Courses detail

Students should be able to show they possess knowledge in their area of study that, while departing from secondary education, is situated at a higher level, which includes updated sources and knowledge from the vanguard of their professional field.
Students should know how to apply their knowledge to their work in a professional manner and possess the competences that are usually demonstrated through the elaboration and defence of arguments and problem-solving in their area of study.
Students should be able to gather and interpret fundamental data (normally in their area of study) to make judgements that include a reflection on relevant issues of a social, scientific or ethical nature.
Students should be able to transmit information, ideas, problems and solutions to a specialised and non-specialised audience.
Students should have developed the learning skills required to undertake further studies with a high degree of autonomy.

Attitude and capacity to develop an educational approach and professional practice founded on a profound understanding of the nature, organisation and functioning of education and educational centres, and of processes of reflection, analysis and criticism of their multiple and dynamic conditioning factors.
Understanding of the social functions of the educational system and of the factors contributing to social and school inclusion/exclusion, and a capacity to participate in the public debate on schools and the curriculum.
Scientific and teaching knowledge of school materials, and knowledge and analysis of the processes of curriculum design, development and evaluation to devise, carry out and evaluate training proposals based on multiple resources and contributing to the integrated development of pupils.
Attitude and capacity to support, in the role of teacher, the construction of integrated development on the part of pupils so that they grow up as responsible, respectful and ethically committed citizens.
Attitude and capacity of students to carry out with their pupils tutorial functions, and those of guidance in the setting of the classroom, school, and social and family environment within the framework of inclusive and integrated education.
Attitude and capacity of students to understand the nature and uses of images and information and communications technologies in order to include them in the curriculum within an innovative framework that also helps pupils to construct an approach to themselves.
A communicative and socio-emotional attitude and capacity for argument, debate and cooperative work with colleagues, family and other educational agents and community services to generate a positive school climate and to develop these capacities in their pupils.
Attitude and capacity of students to carry out creative proposals in the setting of their professional activity and to help their pupils to develop divergent thinking.
Commitment and capacity of students to participate in processes of evaluation and/or self-assessment of their classroom, centre and autonomous and national educational system.
Attitude and ability to adapt the educational and teaching-learning processes to pyschoevolutive features, both general in the educational and personal stage, and the individual and socio-cultural diversity of its students, pursuing the achievement of the basic objectives for all.
Ethical commitment to education inspired by democratic values and inclusion, in the defence of human rights, justice, equity, gender equality, cooperation and sustainable global development.
Provide evidence of communicative competence in the area of comprehension and oral, written and visual expression and body language. Possess communication skills which are essential for the exercise of the task.

Students should acquire and develop an ethical commitment and should promote Human Rights, the principles of justice, equality of gender, equality of opportunities and non-discrimination, and the values typical of a civic culture concerned about strengthening democracy, solidarity, social inclusion, interculturality, peaceful solutions to conflicts, cooperation, and sustainable world growth, both in public spaces and in their future professional environment.
Students should enrich their capacity for oral and written communication in the Spanish language.
Students should perfect their digital competence and, in general, their skills to search, obtain, select, treat, analyse and communicate diverse information, and to transform this into knowledge and offer it for consideration by others.
Students should cultivate their capacity for autonomous learning, and the interpersonal competences related to teamwork, group collaboration in socially and culturally diverse contexts, a capacity for criticism and self-criticism, and emotional self-control.
Students should acquire the communicative competence to understand, interact, and express themselves orally and in writing in English so that they can finish their studies with level B2 of the European Common Framework of Reference for English.

Attitude and capacity to develop an educational approach and professional practice founded on a profound understanding of the nature, organisation and functioning of education and educational centres, and of processes of reflection, analysis and criticism of their multiple and dynamic conditioning factors.
Understanding of the social functions of the educational system and of the factors contributing to social and school inclusion/exclusion, and a capacity to participate in the public debate on schools and the curriculum.
Scientific and teaching knowledge of school materials, and knowledge and analysis of the processes of curriculum design, development and evaluation to devise, carry out and evaluate training proposals based on multiple resources and contributing to the integrated development of pupils.
Attitude and capacity to support, in the role of teacher, the construction of integrated development on the part of pupils so that they grow up as responsible, respectful and ethically committed citizens.
Attitude and capacity of students to carry out with their pupils tutorial functions, and those of guidance in the setting of the classroom, school, and social and family environment within the framework of inclusive and integrated education.
Attitude and capacity of students to understand the nature and uses of images and information and communications technologies in order to include them in the curriculum within an innovative framework that also helps pupils to construct an approach to themselves.
A communicative and socio-emotional attitude and capacity for argument, debate and cooperative work with colleagues, family and other educational agents and community services to generate a positive school climate and to develop these capacities in their pupils.
Attitude and capacity of students to carry out creative proposals in the setting of their professional activity and to help their pupils to develop divergent thinking.
Commitment and capacity of students to participate in processes of evaluation and/or self-assessment of their classroom, centre and autonomous and national educational system.
Attitude and ability to adapt the educational and teaching-learning processes to pyschoevolutive features, both general in the educational and personal stage, and the individual and socio-cultural diversity of its students, pursuing the achievement of the basic objectives for all.
Ethical commitment to education inspired by democratic values and inclusion, in the defence of human rights, justice, equity, gender equality, cooperation and sustainable global development.
Provide evidence of communicative competence in the area of comprehension and oral, written and visual expression and body language. Possess communication skills which are essential for the exercise of the task.