Research and innovation on the socio-educational programmes, actions, resources and policies necessary to achieve equity in education has been the main objective of this doctoral programme since its creation, which is specified in the following more specific objectives:
* Training of professionals specialized in research committed to innovation and equal opportunities in education in the current framework of cosmopolitan societies. Professionals capable of conducting research in the field of design, generation, implementation and evaluation of educational programmes and resources appropriate to today's open and multicultural societies from the perspective of equity.
*Acquisition of competencies and skills that enable researchers in training for the
knowledge transfer, addressing from equity: (a) the challenges and problems involved in the
management and mobilization of research processes, (b) innovation and change managed in participatory educational institutions and contexts.
* To contribute to and promote the mobility and internationalisation of researchers in training
guaranteeing a training process that implies a clear commitment to quality, equity and innovation in educational research.
CB1 - Systematic understanding of a field of study and mastery of the skills and research methods related to that field.
CB2 - Ability to conceive, design or create, implement and adopt a substantial research or creation process.
CB3 - Ability to contribute to the expansion of the frontiers of knowledge through original research.
CB4 - Ability to perform critical analysis and evaluation and synthesis of new and complex ideas.
CB5 - Ability to communicate with the academic and scientific community and with society in general about their fields of knowledge in the modes and languages commonly used in their international scientific community.
CB6 - Ability to promote, in academic and professional contexts, scientific, technological, social, artistic or cultural progress within a knowledge-based society.
CB7 - Ability to promote Open Science and Citizen Science, as a way of contributing to the consideration of scientific knowledge as a common good.
CA1 - To function in contexts in which there is little specific information and/or an oversaturation of information of little or no scientific rigour.
CA2 - Identify the key questions that need to be answered to solve a complex problem.
CA3 - Design, create, develop and undertake novel and innovative projects in their field of knowledge, as well as evaluate their consequences.
CA4 - Work both in a team and autonomously in an international and/or multidisciplinary context.
CA5 - Integrate knowledge, face complexity and formulate hypotheses with the available information.
CA6 – Activate critical and self-critical reasoning, which allows them to question the information they receive and question themselves in front of it, as well as argue and justify their approaches.
OC1 - Ability to provide an epistemological, interdisciplinary and methodological basis for a project of
contextualized research.
OC2 - Ability to use and apply the knowledge acquired in different professional fields and
disciplinary principles in direct relation to Equity and Innovation in Education.
OC3 - Ability to confront research activity from an ethical commitment to the principles and civic values of democratic participation, social justice, freedom, tolerance and solidarity.
OC4 - Ability to activate self-regulation, responsibility, resilience, the desire to excel and cooperation.
CB1 - Systematic understanding of a field of study and mastery of the skills and research methods related to that field.
CB2 - Ability to conceive, design or create, implement and adopt a substantial research or creation process.
CB3 - Ability to contribute to the expansion of the frontiers of knowledge through original research.
CB4 - Ability to perform critical analysis and evaluation and synthesis of new and complex ideas.
CB5 - Ability to communicate with the academic and scientific community and with society in general about their fields of knowledge in the modes and languages commonly used in their international scientific community.
CB6 - Ability to promote, in academic and professional contexts, scientific, technological, social, artistic or cultural progress within a knowledge-based society.
CB7 - Ability to promote Open Science and Citizen Science, as a way of contributing to the consideration of scientific knowledge as a common good.
Professional and academic career
This Doctoral Programme trains the best professionals.
Researchers in the field of Equity and Innovation, generating quality research and socio-educational impact that maintains it as a national and international reference. Thus, to date: the DP has served to complete the period of research training of teachers, future academics, and university professors, facilitating the possibility of applying for the different job offers with a specific and relevant qualification in today's society and education, both in Spain and abroad. For this reason, the DP has been widely demanded by students who want to obtain the competences and skills of research activity in the field of Education studies from the perspective of Equity.
As has been seen, these students have as their field and/or professional goal the work from the
Equity perspective in schools of different educational levels, in social education institutions and services, as well as in research centres and in the universities themselves.
Professional and academic career
This Doctoral Programme trains the best professionals.
Researchers in the field of Equity and Innovation, generating quality research and socio-educational impact that maintains it as a national and international reference. Thus, to date: the DP has served to complete the period of research training of teachers, future academics, and university professors, facilitating the possibility of applying for the different job offers with a specific and relevant qualification in today's society and education, both in Spain and abroad. For this reason, the DP has been widely demanded by students who want to obtain the competences and skills of research activity in the field of Education studies from the perspective of Equity.
As has been seen, these students have as their field and/or professional goal the work from the
Equity perspective in schools of different educational levels, in social education institutions and services, as well as in research centres and in the universities themselves.
Additional subject teaching
Candidates who do not meet all the necessary prior learning conditions for the programme may be required to complete additional courses in the form of subjects and modules from UDC Master’s and undergraduate programmes. The number of credits from additional subject teaching will not exceed 15 ECTS credits, which students may choose to complete before or after enrolment in the PhD programme.
Students who do not opt to complete additional coursework prior to enrolment should register for their extra subjects or modules at the same time as the PhD. Failure to complete additional coursework within a period of three consecutive terms will result in the termination of the student’s registration.
See also UDC PhD Policies and Regulations, Article 5: Applications.
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complements
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credits
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| Análisis Estadístico de datos en la investigación educativa |
6 |
| Investigación interpretativa postparadigmática en educación: de la etnografía a la cartografía social |
3 |
| La investigación educativa desde una perspectiva cuantitativa |
3 |
| La investigación histórico-educativa |
3 |
| La Investigación-acción e innovación educativa |
3 |
| La investigación en la orientación |
3 |
| Metodología de investigación educativa: los estudios de caso |
3 |
| Metodología de investigación en dramatización, historia y sociedad |
3 |
| Metodologías de evaluación de la calidad en centros educativos |
3 |
| Controversies and Images in Education in a Multicultural Society |
3 |
| Media Education in a Multi-Screen Society |
3 |
| Information and Communication Technologies (ICTs) in Education: Which Techniques, Who Should Use Them and How They Should Be Integrated into Schools |
3 |
| From Integration to Inclusive Education in Students with Special Educational Needs |
3 |
| Lifelong Learning in Information Societies |
3 |
| Equality Policies in Education |
3 |
| Politics, culture, education and justice in Democratic Societies |
3 |
| Professional Counseling in the Context of Lifelong Learning |
3 |
| Evaluation Research in Educational Programmes and Services |
3 |
| Research Methodology in Performing Arts |
3 |
| Physical Education, Health Education and Quality of Life |
3 |
| Leisure and Sports: Socio-Educational Action in Early Childhood |
3 |
| Education in Mathematics and Sociocultural Elements of the Curriculum |
3 |
| Learning Attitudes in Mathematics |
3 |
| Learning Problems in Natural Sciencies |
3 |
| Teaching Strategies in Sciences and Environmental Education |
3 |
| Genesis and Evolution of the Educational System in Contemporary Galicia |
3 |
| Social Issues. Youth Justice and Education |
3 |
| Municipalities and Educational Action |
3 |
| Educational Reforms and Innovations: from Education Policy to School Practice |
3 |
| - |
4.5 |
| - |
4.5 |
| - |
4.5 |
| - |
4.5 |
| Research Methodologies Aimed at Innovation |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
4 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| - |
3 |
| Qualitative Research in Education |
3 |
| Quantitative Research |
3 |
| Action Research and Innovation |
3 |
| Evaluation of Curricular Materials |
3 |
| - |
3 |
| - |
3 |
| Investigación e Innovación en Didáctica de las Ciencias Sociales |
3 |
| Research and Innovation in the Didactics of Mathematics |
3 |
| Research and Innovation in the Didactics of Visual Arts |
3 |
| Research and Innovation in the Didactics of Foreign Languagse and their Literatures (English/French) |
3 |
EIDUDC teaching and training activities
EIDUDC teaching and training activities
Programme-specific teaching and training activities
Se han previsto en el Plan de estudios del programa de doctorado una serie de actividades comunes que pretenden garantizar la coordinación entre universidades y la interrelación entre estudiantes y profesorado requerida por un programa interuniversitario: a través de actividades iguales, que se hacen de manera rotatoria y secuenciada en las distintas universidades, así como a través de las estancias previstas en las universidades del Programa y otras universidades con las que se negociarán convenios para facilitar las estancias de alumnos. En su estructura y organización, las actividades darán cuenta también de las 2 líneas de investigación del programa, de tal modo que los alumnos podrán ir escogiendo (ayudados por sus directores y tutores) aquellas actividades de la oferta formativa que se correspondan con la línea de investigación en que se inscriba su tesis.
En cuanto a la secuenciación del plan de estudios, las 48 horas de actividades específicas que deberá cursar cada alumno, se distribuyen a lo largo de los tres años del programa para el alumnado a tiempo completo y a lo largo de cinco años para el alumnado a tiempo parcial, de tal manera que el proyecto formativo del alumnado de las distintas modalidades se concreta así:
1. Jornadas de Orientación. Obligatorias el primer año: 4 horas
2. Encuentros con investigadores del Programa. Se celebran 5 por año, con una duración de 4 horas cada Encuentro. Deben asistir a 2 cada año, lo que supone 6 Encuentros a lo largo de los tres años y un total de 24 horas de formación por alumno. El alumnado a tiempo parcial asistirá, según su disponibilidad y orientación temática, al mismo número de encuentros a lo largo de los 5 años de que dispone.
3. Seminarios monográficos. Al menos 1 al año. Obligatorios 3, con una duración de 4 horas, suponen 12 horas por alumno. El alumnado a tiempo completo los hará en los tres años del programa mientras que el alumnado a tiempo parcial dispone de 5 años para la asistencia a 3 Seminarios.
4. Encuentros con jóvenes investigadores. Se celebra uno de 8 horas cada año. Obligatorio asistir a 1 a lo largo de los tres años en caso de alumnado a tiempo completo y lo mismo, pero a lo largo de los 5 años, en caso de alumnado a tiempo parcial. Total: 8 horas.
Además de estas actividades formativas, al finalizar el primer semestre del primer año (a contar tras la formalización de la matrícula) todos los alumnos deberán elaborar y defender su Proyecto de Tesis. Al finalizar el primer y segundo año todos los alumnos tendrán que presentar su Plan Anual de investigación, y al finalizar el tercer año defender su Tesis Doctoral. Estos plazos, como se ha indicado se alargan en 2 años más para los alumnos a tiempo parcial, quienes siguiendo las orientaciones de sus directores y tutores, diseñarán un itinerario formativo que debe culminar con la defensa de la tesis a los cinco años de iniciado el período doctoral.
Procedimientos de control:
1. Los asistentes tendrán que contestar un cuestionario que indagará sobre sus intereses y objetivos de investigación, recursos bibliográficos y materiales de los que disponen y que necesitarían en un futuro, planificación de su trabajo de investigación, previsiones de movilidad interuniversitaria, etc. Este cuestionario formará parte del documento de actividades del doctorando (DAD) el cual será revisado regularmente por el Tutor y el Director de tesis y evaluado por la Comisión.
2. El alumnado participante en estas sesiones elaborará en pequeños grupos un documento escrito de reflexión y análisis crítico así como de síntesis de nuevas ideas y propuestas sobre el proyecto presentado siguiendo un guión con cuestiones planteadas por el IP del proyecto. Será evaluado por el IP y los miembros del equipo designados en cada universidad.
3. Se llevará un control individualizado de asistencia a la actividad. Los alumnos ponentes presentarán un resumen de sus comunicaciones y trabajos. Los asistentes deberán presentar un resumen de las sesiones a las que han asistido con una valoración personal de acuerdo con la línea de su investigación.
4. Los alumnos llevarán a cabo un trabajo basado en los contenidos del seminario que servirá para comprobar su grado de comprensión y su capacidad para diseñar y desarrollar alternativas innovadoras y críticas a las investigaciones planteadas por los expertos. Aquellos que participen de modo activo y realicen esta tarea satisfactoriamente recibirán un certificado avalado por el programa.
Supervision agreement
The PhD supervision agreement defines the academic relationship between the candidate and the University, the rights and responsibilities of each (including any intellectual and/or industrial property rights resulting from the candidate’s research), the procedures in place in relation to conflict resolution, and the duration of the agreement. It also specifies the duties of the PhD tutor and supervisor.
The supervision agreement must be signed by the candidate, tutor and designated university representative (or representatives) within a maximum period of one month as from the date of registration. The supervisor’s signature may be added subsequently, once a supervisor has been appointed.
When the document has been signed by all the relevant parties, the agreement is then added to the candidate’s record of activities.
See also UDC PhD Policies and Regulations, Article 13: Supervision agreement.
Research plan
The candidate must prepare a research plan within six months of registration, with information regarding methodology, objectives, resources and milestones. The research plan is submitted together with the report of the supervisor and/or tutor for approval by the Academic Committee for PhD Programmes (CAPD). Improvements to the plan may be introduced with the approval of the supervisor and/or tutor based on the annual review of the student’s research progress.
Research plans are subject to annual review by the CAPD, including the report(s) of the supervisor and/or tutor and the candidate’s record of activities. Students will be permitted to continue with their studies if the outcome of the review is satisfactory. If the outcome is negative, the student will be required to submit a new plan within a period of six months. If the committee is still not satisfied, the candidate will be removed from the programme.
See also UDC PhD Policies and Regulations, Article 15: Research plan.
Teachers
Research and Diagnosis Methods in Education
Teaching and School Organisation
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Bueno Aguilar, Juan José
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Castro Rodríguez, María Montserrat
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DePalma Ungaro, Renée
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Digón Regueiro, Alba Patricia
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Gómez Sánchez, Tania Fátima
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González Sanmamed, Mercedes
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Méndez García, Rosa María
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Rodríguez Romero, María Mar
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Rumbo Arcas, María Begoña
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Sánchez Bello, Ana
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Sánchez Blanco, Concepción
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Torres Santomé, Jurjo
Teaching Experimental Science
Teaching Language and Literature
Teaching Mathematics
Teaching Self-expression through Body Movement
Teaching Self-expression through Music
Teaching Self-expression through Visual Arts
Teaching Social Science
Theory and History of Education
Student mobility
UDC holds student mobility agreements with universities and other third-level institutions across four continents. Students are offered several opportunities each year to apply to study abroad in one of these centres (for a single term or for a whole year), with the guarantee that all credits obtained will be duly recognised in their academic record upon their return.
For each round of applications, the University publishes the list of exchange options available to students and, where relevant, the specific conditions associated with each. Students may also apply to the University for funding for international work experience placements and internships.
Work experience placements are accredited in the student's academic record and the European diploma supplement. Students are free to decide in which host company or academic institution within the EHEA they wish to carry out their placement. To assist them in their search, the University has created an online noticeboard with jobs postings and other news.
Work-study placements in A Coruña are arranged by the International Relations Office (ORI) of the UDC in collaboration with the international relations coordinators in the student’s home university. The general entry criteria, rights and obligations of students, and admission and acceptance procedures for the programme, are regulated by the UDC Mobility Policy.