Master’s Degree in Teaching Training

Presentation

Academic, Scientific, and Professional Interest

The training of secondary school teachers is currently considered one of the priority issues and a key factor for improving the quality of our educational system (PISA Report, 2006).

Although the various educational levels—early childhood, primary, compulsory secondary education, baccalaureate, and university—have undergone multiple reforms (L.O.G.S.E., L.O.C.E., L.O.E., L.R.U., L.O.U.), the training of secondary school teachers is still regulated by a system that is poorly adapted to current requirements and has repeatedly shown the need for modernization since it was established in 1970: the Certificate of Pedagogical Aptitude (C.A.P.).

This course was implemented under the General Education Law (L.O.D.E. 1970) through the Ministerial Order of 8 July 1971, which established that it would be conducted in two cycles (a theoretical and a practical cycle). Since then, several attempts have been made to modernize this area of teacher professionalization, but all were abandoned for various reasons: political, economic, or social.

One of these projects was the C.C.P. (Pedagogical Qualification Course) in 1990 under the General Education System Law. Its development was outlined in R.D. 162/1995, which was never implemented due to a change of government in 1996. Through various Royal Decrees, the CAP system was postponed and maintained.

In the L.O.C.E. (2002), renewal of this academic-professional field was again proposed, introducing the Teaching Specialization Degree (T.E.D.) in Article 58.1. This project would also certify teachers in Vocational Training (Higher Level) and Special Regime Education, in addition to Secondary and Baccalaureate as before. This project was again aborted due to another change in government, the repeal of the O.C.E., and the publication of L.O.E. 2006 (Articles 94, 95, and 97), which required all secondary, baccalaureate, vocational, and language school teachers to hold this Master’s degree.

The academic interest of this new degree is evident, as it represents the only area of initial teacher training that had not been updated in line with political, social, and especially scientific developments in the field.

Given these circumstances, it is indisputable that a change in initial teacher training is necessary. Moreover, the need to improve student outcomes in terms of quality at a European level justifies the necessity of this Master’s degree, as also noted in Order ECI/3858/2007, 27 December.

Prior to this Order, Royal Decree 1393/2007, Article 15.4, already established the conditions for implementing this Master’s programme.

Finally, in the Resolution of 18 July 2008 from the Directorate General of Universities regarding various aspects of Master’s and Doctoral university education under the new university system, section f) establishes the phasing out of courses leading to the Certificate of Pedagogical Aptitude. The resolution states:

“The 2008-2009 academic year will be the last in which universities may continue organizing courses leading to the Certificate of Pedagogical Aptitude. From the 2009/2010 academic year, universities may organize courses leading to the Master’s degree referred to in Organic Law 2/2006 of 3 May, in accordance with the Council of Ministers.”

How is this initial teacher training justified within the EHEA framework?
Since the Bologna Declaration (1999), among other objectives, the reform of bachelor’s and master’s degrees aims to respond to the needs of modern societies. This system is based on two types of degrees:

1. Bachelor’s degree – providing qualifications appropriate for professional development.
2. Master’s degree – providing a higher level of specialization in academic, professional, or research training.

The Master’s for Secondary, Baccalaureate, Vocational, and Language School Teachers, as its name indicates, is purely professionalizing, focusing on the field of Education and, more specifically, Initial Teacher Training (i.e., teaching).

Secondary and Baccalaureate teachers enter this Master’s with a degree in a specific discipline, granting them professional qualifications in that area (Chemistry, Law, History, etc.). The importance of this Master’s lies in its preparation for a restricted professional activity: teaching in educational institutions, requiring students to acquire specific competencies to work as secondary and baccalaureate teaching professionals.

It is the responsibility of the University of Vigo to organize this Master’s to meet this need, ensuring proper planning that addresses the scientific and professional requirements of society, and, equally importantly, the needs of graduates from the University of Vigo and the Autonomous Community of Galicia.

Main Objective

The main objective is for students to become familiar with the content of the subjects related to their teaching specialisation, as well as with the corresponding teaching and learning processes.

This is an official degree that qualifies graduates to work as teachers in Compulsory Secondary Education, Baccalaureate, Vocational Training, and Language Education.

General Objectives

As with any master’s degree implemented in Spain, the general objectives and competencies of the programme are defined in accordance with fundamental rights, including equal opportunities for women and men, the principles of equality of opportunity and universal accessibility for persons with disabilities, and the values of a culture of peace and democratic principles, as established in the following legislation, which will be applied throughout the programme:

• Law 3/2007, of 22 March, on the effective equality of women and men
• Law 51/2003, of 2 December, on equal opportunities, non-discrimination, and universal accessibility for persons with disabilities
• Law 27/2005, of 30 November, on the promotion of education and a culture of peace

These principles translate into the following general objectives:

• To ensure that students are able to apply acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their studies.
• To ensure that students are capable of integrating knowledge and addressing the complexity of making judgments based on incomplete or limited information, including reflection on the social and ethical responsibilities associated with the application of their knowledge and judgments.
• To ensure that students can communicate their conclusions (and the knowledge and reasoning underpinning them) clearly and unambiguously to both specialized and non-specialized audiences.
• To ensure that students possess the learning skills necessary to continue studying in a largely self-directed or autonomous manner.

Specific Objectives

These objectives are defined in the regulations governing the degree (Order ECI/3858/2007):

• To understand the curricular content of subjects related to the corresponding teaching specialisation, as well as the body of didactic knowledge concerning the relevant teaching and learning processes. In the case of vocational training, this includes knowledge of the corresponding professions.
• To plan, develop, and evaluate the teaching–learning process, fostering educational practices that facilitate the acquisition of competencies appropriate to the respective educational levels, taking into account students’ prior knowledge and educational background, both individually and in collaboration with other teachers and professionals at the institution.
• To search for, obtain, process, and communicate information (oral, printed, audiovisual, digital, or multimedia), transform it into knowledge, and apply it in the teaching and learning processes of subjects related to the chosen specialisation.
• To specify the curriculum to be implemented in an educational institution by participating in collective planning; to develop and apply group and individualized teaching methodologies adapted to student diversity.
• To design and develop learning environments with particular attention to equity, emotional education, values education, equal rights and opportunities for women and men, civic education, and respect for human rights, fostering social coexistence, decision-making, and the construction of a sustainable future.
• To acquire strategies to encourage student effort and promote their capacity for independent and collaborative learning, and to develop thinking and decision-making skills that foster autonomy, confidence, and personal initiative.
• To understand classroom interaction and communication processes, master the social skills necessary to promote learning and coexistence in the classroom, and address issues of discipline and conflict resolution.
• To design and carry out formal and non-formal activities that contribute to making the educational institution a center of participation and culture within its community; to develop tutoring and student guidance functions in a collaborative and coordinated manner; and to participate in the evaluation, research, and innovation of teaching and learning processes.
• To understand the regulations and institutional organization of the education system, as well as quality improvement models applicable to educational institutions.
• To understand and analyze the historical characteristics 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 professional guidance.

Competencies

General Competencies

CG1. Understand the curricular content of subjects related to the corresponding teaching specialisation.

CG2. Understand the body of didactic knowledge surrounding the respective teaching and learning processes.

CG3. Plan, develop, and evaluate the teaching–learning process, fostering educational practices that facilitate the acquisition of competencies specific to the respective educational levels, taking into account students’ prior knowledge and educational background, both individually and in collaboration with other teachers and school professionals.

CG4. Search for, obtain, process, and communicate information (oral, printed, audiovisual, digital, or multimedia), transform it into knowledge, and apply it to teaching and learning processes in subjects related to the chosen specialisation.

CG5. Contextualize the curriculum to be implemented in an educational institution by participating in its collective planning.

CG6. Design and develop teaching methodologies, both group-based and individualized, adapted to student diversity.

CG7. Design and develop learning environments with particular attention to equity, equal rights and opportunities for women and men, citizenship education, and respect for human rights, facilitating social coexistence, decision-making, and the construction of a sustainable future.

CG8. Acquire strategies to stimulate student effort and promote their capacity for independent and collaborative learning, and to develop thinking and decision-making skills that foster autonomy, confidence, and personal initiative.

CG9. Understand classroom interaction and communication processes and master the social skills necessary to promote learning and coexistence in the classroom, as well as to address issues of discipline and conflict resolution.

CG10. Design and carry out formal and non-formal activities that help make the educational institution a space for participation and culture within its surrounding community.

CG11. Develop tutoring and student guidance functions in a collaborative manner.

CG12. Participate in the evaluation, research, and innovation of teaching and learning processes, communicating conclusions and the reasoning that supports them to the educational community and other education professionals.

CG13. Understand the regulations and institutional organization of the education system, as well as quality improvement models applicable to educational institutions.

CG14. Understand and analyze the historical characteristics of the teaching profession, its current situation, future perspectives, and its relationship with the social context of each period.

CG15. Inform and advise families about the teaching and learning process and about their children’s personal, academic, and professional guidance.

CG16. Work collaboratively with other education professionals, enriching one’s own professional training.

CG17. Develop habits and attitudes that foster lifelong learning throughout professional development.

CG18. Apply acquired knowledge and problem-solving skills to new or unfamiliar educational environments.

Specific Competencies

Specific Competencies Associated with the Generic Module (CE-G)

CE-G1. Understand students’ characteristics, social contexts, and motivations.

CE-G2. Understand the development of students’ personalities and possible dysfunctions that affect learning.

CE-G3. Develop proposals based on the acquisition of intellectual and emotional knowledge, skills, and abilities.

CE-G4. Identify and plan responses to educational situations affecting students with different abilities and learning paces.

CE-G5. Understand interaction and communication processes in the classroom and the school, and address and resolve potential problems.

CE-G6. Understand the historical evolution of the education system in Spain.

CE-G7. Understand and apply resources and strategies for information, tutoring, and academic and professional guidance.

CE-G8. Promote emotional education, values education, and citizenship education initiatives.

CE-G9. Participate in defining the school’s educational project and general activities, following criteria of quality improvement, attention to diversity, and prevention of learning and coexistence problems.

CE-G10. Relate education to its social environment and understand the educational role of families and the community in the acquisition of competencies and learning, as well as in education for respect for rights and freedoms, equal rights and opportunities between women and men, and equal treatment and non-discrimination of persons with disabilities.

CE-G11. Understand the historical evolution of the family, its different forms, and the influence of the family context on education.

CE-G12. Acquire social skills for family relations and guidance.

CE-G13. Understand and apply resources and strategies for education that respects and values linguistic diversity and its educational implications.

Specific Competencies Associated with the Specialised Module (CE-E)

CE-E1. Understand the educational and cultural value of subjects related to the chosen specialisation.

CE-E2. Understand the content taught in the respective educational levels.

CE-E3. Understand the history and recent developments of the subjects and their future perspectives in order to convey a dynamic view of them.

CE-E4. Understand contexts and situations in which different curricular contents are used or applied.

CE-E5. Understand theoretical and practical developments in the teaching and learning of the corresponding subjects.

CE-E6. Transform curricula into activity and work programmes.

CE-E7. Acquire criteria for selecting and developing educational materials.

CE-E8. Foster a learning-friendly climate that values students’ contributions.

CE-E9. Integrate audiovisual and multimedia communication training into the teaching–learning process.

CE-E10. Understand assessment strategies and procedures and view assessment as a mechanism for regulating learning and encouraging effort.

CE-E11. Understand and apply innovative teaching proposals within the chosen specialisation.

CE-E12. Critically analyze teaching performance, good practices, and guidance processes using quality indicators.

CE-E13. Identify problems related to teaching and learning in the specialised subjects and propose alternatives and solutions.

CE-E14. Understand and apply basic methodologies and techniques of educational research and evaluation, and be able to design and carry out research, innovation, and evaluation projects.

Specific Competencies Associated with the Practicum (CE-P)

CE-P1. Acquire experience in planning, teaching, and evaluating subjects related to the chosen specialisation.

CE-P2. Demonstrate a high level of proficiency in oral and written expression in teaching practice.

CE-P3. Master the social skills necessary to foster a climate conducive to learning and coexistence.

CE-P4. Participate in improvement initiatives across different areas of practice based on reflective analysis of teaching experience.

Transversal Competencies

CT1. Use bibliographic resources and search tools for general and specialised references, including Internet-based access.

CT2. Manage working time efficiently and organize available resources by setting priorities, identifying alternative approaches, and detecting logical errors in decision-making.

CT3. Strengthen the ability to work in cooperative and multidisciplinary environments.

Structure and Distribution of Credits

• Generic Module: 12 ECTS
  Focused on educational psychology, sociology of education, guidance, attention to diversity, and the educational system.
• Specific Module (by specialisation): 24 ECTS
  Dedicated to subject-specific didactics and teaching methodologies related to the chosen specialisation.
• Practicum (School Placement): 16 ECTS
  Supervised teaching practice in secondary schools or equivalent institutions.
• Master’s Final Project (TFM): 8 ECTS
  An individual project integrating theoretical knowledge and practical teaching experience.

Courses

• By term
• By year