Master's degree in Teacher Training for Secondary Education, Baccalaureate, FP and Languages

What knowledge will I acquire with this Master?

This Master allows you to obtain the appropriate pedagogical and didactic training and acquire the official qualification necessary to be able to access the teaching profession referred to in article 100.2 of Organic Law 2/2006, of May 3, on Education.  https://www.boe.es/eli/es/lo/2006/05/03/2/con, modified by Organic Law 8/2013, of December 9, for the improvement of educational quality, as well as developing the competences established in RD 1393/2007 and in the ECI Order 3858/2007, of December 27

Important: on professional affiliation: this title is a necessary but not sufficient condition to work as a Secondary Education teacher. In public centers it is required to pass the corresponding competition-opposition. In the private and concerted, the requirements are established in the Royal Decree 860/2010, of July 2, which regulates the conditions of initial training of teachers in private centers to teach in compulsory secondary education or baccalaureate (BOE of July 17, 2010). Vocational training and special regime education also have other specific regulations. Since the application of this regulation may vary in the different autonomous communities, in case of doubt it is recommended to consult the corresponding services of the public administrations.

Is this degree official according to the regulations required by the European Higher Education Area?

Yes (final verification report is attached), starting the first course in the academic year 2012-13.

Final verification report turned out FAVORABLE

Favorable report first modification

Favorable report second modification

Is it necessary to pass an access test?

None.

What is the minimum number of credits for which I can enroll?

You can see it in the rules of permanence in this link

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Students who are in possession of an official Spanish university degree or another issued by a higher education institution that authorizes access to Postgraduate education in the country issuing the degree, who wish to teach in Compulsory Secondary Education, Baccalaureate, Vocational Training o Teaching of Languages ​​and who have sufficient training in the subjects corresponding to the chosen specialty

Objectives

The general objective is to train teaching professionals who, in addition to the training of their respective degrees of origin, acquire in-depth knowledge of didactics and the psycho-pedagogical profile of the student they intend to educate. They must be able to adapt to different contexts, work as a team, understand and take on the different educational projects and integrate into them, and incorporate new technologies and methodologies into their teaching that enhance the full development of students.

In addition to completing their previous disciplinary training thanks to the content of the various specialties in which the master's degree is structured, the teaching profession requires their training in the necessary tools for adequate teaching innovation and initiation into educational research, as well as an internship period where the future teacher acquires a first experience of the exercise of his profession.

Competences

• CG01 Integrate the curricular contents of the subjects related to the corresponding teaching specialization into the respective teaching programs. Use the body of didactic knowledge around the respective teaching and learning processes to improve teaching quality.
• CG02 Plan, develop and evaluate the teaching and learning process, promoting educational processes that facilitate the acquisition of the skills inherent to the respective teachings, taking into account the level and previous training of the students, as well as their orientation, both individually and in groups. collaboration with other teachers and professionals at the center.
• CG03 Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia). Master the corresponding skills that allow their transformation into knowledge and apply said information in the teaching and learning processes in the subjects of the specialization being studied.
• CG04 Implement the curriculum that is going to be implemented in a teaching center through participation in its collective planning; develop and apply both group and personalized teaching methodologies and adapt them to the diversity of students.
• CG05 Design and develop learning spaces with special attention to equity, emotional and values ​​education, equal rights and opportunities between men and women, citizen training and respect for human rights.
• CG06 Master strategies to stimulate student effort and promote their ability to learn by themselves and with others. Being able to develop thinking and decision skills that facilitate autonomy, confidence and personal initiative.
• CG07 Develop strategies that facilitate intervention and communication processes in the classroom, master social skills and abilities necessary to promote learning and coexistence in the classroom, and address discipline and conflict resolution problems.
• CG08 Design and carry out formal and non-formal activities that contribute to making the center a place of participation and culture in the environment where it is located; as well as developing the tutorial action and the personal, academic and professional guidance of a group of students.
• CG09 Master the regulations and institutional organization of the educational system and quality improvement models with application to educational centers. Implement previously planned measures for effective application.
• CG10 Demonstrate knowledge about the historical characteristics of the teaching profession, its current situation, perspectives and interrelation with the social reality of each era, in order to improve the current educational reality
• CG11 Inform and advise families about the teaching/learning process and the personal, academic and professional orientation of their children.

Regarding the specific competencies we can summarize them as follows:

• CE01 Identify the characteristics of students, their social contexts and motivations in order to offer more personalized pedagogical attention
• CE02 Analyze the personality development of these students and the possible dysfunctions that affect learning in order to make early decisions that improve the psycho-pedagogical development of the students.
• CE03 Prepare proposals based on the acquisition of knowledge, skills and intellectual and emotional aptitudes.
• CE04 Identify and plan the resolution of educational situations that affect students with different abilities and different learning rates.
• CE05 Master the interaction and communication processes in the classroom and at the center, address and solve possible problems inherent to human relations
• CE06 Possess knowledge about the historical evolution of the educational system in our country, to be able to analyze the systemic problems that derive from the educational tradition.
• CE07 Implement resources and strategies for information, tutoring and academic and professional guidance.
• CE08 Promote actions of emotional education, values ​​and citizen training. Participate in the definition of the educational project and in the general activities of the center based on criteria of quality improvement, attention to diversity, prevention of learning problems and coexistence.
• CE09 Relate education to the environment and understand the educational function of the family and the community, both in the acquisition of skills and learning and in education in respect for rights and freedoms, in equal rights and opportunities between men and women. women and equal treatment and non-discrimination of people with disabilities.
• CE10 Master the historical evolution of the family, its different types and the impact of the family context on education. Acquire social skills in relation to family orientation.
• CE11 Assess the importance of the educational and cultural level of the subjects corresponding to the specialization, as well as the contents taught in the respective teachings.
• CE12 Master the history and recent developments of the subjects and their perspectives in order to transmit a diachronic and dynamic vision of them.
• CE13 Manage the contexts and situations in which the various curricular contents are used or applied. Specifically, in vocational training, learn about the evolution of the world of work, the interaction between society, work and quality of life, as well as the need to acquire adequate training to adapt to the changes and transformations that professions may require. In the case of psycho-pedagogical and professional guidance, know the processes and resources for the prevention of learning and coexistence problems, the evaluation processes and academic and professional guidance.
• CE14 Manage and update oneself in relation to the theoretical-practical developments of the teaching and learning of the corresponding subjects.
• CE15 Transform curricula into activity and work programs.
• CE16 Implement selection criteria and preparation of educational materials.
• CE17 Promote a classroom climate that facilitates learning and values ​​students' contributions.
• CE18 Integrate training in audiovisual and multimedia communication in the teaching-learning process.
• CE19 Handle the most appropriate evaluation strategies and techniques in your specialty and understand evaluation as an instrument of regulation and encouragement of effort.
• CE20 Master and actively implement innovative teaching proposals in the field of the specialization taken.
• CE21 Critically analyze the performance of teaching, good practices and guidance using objective quality indicators.
• CE22 Identify and analyze the problems related to the teaching and learning of the subjects of the specialization and propose alternatives and efficient solutions.
• CE23 Master and apply basic methodologies and techniques of educational research and evaluation and be able to design and develop research, innovation and evaluation projects.
• CE24 Progressively improve experience in planning, teaching and evaluating the subjects corresponding to the specialization.
• CE25 Accredit a good command of oral and written expression in teaching practice.
• CE26 Master the skills and social abilities necessary to foster a climate that facilitates learning and coexistence.
• CE27 Participate in proposals for improvement in the different areas of action based on reflection based on practice. In the case of vocational training, know the business typology corresponding to the productive sectors and understand the most common organizational systems in companies.
• CE28 Regarding guidance, practice psycho-pedagogical evaluation, advice to other education professionals, students and families.
• CE29 Possess and understand knowledge that provides a basis or possibility to be original in the development and/or application of ideas in a research context.
• CE30 Transmit fundamental values ​​in the workplace and create a preventive culture.

The specific codified competencies of the Educational Guidance specialty are:

• COMOE1 Know the theoretical-practical developments of teaching and learning of the corresponding subjects
• COM0E2 Transform curricula into activity and work programs.
• COMOE3 Acquire selection criteria and preparation of educational materials.
• COMOE4 Promote a climate that facilitates learning and values ​​student contributions
• COMOE5 Integrate training in audiovisual and multimedia communication in the teaching-learning process.
• COMOE6 Know evaluation strategies and techniques and understand evaluation as an instrument for regulation and encouragement of effort.
• COMOE7 Critically analyze the conceptual and ideological approaches to socio-educational inclusion and exclusion.
• COMOE8 Identify the barriers and facilitators of inclusive education both in the school and in the rest of the contexts that influence the development and education of students
• COMOE9 Design and implement, in collaboration with the school community, measures to address diversity that guarantee the presence, participation and learning of all students
• COMOE10 Carry out psycho-pedagogical evaluations and, where appropriate, prepare diagnostic reports and schooling opinions for students with specific support needs. Identify specific educational support needs associated with disability, developmental disorders, learning difficulties, high ability and sociocultural factors.
• COMOE11 Design and implement, using the resources of the guidance system, support interventions for all students who require it within the framework of the Diversity Attention Plan.
• COMOE12 Identify and plan the resolution of educational situations that affect students with different abilities and different learning rates.
• COMOE13 Know the training and cultural value of the subjects corresponding to the specialization and the contents taught in the respective teachings.
• COMOE14 Know the way in which recent subjects and their perspectives have been developed in order to be able to transmit a dynamic vision of them.
• COMOE15 Know the contexts and situations in which the various curricular contents are applied.
• COMOE16 In vocational training, learn about the evolution of the world of work, the interaction between society, work and quality of life, as well as the need to acquire adequate training to adapt to the changes and transformations that professions may require.
• COMOE17 Know and analyze the characteristics, organization and operation of educational guidance and psycho-pedagogical advice services that operate at different levels of the educational system (Preschool, Primary, ESO, FP and Baccalaureate).
• COMOE18 Identify demands, establish objectives and participate in the design of intervention plans in accordance with the results of the institutional analysis of educational centers and related systems.
• COMOE19 Collaborate in establishing collaborative work structures with teachers and other members of the school community, as well as with other professionals involved in educational centers.
• COMOE20 Coordinate actions in the area or sector with all educational agents and other services, with special attention to social, health and labor services for a coordinated intervention.
• COMOE21 Know and value psychopedagogical diagnostic techniques.
• COMOE22 Evaluate the interventions carried out and derive changes to improve them.
• COMOE23 Know how to apply preventive programs of socio-community scope.
• COMOE24 Know and use some basic digital tools for their usefulness in guidance and tutoring tasks and in the development of the counselor's functions.
• COMOE25 Know the curricular development processes and the preparation of institutional plans to participate with the management teams and coordination bodies in their design and application.
• COMOE26 Coordinate the preparation of the Tutorial Action Plan at the different levels of the educational system (Kids, Primary, Secondary, Vocational Training and Baccalaureate) and, where appropriate, the Academic and Professional Guidance Plan.
• COMOE27 Advise and collaborate with teachers in the review and improvement of teaching and learning and evaluation processes, and put them into practice in the case of teaching any curriculum subject.
• COMOE28 Advise and collaborate with teachers and, especially, with tutors, in supporting students in their development, learning and decision-making processes.
• COMOE29 Guide students in their personal knowledge, in the progressive definition and adjustment of a life project, and in the adoption of academic and professional decisions, so that all of this facilitates their job placement.
• COMOE30 Know, select, design and apply information and professional guidance strategies and plans for the transition to the labor market and employability.
• COMOE31 Apply mediation techniques for conflict management in order to improve the climate of coexistence in the Centers.
• COMOE32 Know and apply innovative teaching proposals in the specialties of each sector.
• COMOE33 Identify the difficulties related to the teaching and learning of subjects and suggest other alternatives and solutions.
• COMOE34 Analyze teaching, good practices and guidance critically, using quality indicators.
• COMOE35 Know and apply basic methodologies and techniques of educational research and evaluation and be able to design and develop research, innovation and evaluation projects.
• COMOE36 Identify and formulate relevant problems that arise in educational centers that lead to undertaking research and improvement activities.
• COMOE37 Participate and collaborate in research and innovation projects aimed at analyzing and improving educational practices.
• COMOE38 Support teachers' teamwork through collaborative work strategies and techniques and analysis of teaching practice to enhance teachers' teamwork, especially based on ICT.
• COMOE39 Support the continuous training of teachers by providing conceptual and methodological tools for collective and critical reflection on their own practice. Promote and participate in the design of teacher training plans.
• COMOE40 Advise on quality evaluation processes and the development of improvement plans
• COMOE41 Know relevant and current research and innovations in the field of guidance and identify the appropriate forums to disseminate their results.

Specific codified competencies of the Practicum Module of the Educational Guidance specialty

• COMPOE1 Develop the planning, teaching and evaluation of the subjects that correspond to the specialization.
• COMPOE2 Transform curricula into activity and work programs.
• COMPOE3 Carry out different proposals to improve the different fields of action from reflection based on practice.
• COMPOE4 Know the business typology corresponding to the productive sectors and understand the most common organizational systems in companies (Professional Training).
• COMPOE5 Train in psycho-pedagogical evaluation, advice to other education professionals and guidance to students and families.
• COMPOE6 Assess the role of the organizational procedures of each center and know the functions of its different components
• COMPOE7 Contrast your personal point of view with that of the rest of the professionals regarding teaching in your center to make joint decisions
• COMPOE8 Plan the teaching process in your specific area, designing teaching materials and educational tasks.
• COMPOE9 Promote interaction and effective communication in the classroom, guaranteeing good command of oral and written expression.
• COMPOE10 Analyze the results of the evaluation and draw conclusions that help improve the teaching and learning processes.
• COMPOE11 Acquire experience in the exercise of educational guidance and psycho-pedagogical advice, proving a good command of oral and written expression and the professional skills necessary for this exercise.
• COMPOE12 Analyze the school reality in which the practices are carried out using the theoretical frameworks studied in the Master.
• COMPOE13 Plan, develop or evaluate an intervention plan in the field of educational guidance and psycho-pedagogical counseling.
• COMPOE14 Identify possible areas for improvement of the intervention carried out, arguing the theoretical foundations of the proposal and how it would be evaluated.
• COMPOE15 Review one's own experience and prior knowledge from the point of view of the skills acquired or developed during the practicum.
• COMPOE16 Reflect these skills, along with those acquired and developed in the rest of the subjects, in the Master's Final Project that summarizes the training acquired.

Internal quality assurance system

Manual of the Internal Quality Assurance System 

Composition of the commission

Composition of the commission

Results report

Once the monitoring of the Master's Degree has been carried out, the most relevant quantitative information on the results obtained in the monitoring of said Degree is displayed, differentiated by academic year.

Report by course:    

• 2022/2023
• 2021/2022
• 2020/2021
• 2019/2020
• 2018/2019
• 2017/2018
• 2016/2017
• 2015/2016
• 2014/2015
• 2013/2014
• 2012/2013
• 2011/2012
• 2010/2011
• 2009/2010

General information collection plan

• Indicators 2013/14
• Indicators 2014/15
• Indicators 2015/16
• Indicators 2016/17
• Indicators 2017/18
• Indicators 2018/19
• Indicators 2019/20
• Indicators 2020/21
• Indicators 2021/22
• Indicators 2022/23

Improvement actions

The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.

• Improvement actions 2022/2023
• Improvement actions 2021/2022
• Improvement actions 2020/2021
• Improvement actions 2019/2020
• Improvement actions 2018/2019
• Improvement actions 2017/2018
• Improvement actions 2016/2017

• Improvement actions 2010 / 2011
  • Common improvement actions 2010 / 2011
  • Improvement actions specific to the title 2010 / 2011
  • Follow-up of the improvement actions of the previous course

• Improvement actions 2009 / 2010
  • Improvement actions 2009 / 2010

Renewal of accreditation

The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.

In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.”

• Final Report Renewal of accreditation  2020