomes (LO2).
In addition to the specific competencies of the Degree, the Decree ECI / 3857/2007 of 27 December also establishes, for each of the subjects, a series of competencies which are detailed in the corresponding files. In our case, students shall be able to:
SCS2.1. Analyze and understand the educational process in the classroom and beyond covering the period 6-12.
SCS2.2. Know the basics of primary education.
SCS2.3. Analyze teaching practice and the institutional conditions in which it is framed.
SCS2.4. Understand the historical evolution of the educational system in our country and the political and legislative constraints of the educational activity.
SCS2.5. Know the processes of interaction and communication in the classroom.
SCS2.6. Address and solve discipline problems.
SCS2.7. Promote cooperative work and individual work and effort.
SCS2.8. Promote educational actions aimed at creating an active and democratic society.
SCS2.9. Identify and address situations in multicultural contexts at schools.
SCS2.10. Design, plan and evaluate the teaching activities and learning outcomes in the classroom.
SCS2.11. Know and apply innovative experiences in primary education.
SCS2.12. Take part in the process to outline the educational project, as well as in the general activities of the institution, according to quality management criteria.
SCS2.13. Know and apply educational research methodologies and basic techniques and be able to design innovative projects identifying evaluation indicators.
Concerning learning outcomes, the knowledge and skills that students will achieve upon completion of the course will enable them to:
LO2.1. Know the principles underlying the educational work of primary education.
LO2.2. Be able to analyze the teaching practices in the related institutional context, the center, the region and the Principality.
LO2.3. Analyze and understand the educational process in the specific and general context of the classroom
LO2.4. Know the basics and legislative principles and the historical process for their establishment.
LO2.5. Be able to interpret and communicate in the classroom effectively.
LO2.6. know how to address problems related to coexistence and discipline in accordance with  the Internal Regulation of the center.
LO2.7. Know how to design and organize the educational activity from a perspective that promotes active and democratic citizenship 
LO2.8. Design, organize and implement educational activities from an interdisciplinary perspective.
LO2.9. Know how to design, plan and evaluate teaching activities and learning outcomes in the classroom.
LO2.10. Be able to know, design and plan innovative educational experiences in primary education.
LO2.11. Know how to participate with quality criteria in the establishment of the educational project and general activity.
LO2.12. Know and apply several innovative educational methodologies and research techniques being able to identify and suggest evaluation indicators.
LO2.13.  Know how to promote and implement educational programs that work cooperatively, and encourage, in turn, individual work.

Didactic Foundations. Didactic communication.  The school as a teaching-learning context: social and educational role. Teaching-Learning processes: didactic analysis of the main learning theories. Theoretical content, curriculum design and development: analysis of its components

*Exceptionally, if sanitary conditions require it, online teaching activities out the classroom may be included. In which case, students will be informed of the changes made.

In accordance with section 6.8 of the Tutorial Action Plan of the Faculty of Teacher Training and Education, in the development of the subject, the contribution of their competences and contents to the different professional alternatives linked to the degree will be explained

We understand the syllabus as a framework document that allows teachers who deliver the same subject to coordinate and converge, offering at the same time flexible and open perspectives to include the different proposals and specific actions of each teacher and the peculiarities of each group and specialty. We therefore propose a variety of assessment techniques, which include different aspects. Therefore, the following evaluation tools or techniques may be used:  individual and group assignments, book reviews and texts analysis, learning portfolios, case study resolution, analysis of interventions, opinions and arguments of students, presentations, oral and / or written examinations.
The criteria to be considered in the assessment of student learning are: deep knowledge of the basics of the subject, analytical skills and understanding of the complexity of the different aspects of the subject, ability to use resources in a simple way and basic research techniques of educational phenomena, ability to design, develop and present proposals and draft work-study, proper presentation of works, showing grammatical and spelling accuracy in papers, exams or presentations, hard-working attitude, involvement, participation, and collaborative initiative, ability to provide arguments in a logic, personal and coherent way using the fundamental concepts of the subject, and the ability to connect and apply these concepts to practical problems of real life situations.
The evaluation of the course will cover both theoretical and practical aspects. The final grade will be weighted as follows:

Important: Those students willing to be evaluated according to section b) shall be participating in activities at the latest within two weeks before the start of the course.
The percentages of the final grade obtained from the oral and or written tests and from the practical activities is the same in the ordinary and extraordinary calls. In addition, for the differentiated assessment, some requirements of the practices carried out could vary. For this reason, it is recommended to contact the teacher of the subject as soon as possible to specify, and adapt, each case depending on the circumstances Requirements to pass the subject:
1. Ordinary call:  in order to pass the course, applicants must have passed both of the aforementioned sections.
2. Extraordinary call:
      2.1. For Those who have only passed one of the sections, it will be taken into account for the extraordinary call.
      2.2. Those who have not passed any of the sections will need to take a theoretical and practical exam which will include the whole content of the subject, and they will also have to hand in the written assignments and practical exercises required by the teacher. Just as in the ordinary call, in order to pass the course students shall pass both parts. 

* Exceptionally, if sanitary conditions require it, non-face-to-face assessment methods may be included. In which case, students will be informed of the changes made.

Throughout this course we will work with a specific literature. Each teacher will detail the required material in each lesson. 
In addition, the following general bibliography will be used:  

CANTÓN MAYO, I. y PINO JUSTE, M. (2011) (Coords.): Diseño, desarrollo y evaluación del currículum. Madrid: Alianza.

COMISIÓN EUROPEA (2004). Competencias clave para un aprendizaje a lo largo de la vida. Un marco de referencia europeo. Puesta en práctica del programa de trabajo “Educación y Formación 2010”. Grupo de trabajo B. “Competencias clave”. Comisión Europea. Dirección General de Educación y Cultura.

DAGDILELIS, V. & PAPADOPOULOS, I. (2010).Didactic Scenarios and ICT: A Good Practice Guide. Tech-Education, CCIS 73. Available at: http://users.auth.gr/users/2/5/126752/public_html/index_files/TechEdu-Papadopoulos.pdf

DECRETO 82/2014, de 28 de agosto, por el que se regula la ordenación y establece el currículo de la Educación Primaria en el Principado de Asturias. BOPA núm. 202, de 30/8/2014, pp. 1 a 414. Recuperado de https://sede.asturias.es/bopa/2014/08/30/2014-14753.pdf

DOPICO, E. & FERNANDEZ URQUIZA, M. (2012) Indexed Learning: Protagoras´ Computer. Creative Education, 3(8): 1301-1306. Doi: 10.4236/ce.2012.38190

DOPICO, E., PEVIDA, D. (2017). PBL Teaching Method through Cooperative Learning. Global Journal of Educational Studies, 3(1). 53-60. ISSN 2377-3936. doi: 10.5296/gjes.v3i1.10954. Available at: https://www.researchgate.net/publication/315613587_PBL_Teaching_Method_through_Cooperative_Learning

FEITO ALONSO, R. (2010). El sentido del currículum en la enseñanza obligatoria. En GIMENO SACRISTÁN, JOSÉ (Comp.) Saberes e incertidumbre sobre el currículum, Morata: Madrid, pp. 375-398.

FERNÁNDEZ MARCH, A (2006). Metodologías activas para la formación de competencias. Educatio siglo XXI, 24. Disponible en: http://www.unizar.es/ice/images/stories/materiales/curso35_2009/Metodologiasactivas.pdf

HAYES JACOBS, H. (2014). Curriculum XXI. Lo esencial de la educación para un mundo en cambio. Madrid: Narcea

HERRÁN GASCÓN, A. de la y PAREDES LABRA, J. (2008). Didáctica General. La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria. Madrid: McGraw-Hill.

HULTMAN, G.; LÖFGREN, R. & SCHOULTZ, J. (2012). Subject Didactics in Practice – Hidden in the Process. A Study of Teaching Logics and Classroom Cultures. Education Inquiry, 3(1). Available at: http://www.tandfonline.com/doi/pdf/10.3402/edui.v3i1.22010  

JOYCE, B.; WEIL, M. y CALHOUN, E. (2006). Modelos de enseñanza. Barcelona: Gedisa. 

LEY ORGÁNICA 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE núm. 340 de 30/12/2020, pp. 122868 a 122953. Recuperado de https://www.boe.es/boe/dias/2020/12/30/pdfs/BOE-A-2020-17264.pdf

LORENZO, M. (COORD.) (2011). Didáctica de la Educación Infantil, Primaria y Secundaria. Madrid: Universitas, M.E.C.

MAYORGA FERNÁNDEZ, Mª J. y MADRID VIVAR, D. (2010). Modelos didácticos y Estrategias de enseñanza en el Espacio Europeo de Educación Superior. Tendencias pedagógicas, 15 (1). Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=3221568  

MINISTERIO DE EDUCACIÓN Y CIENCIA (2006a). Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE). Madrid: M.E.C. (BOE, 4/05/06).

MINISTERIO DE EDUCACIÓN Y CIENCIA (2006b). Real Decreto 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación Primaria. Madrid: M.E.C. (BOE, 8/12/06).

MORAL SANTAELLA, C. (Coord.) (2010). Didáctica. Teoría y práctica de la enseñanza. Madrid: Pirámide.

NOVAK, J. D. y GOWIN, D. B. (1988). Aprendiendo a aprender. Barcelona: Martínez Roca, (Edición original, 1984).

PELLEJERO, L. y ZUFIAURRE, B. (2010). Formación didáctica para docentes. Madrid: CCS.

PÉREZ FERRA, M. e HIGUERUELO, E. (Coords) (2012). Didáctica para maestros. Jaén: Joxman.

PRINCIPADO DE ASTURIAS (2007) Decreto 56/2007, de 24 de mayo, por el que se regula la ordenación y se establece el currículo de la Educación Primaria en el Principado de Asturias. [BOPA del 16 de junio]

RODRÍGUEZ MARTÍNEZ, C. (Comp) (2006) Género y currículo. Aportaciones del género al estudio y práctica del curriculo. Madrid: Akal

STENHOUSE, L. (2007). Investigación y desarrollo del curriculum. Madrid: Morata 

TANN, C. S. (1993). Diseño y desarrollo de unidades didácticas en la escuela primaria (2ª edición). Madrid: Morata

VAN DYK, C.J. (2006). Exemplary teaching: some possibilities for renovating and stimulating didactic practice. Journal of Curriculum Studies, 38(2). Available at: http://georgeyonge.net/sites/georgeyonge.net/files/vandyk.pdf  

WOODS, P. (1998). La escuela por dentro. La etnografía de la investigación educativa. Barcelona: Paidós Ibérica