14 ECTS credits
Universitat de Barcelona
Universitat Autònoma de Barcelona
Universitat de Girona
Universitat Ramon Llull
Universitat de Vic-Universitat Central de Catalunya
The specific contents depend on the working plan of the institutions where the internship is carried out, which may be: teams of psycho-pedagogic orientation and intervention, institutions of secondary, primary, or kindergarten education, institutions of special education, institutions of early attention, psycho-pedagogic services, institutions of informal education, cultural and educational institutions, non-governmental organizations with educational and socio-educational aims, companies of educational resources, companies of educational services, etc.
Requirements: Students must have successfully completed 60 ECTS credits, including the general compulsory credits and the professional orientation compulsory credits.
14 ECTS credits
Universitat de Barcelona
Universitat Autònoma de Barcelona
Universitat de Girona
Universitat Ramon Llull
Universitat de Vic-Universitat Central de Catalunya
Students will join a research group for the period of the practicum. They will participate in the usual activities of the group, with the supervision of one of its members.
Students will carry out their research practice within the research lines currently developed by the research groups of MIPE:
Line 1: Joint activity, educational influence and innovation and improvement of educational practices (UB)
Research Group on Interaction and Educational Influence, GRINTIE
Line 2. Diversity, communication and language and intervention in development contexts (UB, URL)
Subline 2.1. Teaching and learning of oral language in inclusive co
Reserach Group on Comunication, Oral Language and Diversity, CLOD
Subline 2.2. Analysis of parental support for typically developing children and children with disabilities at early ages.
Research Group Parenting and Development in Typycally Develloping Children and With Disabilities, PADIND
Subline 2.3. Intervention in family and educational contexts. Professional training and analysis of evidence-based practices (EBP)
Seminar on Identity & New Trajectories in Education, SINTE-URL
Line 3. Reading and Writing in school, academic and research contexts, critical thinking and regulation(URL, UB)
Subline 3.1. Representations, argumentation, critical thinking and learning at schools
Reading, Writing and Critical Thinking: Learning and Intervention, LECRAI
Subline 3.2. Writing and identity development in academic and scientific contexts
Seminar on Identity & New Trajectories in Education, SINTE-URL
Line 4. Identity, cooperation and training for educational agents (UAB, URL)
Subline 4.1. The identity of education professionals and learners: construction and training.
Research group on Identity, Educational Trajectories and Society, SINTE-IdentiTES
Subline 4.2. Cooperative and collaborative learning, and peer tutoring.
Research Group on Peer-Learning, SINTE-GRAI
Subline 4.3. Initial and continuous training for professionals who care for children and their families.
Early Childhood, Families & Education Research Team, SINTE-ERIFE
Subline 4.4. Teacher training and develop teachers’ professional inquiring identity.
Seminar on Identity & New Trajectories in Education, SINTE-URL
Line 5. Psicoeducational intervention in community contexts (UdG, UAB)
Subline 5.1. Identity making and development in minoritized communities from social exclusion backgrounds.
Research Group on Human Development, Social Intervention and Interculturality, SINTE-DEHISI
Research Group on Culture, Education and Human Development, CEDH
Subline 5.2. Language, cognition and education.
Research Group on Culture, Education and Human Development, CEDH
Subline 5.3. Family, school and community relationships. Design, development and evaluation of socioeducational ecosystems.
Research Group on Culture, Education and Human Development, CEDH
Line 6. Strategies for improving educational practice and inclusive evaluation (UVIC-UCC)
Subline 6.1 Cooperation between students and collaboration between teachers, for the support and improvement of educational practice.
Research Group on Diversity Attention, GRAD · UVic-UCC
Subline 6.2 Inclusive assessment and improvement of educational practices.
Research Group on Diversity Attention, GRAD · UVic-UCC
Requirements: Students must have successfully completed 60 ECTS credits, including the general compulsory credits and the research orientation compulsory credits.