Master's degree in Secondary Education Teacher Training and Language Teaching

Faculty/School regulations

Placements are a core part of this Master’s Degree, around which all the subjects are articulated. The placement period is designed to enable students to put into practice their professional teaching competencies at secondary, post-secondary, vocational training, and language learning levels. Placements are done in public-sector or publicly funded private-sector schools. Placements are progressive and are organised into three periods: (1) observation, (2) guided intervention and (3) independent intervention.

The following table illustrates this way of organising placements.

Master's dissertation


Training centers

The internships are carried out in training centers selected and accredited by the Catalan Department of Education. The list of training centers can be consulted at the following link:

Evaluation documents




  • 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.
  • Guidance: to practise psychopedagogical evaluation, and advise other education professionals, students and families.


Evaluation is performed by the tutors assigned to the student (one from the school and one from the university). A single grade will be given after applying the assessment criteria to the student’s activity at the school where the placement is done, to the learning folder and to the placement summary document. To pass the placement, the student needs to obtain a positive assessment in:

  • The evaluation report by the university's tutor (50%).
  • The evaluation report by the school's tutor (50%).

Educational activities

The placement is done at the school where the student has been assigned a tutor. The timetable and length of time the student spends at the school are agreed by the student and the tutoring teacher. Attendance (days and hours) will be shown in the placement plan.
For the placement’s 14 credits (corresponding to 350 hours), it is recommended that they be distributed as follows:

  • Work and direct contact with secondary education students (215 hours)
  • Stay at the centre and development of activities such as: tutoring with the mentor, interviews with the teaching internship coordinator, interviews with other teachers and professionals at the centre, attending various faculty meetings and, whenever possible, meetings of the different boards and/or committees that regulate the functioning of the centre (65 hours).
  • Development of specific activities related to the internship, such as the selection and preparation of materials, meetings with the academic tutor for tutorials at the university, the preparation of the assignments, the practicum synthesis report and others (70 hours).


  • Responsible, autonomous and caring attitude.
  • The social and cultural context of the educational action.
  • The professional activity of secondary education teaching staff.
  • Skills and competencies of secondary education teaching staff.
  • Teaching activity.
  • Student diversity.
  • Teaching-learning processes.
  • Reflection on the teaching action itself.