Assumpta Aneas Álvarez

LOS SEMINARIOS DE PRÁCTICA REFLEXIVA EN EL PRÁCTICUM DE PEDAGOGÍA DE LA UNIVERSIDAD DE BARCELONA

INTRODUCTION. The Practicum of the Pedagogy degree at the University of Barcelona has three compulsory subjects that are coordinated under a logic of progressive immersion in an institution of practicums: Professionalization and Labor Opportunities, Professional Initiation Practicum and External Practicums (PEX). The innovation introduced is part of a consolidated teaching innovation project at the University of Barcelona. Specifically, we present innovations related to the compulsory subject of External Practicums that with a transdisciplinary point of view, opt on the one hand, for the immersion of students in an organization, and on the other hand, for reflective practice sessions between students and college tutors that allow the transfer of knowledge, and a process of reflection on the relationship between theoretical knowledge and experiential knowledge in professional life. Reflective practice sessions follow a thematic approach structured around competencies. METHODS. The evaluation of teaching innovation presented uses a methodology based on a research survey that uses quantitative techniques to collect and analyze information. Three questionnaires address students, the tutor from the institution offering the practicum, and the college tutor, respectively. The sample comes from students and tutors involved in the academic year 2012-2013: 143 students, 15 university teachers, and 45 tutors form the institutions offering the practicums. RESULTS. Among the results the reflective practice sessions are valued for competences development in the External Practicum of the Pedagogy degree. DISCUSSION. The assessment of competencies, especially in the Practicum, is a major challenge. Despite the good psychometric result of the proposed study, there are still some difficulties to overcome, for example regarding the sustainability the method of assessment. The results indicate the need to deepen the relationship between students´ awareness of their level of competence, and the improvement of their safety, self-esteem and their subsequent employability.

PRAXIS: el pràcticum al Grau de Pedagogia de la Universitat de Barcelona

Se presenta el trabajo que el equipo de coordinacion del Practicum del Grado de Pedagogia de la Universidad de Barcelona ha elaborado para organizar las asignaturas vinculadas a la practica profesional de los pedagogos. Estas se estructuran en tres asignaturas: Profesionalizacion i Salidas Laborales, Practicas de iniciacion Profesional i Practicas externas. En ellas se trabaja el perfil del pedagogo y el mapa de la profesion, en el primer curso del grado; la practica simulada a traves de los casos en tercero; y la inmersion en una organizacion, como practica externa a cuarto, acompnada de las sesiones de practica reflexiva. La orientacion del perfil profesional del pedagogo se ha definido considerando los marcos legales y los marcos mentales que nos permiten conocer el mundo del trabajo a principios del siglo XXI en el cual el pedagogo ha de actuar.

Confiança interpessoal e competência intercultural nas equipes de trabalho virtuais

In the presence of virtual multicultural teams work in many organizations, the analysis of interpersonal trust is proposed from the point of view of intercultural competence. Cognitive factors and affective factors were identified. We conclude that differs from culture to culture how to win and lose trust in virtual intercultural relations, considering, among other aspects: the influence of cultural stereotypes and prejudices about expectations for the other; intercultural sensitivity; tolerance for uncertainty; time management; sense of honesty; the value of context; universalism and particularism in virtual work; justice on the principles of equity and equality; reciprocity in interpersonal relationships sources; moral discipline; power distance; stadiums in intercultural relations; and anxiety management.