Innovació educativa i treball per reptes a l'aula de la FP. El context comunicatiu pràctic
During the educational process of each student it is fundamental to educate him/her emotionally in order he/she would be prepared for a better learning. Nevertheless in some cases this has not been possible so they have finally failed at school. The Programmes for Formation and Insertion (PFI) propo...
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| Format: | master thesis |
| Publication Date: | 2019 |
| Country: | España |
| Institution: | Universitat Politècnica de Catalunya (UPC) |
| Repository: | UPCommons. Portal del coneixement obert de la UPC |
| Language: | Catalan |
| OAI Identifier: | oai:upcommons.upc.edu:2117/167450 |
| Online Access: | https://hdl.handle.net/2117/167450 |
| Access Level: | Open access |
| Keyword: | Affective education -- Vocational education Social integration treball per reptes formació professional disseny universal per a l'aprenentatge inclusió social Project Based Learning vocational training Universal Design for Learning social inclusion Educació emocional -- Formació professional Integració social Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Formació professional |
| Summary: | During the educational process of each student it is fundamental to educate him/her emotionally in order he/she would be prepared for a better learning. Nevertheless in some cases this has not been possible so they have finally failed at school. The Programmes for Formation and Insertion (PFI) proposed by the Catalan Goverment are an oportunity for those young students. Although I might consider this sort of programmes are absolutely necessaries I also think that there several issues related with the activities done into the classroom suitable to be improved. This is why I propose the use of Based Project Learning sustained by the Universal Desing for Learning as the methodologies to be used in the PFI framework in Girona in order to improve such a deficiencies. Through surveies, personal and focus group interviews with pupils as well as professors I wanted to know about their point of view regarding some key points in both methodologies. Once analyzed the data from the surveies I have concluded that there is a gap between the perception of the professor in how is conducting the class concerning PBL and UDL methods, and how this should be performed according their theories. Accordingly I advise the professors to be better prepared on the PBL and UDL methodologies. Regarding the answers from the pupils I advise about their low level of empowerment. All in all, this gives sense to the aim of this master dissertation. |
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