Plan de estudios

Universidad de Alicante. Página principal
Plan de estudios: UNIVERSITY MASTER'S DEGREE IN ACADEMIC STAFF OF SECONDARY EDUCATION AND HIGH SCHOOL, VOCATIONAL TRAINING AND LANGUAGE TEACHING
Saltar idiomas
Español | Valencià | English
Saltar iconos
Saltar cabecera
Universidad de Alicante. Página principal
Ficha del estudio

UNIVERSITY MASTER'S DEGREE IN ACADEMIC STAFF OF SECONDARY EDUCATION AND HIGH SCHOOL, VOCATIONAL TRAINING AND LANGUAGE TEACHING

Code:
 D024

Credits:
 60
 
Publication date:
 20/06/2011

Title:
 Master (ECTS)
 
Fee:
 16,37
 1st registration credits
 

FIELD OF STUDY

Social and Legal Sciences

SYLLABUS

UNIVERSITY MASTER'S DEGREE IN ACADEMIC STAFF OF SECONDARY EDUCATION AND HIGH SCHOOL, VOCATIONAL TRAINING AND LANGUAGE TEACHING

TYPE OF EDUCATION

Face-to-face

LANGUAGE / S THAT IS OFFERED

Spanish

CENTRES WHERE IT IS TAUGHT

Faculty of Education

PROGRAMME JOINTLY SHARED WITH

Only taught at this university

EXAMINATION DATES

Enter the list of examination dates for this graduate programme.

SYLLABUS OFFERED

Initial node:
 

Legend: Not offeredNo teaching
EMPTY 1
 
EMPTY 2
 
EMPTY 3
 
EMPTY 4
 
EMPTY 5
 
EMPTY 6
 
EMPTY 7
 
EMPTY 8
 
EMPTY 9
 
EMPTY 10
 
EMPTY 11
 
EMPTY 12
 
EMPTY 13
 
EMPTY 14
 
EMPTY 15
 
EMPTY 16
 
EMPTY 17
 
EMPTY 18
 
EMPTY 19
 
SPECIFIC MODULE 17
GENERIC MODULE
EMPTY B 1
 
EMPTY B 2
 
EMPTY B 3
 
EMPTY B 4
 
EMPTY B 5
 
EMPTY B 6
 
EMPTY B 7
 
EMPTY B 8
 
EMPTY B 9
 
EMPTY B 10
 
EMPTY B 11
 
EMPTY B 12
 
EMPTY B 13
 
EMPTY B 14
 
EMPTY B 15
 
EMPTY B 16
 
EMPTY B 17
 
EMPTY B 18
 
EMPTY B 19
 
SPECIFIC MODULE 1
SPECIFIC MODULE 2
SPECIFIC MODULE 3
SPECIFIC MODULE 4
SPECIFIC MODULE 5
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
9
 
1
COMPULSORY
6
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 6
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
7,50
 
1
COMPULSORY
7,50
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 7
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
9
 
1
COMPULSORY
6
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 8
SPECIFIC MODULE 9
SPECIFIC MODULE 10
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
15
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 11
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
15
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 12
SPECIFIC MODULE 13
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
9
 
1
COMPULSORY
6
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 14
30 credits
 
Year
Title
Credits
Subject
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 15
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 16
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
9
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 17
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
6
 
1
COMPULSORY
3
 
1
COMPULSORY
3
 
1
COMPULSORY
3
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 18
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
5
 
1
COMPULSORY
4,50
 
1
COMPULSORY
4,50
 
1
COMPULSORY
3
 
1
COMPULSORY
3
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
SPECIFIC MODULE 19
30 credits
 
Year
Title
Credits
Subject
1
COMPULSORY
9
 
1
COMPULSORY
6
 
1
COMPULSORY
4,50
 
1
COMPULSORY
4,50
 
1
COMPULSORY
6
 
 
10 credits
 
Year
Title
Credits
Subject
4 credits maximum 4 credits
 
Year
Title
Credits
Subject
 
MASTER FINAL PROJECT SPECIALITY 1
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 1 BIOLOGY AND GEOLOGY
MASTER FINAL PROJECT SPECIALITY 2
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 2: VOCATIONAL TRAINING (SECONDARY EDUCATION TEACHERS)
MASTER FINAL PROJECT SPECIALITY 3
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 3: VOCATIONAL TRAINING (VOCATIONAL TRAINING TEACHERS)
MASTER FINAL PROJECT SPECIALITY 4
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 4: CIVIL CONSTRUCTION, BUILDING AND TECHNICAL DRAWING
MASTER FINAL PROJECT SPECIALITY 5
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 5: ECONOMICS
MASTER FINAL PROJECT SPECIALITY 6
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 6: PHYSICAL EDUCATION AND SPORT
MASTER FINAL PROJECT SPECIALITY 7
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 7: PHYSICS AND CHEMISTRY
MASTER FINAL PROJECT SPECIALITY 8
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 8: VOCATIONAL TRAINING AND GUIDANCE
MASTER FINAL PROJECT SPECIALITY 9
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 9: GEOGRAPHY AND HISTORY
MASTER FINAL PROJECT SPECIALITY 10
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 10: COMPUTER SCIENCE
MASTER FINAL PROJECT SPECIALITY 11
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 11: FOREIGN LANGUAGE (FRENCH)
MASTER FINAL PROJECT SPECIALITY 12
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 12: FOREIGN LANGUAGE (ENGLISH)
MASTER FINAL PROJECT SPECIALITY 13
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 13: CATALAN (VALENCIAN) LANGUAGE AND LITERATURE
MASTER FINAL PROJECT SPECIALITY 14
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 14: SPANISH LANGUAGE AND LITERATURE
MASTER FINAL PROJECT SPECIALITY 15
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 15: MATHEMATICS
MASTER FINAL PROJECT SPECIALITY 16
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 16: MUSIC
MASTER FINAL PROJECT SPECIALITY 17
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 17: EDUCATIONAL GUIDANCE
MASTER FINAL PROJECT SPECIALITY 18
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 18: HEALTH PROCESSES
MASTER FINAL PROJECT SPECIALITY 19
6 credits maximum 6 credits
 
Year
Title
Credits
Subject
1
END OF MASTER WORK
6
 
1
END OF MASTER WORK
6
 
 
 
Once this block is approved, you get
MASTER'S DEGREE IN SECONDARY EDUCATION TEACHING. SPECIALISATION MODULE 19: TECHNOLOGY

OBJECTIVES

 

Article 9 of Royal Decree 1834/2008 of 8th November defining the training necessary for professional practice as a teacher in compulsory and post-compulsory secondary education, vocational training and specialist subject education and establishing secondary education teaching specialisations, indicates that “In order to undertake professional practice as a teacher in compulsory and post-compulsory secondary education, vocational training and foreign language education, it is necessary to hold an officially recognised Master’s Degree accrediting teacher training”. 

Accordingly, the fundamental objective of this Master’s Degree course is to provide students with an advanced training in teaching aimed at professional practice, which will equip students for professional practice in compulsory and post-compulsory secondary education, vocational training and specialist subject education.

On the basis of this fundamental objective, it has been deemed necessary to programme a series of general objectives which contribute to attaining the aforementioned teacher training

  • General understanding of psychopedagogy:  student characteristics, educational psychology, teaching plans, techniques and resources, conflict resolution, classroom work, assessment methods and tools, etc.
  • An understanding of the school context: the educational system, organisation and operation of centres, components of the curriculum, etc.
  • An understanding of the context and its educational function: rights and obligations, social skills, family guidance, etc.
  • An understanding of the discipline taught, adapted to the characteristics of the educational level at which the teaching is given.
  • Training in teaching methods specific to the discipline in question: subject curriculum, learning difficulties, design of teaching units, use of educational resources specific to the subject, etc.
  • Training in teaching innovation and introduction to educational research, based on innovation projects.
  • A practical understanding of teaching activity: immersion in the life of a school, meeting and getting to know students in the classroom, observation of experienced teachers, participation in departmental tasks, design and experience of teaching units in the classroom, application and analysis of assessment procedures, self evaluation of teaching practices.

 

COMPETENCES


General Competences (CG)

  • CG1:Conocer los contenidos curriculares de las materias relativas a la especialización docente correspondiente.
  • CG2:Conocer el cuerpo de conocimientos didácticos en torno a los procesos de enseñanza y aprendizaje respectivos. Para la formación profesional se incluirá el conocimiento de las respectivas profesiones.
  • CG3:Planificar, desarrollar y evaluar el proceso de enseñanza y aprendizaje potenciando procesos educativos que faciliten la adquisición de las competencias propias de las respectivas enseñanzas, atendiendo al nivel y formación previa de los estudiantes, así como a la orientación de los mismos, tanto individualmente como en colaboración con otros docentes y profesionales del centro.
  • CG4:Buscar, obtener, procesar y comunicar información (oral, impresa, audiovisual, digital o multimedia), transformarla en conocimiento y aplicarla a los procesos de enseñanza y aprendizaje en las materias propias de la especialización cursadas.
  • CG5:Concretar el currículo que se vaya a implantar en un centro docente participando en la planificación colectiva del mismo.
  • CG6:Desarrollar y aplicar metodologías didácticas tanto grupales como personalizadas, adaptadas a la diversidad de los estudiantes.
  • CG7:Diseñar y desarrollar espacios de aprendizaje, con especial atención a la equidad, la igualdad de derechos y oportunidades entre hombres y mujeres, la formación ciudadana y el respeto a los derechos humanos que faciliten la vida en sociedad, la toma de decisiones y la construcción de un futuro sostenible.
  • CG8:Adquirir estrategias para estimular el esfuerzo del estudiante y promover su capacidad para aprender por s i mismo y con otros y desarrollar habilidades de pensamiento y de decisión que faciliten la autonomía, la confianza e iniciativas personales.
  • CG9:Conocer los procesos de interacción y comunicación en el aula y dominar destrezas y habilidades sociales necesarias para fomentar el aprendizaje y la convivencia en el aula y abordar problemas de disciplina y resolución de conflictos.
  • CG10:Diseñar y realizar actividades formales y no formales que contribuyan a hacer del centro un lugar de participación y cultura en el entorno en el que está ubicado.
  • CG11:Desarrollar las funciones de tutoría y orientación de los estudiantes de manera colaborativa y coordinada.
  • CG12:Participar en la evaluación, investigación y la innovación de los procesos de enseñanza y aprendizaje, comunicando sus conclusiones y las razones que las sustentan a la comunidad educativa y otros profesionales de la educación.
  • CG13:Conocer la normativa y organización institucional del sistema educativo y modelos de mejora de la calidad con aplicación a los centros de enseñanza.
  • CG14:Conocer y analizar las características históricas de la profes ión docente, su situación actual, perspectivas e interrelación con la realidad social de cada época.
  • CG15:Informar y asesorar a las familias acerca del proceso de enseñanza y aprendizaje y sobre la orientación personal, académica y profesional de sus hijos.
  • CG16:Trabajar en equipo con otros profesionales de la educación, enriqueciendo su formación.
  • CG17:Desarrollar hábitos y actitudes para aprender a aprender a lo largo de su posterior desarrollo profesional.
  • CG18:Aplicar los conocimientos adquiridos y la capacidad de resolución de problemas a entornos educativos nuevos o poco conocidos.
  • CG19:Conocer las características psicopedagógicas de los alumnos para poder evaluarlos y emitir los informes que se requieran.
  • CG20:Conocer las medidas de atención a la diversidad que se pueden adoptar para poder realizar el asesoramiento necesario en cada caso.
  • CG21:Analizar la organización y funcionamiento del centro para coordinar la orientación, personal, académica y profesional del alumnado en colaboración con los miembros de la comunidad escolar.
  • CG22:Desarrollar las habilidades y técnicas necesarias para poder asesorar adecuadamente a las familias acerca del proceso de desarrollo y de aprendizaje de sus hijos.
  • CG23:Identificar los servicios públicos y entidades comunitarias con las que pueda colaborar el centro y promover y planificar, en colaboración con el equipo directivo, las acciones necesarias para una mejor atención del alumnado.

Specific Competences (CE)

  • CE15:Conocer los procesos de desarrollo curricular y la elaboración de los planes institucionales para participar con los equipos directivos y los órganos de coordinación en su diseño y aplicación.
  • CE16:Coordinar la elaboración del Plan de Acción Tutorial en los diferentes niveles del sistema educativo (Infantil, Primaria, Secundaria, FP y Bachillerato) y el Plan de Orientación Académica y Profesional.
  • CE17:Asesorar y colaborar con el profesorado en la revisión y mejora de los procesos de enseñanza y aprendizaje y de la evaluación, y ponerlos en práctica en caso de impartir alguna materia del curriculum.
  • CE18:Orientar al alumnado en su conocimiento personal y en la adopción de decisiones académicas y profesionales, de forma que todo ello facilite su inserción laboral.
  • CE19:Conocer, seleccionar, diseñar y aplicar estrategias y planes de información y orientación profesional para la transición al mercado laboral y la empleabilidad.
  • CE20:Aplicar técnicas de mediación para la gestión de conflictos con el fin de mejorar el clima de convivencia en los centros educativos.
  • CE21:Conocer y analizar las características, organización y funcionamiento de los servicios de orientación educativa y asesoramiento psicopedagógico que operan en los diferentes niveles del sistema educativo (Infantil, Primaria, ESO, FP y Bachillerato).
  • CE22:Identificar necesidades, establecer objetivos y participar en el diseño de planes de intervención acordes con los resultados del análisis de los centros educativos y los sistemas relacionados.
  • CE23:Colaborar en el establecimiento de estructuras de trabajo colaborativo con los docentes y otros miembros de la comunidad escolar, así como con otros profesionales que intervienen en los centros educativos.
  • CE24:Coordinar las actuaciones en la zona o sector con todos los agentes educativos y otros servicios, en especial los servicios sociales, de salud y laborales, para una intervención coordinada.
  • CE25:Conocer y valorar las técnicas de diagnóstico psicopedagógico.
  • CE26:Evaluar las intervenciones realizadas y derivar cambios para mejorarlas. Aplicar programas preventivos de alcance socio-comunitario.
  • CE27:Conocer y emplear herramientas digitales útiles en las tareas de orientación y tutoría y en el desarrollo de las funciones del orientador.
  • CE28:Analizar de manera crítica los planteamientos conceptuales e ideológicos de la inclusión y la exclusión socioeducativa. Identificar las barreras y los facilitadores de una educación inclusiva tanto en el centro escolar como en los demás contextos que influyen sobre el desarrollo y la educación del alumnado.
  • CE29:Diseñar y poner en marcha, en colaboración con la comunidad escolar, medidas de atención a la diversidad que garanticen la presencia, participación y aprendizaje de todo el alumnado.
  • CE30:Realizar evaluaciones psicopedagógicas y elaborar informes diagnósticos y, en su caso, dictámenes de escolarización para el alumnado con necesidades de apoyo específico.
  • CE31:Identificar las necesidades específicas de apoyo educativo asociadas a la discapacidad, los trastornos del desarrollo, las dificultades de aprendizaje, la alta capacidad y los factores socioculturales.
  • CE32:Diseñar y desarrollar intervenciones de apoyo para todo el alumnado que lo requiera en el marco del Plan de Atención a la Diversidad.
  • CE33:Identificar y planificar la resolución de situaciones educativas que afecten a estudiantes con diferentes capacidades y diferentes ritmos de aprendizaje.
  • CE34:Identificar y formular problemas relevantes surgidos en los centros educativos que lleven a emprender actividades de investigación y mejora.
  • CE35:Participar y colaborar en proyectos de investigación e innovación orientados al análisis y mejora de las prácticas educativas.
  • CE36:Apoyar el trabajo en equipo de los docentes mediante estrategias y técnicas de trabajo colaborativo y de análisis de la práctica docente para potenciar el trabajo en equipo del profesorado, especialmente con base en las TIC.
  • CE37:Apoyar l formación continua del profesorado aportando herramientas conceptuales y metodológicas para la reflexión sobre la propia práctica.
  • CE38:Asesorar en los procesos de evaluación de la calidad y la elaboración de los planes de mejora.
  • CE39:Conocer investigaciones e innovaciones relevantes y actuales en el ámbito de la orientación, e identificar los foros adecuados para difundir los resultados de las propias investigaciones.

Specific Competences:

    Generic Module (CGe)

    • CGe1:Conocer las características de los estudiantes, sus contextos sociales y motivaciones.
    • CGe2:Comprender el desarrollo de la personalidad de estos estudiantes y las posibles disfunciones que afectan al aprendizaje.
    • CGe3:Elaborar propuestas basadas en la adquisición de conocimientos, destrezas y aptitudes intelectuales y emocionales.
    • CGe4:Identificar y planificar la resolución de situaciones educativas que afectan a estudiantes con diferentes capacidades y ritmos de aprendizajes.
    • CGe5:Conocer los procesos de interacción y comunicación en el aula y en el centro, abordar y resolver posibles problemas.
    • CGe6:Conocer la evolución histórica del sistema educativo en nuestro país.
    • CGe7:Conocer y aplicar recursos y estrategias de información, tutoría y orientación académica y profesional.
    • CGe8:Promover acciones de educación emocional, en valores y formación ciudadana.
    • CGe9:Participar en la definición del proyecto educativo y en las actividades generales del centro atendiendo a criterios de mejora de la calidad, atención a la diversidad, prevención de problemas de aprendizaje y convivencia.
    • CGe10:Relacionar la educación con el medio y comprender la función educadora de la familia y la comunidad, tanto en la adquisición de competencias y aprendizaje como en la educación en el respeto de los derechos y libertades, en la igualdad de derechos y oportunidades entre hombres y mujeres y en la igualdad de trato y no discriminación de las personas con discapacidad.
    • CGe11:Conocer la evolución histórica de la familia, sus diferentes tipos y la incidencia del contexto familiar en la educación.
    • CGe12:Adquirir habilidades sociales en la relación y orientación familiar.
    • CGe13:Identificar y valorar los factores que inciden en la capacidad de aprendizaje del alumnado y en su rendimiento académico.
    • CGe14:Conocer y valorar la importancia de los factores individuales en el proceso de enseñanza-aprendizaje, los diferentes planteamientos teóricos, y las implicaciones para la práctica de la enseñanza que se derivan de cada uno de ellos, desde un marco integrador y aplicado.
    • CGe15:Conocer la importancia de los factores contextuales de tipo formal (enseñanza y centro educativo) y no-formal (factores familiares y socio-culturales) en el proceso de enseñanzaaprendizaje, y sus implicaciones para la mejora del proceso de E/A y del rendimiento académico.
    • CGe16:Conocer y comprender los diferentes planteamientos teóricos sobre el aprendizaje, y aplicar dichos conocimientos al diseño de la instrucción y la práctica de la enseñanza.
    • CGe17:Conocer la evolución de los diferentes sistemas de orientación y asesoramiento psicopedagógico.
    • CGe18:Analizar las características, organización y funcionamiento de los centros educativos y conocer la funcionalidad de los procesos y órganos de dirección, participación y coordinación pedagógica y didáctica.
    • CGe19:Conocer los procesos de interacción y comunicación en el aula.
    • CGe20:Participar en la definición y elaboración del proyecto educativo, el diseño y desarrollo curricular, y en las actividades generales del centro, atendiendo a criterios de mejora de la calidad de la educación, atención a al diversidad, prevención de problemas de aprendizaje y mejora de la convivencia.
    • CGe21:Comprender la función educadora de la familia y la comunidad, tanto en la adquisición de competencias y aprendizajes como en la educación en general.
    • CGe22:Conocer la evolución histórica de la familia, sus diferentes tipos y la incidencia del contexto familiar en la educación en general, y en el rendimiento escolar en particular.
    • CGe23:Colaborar con el equipo directivo en la adopción de medidas para la coordinación del centro escolar con las familias y diseñar estrategias dirigidas a favorecer la participación efectiva y la colaboración de las familias en los proceso educativos.
    • CGe24:Adquirir actitudes y conductas de relación con los demás, trabajo en grupo, búsqueda autónoma de información específica y buena práctica profesional.

    Specific Module (CE)

    • CE1:Conocer el valor formativo y cultural de las materias correspondientes a la especialización.
    • CE2:Conocer los contenidos que se cursan en las respectivas enseñanzas.
    • CE3:Conocer la historia y los desarrollos recientes de las materias y sus perspectivas para poder transmitir una visión dinámica de las mismas.
    • CE4:Conocer contextos y situaciones en que se usan o aplican los diversos contenidos curriculares.
    • CE5:Conocer los desarrollos teórico-prácticos de la enseñanza y el aprendizaje de las materias correspondientes.
    • CE6:Transformar los currículos en programas de actividades y de trabajo.
    • CE7:Adquirir criterios de selección y elaboración de materiales educativos.
    • CE8:Fomentar un clima que facilite el aprendizaje y ponga en valor las aportaciones de los estudiantes.
    • CE9:Integrar la formación en comunicación audiovisual y multimedia en el proceso de enseñanza-aprendizaje.
    • CE10:Conocer estrategias y técnicas de evaluación y entender la evaluación como un instrumento de regulación y estímulo al esfuerzo.
    • CE11:Conocer y aplicar propuestas docentes innovadoras en el ámbito de la especialización cursada.
    • CE12:Analizar críticamente el desempeño de la docencia, de las buenas prácticas y de la orientación utilizando indicadores de calidad.
    • CE13:Identificar los problemas relativos a la enseñanza y el aprendizaje de las materias de la especialización y plantear alternativas y soluciones.
    • CE14:Conocer y aplicar metodologías y técnicas básicas de investigación y evaluación educativas y ser capaz de diseñar y desarrollar proyectos de investigación, innovación y evaluación.

    Work Experience (CP)

    • CP1:Adquirir experiencia en la planificación, en la docencia y en la evaluación de las materias correspondientes a la especialización.
    • CP2:Acreditar un buen dominio de la expresión oral y escrita en la práctica docente.
    • CP3:Dominar las destrezas y las habilidades sociales necesarias para fomentar un clima que facilite el aprendizaje y la convivencia.
    • CP4:Participar en las propuestas de mejora en los distintos ámbitos de actuación a partir de la reflexión sobre la práctica.
    • CP5:Adquirir experiencia en el ejercicio de la orientación educativa y el asesoramiento psicopedagógico, acreditando un buen dominio de la expresión oral y escrita y de las competencias profesionales necesarias para ese ejercicio.
    • CP6:Analizar la realidad escolar en la que se realicen las prácticas, utilizando los marcos teóricos adquiridos en el máster.
    • CP7:Planificar, desarrollar y evaluar un plan de intervención en el ámbito de la orientación educativa y el asesoramiento psicopedagógico.
    • CP8:Identificar posibles ámbitos de mejora de la intervención realizada y revisar la propia experiencia desde el punto de vista de las competencias adquiridas durante la realización del prácticum.
    • CP9:Reflejar las competencias desarrolladas en el practicum y en el resto de las materias, en el Trabajo fin de Máster de forma que éste compendie la formación adquirida.

 

MASTER’S DEGREE: CREDITS AND SUBJECTS

 

Subject type

Credits

 Compulsory (OB)

44

Work Experience

10

 Master’s Final Project (OB)

6

TOTAL CREDITS

60

 

DISTRIBUTION OF SUBJECTS BY YEAR/SEMESTER

 

SEMESTER 1

SEMESTER 2

SUBJECT

TYPE

ECTS

SUBJECT

TYPE

ECTS

CORE MODULE

CURRICULUM DESIGN AND ADAPTATION

OB

5

SOCIETY, FAMILY AND EDUCATION

OB

3

LEARNING AND DEVELOPMENT IN ADOLESCENCE

OB

3

LEARNING DIFFICULTIES AND DEVELOPMENT IN ADOLESCENCE

OB

3

SPECIFIC MODULE

BIOLOGY AND GEOLOGY

TEACHING BIOLOGY AND GEOLOGY I: BASIC ASPECTS

OB

9

FURTHER BIOLOGY (for those students who have insufficient training in Biology) 

OB

6

FURTHER GEOLOGY (for those students who have insufficient training in Geology)

BIOLOGY AND GEOLOGY IN CONTEXT  (for all students taking this specialisation)

Students may choose, subject to their tutor’s consent, one of the two first subjects, whilst the third is compulsory.

OB

3

TEACHING BIOLOGY AND GEOLOGY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN BIOLOGY AND GEOLOGY TEACHING

OB

6

SPECIFIC MODULE

TRAINING CYCLES (SECONDARY SCHOOL TEACHER)

LEARNING MODULES IN TRAINING CYCLES FOR VOCATIONAL TRAINING OF SECONDARY SCHOOL TEACHERS

OB

7.5

CAREERS ADVICE IN SECONDARY EDUCATION.  TRAINING CYCLES. SECONDARY SCHOOL TEACHERS

OB

6

VOCATIONAL TRAINING IN SPAIN.

OB

3

DIDACTICS OF TRAINING CYCLES IN VOCATIONAL TRAINING (FOR SECONDARY SCHOOL TEACHERS)

OB

7.5

TEACHING RESEARCH AND INNOVATION IN TRAINING CYCLES.  SECONDARY SCHOOL TEACHERS.

OB

6

SPECIFIC MODULE

TRAINING CYCLES (SPECIALISED VOCATIONAL TRAINING TEACHERS)

LEARNING MODULES IN TRAINING CYCLES FOR VOCATIONAL TRAINING OF SPECIALISED VOCATIONAL TRAINING TEACHERS

OB

7.5

CAREERS ADVICE IN SECONDARY EDUCATION.  TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING  TEACHERS

OB

6

SECONDARY EDUCATION RESEARCH. TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING  TEACHERS

OB

3

DIDACTICS OF TRAINING CYCLES IN VOCATIONAL TRAINING (FOR SPECIALISED VOCATIONAL TRAINING TEACHERS )

OB

7.5

TEACHING INNOVATION IN TRAINING CYCLES. SPECIALISED VOCATIONAL TRAINING TEACHERS

OB

3

VOCATIONAL TRAINING IN SPAIN

OB

3

SPECIFIC MODULE

CIVIL CONSTRUCTION, BUILDING AND TECHNICAL DRAWING

TEACHING AND LEARNING TECHNICAL DRAWING

OB

15

APPLYING TEACHING TECHNIQUES FOR CIVIL CONSTRUCTION, BUILDING AND TECHNICAL DRAWING TEACHERS

OB

9

TEACHING INNOVATION, ICTS AND EDUCATIONAL RESEARCH IN ARTS EDUCATION

OB

6

SPECIFIC MODULE

ECONOMICS

TEACHING AND LEARNING ECONOMICS IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

9

ECONOMICS

OB

9

LEARNING ECONOMICS IN SECONDARY EDUCATION

OB

6

TEACHING INNOVATION AND EDUCATIONAL RESEARCH IN ECONOMICS TEACHING

OB

6

SPECIFIC MODULE

PHYSICAL EDUCATION AND SPORT

TEACHING PHYSICAL EDUCATION AND SPORT I

OB

7.5

BASICS OF EDUCATION IN PHYSICAL EDUCATION AND SPORT

OB

9

TEACHING PHYSICAL EDUCATION AND SPORT II

OB

7.5

INTRODUCTION TO INNOVATION AND RESEARCH IN PHYSICAL EDUCATION AND SPORT TEACHING

OB

6

SPECIFIC MODULE

PHYSICS AND CHEMISTRY

TEACHING PHYSICS AND CHEMISTRY I: BASIC ASPECTS

OB

9

FURTHER PHYSICS (for those students who have insufficient training in Physics)

OB

6

FURTHER CHEMISTRY (for those students who have insufficient training in Chemistry)

PHYSICS AND CHEMISTRY IN CONTEXT

(for all students taking this specialisation)

 

Students may choose, subject to their tutor’s consent, one of the two first subjects, whilst the third is compulsory.

OB

3

TEACHING PHYSICS AND CHEMISTRY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN PHYSICS AND CHEMISTRY TEACHING

OB

6

SPECIFIC MODULE

CAREERS TRAINING AND ADVICE

CAREERS ADVICE IN SECONDARY EDUCATION. CAREERS TRAINING AND ADVICE

OB

9

PRINCIPLES OF BUSINESS ECONOMICS AND ORGANISATION

OB

3

RESEARCH IN SECONDARY EDUCATION.  CAREERS TRAINING AND ADVICE

OB

3

TRAINING AND DIVERSITY AWARENESS IN SECONDARY EDUCATION.  CAREERS TRAINING AND ADVICE

OB

6

LABOUR RELATIONS

OB

6

TEACHING INNOVATION IN CAREERS TRAINING AND ADVICE

OB

3

SPECIFIC MODULE

GEOGRAPHY AND HISTORY

TEACHING SOCIAL SCIENCES: GEOGRAPHY

OB

7.5

GEOGRAPHY IN SECONDARY SCHOOL TEACHING

OB

3

HISTORY AND ORIGINS OF THE MODERN ERA

OB

3

FURTHER EDUCATION FOR TEACHING CONTEMPORARY HISTORY AND HISTORY OF ART IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION.

OB

3

TEACHING SOCIAL SCIENCES: HISTORY, HISTORY OF ART AND CITIZENSHIP EDUCATION

OB

7.5

INTRODUCTION TO INNOVATION AND RESEARCH IN THE SOCIAL SCIENCES: GEOGRAPHY

OB

3

INNOVATION AND RESEARCH IN THE SOCIAL SCIENCES: HISTORY, HISTORY OF ART AND CITIZENSHIP EDUCATION

OB

3

SPECIFIC MODULE

COMPUTER SCIENCE

TEACHING AND LEARNING COMPUTER SCIENCE

OB

15

FURTHER EDUCATION IN THE DISCIPLINARY FIELD: COMPUTER SCIENCE

OB

9

INNOVATION AND RESEARCH IN COMPUTER SCIENCE TEACHING

OB

6

SPECIFIC MODULE

FOREIGN LANGUAGE: FRENCH

TEACHING AND LEARNING FRENCH AS A FOREIGN LANGUAGE

OB

15

FURTHER EDUCATION FOR TEACHING FRENCH AS A FOREIGN LANGUAGE

OB

9

TEACHING INNOVATION AND INTRODUCTION TO RESEARCH IN TEACHING AND LEARNING FRENCH AS A FOREIGN LANGUAGE

OB

6

SPECIFIC MODULE

FOREIGN LANGUAGE: ENGLISH

TEACHING ENGLISH LANGUAGE AND LITERATURE AS A FOREIGN LANGUAGE

OB

15

LINGUISTICS APPLIED TO TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

OB

9

RESEARCH, INNOVATION AND ICT IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

OB

6

SPECIFIC MODULE

CATALAN (VALENCIAN) LANGUAGE AND LITERATURE

TEACHING VALENCIAN: LANGUAGE AND LITERATURE I

OB

9

FURTHER EDUCATION IN THE DISCIPLINARY FIELD OF VALENCIAN: LANGUAGE AND LITERATURE

OB

9

TEACHING VALENCIAN: LANGUAGE AND LITERATURE II

OB

6

TEACHING INNOVATION AND INTRODUCTION TO EDUCATIONAL RESEARCH IN VALENCIAN: LANGUAGE AND LITERATURE

OB

6

SPECIFIC MODULE

SPANISH LANGUAGE AND LITERATURE

TEACHING LANGUAGE AND LITERATURE (SPANISH) IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

9

SPANISH LANGUAGE AND LITERATURE IN THE SECONDARY SCHOOL CURRICULUM

OB

9

LITERARY TRAINING IN COMPULSORY AND POST-COMPULSORY SECONDARY EDUCATION

OB

6

RESEARCH, INNOVATION AND THE USE OF ICT IN LANGUAGE AND LITERATURE TEACHING

OB

6

SPECIFIC MODULE

MATHEMATICS

TEACHING MATHEMATICS IN SECONDARY EDUCATION

OB

5

FURTHER EDUCATION IN MATHEMATICS

OB

9

LEARNING MATHEMATICS IN SECONDARY EDUCATION

OB

5

TEACHING APPROACHES TO PROBLEM-SOLVING IN MATHEMATICS

OB

5

INNOVATION AND EDUCATIONAL RESEARCH IN MATHEMATICS TEACHING

OB

6

SPECIFIC MODULE

MUSIC

TEACHING MUSICAL EXPRESSION

OB

5

MUSIC IN SECONDARY EDUCATION

OB

9

TEACHING WORLD MUSIC

OB

5

BODY PERCUSSION AND MULTIPLE INTELLIGENCES

OB

5

TEACHING INNOVATION AND EDUCATIONAL RESEARCH (MUSIC)

OB

6

SPECIFIC MODULE

EDUCATION GUIDANCE

GUIDANCE SYSTEMS IN THE CONTEXT OF SCHOOLS

OB

5

PREPARATION AND EVALUATION OF PLANS AND PROGRAMS

OB

6

LEARNING AND ACADEMIC PERFORMANCE. PROCESSES AND FACTORS

OB

6

ATTENTION TO DIVERSITY IN SCHOOLS

OB

 

6

 

ADVICE AND INTERVENTION IN SCHOOLS

OB

6

RESEARCH AND INNOVATION IN EDUCATION

OB

6

ASSESSMENT AND PHYCOPEDAGY DIAGNOSIS 

OB

6

COMPANY, FAMILY AND SCHOOL

OB

6

SPECIFIC MODULE

HEALTH PROCESSES

CAREERS ADVICE IN SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

HEALTH AND WELFARE PROCEDURES I

OB

4.5

DIVERSITY AWARENESS AND HEALTH IN SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

HEALTH AND WELFARE PROCEDURES II

OB

4.5

SECONDARY EDUCATION.  HEALTH PROCESSES

OB

5

SECONDARY EDUCATION RESEARCH.  HEALTH PROCESSES

OB

3

TEACHING INNOVATION IN HEALTH PROCESSES

OB

3

SPECIFIC MODULE

TECHNOLOGY

TEACHING TECHNOLOGY I:BASIC ASPECTS

OB

9

MECHANICS, MECHANISMS AND MACHINES

OB

4.5

ELECTRICITY, ELECTROTECHNOLOGY AND ELECTRONICS

OB

4.5

TEACHING TECHNOLOGY II: PLANNING, IMPLEMENTATION AND ASSESSMENT OF TEACHING UNITS

OB

6

INTRODUCTION TO INNOVATION AND RESEARCH IN TECHNOLOGY TEACHING

OB

6

WORK EXPERIENCE MODULE

WORK EXPERIENCE 1A

OP

4

WORK EXPERIENCE 2

OB

6

WORK EXPERIENCE 1B

OP

4

MASTER’S DEGREE FINAL PROJECT

OB

6

             

 

 

GENERAL COURSE PROGRAMME

 

This course programme is based on the current legislation - Resolution of December  17th 2007, Order ECI/3858/2007 of the 27th  December and Royal Decree 1834/2008 of November 8th , and in particular, on Order ECI/3858/2007 of December 27th (Official State Gazette (BOE) no. 312 of December 27th) - which establishes the prequisites for authorisation of the official university qualifications giving the holder qualified teaching status for Post-Compulsory Secondary Education Teacher, Vocational Training Teacher, and Foreign Language Teacher. Accordingly, the present Course Programme is structured around three modules which, in turn, consist of various subjects, the final distribution of which is given in the table below:

 

MODULES

ECTS

BLOCKS

ECTS

A. Generic module

14

LEARNING AND PERSONALITY DEVELOPMENT

6

EDUCATIONAL PROCESSES AND CONTEXTS

5

SOCIETY, FAMILY AND EDUCATION

3

B. Specific module

30

FURTHER EDUCATION IN THE DISCIPLINARY FIELD

9

TEACHING AND LEARNING OF THE CORRESPONDING SUBJECT MATTER

15

TEACHING INNOVATION AND INTRODUCTION TO EDUCATIONAL RESEARCH

6

B. Work Experience module

16

WORK EXPERIENCE IN THE SPECIALISATION, INCLUDING THE MASTER’S DEGREE FINAL PROJECT

16

TOTAL

60

 

The Order cited above establishes 52 of the 60 credits which comprise a Master’s Degree.  In order to provide the remaining credits, as given in the table above, it has been necessary to identify and develop those aspects relating to the intial training of teachers which are considered  most importnt, and these are included in the corresponding modules.  We have chosen a course programme structure based on the coordination of all corresponding subject matter with the aim of providing coherence within the programme.  To achieve this, three core aspects have been identified, which focus on the three main areas of teaching.  These aspects also serve as organisational elements for both raising and responding to questions and solving practical professional problems:

  • 1st Core aspect: To what end and why do we teach? How do students learn? How to tutor and advise students? How to relate to students’ families?
  • 2nd Core aspect: What to teach? How to teach? How to conduct research and devise innovative teaching methods? 
  • 3rd Core aspect: How to develop and assess teaching?

The three aforementioned structural cores serve to organise and provide coherence to the different subjects covered in the Master’s Degree and to the sequence in which these are taught, in order to achieve a balanced distribution of the workload throughout the course.

In this Master’s Degree, a generalised training in educational psychopedagogy has been structured around four main aspects of interest: Teaching Staff, Educational Centre, Students and Curriculum.

Specific training is organised into the following areas:

  • Curricular analysis of subject areas,
  • Learning and learning difficulties in the subject area,
  • Teaching and learning strategies and resources,
  • Assessment, innovation and educational research in the subject area.

As regards Teaching Practice , considered one of the key elements in any initial training course, and in the present course programme, it is considered to be a fundamental element bringing theory and practice together, it has been decided to offer this in two sequential stages: a first stage of immersion-planning, and a second of planning-intervention.

Each of the defined teaching specialisations is determined by the sum of subjects in the core module, together with the subjects covered in the corresponding specific module and the /Teaching Practice  module.

 

 

ENTRY REQUIREMENTS

 

According to the Regulations of the University of Alicante, the following requirements must be complied to have access to official taught Master’s degrees:

  1. To be in possession of a SPANISH OFFICIAL GRADUATE DEGREE CERTIFICATE or other issued by an institution of higher education  within the EHEA (European Higher Education) that enables the holder to have access  to Master’s degrees in the issuing .
  2. To be in possession of an officially approved  FOREIGN HIGHER EDUCATION DEGREE CERTIFICATE that had been recognised as equal to the degree that allows access to the requested studies.
  3. To be in possession of a UNIVERSITY DEGREE CERTIFICATE obtained in a University or Higher Education Institution of COUNTRIES OUTSIDE THE EHEA, without the prior approval of their studies. In this case, the following should be considered:
  • Non- recognised degree certificates shall require a technical report showing an equivalence statement issued by the University of Alicante (ContinUA – Continuing Education Centre), for which the corresponding fee should be paid.
  • Access through this way does under no circumstances imply prior official approval of the holder’s degree certificate, nor its recognition for purposes other than studying a master's degree.

 

ADMISSION AND ASSESSMENT CRITERIA

According ECI/3858/2007 Order of 27 December, establishing the requirements for verification of official university degrees that qualify for the professional practice of Professor of Secondary Education , Vocational Education and Training of Languages in BOE n º 312, of 29 December , in section 4.2 are conditions for access to the Master :


· " The accreditation of mastery of skills relating to the specialization you want to pursue , by conducting a test designed for the purpose by the universities , which are exempt who are in possession of any university degrees that correspond to specialization chosen . "
· " There will also be credited mastering a foreign language equivalent to level B1 of the Common European Framework of Reference for Languages, in accordance with Recommendation No. R (98 ) 6 of the Committee of Ministers to Member States of 17 October 2000.


Thus, and as specified in the preceding paragraph, the Master shall direct access when the alleged Title for entry corresponds to the chosen specialty . In the event that the student requests that a different specialty / s with which you can demonstrate a mastery of skills relating to the specialization you want to pursue :


1st . You must submit their qualifications to the study of the Academic Committee will determine the suitability of the alleged qualification for the specialty requested , if deemed suitable , you can access this specialty .


2nd . If a qualification is not suitable for access to a specialty, then the applicant student must perform a specific test designed and coordinated by the corresponding pass from the Academic Committee .


To access the Master the student must demonstrate mastery of a equivalent to level B1 of the Common European Framework of Reference for Languages ( ECI/3858/2007 Order of 27 December, BOE 312 of December 29, 2007 ) foreign language . Failure to demonstrate this level of proficiency in the foreign language , the student must submit proof thereof , coordinated by the Academic Committee .


For specialty of the Master with limited number of places , and it is a teaching that enables to practice , students will be selected by the Coordinating Committee , based on the average grade point of Bachelor Degree by accessing the Master . Should not be allowed in the specialty requested as preferred students can access other specialties , well for those who are accredited by their degree or which can be accessed by performing the accreditation test .


As stated in RD 1393/2007 of 29 October, on the organization of official university studies are established in Article 17.3 thereof, in the case of students with special educational needs arising from a disability , it is necessary for part of the Academic Committee meet the needs arising from the disability and to assess the need for possible curricular adaptations , and alternative pathways of the same studies and have any adjustments spaces and access to them , if it was necessary .


The Academic Committee clearly stipulating the criteria for access to the course . These criteria will be public and will be exhibited at the official website of the master during the application period . In case of refusal of admission, the Commission explicitly specify the cause.



PRE-ENROLMENT AND ENROLMENT

 

PRE-ENROLMENT +info

Students who intend to study for an officially recognised Master’s Degree at the UA should complete pre-enrolment in accordance with the guidelines and deadlines specified annually.

 

ENROLMENT +info

Following publication of the final list of those admitted to the course, an email containing a user password will be sent to the successful applicants, enabling them to enrol via the Campus Virtual in accordance with the guidelines and deadlines specified annually.

In the registration process, the documents issued abroad must be official, duly notorised and translated. Further information:

 

NUMBER OF PLACES

 

COURSE NUMBER OF PLACES
2012-13 900
2013-14 500
2014-15 500
2015-16 500
2016-17 500

 

Focus

 

Professional.

 

Degree course specialisation profile

 

The main objective of the Master’s Degree is to enable students to acquire the professional skills necessary for the teaching profession, in line with the commonly accepted criteria and in compliance with current legislation.

Within the framework of the design of this Master’s degree, it was considered that initial training should provide future teachers with the theoretical knowledge, practical skills, attitudes, interaction with colleagues  and teaching practice necessary to provide the basis for further professional development.  Indeed, life-long professional development is greatly influenced by the initial training received.

In this respect, the course programme is primarily aimed at producing teaching professionals, although the importance of undertaking educational research has not been overlooked.  Thus, the role of research in the professional development of teachers is emphasised through the teaching practice.

It is necessary for  teacher training to stress the teacher’s role as mediator between personal and social development and learning, encouraging the personal, scientific and cultural education of students as citizens able to participate, exercise their rights and fulfill their obligations in a democratic society.

The aims of  of  the Master’s Degree programme are as follows:

  • To encourage the development of a holistic and analytical approach to the educational, social, cultural and environmental problems of our times.
  • To foster a positive, critical attitude to professional identity.
  • To encourage collaboration with other professionals within the educational context.
  • To foster the use of research processes within the classroom as the basis for professional develoment.
  • To provide a suitable cultural, personal, ethical and social training for teaching adolescents .
  • To encourage an understanding of the relationships between learning models, the school context and the teaching approaches used in professional practice.
  • To foster  recognition, understanding and awareness of student diversity, based on their level of development,family background as well as  the social and cultural contexts.

 

Achieving these objectives will enable future teachers to gain the required professionalskills for their  vocation.  Completion of this training programme also results in the progressive acquisition of educational skills, together with skills associated with the overall teaching and learning processes.

 

 

Professional Profile

 

Professions for which the degree qualifies its holder

Compulsory and Post-Compulsory Secondary Education Teacher, Vocational Training Teacher, Foreign Language Teacher, Arts or Sports Teacher.

 

 

Information about the Centre General information for students

 

Campus de San Vicente del Raspeig
Ctra. de Alicante s/n 03690
San Vicente del Raspeig (Alicante)
Telephone:+ 34 96 590 3708
Fax:+ 34 96 590 3827
facu.educacio@ua.es 
http://educacio.ua.es/en/  

 

  •  Continuous Training Center (ContinUA)
         Ground Floor Germán Bernácer
         Telephone:
+ 34 96 590 9422
         Fax: + 34 96 590 9442
          continua@ua.es
          http://web.ua.es/en/continua

 

 

UA: General Regulations
 + Information about qualifications

 

Saltar pie
Servicio de informática
Saltar estándares