{"id":679,"date":"2011-03-09T08:23:08","date_gmt":"2011-03-09T06:23:08","guid":{"rendered":"https:\/\/webs.uab.cat\/grai\/peer-practual-2\/"},"modified":"2011-03-09T08:23:08","modified_gmt":"2011-03-09T06:23:08","slug":"peer-practual-2","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/grai\/en\/peer-practual-2\/","title":{"rendered":"Peer Practual"},"content":{"rendered":"<p style=\"text-align: justify;\"><strong>Peer Practual<\/strong><\/p>\n<p style=\"text-align: justify;\">This project is based on collaborative learning        among students of the Autonomous University of Barcelona who are studying        a subject called practicum in the teaching diploma on the spatiality of        early childhood with students studying a psychopedagogy degree. This project        pretends to improve the perceptions that both professionals have of one        another, to know the function of each other\u2019s profession more accurately        and to learn the skills that enables cooperating and working together.<\/p>\n<p style=\"text-align: justify;\">The project has three initial aims, to improve        the mutual knowledge of the functions of psychopedagogues and teachers in        professional situations, and to investigate the change in conceptions and        attitudes that working together can create. Secondly, it promotes the learning        of collaborative abilities among them, in a way that mutual understanding        is achieved within the context of real practice. Finally, the creation of        a virtual space, a Moodle platform to facilitate the interaction among students        while encouraging participation and coordination of the different tutors        involved in the project, and the creation of tools and materials useful        to the work in situations of partial- presence teaching.<\/p>\n<p style=\"text-align: justify;\">The project was initiated        during the school year 2006-2007 after a grant was awarded, and continues        today. The implementation started with the creation of pairs between teaching        and psychopedagogy students. From there, the teacher student focused on        the planning, implementation and assessment of a didactic unit, with the        assistance of the psychopedagogue.<\/p>\n<p style=\"text-align: justify;\">The project is structured      in three parts, where each member of the pair collaborates with the other      in accomplishing a series of tasks. In the first phase, the pre-active one,      the teaching student starts planning a didactic unit and his partner assists      him in the process, making suggestions to improve the planning. At the second      stage, during the active phase, the teacher student implements the unit and      the psychopedagogue videotapes the work in the classroom during the activity.      The psychopedagogue uses examples taken from the video clips to show evidence      of the work done, to encourage the student\u2019s abilities and also to make suggestions      in order to help to improve the weakest aspects that need working. The communication      takes place through a virtual space that the pair has at the Moddle platform.      In the last stage, the post active phase, both students analyze the didactic      unit and its implementation and also its effects on the perceptions that each      one has of the others professional role.<\/p>\n<p style=\"text-align: justify;\">Research has      been carried out throughout the project using a quantitative (through questionnaires)      and qualitative methodology (analyzing the interactions) to support the viability      and functionality of the project. The preliminary results obtained in the      pilot phase have been valued as very satisfactory, so they encourage the research      group to continue working towards the same direction. More information can      be found in this document (Monereo, C. coord.) <a href=\"http:\/\/ice2.uab.cat\/grai\/Documents%20i%20recursos\/comunicaciojornadesides007peerpractual.pdf\">Peer-practual:      una tutoria entre iguals interprofesionals als estudis de Magisteri i Psicopedagogia.<\/a><\/p>\n<p style=\"text-align: justify;\">&nbsp;<\/p>\n<p style=\"text-align: justify;\">&nbsp;<\/p>\n<p style=\"text-align: justify;\">&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Peer Practual This project is based on collaborative learning among students of the Autonomous University of Barcelona who are studying a subject called practicum in the teaching diploma on the spatiality of early childhood with students studying a psychopedagogy degree. This project pretends to improve the perceptions that both professionals have of one another, to [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-679","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/679","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/comments?post=679"}],"version-history":[{"count":0,"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/pages\/679\/revisions"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/grai\/en\/wp-json\/wp\/v2\/media?parent=679"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}