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Historia de aula, Cantabria

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Yes, we can; UMA

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Serendipity, UMa

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The reccess, UMA

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Heart Breakers, UMA

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Teaching the future; UMA

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Cool Teachers, UMA

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Brave, UMA

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Strong bloggers, UMA

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Supersquad, UMA

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San Sebastian and Badajoz Experience. SUPERSQUAD

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Fichtchers, UMA

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Fightchers_San Sebastián  Badajoz Experience (1)

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Squad, UMA

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The Steelers, UMA

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The Musers, UMA

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Grupo Heart Breakers, UMA

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Aquí tenéis una de nuestras exposiciones. Si queréis leer más os dejamos el link de nuestro blog! http://theteacherchallenge.blogspot.com.es/

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UMA

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Grupo Fightchers, UMA

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We have chosen this name because we want to improve and fight to obtain an educational system with a high quality in order to bring up autodidactic students able to follow their own way in a near future

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School Experience

First of all we decided to divide some words of the list in five groups. The first one is methodology where we can find for example the exams, marks, the homework, traditional methods, participative methods, learn by heart… the second group is attitudes, where we can point out the uniform, the creativity or the good and bad memories… The next group isextracurricular activities where we can highlight for  example the school trips, the peace day, the Andalucía's day, that is to say that they celebrate the principal days during a year… Another group is the relationshipswhere we can find friendships, games, keeping in touch with teacher, love… and the last group, where we can point out the public school, the public school supported by the state  and  the nursery school is types and stages. In this group we can also find the differences between preschool, primary school, secondary school…

Once we made the groups, we decided to represent this idea in a labyrinth. Why have we used this idea? Because we think because we think that acquire all these skills is a long and complex road. We are also agree

that all these skills are joined among themselves, that is to say that they complement each other. Although we also have to say that there are ways without exit, which don´t lead to any side.

At the end of the road, we have decided to put school. In our opinion the school is one of the most important aspects in the child´s life, because it is where the children  develop their  first skills and where they establish the first social relationships. We would return to the school if we had the chance, because it was one of the nicest stages of our life and it marked our life and even our personality.

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School categories

This is our presentation of our school categories, we decided to do the shape of a school in the cardboard because is the theme of work and we tried to do something visual.

As you can see we have got five windows and each window belongs to a category related with school: teachers, evaluations, relations, having fun and organizations. For example, in the category of teachers, we differentiate if the main teacher is a male or a female, because in our case we had only female teachers at primary. Other important thing for us were the relations between classmates, I don´t know you but my best friends are from school, so we think here friendship play an important role, unlike bullying but equally present in schools. In the feared evaluations we want to highlight the competition between students to obtain the best school grades and that show us how children are increasingly competitive. Inside the category of organization we want to differentiate the types of school in private, public or state-subsidised, if the school collaborates with foreign schools to do exchanges, the methodoly used. And finally the category of having fun, we leave this category to the end because we considerer that is the one that best reminds us the school stage, here we include dances of final courses, school trips, school parties, the graduation.

With this activity we put in common our experience at school and then we organized it to take out these five categories.

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UMA

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Uploaded by ana lopez gutierrez on 2017-04-06.

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Grupo Teaching the future, UMA

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The principal intention of the toothpick theme is that with these toothpicks we can teach children a lot of different things, aspects, and matters in relation to the different subjects which impart on the school. We can relate this activity to the idea of participation and the "educational resource". With the "educational resource" I understand that there are different items and objects which are not related to education but we can use them in order to explain something to the students, or changing the dynamic of the class, doing an interesting and entertaining activity. Children must participate in class in order that they could leave their fear and shy, show their knowledge and share information with the other mates, this is a very important concept for them when they are very little and they are at Primary School.
At first, this activity was very rare and confuse because we never have a lesson about this and we never thought to talk about toothpicks. However, at the end, we think that through this activity we can extract some ideas and thinking that we can use with children.

The idea participation is in the way that we distribute the work, for example in my group some of us help with the materials, another with the presentation and the rest made the figure.

Focusing on the educational resources, we think that it means all the thing tangibles and intangibles that we have in order to learn.

We can learn about a lot of things trough simple things, so for this reasons, we have to observe our environment.

It was a surprise day because we never had this type of class. When the teacher finished explaining the activity, he chose six people in order to make his "team" and one member of this group was me. We didn't do the same part of the activity, like the rest of the class, but we had to evaluate and observe what they were doing with toothpicks. In my opinion, it was a useful activity because not only we could observe the improvise capacity of our classmates because they didn't prepare nothing before the activity so they only used their imagination. Although, thanks to this activity we could realize the different types of groups that we use to create and how do the groups work.

About the resources, we think that is a useful activity because we can detect the role of each member and if there is somebody in the group that doesn't work. Also, you can see how they organize in order to make some works (the leader, the creative person of the group, the shy person that doesn't participate too much in the decisions of the group, etc.). For that reason, we would do these types of activities in all subjects, because is a good way to know your pupils and how do you motivate them.

That method is very practical to use with children, so they are more creative than us and for them, it would be more fun. We consider it is a way to work a good environment in class.

'Educational resource' is anything that a teacher can use to contribute to a better development of the class, as for example ICTs (power points, videos in YouTube,..).

In this case, children should learn in a better way, which is at the same time dynamic and different in relation to the traditional methodology, because children a lot of times know much more about technologies that the teachers, and they learn faster and in a way that they like much more that for example reading a book all the time.

According to how do we relate it to the idea of participation, I think that we can relate it in a very easy way: each toothpick is insignificant by his side, but if we put all the toothpicks together, they are important, and of course that all the toothpicks are important in the whole. This metaphor is very good to make any group dynamic.

This is the object that we have created with the toothpicks; it is a baby trolley in which we want to represent a teacher who is pushing the trolley to improve the learning and education of their students.

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The principal intention of the toothpick theme is that with these toothpicks we can teach children a lot of different things, aspects, and matters in relation to the different subjects which impart on the school. We can relate this activity to the idea of participation and the "educational resource".

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Grupo Effervescence, UMA

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When we look up in the RAE (Real Academia Española) dictionary the word 'socialise' we find this definition: "To adapt an individual to the social behaviour norms".

We are going to focus on socialization in school. The school is a very important space in children's life. They spend there about 6 hours a day and they start to make friends.

1.-School: the place where all are the same

Sánchez de Hojarco(1991) distinguishes four socialization agents: family, school, Church and "peer groups".

The first socialization agent is family, because is the first contact a person has. But after this plenty attention from parents to sons and daughters, they must know what autonomy is.

As Sánchez de Hojarco (1991) says: "If in the family the child feels in a hierarchy structure, in the school gets on him/herself in a equality group".

"Even, I remember my first day at school. I arrived and I did not know anybody, but it was the first day and all the pupils were running around the class. We had to wear an uniform (trousers for boys and skirts for girls). Boys were playing to raise the skirt to the girls. I did not want to anybody raised my skirt so I and a lot of girls were glued to the wall. Some girls and I told it to the teacher Elena. ''Boys are raising our skirts''. And she said something I will never forget: 'If they raise your skirt, take down their trousers''. It is obvious that it was a joke of my teacher but it was very useful to break the ice."(Clara).

Clara's evidence is a good example. All children were equal. All of them wear an uniform and they had the same rights. It is obvious that it was a joke of the teacher but it was her first contact with that amount of boys and girls.

State schools are at the disposal of everybody, poorer and richer people. The uniform is a good way to avoid the superficial distinctions among pupils. If a child always wear brand clothes, the rest of the children will know his/her economic level. In the same way, children who belong to a lower class maybe will wear the same clothes almost every day. Children are intelligent and they can be ashamed of this situation.

To wear uniform can be a good option to avoid these superficial differences. It is obvious that it will be children who will carry to school more expensive and more fashionable school-bags, trainers or school materials. But it can't be changed because every family is a world and all children aren't equal and neither their economic level, and it must be understood by themselves since they are small boys and girls.

In school, anybody was going to admire you because you were her nephew/niece, son/daughter or grandson/daughter. In school all of us were equal. Darling children had to learn that they couldn't have all they wanted. Shy children had to know that if they didn't integrate, nobody was going to play with them. Nobody was more special than the others.

School is a new world for children where they start to know children with the same interest as them, but also children who are very different in all the aspects. A child starts to learn since he/she is born, but school is the beginning of a new learning: how to live in society.

2.-Integration: First day of school

Socialization is a permanent interaction. But, how do people socialise?. And more interesting, how do children start to make friends? Does it exist a manual they can consult before arrive to school? The answer is no. The capacity of a child to socialise depend on his/her social abilities.

Monjas(1993) talks about "make friends". She includes in this factor some skills of the first years of school and denominates them like social interaction abilities and abilities to make friends. Some of the components of these abilities are greeting, ask a favour, using polite expressions, share and cooperate with the classmates, refuse something (a game, an object) in a polite way...

These abilities are necessary to start to make friends. It is not easy to turn up in a school where there are such a lot of new children.

Some great examples are Aroa and Maria´s accounts.

"Two years later I moved to Malaga, I was so nervous because I needed to meet new friends. However, this was a new school, so all the students were in my same situation.

I was a bit shy and I did not speak with anybody, but fortunately my neighbour was in the same class fo mine, so we were together all the time."(Aroa).

"I remember my first day at school quite clearly. My father took me to my class, where I met my teacher and my classmates. I was so confused when I found myself with so many new faces and without my family. When I heard some of the boys and girls in the class crying, it really upset me as I could not understand why they were doing that. This was something that I had done years before, but now I was a big girl!" (Maria).

Their behaviours were very different. Aroa was very shy, and she could be integrated in a group because she have a friend company. If she hadn't had this friend, what woul have she done? Maybe she would have tried to make friends by herself or maybe not.

However, Maria experience is quite different. She felt she was a big girl because she was yet in school and, however, she surprised when she saw all the children crying. What's it?- she would think.

It is why we can't judge children since the beginning. There are boys and girls which have great social abilities because of their personality or what their parents have taught to them. However, many of them have never gone out of their house without their parents, and school is alike a new world where they have to learn a new ''subject'': how to integrate myself in a group of people. So, many times the speed or capacity they have to socialise is about time.

First day of school is a beautiful memory for almost every person. Despite how it was (better or worse) is remembered as an important day in which we discovered a new world beyond our parents and maybe neighbours.

3.-Making friends and playing

Sánchez de Hojarco(1991) explains "peer groups" as groups formed by similar age and social and psychological notes members, where equality relationships and common interests prevail.

As we can see right now, Maria realised since an early age that people started to separate in groups according to the different interests they had. Before secondary school started, she could distinguish the different categories in which pupils were divided.

"Most of us had been together since Preschool and we were very united but, suddenly, we started to form small groups- there were the popular pupils, the geeks, the swots, the rebels and so on." (María).

A value which is teaching during all our life is that we must not classify people in groups and assign them a label, because if we do that, we are prejudging them. However, since people are children they do it unconsciously.

A very important thing about friends in school is that many people keep their childhood and adolescence relationships during all their life.

"School is an ideal place to make friends. In fact, my actual friends group is the same I had when I was in primary schools and it is very important for me. They are my friends since 14 years."(Clara)

"I start to spend more time with my friends which I met there and with whom I have contact till today. I also met my best friend ever and she is like a sister for me. Now I am also expecting her visit in Malaga soon which makes me so happy!"(Dagmara).

Playing in the playground is one of the most remembered memories people have when they leave school. In our case, all of us are girls and this can stand out many aspects about differences between girls and boys in the playground. Normally, girls play with girls and boys with boys. Also, it is very observable the different games children play depending on the sex. As Cantó Alcaraz (2004) has studied, the number of girls who play skipping is much more higher than men numbers. In the same case, much more boys play football.

The author outlined that these games playing by girls (like us) have some advantages. It has a richer cultural transmission and a spoken or sang language. However, the motor abilities are poorer.

In relation to the advantage, there are many games like that which permit children to know themselves, their patient, their qualities and defects... and it is socialization.

"In the playground, my friends and I used to play hide-and-seek, skipping, football sometimes..."(Clara).

"I still remember my bests friends, Marina and Ruth, When we were 4 years old, we played in the playground as a princes, and we put make up on our faces like them, we used a stone as a lipstick." (Aroa).

It is important that current teachers and the future ones try to solve this issue. All types of sports and games must be taught to girls and boys in the same way. And when they have taught them, they could choose which they prefer, but not through a social tendency.

4.-People don't only learn reading books

Socialization is as important as studies. Or maybe it is much more important. We live in a society, so it is really necessary to have contact with people and to know how to act into a group of friends or unknown people.

Children learn at the class how to multiply, write, read... But they also learn values (comradeship ''can you lend me your sharpener, please?), respect(a boy who is fatter than the rest)...

"I think school teaches a lot. But not only the textbooks and the teachers. I think the classmates teach us about behavior and education. One of the things I most feel happy is to study in that school. There, I knew people of all the social classes, poor and rich, immigrants, and people who lived in very different places. I think, I learnt about multiculturalism and tolerance."(Clara).

Before children arrive to school , they are used to live in a specific atmosphere with a very similar economic and cultural level: their parents, relatives, parents' friends... However, when they start schooling they find a new environment. They are surrounded of a big diversity of people. They learn to respect other race people, to listen different point of views, to realise that they are not the centre of the world and there are many people with the same rights and opportunities in life.

Many times, to socialize and to know new people permit us to show us the correct way in our academic field. Many times children establish a relationship with someone who is leading us astray. This is also a learning. They have to realise of that and follow a good way.

"But in the third course I met a girl called Angela and we followed the good way together. We were very closer, we studied a lot, because we wanted high marks."(Aroa).

Aroa experience is a good example of this. She started a friendship with a girl called Angela. It was so strong that it achieve that they directed their life together with the same goal: to obtain high marks.

But, what would have happened if her friend had been a bad influence in her life? Maybe Aroa would have distract of her main objective (or maybe not).

With this, we want to explain that friend influence determine in many occasions our direction in life. And also we can learn a lot about the different people we know along life: values, behaviour and knowledge.

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When we look up in the RAE (Real Academia Española) dictionary the word 'socialise' we find this definition: "To adapt an individual to the social behaviour norms". We are going to focus on socialization in school. The school is a very important space in children's life.

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Grupo Squad, UMA

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there is a great debate about values. A large part of society thinks that they have disappeared and on the other hand it is the most modern society that thinks that only values ​​have changed, this change depends in turn of the technological and social advances that take place in a society.

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Grupo The Musers, UMA

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Because educational stuff and rock aren´t mutually exclusive!

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Grupo The Steelers, UMA.

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Steel is a metal known for its hardness. It is also used to represent determination and courage. Moreover, we say "steel yourself" to get ready to face a challenge, which is what we do here everyday

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Grupo Strong Bloggers, UMA

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Grupo Yes we can, UMA

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4 de Abril

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Estas son las ideas generales que surgen tras el análisis de videos e imágenes y los textos en la UMA, UEX y UPV-EHU.

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Foto de Alba López Selles-UEX

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Foto de Carolina Garrido Pérez-UEX

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Foto de Marta Merino Gómez-UEX

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Foto de María Martín Perera- UEX

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¿Cómo entendemos ser docente hoy?    Nola ulertzen dugu irakasle izatea gaur?

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¿Cómo entendemos ser docente hoy?    Nola ulertzen dugu irakasle izatea gaur?

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Uploaded by Lorea Fernández on 2017-03-16.

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Uploaded by Lorea Fernández on 2017-03-16.

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Uploaded by Lorea Fernández on 2017-03-16.

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Uploaded by Lorea Fernández on 2017-03-14.

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Uploaded by Lorea Fernández on 2017-03-14.

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Bertsolaria eta irakaslea

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"Alike" is an animated short film directed by Daniel Martínez Lara & Rafa Cano Méndez
www.alike.es

SYNOPSIS:
In a busy life,Copi is a father who tries to teach the right way to his son,Paste. But... what is the correct path?
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En una vida ajetreada, Copi es un padre que intenta enseñar el camino correcto a su hijo Paste. Pero... ¿Qué es lo correcto?

CREDITS:

Directed by: Daniel Martínez Lara & Rafa Cano Méndez
Produced by: Daniel Martínez Lara & Nicolás Matji
Music by: Oscar Araujo
Production Manager: Eva Márquez Matías
Sound by: Aleix Vila

Preproduction Team:
Daniel Martínez Lara
Rafa Cano Méndez
Abel Tébar
Albert Papaseit
Esteban Errando
Pedro Florido
Miguel Ángel Bellot
Jose Molina
Claudio Espinar

Production Team:
Daniel Martínez Lara
Rafa Cano Méndez
Eva Márquez Matías
Albert Papaseit
Esteban Errando
Abel Tébar
Jose Molina
Alan Carabantes
Nacho Garranzo
Álvaro Villegas
Victor Remolina
Luis Arizaga
Pedro Florido

Collaborators:
Rude
Carlos del Olmo
Pau Martínez

More information about "Alike" in www.alikeshort.com

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Prueba específica de acceso a los estudios de Magisterio

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Prueba específica de acceso a los estudios de Magisterio

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El debate encima de la mesa

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"En el entorno del Departamento de Educación había un rumor de fondo desde hace tiempo. Se decía que lo de Magisterio no funciona, que los alumnos salen muy mal preparados y que hay que hacer algo, por eso no me ha pillado de sorpresa". Jenaro Guisasola, director del grupo de investigación en enseñanza de las ciencias, matemáticas y tecnología de la UPV, veía venir la polvareda que se levantó el pasado miércoles, cuando la consejera de Educación, Cristina Uriarte, no solo anunció en el Parlamento Vasco que el departamento estudia poner en marcha una prueba específica de acceso para el grado de Magisterio sino que fue mucho más lejos al recalcar la necesidad de mejorar la enseñanza que se les da en las facultades a los futuros maestros.

La consejera acudió al Parlamento para explicar los pésimos resultados del informe PISA respaldada por las peticiones de los colegios que habían participado en la prueba. Sus directores, según dijo Uriarte, habían insistido en la necesidad de una mejor formación de los maestros. El departamento también cuenta con una serie de informes que ponen de relieve las deficiencias en la formación a los futuros profesores de Primaria. Y no solo eso, también tiene sobre la mesa los resultados del máster que capacita a los docentes para dar clase en Secundaria. Al parecer, son negativos.

Cuando la consejera señaló que el profesorado "tiene una larga experiencia en una forma de enseñar tradicional" lo que vino a decir es que la formación que recibe está obsoleta. "Necesitan con premura la formación adecuada y una tutorización directa ante los cambios y adaptaciones" añadió. Estas palabras han levantado ampollas en el mundo educativo vasco y han reavivado el debate sobre la enseñanza que reciben los futuros maestros.

"Precariamente formados"

"Magisterio y los colegios son dos mundos distintos, es necesaria una mayor coherencia entre lo que se enseña en la Universidad y el currículum", recalca un experto educativo que realiza un diagnóstico desolador de la enseñanza que se ofrece a los futuros docentes. "Salen precariamente formados. En Magisterio el currículum está poco actualizado, hay materias tradicionales con poco sentido y no ofrecen un conocimiento real de lo que se está haciendo en el sistema educativo. Están muy lejos de los colegios", asegura.

"O empiezas a decir lo que no funciona o te van a comer en el futuro, porque lo de PISA es una realidad". Para Jenaro Guisasola, el problema de la enseñanza que se ofrece en las escuelas de Magisterio es que "tiene una formación muy fuerte en psicología y pedagogía pero se han descuidado los contenidos". "No se han centrado en la adquisición de conocimientos ni en cómo enseñarlos", añade.

A su juicio, este déficit se observa sobre todo en Ciencias, que es donde los resultados de PISA han sido más desastrosos en Euskadi. "Una queja tradicional de los profesores en la ESO es que los alumnos llegan de Primaria sin haber visto casi nada de Ciencias. En primero de Secundaria estudian esta materia casi como si fuera la primera vez".

"Sí están preparados"

No todos están de acuerdo. "No puede ser que en 2012, cuando sacamos buenos resultados en PISA todo eran felicitaciones a los profesores y ahora de repente somos todos malos. Los maestros sí salen bien preparados", asegura Félix Etxeberria catedrático de Pedagogía de la UPV. Por si ha quedado alguna duda, insiste: "Nunca ha habido profesores más cualificados que los actuales, ponlo bien claro".

Iñigo Salaberria, presidente de la asociación de directores de Primaria (Sarean), también afirma que las escuelas de Magisterio "forman buenos profesionales" aunque admite que hay margen de mejora. Por ejemplo, se podría "enseñar a los niños a preguntar más, que es algo que quizás no hemos fomentado lo suficiente". "Yo comparto la visión de que la universidad y la escuela son dos mundos diferentes. Quizás se puede mejorar la unión entre ambas", dice Salaberria.

"No salen mal preparados", asegura Luis Lizasoain, profesor de Métodos de Investigación de la Facultad de Pedagogía, que admite no obstante que "la metodología de la enseñanza por competencias no es fácil". Lizasoain sostiene que intentar responsabilizar de todo al profesorado es una mala táctica", sobre todo cuando aún "no se ha encontrado una variable que explique lo que ha ocurrido en ciencias".

La creación de una prueba específica para mejorar la formación de los docentes es, según Jenaro Guisasola, "una forma de empezar a poner soluciones", pero no la única. A su juicio, hace falta "un segundo paso, que es el de hacer una reflexión sobre el tipo de profesionales que están saliendo de Magisterio". Luis Lizasoain está de acuerdo con estas palabras. Para él, "hay que complementar este mecanismo de selección con una formación y inicial y continua de calidad".

De todas formas, habría que ver qué tipo de prueba de acceso se pondría en marcha porque las notas de corte en Magisterio son elevadas y desde hace varios cursos la criba ya existe. Javier Cortés, director general del colegio donostiarra Summa Aldapeta, señala que una prueba de este tipo "no te va a decir qué inteligencia emocional tiene un profesor ni te mide la vocación". Por eso, él propone otra medida. " Una buena apuesta sería hacer un MIR de maestros con un período de formación tan intenso como el de los médicos", afirma.

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"Las escuelas de Magisterio y los colegios son dos mundos distintos"

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"En el entorno del Departamento de Educación había un rumor de fondo desde hace tiempo. Se decía que lo de Magisterio no funciona, que los alumnos salen muy mal preparados y que hay que hacer algo, por eso no me ha pillado de sorpresa".

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¿Qué venimos a hacer a la universidad? Zer egitera gatoz unibertsitatera?

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¿Qué venimos a hacer a la universidad? Zer egitera gatoz unibertsitatera?

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¿Qué incidentes nos ayudan a pensarnos como futuros docentes?                            Ze egoerek laguntzen gaitutzte etorkizuneko irakasle bezala pentsatzeko?

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¿Qué incidentes nos ayudan a pensarnos como futuros docentes?                            Ze egoerek laguntzen gaitutzte etorkizuneko irakasle bezala pentsatzeko?

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¿Qué tipo de escuela queremos?                  Ze eskola mota nahi dugu?

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¿Qué tipo de escuela queremos?                  Ze eskola mota nahi dugu?