Social and Legal Sciences
UNIVERSITY MASTER'S DEGREE IN ACADEMIC STAFF OF SECONDARY EDUCATION AND HIGH SCHOOL, VOCATIONAL TRAINING AND LANGUAGE TEACHING
Face-to-face
Faculty of Education
Solo se imparte en esta universidad
Acceda al listado de fechas de examen para esta titulación.
Leyenda: | No ofertada | Sin docencia |
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
Subject type |
Credits |
Compulsory (OB) |
44 |
Work Experience |
10 |
Master’s Final Project (OB) |
6 |
TOTAL CREDITS |
60 |
SEMESTER 1 |
SEMESTER 2 |
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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 |
|
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:
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:
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.
According to the Regulations of the University of Alicante, the following requirements must be complied to have access to official taught Master’s degrees:
- 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.
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:
COURSE | NUMBER OF PLACES |
2012-13 | 900 |
2013-14 | 500 |
2014-15 | 500 |
2015-16 | 500 |
2016-17 | 500 |
Professional.
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:
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.
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.
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