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Trabajo De Fin De Grado De Maestro En Educación Primaria

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Trabajo De Fin De Grado De Maestro En Educación Primaria TRABAJO DE FIN DE GRADO DE MAESTRO EN EDUCACIÓN PRIMARIA MODALIDAD: 5.E PORTAFOLIO PORTAFOLIO DEL DESARROLLO COMPETENCIAL DE SARA GARCÍA HERNÁNDEZ SARA GARCÍA HERNÁNDEZ NOMBRE DEL TUTOR/ A: MARGARITA GUTIÉRREZ GONZÁLEZ CURSO ACADÉMICO: 2014/2015 CONVOCATORIA: JULIO 1 PORTAFOLIO DEL DESARROLLO COMPETENCIAL DE SARA GARCÍA HERNÁNDEZ Resumen El presente portafolio consiste en la descripción y análisis de las competencias que deben desarrollar y adquirir los docentes en el título de Grado en Maestro en Educación Primaria. Dentro de este trabajo se abordan dos competencias generales y dos específicas: [CG2] Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro, [CG10b] Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promeverlo entre los estudiantes, [CE2] Diseñar y desarrollar los procesos de enseñanza para el desarrollo de las competencias básicas y [CE3] Reelaborar los contenidos curriculares en saberes enseñables y útiles para la vida. Este trabajo reflexiona acerca de la labor que desempeñan los profesores en su día a día, las dificultades con las que tienen que lidiar, sobre todo en el ámbito de la atención a la diversidad dentro del aula ordinaria y manifiesta la realidad y las dificultades que se viven dentro de los Centros escolares. Por último, estas competencias quedan evidenciadas a través de los trabajos realizados, las experiencias vividas y los conocimientos adquiridos a lo largo de la formación universitaria que reciben los docentes dentro del título de Maestro en Educación Primaria. Palabras claves: competencias, trabajo en grupo, trabajo autónomo, diseñar, planificar, evaluar, procesos de enseñanza – aprendizaje, colaboración docente y práctica educativa. Abstract This present portfolio consists on a description and analysis of the competences that are developed and purchased by the teachers in the degree of Grade in Primary school teacher. This work approaches two specific and general competences: [CG2] Design, plan and evaluate teaching process, both individually or in collaboration with other teachers and professionals of the center; [CG10b] Purchase habits and skills that are needed to gain autonomous and cooperative learning and to promote it between the students, [CE2] Design and develop teaching process for the development of the basic competences and [CE3] Reelaborate the content of the education law into teachable and useful knowledge for life. This work reflects on the labor that is hold by the teachers in their daily life, the difficulties that have to be faced, especially in the field of attention to the diversity in a classroom and to show the reality and the difficulties that are lived inside the school centers. At last, these competences are proved through the works, the experiences and the knowledge acquired through all the university education that teachers receive inside the degree. Key words: Competences, to work in groups, autonomous work, design, plan, evaluate, teaching process – learning, teaching collaboration and educational practice. 2 ÍNDICE 1. Introducción…………………………………………………………………………..4 2. Competencias elegidas………………………………………………………………..6 2.1. Competencias generales……………………………………………………....6 2.1.1. [CG2] Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro……………………………………………………………………………………6 2.1.2. [CG10b] Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promeverlo entre los estudiantes………………………….…………...9 2.2. Competencias específicas……………………………………………………13 2.2.1. [CE2] Diseñar y desarrollar los procesos de enseñanza para el desarrollo de las competencias básicas…………………………………………………………..13 2.2.2. [CE3] Reelaborar los contenidos curriculares en saberes enseñables y útiles para la vida……………………………………………………………………...15 3. Justificación y selección de evidencias……………………………………………...17 4. Conclusión……………………………………………………………………………20 5. Valoración personal………………………………………………………………....22 6. Bibliografía……………………………………………………………………..……24 Anexos……………………………………………………………………..…………….25 3 1. INTRODUCCIÓN El presente portafolio trata sobre el desarrollo de las competencias adquiridas a lo largo del Grado de Maestro en Educación Primaria. Se han seleccionado cuatro competencias de todas las que se desarrollan a lo largo del título, en este caso dos competencias generales y dos competencias específicas. Estas competencias son: - [CG2] Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro. - [CG10b] Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promeverlo entre los estudiantes. - [CE2] Diseñar y desarrollar los procesos de enseñanza para el desarrollo de las competencias básicas. - [CE3] Reelaborar los contenidos curriculares en saberes enseñables y útiles para la vida. Cabe destacar que las que he seleccionado, las he escogido porque las considero fundamentales dentro de la labor docente, ya que representa su trabajo diario, la importancia de la atención a la diversidad, representa la realidad y las dificultades que se viven dentro del Centro. Para poder evidenciar que la he adquirido, me he tenido que apoyar en los conocimientos que he recibido, las experiencias vividas y los trabajos realizados a lo largo de los últimos cuatro años de formación universitaria. Se puede apreciar que a lo largo de todo el trabajo relaciono todo con el ámbito de la atención a la diversidad, ya que es la mención que hice en el último año de carrera y a lo que en el futuro quiero dedicarme dentro del ámbito educativo. Las competencias que se adquieren a lo largo de esta titulación se desarrollan en cada una de las asignaturas que se nos han impartido a lo largo del grado. Cabe destacar que todas ellas se relacionan entre sí y favorecen la labor que desempeñan los maestros. Un buen docente debe dominar los conocimientos que se abarcan en cada una de las áreas que se imparten en la etapa educativa de educación primaria, ya que en este título vamos a salir al mercado laboral cómo profesionales capaces de abordar e impartir cualquier área de conocimiento sin ser especialistas en una área determinada. Asimismo, debemos manejar el currículo y todos sus componentes para hacer adaptaciones para aquellos alumnos que lo precisen o bien para seleccionar aquellos contenidos que consideramos útiles para nuestros alumnos. Debemos conocer el funcionamiento de los Centros educativos, debemos saber trabajar de forma cooperativa con otros compañeros y profesionales especialistas que trabajen dentro del colegio. Muchas veces tenemos que elaborar proyectos y ponernos de acuerdo para trabajar conjuntamente a la hora de sacar adelante a aquellos alumnos que presenten NEAE o NEE. Además, tenemos que saber trabajar de forma autónoma sobre todo a la hora de buscar nuevas metodologías, usar nuevos recursos o materiales didácticos, usar las nuevas tecnologías de la información y comunicación (TIC), en el diseño de las distintas programaciones didácticas y en la reelaboración de contenidos útiles para la vida. También debemos educar e inculcar a nuestros alumnos una serie de valores que podrán aplicar y desenvolverse en su vida diaria. Y por último, los docentes debemos reflexionar sobre nuestra propia práctica educativa para darnos cuenta de nuestras fortalezas o debilidades, asimismo debemos estar abierto a las críticas que nos puedan hacer los demás con el fin de mejorar nuestra propia labor. 4 Una vez acabado este grado me he dado cuenta de varias cosas, pero uno de los fallos más evidente que tiene es que no cumple con el objetivo principal del Grado de Maestro en Educación Primaria, este objetivo es: que salgan profesionales capaces de cubrir cualquier ámbito educativo. Muchas veces esto no se da, ya que por ejemplo la atención a la diversidad dentro de este título es un pilar fundamental y sólo se da si eliges la mención, de no ser así ya tienes muchas carencias dentro de esta profesión. Para que se dé todo lo anterior de una forma más eficaz, se debería mejorar el planteamiento del grado en Maestro en Educación Primaria, ya que a lo largo de la carrera se nos habla poco sobre el tema de la atención a la diversidad, como se debe atender y que respuesta educativa se debe de dar en cada una de las principales dificultades que existen. Por otro lado, otra de las debilidades que muestra este título es que se necesita más prácticas desde los primeros cursos, ya que te va a ayudar a defenderte desde un principio dentro de un aula. Otro de los fallos que presenta este título es que todos los conocimientos que aprendemos de forma teórica en algunas de las asignaturas no se relacionan con lo que ocurre realmente dentro de un aula, por lo que yo propongo que los trabajos que se hagan a lo largo de la carrera se lleven a la realidad para ver si funcionan o no. Respecto a las asignaturas que se han abordado a lo largo de mi formación académica no tengo ninguna objeción, ya que todas en mayor o menor medida me han aportado conocimientos que he podido utilizarlos en mi práctica educativa. Aunque creo que deberían haber más asignaturas relacionadas con el ámbito de la psicología, pedagogía y de la educación especial, ya que todo maestro en su labor se van a encontrar con alumnos que van a presentar una serie de dificultades o necesidades que no van a saber cómo resolverlas, actuar y como atenderlos
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