Ruth Vilà Baños

Convivencia y participación de jóvenes en Sant Boi de Llobregat (Barcelona)

This paper presents the design, implementation and analysis of the results of a survey carried out amongst young people from Sant Boi de Llobregat. The main aim of this study was to diagnose the degree of coexistence and participation of young people aged 14 to16, so as to offer educational proposals for improvement in this area for the development of a more active and engaged citizenship with reality. The data collection tool is a Questionnaire for Coexistence and Participation. The original theoretical framework is based on the idea that in order to develop an active and committed citizenship, coexistence and participation of young people is necessary. The current social and cultural changes give us the opportunity to create new challenges for dialogue between people, but it is also true that diversity makes social relations systems more complex. The results highlight friendship between young people is influenced by their origins, prevailing a climate of coexistence rather than a truly intercultural coexistence. Finally, we see that for youth participation to develop both in the district and at school, prior experience of youth participation is particularly important, the lack of it limiting well-needed community opening at school.

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.

Does the teaching of physical education in a foreign language jeopardise children's physical activity time? A pilot study

ABSTRACT The purpose of this study was to design and validate a tool to observe the teaching of physical education (PE) through a foreign language (L2) and to measure the engaged time and language learning aspects of childrens physical activity in PE classes where a content and language integrated approach (CLIL) was used. A first draft of the tool was tested for validity by experts, revised and then tested in a pilot study by three trained observers to 613 min of video-recordings of 15 different CLIL teachers conducting real PE classes. The results of the pilot study indicated that motor-engaged time in PE lessons applying the CLIL approach was, on average, 41.86%, which is lower than what is generally recommended by educational authorities for PE classes. Non-parametric tests indicated that this shortfall in the amount of physical activity time may be accounted for by the excessive use of language support materials such as flashcards to facilitate communication or the types of physical activity involved in the lessons. It is suggested that this imbalance in physical activity time vs. L2 language learning could be addressed by either extended the duration of PE-in-CLIL classes or by providing more focused training for PE-in-CLIL teachers.

Quality Assessment for Placement Centres: A Case Study of the University of Barcelona's Faculty of Education.

The aim of this research was to identify the factors that could be used for quality assessments of the placement centres used by the University of Barcelona’s Faculty of Education. To achieve this, a multiple case study method (bachelor’s degrees in Education, Social Education and Social Work) was used, which was based on a survey methodology. A questionnaire, which identified seven quality criteria, was applied to 291 placement centres. An analysis of the placement centres’ average quality scores revealed that most of them had high scores for consideration of the training activity, tutor–student ratio, type of placement, capacity of providing career opportunities, the centre’s tutoring, the tutors’ tasks and the coverage of the competences. We considered it necessary to improve the definition of quality placement plans, and the recognition of the tutor’s work at the centre; therefore, this paper proposes an instrument to measure and assess the quality indicators described, aiming at improving the placements system at the University by better connecting universities and centres.The aim of this research was to identify the factors that could be used for quality assessments of the placement centres used by the University of Barcelona’s Faculty of Education. To achieve this, a multiple case study method (bachelor’s degrees in Education, Social Education and Social Work) was used, which was based on a survey methodology. A questionnaire, which identified seven quality criteria, was applied to 291 placement centres. An analysis of the placement centres’ average quality scores revealed that most of them had high scores for consideration of the training activity, tutor–student ratio, type of placement, capacity of providing career opportunities, the centre’s tutoring, the tutors’ tasks and the coverage of the competences. We considered it necessary to improve the definition of quality placement plans, and the recognition of the tutor’s work at the centre; therefore, this paper proposes an instrument to measure and assess the quality indicators described, aiming at improving the placeme...

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.