Courses detail

Students should know how to apply the acquired knowledge and their problem-solving capacity in new or little known environments within broader (or multidisciplinary) contexts related to their field of study.
Students should be able to integrate knowledge and to face the complexity of formulating opinions from information which, though incomplete or limited, includes reflections on the social and ethical responsibilities related to the application of their knowledge and judgements.
Students should know how to communicate clearly and without ambiguity the conclusions - and the underlying knowledge and rationale supporting them - to a specialised and non-specialised audience.
Students should possess the learning skills allowing them to continue studying in a largely self-directed or autonomous manner.
Have and understand knowledge that can provide a base or opportunity to be original in the development and/or application of ideas, often in a research context

Knowledge of the curricular contents of the subjects of the corresponding teaching specialisation, and the body of didactic knowledge concerning the respective teaching and learning processes. For professional training, knowledge of the respective professions will be included.
Planning, developing and evaluating the process of teaching and learning and thus potentiating educational processes that facilitate the acquisition of the competences characteristic of the respective subjects, taking into account the level and prior training of the pupils, and their guidance both individually and in collaboration with other teachers and professionals in the centre.
Searching, obtaining, processing and communicating information (oral, printed, audiovisual, digital or multimedia), transforming it into knowledge and applying it in teaching and learning processes in the specialisation subjects.
Establishing the curriculum to implement in a teaching centre participating in its collective planning; developing and applying individual and group teaching methods adapted to pupil diversity.
Designing and developing learning spaces with special attention paid to equity, emotional education, education in values, equality of rights and opportunities between men and women, citizenship training and respect for the human rights that facilitate living in society, decision-making and the construction of a sustainable future.
Acquisition of strategies to stimulate effort on the part of pupils and to promote the capacity for learning by themselves and cooperatively, and to develop thinking and decision skills that facilitate autonomy, self-confidence and personal initiative.
Knowledge of the processes of interaction and communication in the classroom, and command of the social skills and abilities required to promote learning and harmony in the classroom and to face problems of discipline and resolution of conflicts.
Designing and carrying out formal and informal activities that contribute to make the centre a place for participation and culture in its environment; developing the tutorial and pupil guidance function in a collaborative and coordinated manner; participation in the evaluation, investigation and innovation of teaching and learning processes.
Knowing the regulations and institutional organisation of the educational system and models for quality improvement for application in teaching centres.
Knowing and analysing the historical characteristics of the teaching profession, its current situation, prospects and interrelation with social reality in each period.
Informing and advising families about the teaching-learning process and on the personal, academic and professional guidance of their children.

Knowing the characteristics of the pupils, their social contexts and motivations.
Understanding the development of personality in these pupils and the possible dysfunctions affecting learning.
Elaborating proposals based on the acquisition of knowledge, skills and intellectual and emotional abilities.
Identifying and planning solutions for educational situations that affect pupils with different capacities and different learning speeds.
Knowing the processes of interaction and communication in the classroom and in the centre, facing and solving possible problems.
Knowledge of the historical evolution of the Spanish educational system.
Knowing and applying resources and strategies for information, tutorials and academic and professional guidance.
Promoting actions for emotional education, education in values, and citizenship training.
Participating in defining the educational project and in the general activities of the centre with regard to criteria for quality improvement, attention to diversity, prevention of learning problems and harmonious living.
Relating education with the environment and understanding the educational function of the family and the community, both in the acquisition of competences and learning and in education on respect for rights and freedom, on equality of rights and opportunities between men and women, and on equality of treatment and non-discrimination of persons with disabilities.
Knowledge of the historical evolution of the family, of its different types and the influence of the family context on education.
Acquisition of social skills in family relations and guidance.
Knowing the formative and cultural value of the corresponding specialisation subjects and the contents studied in the respective teaching programmes.
Knowledge of the history and recent developments in the subjects and their prospects so as to be able to transmit a dynamic view of these subjects.
Knowledge of contexts and situations in which the different curricular contents are used or applied.
Knowledge of the evolution of the world of work, the interaction between society, work and quality of life, and the need to acquire the appropriate training to adapt to changes and transformations that may be required by professions (Specialities of Vocational Training).
Knowing the processes and resources for the prevention of problems of learning and harmony, processes of academic and professional assessment and guidance (Speciality of Educational Guidance).
Knowledge of the theoretical and practical developments for the teaching and learning of the corresponding subjects.
Transforming curricula into activity and work programmes.
Acquisition of criteria for the selection and elaboration of educational materials.
Promoting a climate that facilitates learning and exploits contributions from pupils.
Integrating training in audiovisual and multimedia communication into the teaching-learning process.
Knowing evaluation strategies and techniques and understanding assessment as a regulatory instrument and a stimulus for effort.
Knowledge and application of innovative teaching proposals in the area of the specialisation under study.
Critical analysis of teaching, of good practice and of guidance using quality indexes.
Identifying problems related to the teaching and learning of the specialisation subjects and proposing alternatives and solutions.
Knowing and applying basic research and educational assessment methods and techniques and a capacity to design and develop research, innovation and evaluation projects.
Acquisition of experience in the planning, teaching and evaluation of the corresponding specialisation subjects.
Accreditation of a good command of oral and written expression in teaching.
Command of the social skills and abilities required to promote a climate that facilitates learning and harmony.
Participating in proposals for improvement in the different spheres of action from a reflection based on practice.
Knowledge of the typology of businesses corresponding to the productive sector and understanding the most common organisational systems in businesses (Speciality of Vocational Training).
In psychopedagogical assessment, acting in an advisory capacity to other education professionals, to students and to families (Speciality of Educational Guidance).