Mobility Among Social Education Students at the University of Girona: Taking Stock of a Decade of Fieldwork Practice Abroad

The following article is divided into five sections, each one with a specific objective. The first section briefly presents the student mobility experiences obtained basically through the fieldwork practice course in social education studies at the University of Girona. The second section delves more deeply to explore the value of the exchange and the student mobility experience over one semester of intensive fieldwork practice. The third section presents data about the students who have participated in this experience inall ten of the graduating classes. The fourth part offers an assessment of the experience and reports which aspects are considered essential to a good student mobility experience. Finally, various actions to be taken to improve these educational experiences within the social education studies at the University of Girona are specified

Personal constructs in systemic practice

This paper intends to elaborate the relationship between Kelly's Personal Construct Theory (PCT) and the systemic therapies beyond their notable similarities. Kelly's constructive alternativism is situated in the context of the current constructivist orientation that the family therapy movement seems to be adopting. A model of change is presented based on PCT's experience cycle. From this cycle, the relationship between behaviors and constructions is elaborated incorporating Procter's (52, 53) notions of the Family Construct System (FCS) andposition. This model allows for interventions both at behavioral and construction levels, as well as allowing for a certain technical eclecticism while, at the same time, retaining a strong theoretical coherence. This approach is discussed in the context of the debate about strategizing, power, and control held by authors such as Golann, Hoffman, and Tomm. Finally, some implications for research are outlined.

Early Childhood Mathematics Education: Research, Curriculum and Educational Practice

This article reviews data obtained through research into early childhood mathematics education in Spain. It analyses the current curricular directions in mathematics education with early learners. It also provides an overview of mathematical practices in early childhood education classrooms to analyse the commonalities and differences between research, curriculum and educational practice. A review of the research presented at SEIEM symposia from 1997 until 2012 demonstrates: a) very little research has been done, a trend that is repeated in other areas, such as the JCR-Social Sciences Edition or the PME; b) the first steps have been taken to create a more and more cohesive body of research, although until now there has not been enough data to outline the curricular directions; and c) some discrepancies still exist between the mathematical practices in early childhood education classrooms and the official guidelines