Training goals

The training goals of the Master’s Degree in Secondary Education Teacher Training and Language Teaching are regulated by Order ECI/3858/2007, of December 27. They are as follows:

• To know the curricular content of the subjects taken on the specialisation, and the body of didactic knowledge related to the teaching and learning process. For vocational training, students must acquire a knowledge of the professions in which they specialise.
• To be able to plan, develop and evaluate the teaching and learning process, whilst fostering educational processes that encourage the acquisition of the competences of the respective subjects taught. In doing so, special attention should be paid to the level and previous education of students, and guidance given both individually and in collaboration with other teaching staff and professionals from the school.
• To search for, obtain, process and divulge information (oral, audiovisual, digital or multimedia), transform it into knowledge, and apply it to teaching and learning processes in the subjects relevant to the specialisation being studied.
• To devise a curriculum that can be implemented in a school that engages in collective planning; to develop and apply both group and personalised didactic methodologies adapted to the diversity of the students.
• To design and develop learning spaces with particular attention paid to equality, emotional education, values, equal rights and opportunities for men and women, citizenship education and respect for human rights that enhance society, decision-making, and the construction of a sustainable future.
• To acquire strategies that stimulate students to attain a capacity for autonomous and collaborative learning, develop abilities for thinking and making decisions that promote autonomy, trust and personal initiative.
• To know about interaction and communication processes in the classroom, have a command of the social skills and abilities needed to encourage learning and co-existence in the classroom, and adopt a positive approach to disciplinary problems and conflict resolution.
• To design and implement formal and informal activities that contribute to a school adopting a culture of engagement with the environment in which it is located; to develop functions for tutoring and guiding students in a collaborative and coordinated manner; to participate in the evaluation, research and innovation of teaching and learning processes.
• To know the institutional regulations and organisational set-up of the education system and to be familiar with quality improvement models with applications to schools.
• To know about the history of the teaching profession and be able to analyse the current situation, perspectives and interrelations with the social realities past eras.
• To inform and advise families on the teaching and learning process, and on the personal, academic, and professional guidance of their children.

General and specific competencies

Specific competencies

• To know the characteristics of the students, as well as their social contexts and motivations.
• To understand the students’ personality development and the possible dysfunctions that affect learning.
• To elaborate proposals based on the acquisition of intellectual and emotional knowledge, skills and aptitudes.
• To identify and plan the resolution of educational situations affecting students with different abilities and paces of learning.
• To know the processes of interaction and communication in the classroom and the schools, and deal with and resolve possible problems.
• To know the historical evolution of the education system in our country.
• To know and apply information, tutoring, and academic and professional guidance resources and strategies.
• To promote emotional education actions in values and citizen education.
• To take part in the definition of the educational project and in the general activities of the school, attending to criteria of quality improvement, diversity, and prevention of learning problems.
• To relate education to the environment and understand the educating function of the family and the community, in relation not only to the acquisition of competencies and learning, but also to education in respect for right and freedoms, in the equality of rights and opportunities of men and women, and in the equality of treatment and non-discrimination of people with disabilities.
• To know the historical evolution of family, its different types and the impact of the family context on education.
• To acquire social skills in family relations and guidance.
• To know the formative and cultural value of the subjects corresponding to the specialisation, and the content of the respective curricula.
• To know the history and recent developments of subjects and their perspectives to be able to transmit a dynamic vision of them.
• To know contexts and situations in which diverse contents are used or applied. For vocational training: to know the evolution of the labour market, the interaction between society, work and quality of life, and the need to have suitable training to adapt to the changes and transformations that the professions may require. In the case of psychopedagogical and professional guidance: to know the processes and resources for the prevention of learning problems, evaluation, and academic and professional guidance.
• To know the theoretical and practical developments in teaching and learning the corresponding subjects.
• To transform curricula into activities and work programmes.
• To acquire criteria of selection and elaboration of educational materials.
• To foster a climate that facilitates learning and values the students’ contributions.
• To integrate audiovisual communication and multimedia training into the teaching-learning process.
• To know evaluation strategies and techniques, and understand evaluation as an instrument of effort regulation and stimulus.
• To know and apply innovative teaching proposals in the field of the specialisation studied.
• To critically analyse the fulfilment of teaching, of good practices and of guidance using quality indicators.
• To identify problems relating to the teaching and learning of specialisation subjects and propose alternatives and solutions.
• To know and apply basic educational research and evaluation methodologies and techniques, and be able to design and develop research, innovation and evaluation projects.
• To acquire experience in the planning, teaching and evaluation of subjects corresponding to the specialisation.
• To accredit a good command of oral and written expression in teaching.
• To dominate the necessary social skills and abilities to foster a climate that facilitates work and co-existence.
• To take part in proposals for improvement in various action areas by drawing on practise-based reflection.
• For vocational training: to know the business typology corresponding to the productive sectors and understand the most common organisational systems in companies.
• Regarding guidance: to practise psychopedagogical evaluation, and advise other education professionals, students and families.

The acquisition of these competencies, together with the specific competencies of each specialisation, must be demonstrated in the Master’s dissertation, which should bring together theoretical and practical aspects of the training received on the Master’s Degree.

General competencies

• Work in teams and in inter-disciplinary teams.
• Oral and written communication.
• Ability to analyse and summarise.
• Ability to organise and plan.
• Information management skills.
• Capacity to be critical and self-critical.
• Ethical and professional commitment.
• Application of ICT to professional practice.
• Problem-solving.
• Respect for the fundamental rights of equality of men and women, for the promotion of Human Rights and for the values inherent to a culture of peace and democratic values.
• Use of a foreign language.
• Ability to design and manage projects.