Objectives and competences

Objectives

The objectives of the Master’s Degree in Teacher Training in Secondary and Upper Secondary School Education, Vocational Training and Language Education are regulated by Order ECI/3858/2007, of December 27, and are as follows:

To know the curricular content of the subjects related to the corresponding teaching specialisation, as well as the body of didactic knowledge concerning the respective teaching and learning processes. In the case of vocational training, knowledge of the relevant professions is included.
To plan, develop and assess the teaching and learning process, promoting educational processes that facilitate the acquisition of the competences required in the respective educational stage, taking into account students’ level and prior training, as well as guidance needs, both individually and in collaboration with other teachers and school professionals.
To search for, obtain, process and communicate information (oral, written, audiovisual, digital or multimedia), transform it into knowledge, and apply it in teaching and learning processes in the subjects of the chosen specialisation.
To translate the curriculum into practice within a school participating in collective planning; to develop and apply both group-based and personalised teaching methodologies adapted to student diversity.
To design and develop learning environments with special attention to equity, emotional education and values education, gender equality, equal rights and opportunities, civic education and respect for human rights, fostering social participation, decision-making, and the development of a sustainable future.
To acquire strategies that encourage student effort and promote their ability to learn autonomously and collaboratively, and to develop thinking and decision-making skills that foster autonomy, confidence and personal initiative.
To understand interaction and communication processes in the classroom, master the social skills and abilities necessary to promote learning and coexistence, and address discipline issues and conflict resolution.
To design and implement both formal and non-formal activities that contribute to making the school a centre of participation and culture within its local environment; to carry out tutoring and student guidance in a collaborative and coordinated manner; and to participate in the evaluation, research and innovation in teaching and learning processes.
To understand the regulatory framework and institutional organisation of the education system, as well as quality improvement models applied in educational centres.
To understand and analyse the historical development of the teaching profession, its current situation, future perspectives and its relationship with the social context of each historical period.
To inform and advise families about the teaching and learning process, and about their children’s personal, academic, and career guidance.

General and specific competences

Specific competences

To understand the characteristics of the students, as well as their social contexts and motivations.
To understand the students’ personality development and the possible learning disorders that may affect learning.
To develop proposals based on the acquisition of intellectual and emotional knowledge, skills and competences.
To identify and plan solutions for educational situations affecting students with different abilities and learning paces.
To understand classroom and school interaction and communication processes, and deal with and resolve possible problems.
To understand the historical evolution of the education system in our country.
To know and apply information, tutoring, and academic and career guidance resources and strategies.
To promote emotional education actions in values and civic education initiatives.
To participate in defining the school’s educational project and in its general activities, with attention to quality improvement, diversity, and the prevention of learning and coexistence problems.
To relate education to its environment and understand the educational role of the family and community, both in learning acquisition and in fostering respect for rights and freedoms, equality of rights and opportunities of men and women, and equal treatment and non-discrimination of people with disabilities.
To understand the historical evolution of the family, its different types and the impact of the family context on education.
To acquire social skills in family relations and guidance.
To understand the educational and cultural value of the subjects corresponding to the specialisation, and the content of the respective curricula.
To understand the history and recent developments of the subjects, as well as future their perspectives to be able to transmit a dynamic vision of them.
To understand contexts and situations in which curricular content is used or applied.
- In vocational training: to understand the evolution of the labour market, the interaction between society, work and quality of life, and the need for appropriate training to adapt to changes in professional fields.
- In psychopedagogical and career guidance: to understand processes and resources for the prevention of learning and coexistence problems, as well as processes of assessment and academic and career guidance.
To understand theoretical and practical developments in teaching and learning within the corresponding subjects.
To transform curricula into programmes of activities and work plans.
To apply criteria for the selection and development of educational materials.
To foster a learning environment that facilitates learning and values students’ contributions.
To integrate audiovisual communication and multimedia training into the teaching and learning process.
To understand assessment strategies and techniques, and to view assessment as a tool for regulating effort and encouraging motivation.
To know and apply innovative teaching approaches in the area of the specialisation.
To critically analyse the teaching performance, good practice and of guidance using quality indicators.
To identify problems in teaching and learning withtin the specialisation 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 gain experience in planning, teaching and assessing subjects related to the specialisation.
To demonstrate a good command of oral and written communication in teaching practice.
To master the social skills necessary to foster a positive working and learning environment.
To take part in proposals for improvement in various action areas by drawing on practise-based reflection.
-In vocational training: to understand business typologies in productive sectors and understand the most common organisational systems in companies.
In guidance: to carry out psychopedagogical assessment, and advise other education professionals, students and families.

The acquisition of these competences, together with the specific competences of each teaching 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 competences

Teamwork and in interdisciplinary teamwork
Oral and written communication skills
Analytical and synthesis skills
Organisational and planning skills
Information management skills
Capacity for critical and self-critical thinking
Ethical and professional commitment
Use of ICT in professional practice
Problem-solving skills
Respect for fundamental rights, gender equality, human rights and the values of peace and democratic values
Foreign language proficiency
Ability to design and manage projects