| Study programme competencies |
| Code | Study programme competences |
| A1 | To know the theoretical basis of interdisciplinary work and identify its centre of interest in school and non-school contexts. |
| A2 | To identify and critically analyse interdisciplinary proposals in the educational world. |
| A3 | To design, justify and evaluate in a systematic manner interdisciplinary proposals in different educational contexts. |
| A8 | To be able to defend and argue in oral and written ways the completed investigation and/or innovation work, using audio-visual aids. |
| A9 | To test and evaluate disciplinary and interdisciplinary teaching projects in real educational contexts and to promote suggestions for improvement related to the obtained results. |
| A12 | To identify the main research and innovation lines and their evolution in the area of Specific Didactics. |
| A14 | To know the different types of methodologies used in educational research considering its appropriateness for problem-solving. |
| A16 | To design, justify and evaluate research and innovation projects in the field of Specific Didactics. |
| B1 | To have and understand general knowledge to establish foundations and /or opportunities to stand out in the development and implementation of ideas, mainly in an action- research context. |
| B2 | To be able to apply the acquired foundations and their problem-solving capabilities in new multidisciplinary contexts related to the specific research areas. |
| B4 | To be able to transfer and communicate their conclusions and opinions in a clear and straight manner both in a specialized and a non-specialized audience. |
| B9 | To work in a collaborative way. |
| B10 | To be able to organize and plan in curricular and cross-curricular subjects. |
| B11 | To be able to innovate (creativity) within educational and non-educational contexts. |
| B15 | To be able to update knowledge, methodologies and strategies in their teaching practices |
| C1 | To express correctly, both orally and in written texts, in the two co-official languages of the Autonomous Community. |
| C3 | To use the main ICT’s basic tools for their professional development and for their life-long-learning process. |
| C7 | To assume as a professional and as a citizen the importance of life-long-learning. |
| C8 | To value the importance that research, innovation and technical developments have on society’s socio-economical and cultural progress. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Desarrollar proyectos interdisciplinares innovadores orientados al desarrollo de las habilidades docentes y de investigación didáctica. | AJ1 AJ2 AJ12 AJ14 AJ16 |
BJ1 BJ2 BJ9 BJ10 BJ11 BJ15 |
CJ3 CJ7 CJ8 |
| Planificar procesos de elaboración de proyectos interdisciplinares que integren de manera coherente la identidad curricular de las didácticas específicas. | AJ1 AJ2 AJ3 AJ8 AJ12 AJ14 AJ16 |
BJ1 BJ2 BJ9 BJ10 BJ11 BJ15 |
CJ3 CJ7 CJ8 |
| Incorporar los proyectos de innovación, procedimientos y criterios para la evaluación conjunta de la actividad docente y el aprendizaje de las diferentes didácticas específicas. | AJ3 AJ8 AJ9 |
BJ4 |
CJ1 CJ3 CJ7 CJ8 |
| Contents |
| Topic | Sub-topic |
| Diseño, desarrollo y evaluación de proyectos interdisciplinares: modelos, principios y estructura. | . |
| Estrategias metodológicas innovadoras en el desarrollo de proyectos interdisciplinares. | . |
| Elaboración de proyectos interdisciplinares basados en el trabajo colaborativo y en la mejora de la práctica educativa. | . |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A2 A8 | 0 | 8 | 8 |
| Supervised projects | A2 A3 A8 A9 A16 B2 B9 B10 B11 | 0 | 25 | 25 |
| Directed discussion | A1 A2 A8 | 5 | 0 | 5 |
| Guest lecture / keynote speech | A1 A12 A14 B15 C8 | 11 | 9 | 20 |
| Oral presentation | A16 B4 C3 C1 | 2 | 2 | 4 |
| Collaborative learning | A3 B1 B2 B9 B10 C7 | 3 | 10 | 13 |
| Personalized attention | 0 | 0 | ||
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Document analysis | . |
| Supervised projects | . |
| Directed discussion | . |
| Guest lecture / keynote speech | . |
| Oral presentation | . |
| Collaborative learning | . |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A2 A3 A8 A9 A16 B2 B9 B10 B11 | . | 70 |
| Oral presentation | A16 B4 C3 C1 | . | 30 |
| Assessment comments | |||
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A avaliación nesta materia consistirá na presentación e defensa Se o estudante non alcanza unha asistencia do 80% das clases presenciais deberá ser avaliado ademais de |
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| Sources of information |
| Basic |
García, E.R., Cervantes, C.T. y de la Torre Navarroa, E. (2012). (Trans)formar docentes, (trans)formar personas. Una experiencia interdisciplinar para democratizar el aula universitaria. Estudios Pedagogicos, 38 (ESPECIAL), pp. 347-370.
Majó Masferrer, F., Baqueró Alòs, M. (2014). 8 ideas clave: los proyectos interdisciplinarios.. Barcelona: Graó
Chen, W., Cone, T.P., Cone, S.L. (2007). A collaborative approach to developing an interdisciplinary unit. Journal of Teaching in Physical Education, 26 (2), pp. 103-124
Arbonés, J. y Milrud, P. (2001). La armonía es numérica. Música y matemáticas. . España: RBA.
Pérez Aldeguer, S. y Leganés Lavall, E. N. (2012). La Música como herramienta interdisciplinar: un análisis cuantitativo en el aula de Lengua Extranjera de Primaria.. Revista de Investigación en Educación, 10 (1), 127-143.
Egan, K. (2010). Learning in Depth. A Simple Innovation That Can Transform Schooling. . Chicago/London: The University of Chicago Press.
Méndez, A. y Fernández-Río, J. (2010). Los juegos tradicionales infantiles: un marco privilegiado para el trabajo interdisciplinar y competencial. Tándem. Didáctica de la Educación Física, 33, pp. 67-76.
Hernández, F. (2002). Los proyectos de trabajo. Mapa para navegantes en mares de incertidumbre.. Cuadernos de Pedagogía, 310: 78-82.
Cuenca López, J.M. (2010). Máster y doctorado de Didácticas Específicas. Líneas formativas y de investigación en Didáctica de las Ciencias Sociales. . Zaragoza: Institución "Fernando el Católico" CSIC.
Liern, V., Queralt, T. (2008). Música y Matemáticas: La Armonía de los Números. Día escolar de las matemáticas. . Badajoz, Servicio de publicaciones de la FESPM.
Fernández-Carrión, M. (2011). Música y Matemáticas: La Armonía de los Números. Día escolar de las matemáticas. . http://recursostic.educacion.es/artes/
Arias Correa, A. et al. (2009). O traballo por proxectos en Infantil, Primaria e Secundaria.. Santiago de Compostela: Xunta de Galicia.
Majó Masferrer, F.; Baqueró Alos, M. (2014). Ocho ideas clave. Los proyectos interdisciplinarios . Graó Barcelona
Edo, M. (2012). Situaciones interdisciplinarias para el desarrollo del pensamiento matemático en Educación Infantil en la formación de maestros. . Ciudad Real: SEIEM. |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |