Syllabus Information

1. General information

The subject and its expected results respond to the following approaches and objectives: The general objective is to contribute decisively to the construction of the professional identity of educational guidance in different fields, based on four specific objectives:

• Know the functions assigned to their role in the different work environments and scenarios.

• Analyse the general and specific competencies in the different areas for quality professional performance  with particular emphasis on communicative competence.

• Apply the ethical component of commitment to people in the performance of their duties.

• Contrasting theories and models from their meaning to articulate professional functions.

The role of the educational guidance professional is characterized by the complexity of their functions, which are carried out in different scenarios and with different users 

In addition, through education, the aim is to raise students' awareness of the achievement of the Sustainable Development Goals SDG 3, SDG 4, SDG 5, SDG 10, SDG 16 and SDG 17 

2. Learning results

• Identify the functions of the educational guidance professional in their professional practice.

• Differentiate the performance of the educational guidance professional in the different services and structures of guidance for the integral development of all students

• Understand the necessary referents to base and develop the counselling in the teaching-learning processes, tutorial action and academic-professional orientation.

• Analyse and evaluate alternatives to institutional models of educational guidance

3. Syllabus

• The functions of the educational guidance professional, in their professional practice, according to political-administrative and theoretical tendencies

• Guidance services and structures for the integral development of all students.

• Collaborative counselling in the teaching-learning process.

• Counselling in tutorial action from a global citizenship perspective.

• Academic and professional orientation.

4. Academic activities

Theoretical and practical sessions in which the following will be worked on (60 hours):

• Reading of research and scientific literature as individual work and as part of the class.
• Practical resolution of cases and practical situations of educational guidance
• Putting into practice the competencies and functions of the guidance profession through a service-learning project (5-10 hours)
• Visits to educational centres or centres of interest for the development of the subject or visits of guidance professionals to class sessions
• Individual work (85 hours)
• Learning diary
• Individual study
• Putting into practice the competencies and functions of the guidance profession through service-learning work (40-50 hours)

5. Assessment system

Continuous and formative evaluation

Evaluation portfolio

It will be necessary to pass with at least a 5 out of 10. It will be between 75% of the total of the subject The portfolio will include: 

• The learning diary made on the basis of the theoretical and practical sessions

• Reflections or essays from reading research and scientific literature c. 

• Practical resolution of cases and practical situations of educational guidance

• The collective work product of the implementation of the competences and functions of the guidance profession through a learning and service work  

Theoretical-practical test

Written defence of the resolution of a case related to the areas of educational guidance worked on in the subject.

It will be necessary to pass with at least a 5 out of 10. The oral defence will account for 25% of the total grade. 

Global assessment and second call

The overall evaluation will consist of two tests, each of which must be passed with a grade of 5 out of 10: 

- Theoretical and practical work related to the learning results of the subject, involving the development of the competences of educational guidance 

- Oral defence of a case concerning the performance of the educational guidance profession. 

Fifth and sixth calls

The students of fifth and sixth call must be aware that their evaluation is made before a board, and may not waive this right. However, they may choose, upon request, to take the test together with the rest of the students in the group and then place it in an envelope for delivery to the board (art. 23 of the Agreement of December22, 2010, of the Governing Council, which approves the Rules of Learning Assessment Standards of the University of Zaragoza)

OVERALL GRADE AND COMMON TO THE ENTIRE EVALUATION PROCESS 

Finally, it must be taken into account that the Regulations of the Norms of Coexistence of the University of Zaragoza will be applicable to the irregularities committed in the evaluation tests by means of academic fraud, as well as the application of article 30 of the Regulations of the Norms of Evaluation of Learning in relation to irregular practices other than academic fraud.