Teacher Training _Primary Education_

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					DEGREE IN PRIMARY EDUCATION

This document will develop the following parts of the degree in Primary
Education:

   1. Learning objectives and abilities
   2. Syllabus
   3. Course description
   4. Access and admission (falta)
   5. Work placement and final dissertation
   6. Academic outcomes of the degree
   7. Resources
   8. Tutorial support
   9. Mobility
   10. Quality guarantee system (falta)
1.-Learning objectives and abilities
1.1.- Objectives
The ultimate aim of formation in the Primary Education degree is to ensure aptitude to
exercise the teaching profession at this stage, through the following objectives:
    1. Enable graduates in Primary Education to carry out teaching in a school environment
        of this educational stage in a changing society and in heterogeneous educational
        contexts ensuring acquisition of the professional abilities determined to be necessary
        for education in heterogeneous educational contexts .
    2. Guarantee that graduates have the necessary knowledge and didactic treatment that
       is specific, interdisciplinary and transdisciplinary as much in the initial formative stage
       as in the necessity of formation and reflection throughout one’s professional life,
       promoting for this educative experiences of teaching innovation which favour this
       formation..
    3. Formation of future graduates to generate the necessary synergies which favour
       continuity between educational cycles and stages of the school environment and other
       socioeducational, family and community contexts.
    4. Encourage professionalisation based on fundamental rights, equal opportunities and
       universal access for persons with disabilities, between men and women, values
       inherent to peaceful cultures and democratic values, understanding culture and
       strength as values.
    5. Promote professional abilities specially orientated to the adaptation, demands and
       educational conditions of the rural world.


1.2.- Abilities


Relation of Specific Abilities: knowledge,          Relation of General Abilities: working in a
skills (to know and to know how to do)              team, communication, problem solving, etc.
expected of graduates.
                                                    12. Correct oral and written communication.
                                                    13. Command of a foreign language.
BOE 312 abilities   (ORDER                          14. Command of information and
ECI/3857/2007, of 27th December, which                  communication technology.
establishes the requirements for the                15. Respect for fundamental rights of
verification of official university degrees which       equality between men and women, for
authorise the practice of Teacher in Primary            promotion of human rights and of the
Education)                                              values inherent to peaceful cultures and
                                                        democratic values.
                                                    16. Communicate with different educational
                                                        agents in an efficient manner in
1.     Know the curricular areas of                     different educational settings: the
 Primary Education, the                                 classroom, the teaching team and with
 interdisciplinary relationship                         the educational community.
 between them, the evaluation                       17. Reflect, act on and resolve problematic
                                                        situations in the educational setting.
 criteria and the body of didactic                      Detect situations with require specific
 knowledge regarding the respective                     intervention by oneself or by other
 teaching and learning processes.                       experts. Know how to lead.
2.     Design, plan and evaluate                    18. Manage information adequate for
 teaching and learning processes,                       functions inherent to the profession.
                                                        Know how to learn about and
 both individually and in collaboration                 understand the changing social reality
 with other teachers and staff of the             in which educational work develops.
 centre.                                          Recognise changes in society and
                                                  know how to evolution alongside them.
3.      Efficiently approach learning             Know how to change.
 situation in multicultural and               19. Take on the commitment of personal
 multilingual contexts. Encourage the             and professional development with
 reading and critical commentary of               oneself and with the community. Adapt
 texts from diverse scientific and                learning proposals to the most
 cultural domains contained in the                significant cultural evolution.
 school curriculum.
4.      Design and regulate learning spaces
 in diverse contexts which attend to gender
 equality, to equity and to respect for
 human rights which satisfy the
 values of citizen formation.
5.      Encourage coexistence in and
 outside the classroom, resolve
 discipine problems and contribute to
 peaceful conflict resolution.
 Stimulate and value effort,
 perseverence and personal
 discipline in the students.
6.      Know the organisation of
 primary education colleges and the
 diversity of actions which make
 them function. Perform tutorial
 functions and those of guidance with
 students and their families,
 attending to the singular educational
 needs of the students. Assume that
 the practice of the teaching function
 must continue to be perfected and
 adapted to scientific, pedagogical
 and social changes throughout
 one’s life..
7.      Collaborate with different
 sectors in the educational
 community and in the social setting.
 Take on the educational dimension
 of the teaching function and
 encourage democratic education for
 active citizens.
8.      Maintain a critical and
 autonomous relationship with
 respect to the knowledge, values
 and public and private social
 institutions.
9.      Value individual and collective
 responsibility in achieving a
 sustainable future.
10.     Reflect on classroom practices
  to innovate and improve teaching
  work. Acquire habits and skills for
  cooperative and autonomous
  learning and promote it in
  students.
11.    Know and apply information
  and communication technologies
  in the classroom. Selectively
  distinguish audiovisual information
  that contributes to learning, civic
  formation and cultural richness.
12.    Understand the function, the
  possibilities and the limits of education in
  today’s society and the fundamental
  abilities which affect primary
  education colleges and their staff.
  Know quality improvement models
  applicable to educational centres,
  encouraging continuity between
  educational cycles and stages of the
  school environment and other
  socioeducational, family and community
  contexts, paying special attention to the
  characteristics of rural settings.




2.- Syllabus

   No.                                                       SBUJECT DENOMINATION
                   MODULE DENOMINATION
 MODULE
                                           UT    ECTS                         UT   ECTS
                                           C1           LEARNING AND          C1
                                                        PERSONALITY
Module I                                   C2           DEVELOPMENT I         S1    12
(of basic        LEARNING AND              S1                                 S2
                 PERSONALITY                      21    LEARNING AND
formation)       DEVELOPMENT               S2                                 C2
                                                        PERSONALITY
                                           S3           DEVELOPMENT II        S3    9
                                           S4                                 S4
                                           C1           EDUCATIVE             C1
                                                        PROCESSES AND
                                           C2           CONTEXTS I            S1    12
Module II        EDUCATIVE                 S1                                 S2
(of basic        PROCESSES AND                    21    EDUCATIVE
                 CONTEXTS                  S2                                 C2
formation)                                              PROCESSES AND
                                           S3           CONTEXTS II           S3    9
                                           S4                                 S4
                                           C1           SOCIETY, FAMILY AND   C1
                                                        SCHOOL I              S1    12
Module III                                 C2
                 SOCIETY, FAMILY AND                                          S2
(of basic        SCHOOL                    S1     18
                                                        SOCIETY, FAMILY AND
formation)                                 S2           SCHOOL II             C2
                                                                                    6
                                           S3                                 S3
                                     S4                                S4
                                               LEARNING OF
                                     C2        EXPERIMENTAL            C2
                                               SCIENCES I                   6
Module IV       LEARNING OF          C3                                S4
(Didactic and   EXPERIMENTAL         S4   15   LEARNING OF
                SCIENCE                                                C3
disciplinary)                        S5        EXPERIMENTAL
                                               SCIENCES II             S5   9
                                     S6
                                                                       S6
                                     C2
Module V        Teaching and         C3        GEOGRAPHY AND           C2
(Didactic and   learning of          S3        HISTORY OF                   6
                                               CATALONIA               S3
disciplinary)   social sciences      S5
                                          15
                                     S6
                                               DIDACTICS OF SOCIAL     C3
                                               SCIENCES
                                               GENERAL HISTORY         S5   9
                                               OF EUROPE               S6
                                               NUMERATION,             C1
                                     C1        CALCULUS AND
                                     C2        MEASUREMENT             S1   8
                                     C3                                S2
Module VI       Teaching and         S1        SPACE AND FORM
                                                                       C2
(Didactic and   learning of          S2   20                           S3   6
disciplinary)   mathematics          S3                                S4
                                               PROCESSING
                                     S4        INFORMATION,            C3
                                     S5        CHANCE AND              S5   6
                                               PROBABILITY
                                     S6                                S6
                                               TEACHING AND            C1
                                               LEARNING OF
                                     C1        LANGUAGES I             S1   7
                                     C2                                S2
                                               TEACHING AND            C2
                                     C3        LEARNING OF
                                     C4        LANGUAGES II            S3   7
                                     S1                                S4
Module VII      TEACHING AND                   TEACHING AND            C3
                                     S2        LEARNING OF
(Didactic and   LEARNING OF               28                           S5   7
                LANGUAGES            S3        LANGUAGES III
disciplinary)                                                          S6
                                     S4
                                     S5
                                     S6        TEACHING AND            C4
                                               LEARNING OF
                                     S7        LANGUAGES IV            S7   7
                                     S8                                S8

                                     C1        MUSIC   AND    VISUAL   C1
                Teaching and         C3        ARTS                    S1   9
Module VIII     learning of          S1                                S2
(Didactic and   Musical, art         S2   18
                                               DIDACTICS OF     ART    C3
disciplinary)   and visual           S5        EDUCATION               S5   9
                education            S6
                                                                       S6
                                               TEACHING AND
Module IX       TEACHING AND         C2        LEARNING OF
                LEARNING OF
                                               PHYSICAL                C2
(Didactic and   PHYSICAL EDUCATION   C3   10                                5
                                               EDUCATION I             S3
disciplinary)                        S3
                              S5        TEACHING AND
                                        LEARNING OF
                                        PHYSICAL             C3
                                                                  5
                                        EDUCATION II         S5

                                                             C2
                              C2                             C3
                              C3                             C4
                              C4                             S3
            School                      SCHOOL PLACEMENT
Module X                      S3                             S4   41
            practicals,
(Work                         S4   50                        S5
            including final
experience)                   S5                             S6
            dissertation
                              S6                             S7
                              S7                             S8
                              S8        FINAL DISSERTATION   C4
                                                                  9
                                                             S8
                                        EDUCATION IN         C4
                                        DIVERSITY I          S7   9
             SPECIALISM IN    C4
                                                             S8
             EDUCATION IN     S7   18
             DIVERSITY                  EDUCATION IN         C4
                              S8        DIVERSITY II         S7   9
                                                             S8
                                        DIDACTICS AND
                                        CURRICULAR DESIGN    C4
                                        OF THE FOREIGN       S7   9
             Specialism in    C4        LANGUAGE
                                                             S8
             foreign          S7   18
                                        FRENCH/ENGLISH       C4
             languages        S8        LANGUAGE AND
                                        THEIR CULTURES       S7   9
                                                             S8
                                        CONTENTS INHERENT    C4
                                        TO PHYSICAL
                                        EDUCATION I          S7   9
             Specialism in    C4
                                                             S8
             physical         S7   18   CONTENTS INHERENT    C4
Module XI    education        S8        TO PHYSICAL
                                        EDUCATION II         S7   9
(Optional)                                                   S8
                                        MUSICAL EDUCATION    C4
                                        I                    S7   9
             Specialism in    C4
                                                             S8
             musical          S7   18
                                        MUSICAL EDUCATION    C4
             education        S8        II                   S7   9
                                                             S8
                                        CROSS-DEGREE         C4
                                        CREDITS              S7   6
                                                             S8
                                        THE MODERN WORLD
                                                             C4
                                                             S7   6
                                                             S8
                                        EDUCATION OF         C4
                                        HEALTH               S7   6
                                                             S8
                                        PATERNAL
                                        EDUCATIONAL          C4   6
                                                           STYLES AND INFANT       S7
                                                           SOCIALISATION
                                                                                   S8
                                                                                   C4
                                                           Religion                S7        6
                                                                                   S8
                                                           HEALTH AND              C4
                                                           DISCOMFORT IN
                                                           TEACHING                S7        6
                                                                                   S8
                                                           BILINGUAL AND           C4
                                                           MULTILINGUAL
                                                           EDUCATION               S7        6
                                                                                   S8
                                                           SCHOOL AND              C4
                                                           TERRITORY: THE
                                                           RURAL SCHOOL            S7        6
                                                                                   S8
                                                           EDUCATIVE
                                                           INNOVATION              C4
                                                           THROUGH TIC IN          S7        6
                                                           INFANT EDUCATION
                                                                                   S8
                                                           PROJECTS OF VISUAL      C4
                                                           ART EDUCATION           S7        6
                                                                                   S8
                                                           PROSOCIAL VALUES        C4
                                                           AND BELIEFS             S7        6
                                                                                   S8
                                                           COMPREHENSION OF        C4
                                                           THE WORLD
                                                           THROUGH SCIENCE         S7        6
                                                                                   S8
                                                           METHODS AND
                                                           TECHNIQUES OF           C4
                                                           EDUCATIONAL             S7        6
                                                           INVESTIGATION
                                                                                   S8


3.- Course description
Taken from the White Paper of ANECA (2005):

A degree for Teacher of Primary Education is proposed (240 ECTS credits) which must confer
general teaching abilities to graduates that aid development, guide learning and promote
achievements of the objectives established by the Educational System for Primary Education.
One must be capable of being a responsible teacher of all the common subjects
which are currently tutor competences (Mathematics, Language, Sciences-
Geography and History [or Environmental Knowledge] and Artistic Education.
Furthermore, one must have specific teaching abilities in one of these specific
fields: Physical Education, Musical Education, Foreign Language or Attention to
Special Educational Needs.

In both degrees, a subject structure is proposed which is articulated around areas of the official
curriculum, in both Infant and Primary Education, together with formative subjects in the
psychopedagogical setting.
Increase of the teaching experience in a significant way (42 ECTS credits) is proposed so that it
comes to occupy more than one school term of the student’s work.
It is proposed that the percentage of common formative contents is 70% in the Infant Education
degree and 75% in the Primary Education degree (pp. 220-221)

4.- Student Access and Admission

(Falta trabajarlo)
5.- Work experience and final dissertation

5.1.- Competences

(1) Acquire practical knowledge of the classroom and its management. (2) Know and apply interaction and
communication processes in the classroom and have good command of the social skills and abilities
necessary to a classroom environment that facilitates learning and coexistence. (3) Control and track the
educational process and in particular that of teaching-learning through command of the necessary
techniques and strategies. (4) Relate theory and practice with the reality of the classroom and the centre.
(5) Participate in teaching activity and learn to know what to do, acting and reflecting on practice. (6)
Participate in improvement proposals in the different spheres of action which may be established in a
centre. (7) Regulate interaction and communication processes in groups of students from 0-3 and from 3-
6. (8) Know forms of collaboration with different sectors of the educational community and the social
environment. (9) Have a command of TIC in the subject setting. (10) Manage information adequately. (11)
Communicate correctly orally, in written form and using other resources in the subject setting. (12) Resolve
developmental and practical problems. (13) Organise and plan one’s own actions and those with others.
(14) Work in a group. (15) Demonstrate ethical commitment with those who are subjects of teaching.
6.- Academic outcomes of the degree

EXPECTED OUTCOMES

8.1 Value estimates

Analysis of the demand forecast for the new studies introduced is made using the available data
in the centre and in the UdL Quality Office. Analysis of this data shows us that since the 2001-
2002 academic year, evolution of demand has not just been sustainable, but has also been
increasing. To give an example of this, for 55 places, demand in the 2003-2004 academic
course was of 96 students, for 2004-2005 was 106 students, for 2005-06 was 108 students, and
for 2006-07 was 115 students. This fact is due to the increase in demand for new teachers in
primary education, the opening of new primary education centres, and to the social demands
produced by an increase in the population of 6-12 years of age. These positive forecasts of
career opportunities and the extremely high rate of entry into the job market causes studies for
primary education teachers to become sufficiently attractive as to have high demand, which will
be sustainable with time, and thus ensuring their viability.

Regarding graduation, drop-out and efficiency rates, the data obtained from the latest cohorts
are the following:
          Graduation rate: 92%
          Drop-out rate: 18%
          Efficiency rate: 89%

According to the available data, with the implementation of the degree in Primary Education, we
hope to maintain and improve the graduation rate around approximately 95-98%, basically
owing to the increase of career opportunities for these future graduates, and due to the
formative proposal made by the university, which is highly linked to the professional setting,
making the studies more attractive to students.

With regards to drop-out rates, currently around 18%, the estimate by the centre is that these
figures could be reduced to as much as around 10%. By designing a professionally orientated
syllabus, based on abilities, in which teaching methodologies are adapted to the needs of the
student, and planning focuses on the student and not the teacher, we are led to believe that all
these elements of quality will reduce the student drop-out rate. Furthermore, a more
personalised and individualised treatment will aid higher integration and implementation of the
student in the system..
       Graduation rate: percentage of students who complete their studies
       within the time period foreseen in the syllabus or one academic year
       more in relation to their entry cohort.

       Drop-out rate: percentage relationship between the total number of
       students of a new entry cohort who must obtain the degree the previous
       academic year and who have not enrolled either in that academic year
       nor the previous one.
       Efficiency rate: percentage relationship between the total number of
       syllabus credits to which the group of graduates of a determined
       academic year must have been enrolled to throughout their studies and
       the total number of credits to which they have actually had to enroll.


8.2Progress assessment and learning outcomes of students
The Government Council of the University of Lleida of July 8th 2004 approved
the creation, within the organization chart of the centres, of the figure of degree
coordinator who assumes the organisational abilities of the management team
in the setting of a determined qualification. The principle functions of the degree
coordinator are:
1 To coordinate the formative process
              Establish the necessary processes of coordination in the
            qualification
              Manage the mechanism which the UdL has at its disposal to
            collect complaints and suggestions of the students
              Inform as to the adequacy of the services offered to the students
            of the needs raised by the formative programme (library, computer
            ,rooms, specific resources)

    2. To follow the results of the formative process and propose improvements

              Evaluate the academic performance of the students
              Analyse the possible reasons in cases of low performance
              Propose improvements which are considered necessary
              Create the necessary mechanisms for the evaluation of the
        abilities defined in the new professional profiles in the degree titles. .

3. Manage the resources assigned to the qualification.
Annually, the degree coordinator elaborates a report in which the results
obtained during the academic course are analysed. In this report, directed at the
Vice-Chancellor of Quality and Strategic Planning, the success and
performance rate, enrollment evolution and cohort progression (graduation and
drop-out rates) are revised. In this way the results of student satisfaction are
revised with respect to the performance of the teaching staff and the proposed
improvements considered necessary are suggested.

7.- Resources
7. AVAILABILITY AND SUITABILITY OF MATERIAL RESOURCES AND SERVICES
7.1   Justification
ACCESIBILITY
The University of Lleida is an entity which has always considered interaction with the society to
which it lends its services as one of the important points in its organization and awareness
strategy. It is for this reason that it is a priority of the governing team of the UdL to improve
accessibility of its installations and services and provide the tools necessary for those people in
situations of disability so that they are able to develop their higher education.
In the setting of development of higher education of people of the university community with
disabilities, the UdL has developed different measures aimed at eliminating the obstacles to
learning which impede or make their education difficult.
The UdL has opted for a personalized model of attention for students with disabilities, for the
number of students that we have with disabilities and for the structure and dimensions of our
university.
The principal objectives of the working project which we are carrying out aimed at people with
disabilities in the UdL takes the following line:
- “University for everyone” space, which develops different measures to promote a university
without barriers and makes the provision of technical and personal support possible to those
students who need it.
- Guarantee that students with disabilities have the opportunity to realise their university studies
through acquisition of technical and personal help and calls for grants for UdL students with
special needs.
The principal line of work is destined to provide availability of personal grants and technical
resources to favour the self-determination of those people who will benefit from them, improving
participation by lessening communicative restrictions.
TECHNICAL DEPARTMENT OF INFRASTRUCTURE
The Technical Department of Infrastructure (OTI) is the technical unit in charge of the
management of infrastructure, building works and the installations of the UdL and of the
corresponding maintenance, both preventative and corrective.
Its objective is to watch over the fittings of the infrastructures and the installations that they are
made up of.
FUNCTIONS
Its principal functions are:
      Technical supervision of building work projects and installations, their direction and
          material execution.
      Elaboration of documents of technical prescriptions for contracting building works and
          installations. Also the provision of maintenance services and conservation of them.
      Preparation of contests relative to the different contracts with external supply
          businesses.
      Organisation and management of maintenance pertaining to the UdL, such as
          supervision, control and monitoring of the maintenance services contracted to third
          parties.
      Management and streamlining of the control systems of the UdL water and energy
          supplies.
      Maintenance and conservation of the buildings, installations and urbanisation of the
          different campuses.
      Resolution of maintenance incidents.
Thus, maintenance management in relation to the materials and services corresponding to the
information and communication systems of the University of Lleida are managed in the following
way:
 The University of Lleida has at its disposal a team of 33 people dedicated totally or partially
     to the management of evolved and repair maintenance as well as hardware and software
     equipment, servers and communications of the university.

   As well as the university’s own personnel, also available are those personnel linked to
    contracts with business providers who offer diverse maintenance services of hardware,
    software, and computing and communication installations. These contracts are managed in
    different ways depending on the amount / typology of the maintenance:
          By public contest.
          By closed contest through businesses endorsed by the university.
          By exclusive maintenance contracts of diverse suppliers that own certain licensed
             software packets or specific hardware equipment..

   Operatively, for the management of technical problems a website is available which offers
    a helpdesk integrated in the Virtual Campus of the university. On this website, users can
    register technical problems and consult up-to-the-minute information on the state of their
    problems. This application allows the university to have constant control over the state of
    each technical problem, and also allows for the elaboration of diverse service indicators,
    such as the average time of problem resolution, progress of evolution times by service or by
    problem type, etc.




RISK PREVENTION
Conscious of the importance that working conditions have for the health and wellbeing of all and
of the current legal requirement of all institutions watching out for he security and health of their
workers, the objective of the University of Lleida is the integration of prevention on all levels and
continuous improvement of working conditions.
From this double perspective, legal imperative and interest in improving the working
environment, the University of Lleida assumes the responsibility of advancing in the direction of
achieving:
     - Integration of prevention in all the university’s activities as a whole
    -   Improvement of working conditions according to security, health, hygiene and
        ergonomic criteria.
    -   And encouragement of an authentic preventative culture.

To achieve these objectives, the UdL possesses its own prevention service, in accordance with
article 14 of the Royal Decree 39/97, with staff dedicated exclusively to issues of occupational
hazards. This service has the technical and medical support of an external prevention service
which has contracted services for security, hygiene, ergonomics, psychology and health
surveillance.
Furthermore, prevention is integrated into the campuses and departments by means of many
workers who reconcile their regular work with part-time dedication to issues of prevention.
In this sense, there is also a person in charge of the campus in PRL. Their functions, in the
setting of the campus and of the departments where there is no departmental coordinator of
prevention, are the following:
     - Collaborate in compliance with the rules of occupational hazard prevention at the UdL
         and watch over application of the directives of SPRL.
     - Promote putting into action and developing preventative activity.
     - Receive and distribute information provided by the SPRL.
     - Collaborate in requested data collection and in the implementation of corrective
         measures according to the directives of the SPRL.
     - Form part of the emergency structure as substitute head of emergencies.

There is also a departmental prevention coordinator (technical departments) or scientific-
technical, who must become involved when risks associated with the use of installations,
equipment, products or processes advise for the existence of someone in charge of functions
and specific training, for example, in departments with laboratories or workshops, both of
investigation and teaching. The functions and responsibilities of the departmental prevention
coordinator are the following:
    - Collaborate in compliance with the rules of occupational hazard prevention of the UdL
        and watch over application of the directives of SPRL.
    - Act as negotiator between the SPRL, the department director and the members of the
        department
    - Receive and distribute information provided by the SPRL.
    - Collaborate in requested data collection
    - Collaborate in the implementation of corrective measures according to the directives of
        the SPRL.
    - Form part of the emergency teams: first intervention teams or alarm and evacuation
        teams.

All information is available on the webpage of the SPRL: http://www.udl.cat/serveis/sprl.html

RESOURCE AVAILABILITY AT THE UNIVERSITY OF LLEIDA
Technological resources:
- Internet: The entire university community has access to the internet, through the UdL network
   connection and also through the different zones of wireless connection (WIFI).

- UdL Website, accessible to the general public: www.udl.cat. It provides all information of
   interest about the UdL, its centres, activities, etc.
SAKAI platform (VIRTUAL CAMPUS): The virtual campus is a teaching support tool which
   allows for the development of part-time and long-distance training. It may also be used as a
   support resource for onsite teaching (for example, to offer resources or improve teacher-
   student communication).
- Intranet: The UdL’s intranet is made up of diverse spaces which are accessible only to users
   who are assigned a user name on the UdL network, prior authentication: any structural unit,
   centre, department and government agency of the UdL.
- E-mail: All UdL members – students, professors and administrative and service staff have an
   e-mail account, which can also be accessed via the web externally (https://correu.udl.cat).
- Printing, photocopies and digitalisation of documents by means of printers, photocopies
   and self-service scanners. These machines can be found in the different computer labs, and
   in each of the libraries of the different centres.
- Platform for Academic Management: Facilitates management of enrollments, the
  introduction of marks by the professor, document management, certificate generation, the
  processing of degrees, rate collection, etc. As well as internal management, this tool has a
  service which allows students to consult their record, enrollment and the processing of some
  requests to the Academic Secretary.
- TIC Centre: The Information and Communication Technology (TIC) Centre at the UdL is a
  project of the ICE Virtual Teaching Unit which aims to offer a space for the analysis and study
  of different subject matters related to the use of TIC (ICT) in teaching
  (http://www.ice.udl.es/udv/observatori/)
    -    Library:
The University of Lleida has a Library and Document Service (SBD), recognised by the quality
certification of ANECA from 2003 onwards, and made up of:

-   Cappont Library: Cappont Library opened in 2003 in commemoration of the 700th
    anniversary of the University of Lleida. Conceived as the campus library, it covers the
    areas of law, business, work, computing, engineering, psychology, pedagogy, social
    education and sociology. It occupies 4,520m2 and has 509 reading spaces.

-   Health Sciences Library (Biblioteca de Ciencias de la Salud): The "Jaume d'Agramunt"
    Health Sciences Library was inaugurated on February 26th 1999 and is located in the
    University School of Nursing (Escuela Universitaria de Enfermería) building; it has a surface
    area of 722 m2 and has 182 reading spaces.

-   ETSEA Library: The library, situated on the ground floor of the third building of the ETSEA
    campus has 1,303 m2 and 394 lecturing spaces. It centres on the subjects of agronomy,
    economy, farming operations, horticulture and fruit growing, gardening, rural mechanisation
    and constructions, agricultural and food industries, forestal exploitations and industries, the
    environment and soil science.

-   Humanities Library (Biblioteca Letras): The Humanities Library is on the ground floor of
    the Rectorate building, it has a surface area of 1642 m, and 250 reading spaces and covers
    the areas of philology, audiovisual communication, geography, history and art. It also has at
    its disposal special contents such as those of the philologists Samuel Gili Gaya and
    Porqueras Mayo, as well as the Leridian poet Màrius Torres, which can be accessed from
    the virtual library named after him. Soon, the Romano Sol-Carme Torres legacy will be
    incorporated, which will contribute to increasing and enriching the local content of the
    library.

-   European Centre of Documentation (Centro de Documentación Europea): The
    European Centre of Documentation (CDE) of the University of Lérida was created as the
    result of an agreement signed by the European Commission and the higher technical school
    of Agricultural Engineering in 1988. It forms part of the network of information centres of the
    European Union (UE) and became active in the year 1991.

    -     Arnau de Vilanova University Hospital Library (Biblioteca Hospital Universitario
          Arnau de Vilanova): Situated on the first floor of the hospital’s old building, the library
          is functionally integrated into the SBD of the UdL, on the basis of an agreement of
          collaboration between the University of Lleida and the Arnau de Vilanova University
          Hospital, to support the hospital’s professionals, the students of health sciences and the
          university community in general.
- Digital Library of the Josep Laporte Foundation.
- MEDLINE PubMed
- Catalogue C17
Different services are offered through the SBD, which can be accessed though the library’s
webpage (www.bib.udl.cat):
 Acquisitions
 User training
 Loans of laptops and USB memory sticks
 Loans
 Document acquisition (SOD) or expressly authorised entities
   Bibliographical information
   Reprographics
   Information brochures
   Refworks

RESOURCE AVAILABILITY IN THE CENTRE/SCHOOL WHERE THE DEGREE IS OFFERED
    Gymnasium: this space of 321 metres has at its disposal didactic, teaching and
     audiovisual material necessary for the subjects. Next to the gymnasium are male and
     female changing rooms with showers and lockers.
    Maria Rúbies Graduate Hall: this space has a capacity for 90 people and has
     audiovisual material and a sound system.
    6 lecture rooms (large: capacity of between 50 and 90 people): all of which have the
     following lecture room equipment:

                                    3. Lecture room equipment

                       4. 1 projector and automatic screen

                       5. 1 computer

                       6. 1 combo (video, CD and DVD players)

                       7. Sound equipment: amplifier and speakers

                       8. Blackboard and whiteboard


         4 lecture rooms (medium: capacity of between 30 and 50 people): all of which have
          at their disposal the corresponding equipment.

         7 specialised rooms

          1. Teaching computer lab: has:

                                  9. 36 pieces of equipment for
                                      students

                                  10. 1 piece of equipment for the
                                      professor

                                  11. 1 Projector

                                  12. Programs

           2. Audiovisual seminar room: teaching and laboratory
               - Seminar room: has the corresponding equipment.
         - Audiovisual laboratory:
                              10 computers
                              6 mini-DVD cameras
                              3 televisions
                              2 projectors
                              2 vídeo players
                              3 vídeo players
                              1 slide projector
                              3 tripods
                          1 sound receiver
                          1 Sony projector
                          1 DVD-VHS Combo recorder
                          1 mini HiFi system
                          1 BETAmax video player
                          6 desktop PCs
                          1 HP printer

  3. Experimental rooms: teaching and laboratory
      - Seminar room: has the corresponding equipment.
      - Laboratory: has the machinery and tools appropriate to a laboratory.

  4. Visual art room: teaching and workshop
       - Seminar room: has the corresponding equipment.
     - Workshop: has the material necessary for teaching the subject and the
corresponding fittings.

  5. Multimedia laboratory: has the corresponding equipment. Has specific furnishings to
be adapted to a multimedia seminar room.

   6. 2 Music rooms: two soundproof music rooms equipped with didactic materials and
the necessary instruments (piano, xylophones, kettle drums, etc.). Also have the
corresponding equipment.

       3.      Computer rooms for users:

                                      13. User room (1)

                              14. 14 Computers for students

                              15. 2 Printers

                              16. 1 Scanner

                              17. Programs



                                      18. User room (2)

                              19. 14 Computers for students

                              20. 1 Scanner

                              21. Programs


                                   22. Open Source room

                              23. 14 Computers for students

                              24. Programs

           Student Council Office: has common office furnishings, computer and printer.

           2 Seminar rooms: Have mobile audiovisual equipment.
              7 investigation rooms: have common office furnishings and materials necessary
               for investigation.

              Professor offices:
               - 29 double offices: have common office equipment.
               - 66 individual offices: have common office equipment..



Annex building
        Study room: has a 28 person capacity and is available for group study.
        3 lecture rooms (large: capacity of between 50 and 90 people): all of which
           have the corresponding lecture room equipment.
        3 lecture rooms (small: capacity of between 30 and 50 people): all of which
           have the corresponding lecture room equipment.
       

CAMPUS SERVICES
      2.   Campus cafe and food and drink vending machines.
      3.   Reprographics and stationery service
      4.   Student residence.
      5.   Open Source room

All of the spaces mentioned are sufficient and accessible to cover
the planned subject programmes.
7.2        Precaution

      Adaptation of the multimedia laboratory
      Wi-fi
      Self-service photocopying
The centre is currently in the process of acquiring these resources and services.



8.- Tutorial       support
4.1  Information systems following                      registration       and      accessible
procedures of acceptance and guidance.
The Interuniversity Council of Catalonia (CIC) is the coordinating body of the
Catalonian university system and of consultation and assessment of the
Generalitat Government concerning universities. It integrates representatives
from all of the public and private universities of Catalonia.

The coordination of access and admission processes to the university is a
strategic priority of the Interuniversity Council of Catalonia, which aims to
guarantee that university access of high school diploma students and of those
over 25, with respect to the principles of publicity, equality, merit and capacity.
In this way, it guarantees equality of opportunities in the assignment of students
to the university studies on offer.

It is also fitting to highlight the action taken by the council relating to guidance
for university access of future university students, specifically:
       1. Information and guidance relating to the new organisation of university
           studies and their career opportunities, so that choosing a subject to
           study at university is done with all the necessary prior considerations.
       2. Transition from vocational courses to university.
       3. Attendance and welcome of foreign students.

The commission for student access and affairs is a permanent commission of
the Interuniversity Council of Catalonia which is established as an instrument
which allows universities to debate, adopt joint initiatives, request information
and make proposals based on university policy.

Among the responsibilities assigned to this commission, those which stand out
are those related to the management of university access tests, management of
the enrollment process, promotion of coordination measures between university
qualifications and professional training, elaboration of recommendations aimed
at universities to facilitate integration of disabled people in the university, follow-
up measures of the university promotion programme and coordination of the
presence of the universities in specialised rooms.

Guidance procedures for people who wish to gain access to university, as well
as promotion procedures for university studies of the Catalan university system
in Catalonia and in the rest of the state are designed, scheduled and
implemented by the Guidance Office for University Access of the Interuniversity
Council of Catalonia, which also undertakes management of procedures related
to Catalan public university access, university enrollment and assignment of
places.
Six lines of action are proposed to achieve this objective, implemented by the
Guidance Office for University Access, which on one side aim to further
implicate those parts that intervene in the process, and on the other, make the
university system known to the students so that their choices are based on their
personal characteristics and interests.

The proposed lines of action are the following:


   1. Create a stable framework for relationships with other institutions
       implicated in guidance for university access.
   2. Foster guidance actions directed at agents and collectives from the world
       of education, such as conferences, academic and career guidance
       conferences, round tables, etc.
   3. Information and guidance services in person, by telephone and online by
       the Guidance Office for University Access.
   4. Participation in seminars and conferences in the field of education. The
       Interuniversity Council of Catalonia participates annually in fairs and
       conferences in the field of education with the objective of providing
       information and guidance about the Catalan university system and
       especially in relation to university access and the studies on offer. The
       seminars in which the Interuniversity Council of Catalonia participates
       annually through the Guidance Office for University Access are: Saló de
       l’Ensenyament (Teaching Seminar, Barcelona), AULA, Salón
       Internacional del Estudiante y de la Oferta Educativa (International
       Seminar of The Student and Educational Offerings, Madrid), Jornadas de
       Orientación Universitaria y Profesional (Conferences of University and
       Career Guidance, Tárrega) y Espai de l’Estudiant (The Student Space,
       Valls).
    5. Elaboration and dissemination of materials on university access and the
       new university system. The annual edited publications are the following:
       1. University studies guide in Catalonia.
       2. University enrollment.
       3. University access. Correspondence between the access tests options
         related to high school diploma modes and university studies.
       4. University access. Correspondence between vocational courses and
         university studies.
       5. University access. Correspondence between the first and second
         cycles of university studies.
       6. Minimum average marks. Information table for students.
       7. University access tests for over-25s.
       8. University access tests for sixth-form students.
       9. Catalonia Master.
       10. Official masters in Catalan universities
       11. University centres and qualifications in Catalonia.
    6. Promoting equal opportunities for students with disabilities is another
       prime objective of the Interuniversity Council of Catalonia. Faced with
       the necessity to promote common lines of attention for students with
       disabilities, the Student Access and Affairs Commission of the CIC in
       September of 2006 agreed on the creation of the Technical Commission
       of UNIDISCAT (University and Disability in Catalonia), in which all
       Catalan universities are represented and whose principal objectives are:
       1. Analyse the current situation and the necessities of students with
           disabilities to establish an action and response protocol.
       2. Create a work space together with Catalan universities to maintain
           good coordination in this area and promote common lines of action.
       3. Study the legal and judicial framework related to curricular
adaptations.
       4. Establish collaborations with other departments or entities who also
           deal with aspects related to persons with disabilities.
       5. Suggest proposals to the Student Access and Affairs Commission of
the CIC.

Furthermore, according to the agreement of October 4th 2007 of the Student
Access and Affairs Commission regarding the curricular adaptation of students
with disabilities, it was established that to guarantee equal opportunities
regarding curricular access of students with disabilities, Catalan universities
and the UdL in particular will guarantee the following requirements for the
elaboration of new formative degree proposals:
       a)     The student will have a degree of disability equal or superior to
       33% recognised by the competent organism.
       b)     Curricular adaptation will not be able to exceed 15% of the total
        credits of the formative degree programme
       c)     Adapted abilities and contents should be comparable to those
        foreseen in the syllabus.
       d)     Upon completion of studies, the student must have exceeded the
        total number of credits foreseen by the corresponding guidelines that
        regulate the qualification.
       e)     The corresponding organisation in the university must carry out a
        study of the characteristics of the disabilities of the student body to
        propose curricular adaptation in agreement with these characteristics.
        From this study a report will be derived about the proposed adaptations.
       f)     The resolution accepting curricular adaptation will be regulated by
        each university and must be ratified by the competent organisation
        determined by each university.
       g)     This curricular adaptation must be specified in the European
        Supplement of the Degree.

Brief description of the personal and academic characteristics of the
students who the degree is aimed at
Following the criteria of LOGSE (the educational system general organisation
act), all high school diplomas allow access to degrees in Primary Education,
Foreign Language Teacher, Physical Education Teacher, Musical Education
Teacher, Special Education Teacher: in art, in humanities, in science and
technology, in health sciences and in social sciences.
It is advisable that the student’s education is in humanities and social sciences
(R.D. 1467/2007, BOE of 6th November, for which the high school diploma
structure is set up and its minimum teachings are stated).
At the moment students from superior vocational courses can also gain access
to study this degree: CFGS in Infant Education, CFGS in Physical Activity Dynamism and
Sports (Physical Education), and CFGS in Football (Physical Education). The rest of the
vocational courses will be able to gain access in accordance with the current
rules.
4.2     Criteria
None
4.2 Accessible support and guidance systems for registered students.
      Registration information with information agents trained to this end during
        the registration process, with the purpose of helping with choosing
        elective subjects, etc.

      Presentation of the “Tutorial Action Plan of Lleida University” (PAT-UdL)
       and personalised tutorials with students and the tutor during the year
       (http://www.fce.udl.cat/AccioTutorial/info.php)

      Welcome/information session at the start of the year with the degree
       coordinator (welcome from the rector and the dean of the centre. First
       meeting with degree coordinators. Presentation of UdL services.
       Presentation     of    the    Student      Council of   the    FCE).
       (http://www.fce.udl.es/Estudiantat/consell.php)
      Organisation by the ICE-UdL and the FCE of formative sessions aimed
       at students about use of the SAKAI virtual platform (2 annual sessions
       that coincide with the start of each semester)
   (http://www.fce.udl.es/Estudiantat/enllacos_int.php)

      Formative sessions overseen by the library and coordinated from the
       different degree subjects (bibliographic search, use of databases of
       interest, learning resources, magazine use, etc.)
   (http://www.bib.udl.es/)

      Periodic meetings with the qualification coordinator (minimum 2 per
       semester), with the objective of informing about practicals, carrying out
       monitoring of the year, assessing coordination between degree
       professors, etc.
   (http://www.fce.udl.es/LaFacultat/coord_tit.php)

      Meetings of the Vice-Dean of students with the representatives of the
       different qualifications (1 meeting per month)

      Information sessions on job placement.

    Guidance sessions on work experience.
   (http://www.fce.udl.es/Estudis/prac_prim.php)

      Information sessions of the FCE about the different mobility programmes
       available.
   (http://www.fce.udl.es/EEES_Mobilitat/Inici.php)

       Use of the WEB as an information tool, information source on activities
        which conform to the life of the FCE, etc.
    (http://www.fce.udl.es/)
9.- Mobility
Mobility procedures of students
The Faculty of Education Sciences participates in exchange programmes on a
national and international level which consolidate its educational system,
situating the institution in a competitive framework of quality within the
framework of the European Space of Higher Education. The exchange
programmes aid knowledge of other cultures and favour an international
perspective, in both the academic and the personal setting, of professors,
administrative and service staff, and students.
The main mobility programmes of the faculty are:
 SICUE/Séneca programme: Offers the opportunity to professors, PAS
    members and students of completing a teaching or training stay in Spanish
    universities.
 DRAC Programme: promotes mobility of different university strata in
    universities that form part of the Joan Lluís Vives network, that is, Valencian,
    Balearic, Catalan and southern France universities.
 Sócrates/Erasmus programme: allows members of the university community
    to complete teaching, training or study stays in a European university.
 UdL mobility programmes: allows members of the university community to
  complete stays in universities of countries outside of Europe.

Members of the Faculty of Education Sciences can present an application to
participate in any of these programmes in two annual calls by the university’s
Office of International Relations, which usually take place in December and
April. Together with the faculty coordinator, the Office of International Relations
organizes two information sessions in the centre which precede each call.
Furthermore, the faculty publishes all the latest news related to the calls and
mobility in general through the degree coordinators, on the webpage as well as
around the university community in general.

To promote student mobility, the faculty offers grants to students who
participate in these mobility programmes, alongside other grants offered by the
Ministerio, the Generalitat de Catalunya (Catalan Government) and the
University Extension Service.

Below are listed some of the Sócrates/Erasmus partner universities of the
faculty, along with their specific link with each of the degrees where this
specificity is relevant.
PRIMARY EDUCATION TEACHER:
Rezeknes Augstskola, Latvia
Universidade do Minho, Portugal
Instituto Politécnico de Leiria, Portugal
Universitatea ´Stefan cel Mare´ Suceava, Romania
Lulea University of Technology, Sweden
Universität Kassel, Germany

INFANT EDUCATION TEACHER:
Universitatea ´Stefan cel Mare´ Suceava, Romania

OTRAS UNIVERSIDADES SOCIAS DE LA FACULTAD:
Erasmushogeschool Brussel, Belgium
Haute Ecole de la Communauté française en Hainaut, Belgium
Jihočeská univerzita v Českých Budějovicích (University of South Bohemia), Czech Republic
Charles University Prague, Czech Republic
Albert-Ludwigs-Universität Freiburg, Freiburg
Justus-Liebig-Universität Giessen, Germany
Friedrich-Schilller-Universität Jena, Germany
Université de Paris X Nanterre, France
Université de Toulouse II Le Mirail, France
Università degli studi di Macerata, Italy
Università degli studi di Padova, Italy
Hedmark University College, Norway
Instituto Politécnico de Bragança, Portugal
University of Warsaw, Poland
University of Turku, Finland
VAMK, University of Applied Sciences, Finland
Universiteit Gent, Belgium
Universitatea Alexandru Ioan Cuza, Romania

Also in the Erasmus programme, it is possible to carry out work experience for
teaching degrees in the Spanish schools Federico García Lorca de París and
the Instituto Vicente Cañada Blanch de Londres through agreements between
the faculty and these institutions.
In the European framework, but outside of the Erasmus programme, the
Université de Lausanne, in Switzerland, also has a mobility agreement with the
Faculty of Education Sciences.
The mobility places of the UdL which members of the Faculty of Education
Sciences have access to are:
PRIMARY TEACHER DEGREE:
Université de Montréal, Canada
University of Ottawa, Canada
University of Ottawa, Canada
Western Michigan University, United States
Benemérita Universidad Autónoma de Puebla, Mexico
Universidad de Guadalajara, Mexico
Universidad Autónoma del Estado de Higalgo, Mexico
Universidad Nacional Autónoma de Mexico
Universidad de Monterrey, Mexico
Universidad Mayor, Chile
Pontificia Universidad Católica de Valparaíso, Chile

INFANT EDUCATION TEACHER:
Université de Montréal, Canada
University of Ottawa, Canada
Universidad de San José, Costa Rica
Western Michigan University, United States
Benemérita Universidad Autónoma de Puebla, Mexico

PARTNER UNIVERSITY OF THE FACULTY WITH STUDIES RELATED TO
THE FOUR DEGREES:
Southern Illinois University, United States
Universidad Autónoma de Baja California, Mexico

Students who complete part of their studies in foreign universities and
institutions can have these studies validated by the ECTS credit system.

The faculty also participates in a series of bilateral agreements which allow for
the exchange of experiences and knowledge in the fields of teaching and
investigation with other foreign universities. Furthermore, professors can
participate in programmes of Interuniversity Cooperation with research groups
or university centres in Mediterranean countries (Algeria, Morocco, Tunisia,
Egypt and Jordan) as well as in Latin America.

With regards to being a recipient institution of international students, the faculty
offers part of its studies in Spanish, English and French, in this way allowing for
the integration of foreign students into its classrooms. Through courses offered
by the Language Service of the university, visiting students can learn Catalan
and improve their level of Spanish if necessary. At the same time, the faculty’s
professors frequently receive visits from colleagues from other foreign
universities interested in the teaching and research of the centre, and who often
make the most of their stay to give seminars or conferences in the faculty.
The faculty aims to consolidate valid agreements with European and American
universities and create new research networks, with the objective of increasing
its research networks on an international level and introducing the possibility of
dual qualifications at the level of teaching.
10.- System of quality guarantee

(Pendiente de envío por la oficina de calidad)

				
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