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.