Master in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching

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Program Presentation

The Master in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching is designed for those aiming to become educators in Spain. This professionally oriented program equips graduates with essential skills to teach in compulsory secondary education, Baccalaureate, vocational training, and language instruction. It is suitable for teaching roles in both public and private schools across these levels.

The master's degree is regulated at the national level by Order ECI/3858/2007 which grants admission to the professions of Teacher of Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching.

The program offers excellent psycho-pedagogical and didactic training fully tied to the current educational landscape in accordance with the high social and educational impact of the profession for which it trains. To this end, it has a highly qualified teaching team with extensive practical experience in addressing the challenges that arise daily in such educational situations.

The master's degree consists of a block of general courses and another block of specific courses. The latter consists of the following specialties:

  • Foreign Languages - English
  • Technology and Information Technology
  • Business Economics
  • Training and Job Orientation
  • Physical Education and Sports
  • Food Industry
  • Geography and History
  • Mathematics

For further information, please refer to the syllabus in the "Program" section.

Learning Method: Attendace-based, Universidad Europea del Atlántico in Santander (Spain)

Who is the programme for?

The Master in Teacher Training in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching is aimed at those professionals who, having received specific training in a specific area of knowledge within their undergraduate studies, wish to work as teachers in the field of Compulsory Secondary Education and Baccalaureate, Vocational Training or Language Teaching.

To be admitted to the master's degree, the student must hold one of the following degrees, depending on the chosen specialty:

  • Foreign Languages Specialization English:
    • Degree in English Philology
    • Graduate / Bachelor's Degree in Modern Philology: English
    • Graduate / Bachelor's Degree in Translation and Interpreting (English)
    • Graduate / Bachelor's Degree in Translation and Intercultural Communication (English)
    • Graduate Degree in Modern Languages (English)
    • Graduate Degree in Modern Languages and their Literatures (English)
    • Graduate Degree in Modern Languages and Management (English)
    • Graduate Degree in Modern Languages, Culture and Communication (English)
    • Graduate Degree in Modern Languages and Translation (English)
    • Graduate in Applied Languages (English)
    • Graduate in Foreign Languages (English)
    • Graduate Degree in English Studies, Literature and Culture
  • Specialty in Technology and Computer Science:
    • Diploma in Computer Science
    • Graduate in Computer Engineering
    • Information Technology Engineering
    • Technical Engineering in Computer Management
    • Technical Engineering in Computer Systems
  • Specialty in Business Economics:
    • Bachelor's Degree in Economics and Business Administration
    • Degree in Economics
    • Degree in Business Administration
    • Degree in Actuarial Science
    • Bachelor's Degree in Market Research and Techniques
    • Graduate / Bachelor's Degree in Business Administration and Management
    • Graduate in Economics
    • Graduate in Statistics and Business
    • Graduate in Tourism
    • Graduate in International Tourism and Leisure Company Management
    • Graduate in Tourism Organizations and Resources Administration
    • Graduate in Commerce
    • Graduate in Marketing and Commercial Management
    • Graduate in Development, Business Management and Market Strategies
    • Graduate in Finance and Accounting
    • Graduate in Business Management
  • Specialty in Training and Job Orientation:
    • Degree in Business Administration and Management
    • Degree in Economics
    • Degree in Business Administration
    • Graduate / Bachelor in Statistics and Business
    • Graduate / Bachelor in Finance and Accounting
    • Graduate / Bachelor in Business Management
    • Graduate / Bachelor's Degree in Commerce and Marketing
    • Graduate / Bachelor’s Degree in Criminology
    • Graduate / Bachelor's Degree in Psychology
    • Graduate / Bachelor's Degree in Political Science and Administration
    • Graduate / Bachelor's Degree in Law
    • Graduate / Bachelor's Degree in Organizational Engineering
    • Graduate / Bachelor’s Degree in Sociology
    • Graduate / Bachelor's Degree in Labor Science
    • Graduate / Diploma in Labor Relations
    • Diploma in Social Education
    • Diploma in Management and Public Administration
    • Diploma in Social Work
  • Specialty in Physical Education and Sports:
    • Graduate in Physical Activity and Sport Science
    • Degree in Physical Education
    • Degree in Medicine, accrediting the possession of the Diploma of Specialist in Sports Medicine
  • Specialty in Food Technology:
    • Degree in Human Nutrition and Dietetics
    • Graduate/ Bachelor in Food Science and Technology
    • Graduate Degree in Agricultural and Food Industries Engineering
    • Graduate Degree in Chemistry
    • Graduate in Gastronomy and Culinary Arts
    • Graduate Degree in Chemical Engineering
    • Degree in Biology
    • Graduate/Bachelor in Biotechnology
    • Degree in Veterinary Medicine
    • Graduate Degree in Biomedical Engineering
    • Graduate in Industrial Technical Engineering, specializing in Industrial Chemistry
    • Biochemistry Graduate Degree
  • Specialty in Geography and History:
    • Graduate in Geography
    • Graduate/Degree in History
    • Graduate Degree in Art History
    • Graduate Degree in Humanities
    • Graduate Degree in Geography and Territorial Planning
    • Graduate/Degree in Social and Cultural Anthropology
    • Graduate in Sociology
    • Graduate Degree in Geography and Environment
    • Archaeology Graduate/Degree in Archaeology

University graduates of any degree comparable to the above, whether a future degree in the Spanish university system or an existing degree in the university systems of other countries, will also be admitted.

Likewise, university graduates from degrees not related to the specialty will be accepted, provided that they meet one of the following conditions:

  • Have completed a minimum of 60 credits in an undergraduate degree or equivalent corresponding to the specialty to be studied, and prove the acquisition of the competencies related to the specialization.
  • Pass an entrance exam designed by the Universidad Europea del Atlántico specifically for those persons who, being in possession of a non-related degree to be admitted to a master's degree, must demonstrate mastery of the competencies of the specialty for which they are applying.

In addition to the legal requirements, the University also requires the following for admission:

  1. Proof of B1 knowledge of a foreign language. If the student's degree cannot be accredited, this must be done through documents issued by officially recognized institutions such as Official Schools, certifying that the student has at least the required level in a language or other similar ones in the opinion of the competent body of the European University of the Atlantic.
  2. For the Foreign Language Specialization - English, the student must have a sufficient command of English as a vehicular language in the academic field by means of a bachelor's degree. If the student's qualification cannot be accredited, this must be done through documents issued by officially recognized institutions such as Official Schools, certifying that the student has at least a level C1 of the CEFR in English or other comparable levels in the opinion of the competent body of the Universidad Europea del Atlántico.

Diploma

Successful completion of the program will lead to a Master's Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching.

Upon successful completion of the Program, the student will receive the degree issued by the university where they have enrolled.

 

Program Structure

Duration

The Master in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching is composed of 60 credits.

The Master in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching has a of 9 months, depending on the student's dedication. During this period, the student must have successfully passed all the corresponding evaluations as well as the Final Project.

Pedagogical approach

The program is based on the following pedagogical model:

  • Collaborative training model.
  • Based on a dynamic and socio-constructivist conception of training and learning.
  • Assessment of the learning processes in relation to the contents.
  • Relevance of the learning process to the product or outcome.
  • Stimulation of teachers' critical and self-regulatory reflection on their teaching practice and pedagogical thinking.
  • Interrelation of practice and theory.
  • Involvement and attention to the globality of the person in the learning process (affective dimension, motivation, etc.).
  • Working method close to that of action research.

This model is based on four pillars: students, teachers, materials and activities.

General competencies

That students are able to:

  • Understand the curriculum content for specific teaching specializations and the teaching-learning processes. Includes knowledge of vocational professions for vocational training.
  • Plan, develop and evaluate the teaching and learning process, promoting educational processes that facilitate the acquisition of the competencies of the respective teachings, taking the student’s level and previous training into consideration as well as their orientation, both individually and in collaboration with other professors and professionals.
  • Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia), transforming it into knowledge and applying it in the teaching and learning processes of the studied specialization.
  • Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply didactic methodologies, both group and personalized, adapted to the diversity of students.
  • Design and develop learning spaces with special attention to equity, emotional and educational values, equal rights and opportunities between men and women, citizenship training and respect for human rights that facilitate life in society, decision making and the construction of a sustainable future.
  • Acquire strategies to stimulate student effort and promote their ability to learn on their own and with others; develop thinking and decision-making skills that facilitate personal autonomy, confidence and initiative.
  • Learn about the processes of interaction and communication in the classroom, master the social skills and abilities necessary to promote learning and coexistence in the classroom, and address discipline and conflict resolution problems.
  • Design and carry out formal and non-formal activities that contribute toward making the center a place of participation and culture within the setting where it is located; develop student tutoring and guidance functions within a collaborative and coordinated manner; participate in the evaluation, research and innovation of teaching and learning processes.
  • Understand the regulations and institutional organization of the educational system and quality improvement models applicable to educational centers.
  • Learn about and analyze the historical characteristics of the teaching profession, its current situation, perspectives and interrelation with the social reality of each era.
  • Inform and advise families about the teaching and learning process and the personal, academic and professional orientation of their children.

Study Plan

The master's degree curriculum lasts one academic year and consists of 60 credits distributed in three modules: the generic module, the specific module and the practicum module. The following are detailed below

1stª PART: GENERAL MODULE
  CONTENT SUBJECTS CHARACTER CREDITS
First Semester Learning and personality development Psychological Development and Learning OB 3
Special Education Foundations: Processes of Attention to Diversity OB 3
Educational processes and contexts History and Anthropology of Education: Theories and Practices Theories and Practices OB 3
General Didactics OB 3
Second Semester Society, family and education Organization and Management of Educational Centers OB 3
Family Counseling and Mentoring OB 3
TOTAL 18
2ndª PART: SPECIFIC MODULE
  CONTENT SUBJECTS CHARACTER CREDITS
Second Semester Complements for basic disciplinary training ICT in Educational Processes of the Specialty* OP 3
Conflict Resolution and Transformation in the School Environment of the Specialty OP 3
First Semester Complements for specific disciplinary training History, Background and Content of the Specialty OP 3
Learning and teaching of the corresponding subjects of the specialty Curricular Design and Programming of the Specialty OP 3
Methodology of the Specialty OP 3
Didactic Resources of the Specialty OP 3
Learning Strategies of the Specialty OP 3
Teaching innovation and initiation of educational research Innovation, Research and Professional Development of the Specialty OP 3
TOTAL 24

*The student must take the elective courses that correspond to their selected specialty:

3ª PART: PRACTICUM MODULE
  CONTENT SUBJECTS CHARACTER CREDITS
Second Semester Specialty internships Internships in the area of the student’s specialty PR 12
Master's Final Project MFP in the area of the specialty MFP 6
TOTAL 18

Description of the Subjects

FIRST PART GENERAL MODULE

SECOND PART: SPECIFIC MODULE

FOREIGN LANGUAGES SPECIALIZATION ENGLISH

  1. ICT IN EDUCATIONAL PROCESSES IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    ICT in Education Applied to the Teaching of Foreign Languages. Audiovisual media. Computer media. Telematic media and foreign languages. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of foreign languages - English.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Coexistence and conflict in the school environment. Types of conflict and coexistence problems in the field of foreign language teaching. Conflict resolution education. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on foreign languages. School mediation. Other conflict resolution processes in the school. Positive discipline. School coexistence plan for the teaching of foreign languages - English.

  3. HISTORY, BACKGROUND AND CONTENT IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Brief history of language teaching. Oral comprehension. Similarities and differences between oral comprehension and written comprehension. Interaction and oral expression. Strategies for oral expression. Reading comprehension. Written expression. The skill of writing.

  4. CURRICULAR DESIGN AND PROGRAMMING IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Guidelines for the design of didactic units. Models for the design of didactic units. Determination of the contents and objectives of the unit. The didactic unit: directed comprehension and production. Language learning planning and processes. The evaluation system.

  5. METHODOLOGY IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Learning to teach. Motivation: I want to be an English teacher. What and how we should teach: teaching in the assimilation stage. The semantics of grammar. The treatment of the error. Class notes, outlines and summaries in English. Personal skills and attitudes that facilitate or hinder communicability.

  6. DIDACTIC RESOURCES IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    The classroom as a learning context. Typology of materials for foreign language teaching. Didactic materials for work, support and consultation. The textbook: advantages and disadvantages of using textbooks. Oral and written documents. Suggestions for the creation of your own materials.

  7. LEARNING STRATEGIES IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Theories of second language acquisition and learning. The notion of communicative competencies. The appropriation of languages in natural and institutional environments. Differences between L2 and LE acquisition in an institutional setting. Incidence of individual factors on learning processes. The teacher's beliefs and their implication in the teaching-learning process of foreign languages.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT IN THE FOREIGN LANGUAGE SPECIALIZATION - ENGLISH

    Fundamentals of foreign language research. The design of proposals and objectives. Contextualizing research for a Master's Final Project in foreign languages. Academic argumentation. Presentation of the results of the research in the context of the Master's Final Project in foreign languages. Analysis of the current educational system. The need for innovation: globalization in foreign language teaching.

SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    ICT in education. Audiovisual media. Computer media. Telematic media. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    Coexistence and conflict in the school environment. Types of conflict and coexistence problems in the field of technology and computer science education. Conflict resolution education. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on technology and computer science. School mediation. Other conflict resolution processes in the school. Positive discipline. School coexistence plan for the teaching of technology and computer science.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    History of technology in education. History of computer science in education. Technology as a field of knowledge. The evolution of ICT in schools. Informatics in society. Objectives of the area of technology and computer science. Examples of organization and contextualization of objectives. Contextualization and organization of technology and computer science content.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    The Technology curriculum in ESO and Baccalaureate. The computer science curriculum in ESO and Baccalaureate. The curriculum in vocational training. Core competencies. Evaluation of the learning process. Didactic units: guidelines to elaborate didactic units in technology and computer science. Articulation of the Didactic Unit in the programming.

  5. METHODOLOGY OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    Pedagogical methods in technology and computer science. Theory and practice of the teaching-learning process. Didactic methodology: epistemological and teaching considerations. Organization of space, resources and time. Didactic innovation and teacher training. Trainers facing the information society.

  6. PEDAGOGICAL METHODS IN TECHNOLOGY AND COMPUTER SCIENCE.

    Teaching resources: functions and selection of teaching materials. Technology in our lives. The technological project. Subsequent trimming and product analysis. Practical applications of social networks. Resources in training cycles.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    Supportive (conditioning) and responsive strategies. Strategies for transforming information into knowledge. Reactive strategies. Technology as an educational area. The didactic foundations of technology and computer science. Working with social networks.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN TECHNOLOGY AND COMPUTER SCIENCE

    Fundamentals of research in technology and computer science. The design of proposals and objectives. Contextualizing research for a Master's Final Project in technology and computer science. Academic argumentation. Presentation of the results of the research in the context of the Master's Final Project in technology and computer science. Analysis of the current educational system. The need for innovation: globalization in technology and computer education.

SPECIALTY IN BUSINESS ECONOMICS

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN BUSINESS ECONOMICS

    ICT in education in business economics. Audiovisual media. Computer media. Telematic media and teaching in the area of business economics. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of business economics.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN BUSINESS ECONOMICS

    Coexistence and conflict in the school environment. Types of conflict and coexistence problems in the field of business economics teaching. Conflict resolution education. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on business economics. School mediation. Other conflict resolution processes in the school. Positive discipline. School coexistence plan for teaching business economics.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN BUSINESS ECONOMICS

    History of economics education. The teaching of economic content from the Moyano Law to the Civil War curricula. Economics in the current educational system. The curricular contents of business economics. Organization and basis for the selection of business economics content in secondary education. The teaching of a social science: economics. The construction of the economic world by students.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN BUSINESS ECONOMICS

    Introduction to curriculum design. Planning teaching for learning. Objectives and programming in business economics. Educational objectives and competencies. Programming of activities.

  5. METHODOLOGY OF THE SPECIALTY IN BUSINESS ECONOMICS

    Teaching methods: towards an operational methodology. Personalized didactic strategies: main didactic procedures. Motivational strategies. Evaluation strategies. The teacher as class director. Methodology and evaluation in teaching business economics.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN BUSINESS ECONOMICS

    Didactic means and resources: concepts. Classification of didactic resources. Didactic Resources of the Specialty in Business Economics The economics workshop. ICT as a teaching resource. Social changes and education. Teaching and learning business economics and ICT.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN BUSINESS ECONOMICS

    Supportive (conditioning) and responsive strategies. Strategies for transforming information into knowledge. Reactive strategies. Learning strategies in virtual environments. Business economics learning strategies.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN BUSINESS ECONOMICS

    Fundamentals of research in business economics. The design of proposals and objectives. Contextualizing research for a Master's Final Project in business economics. Academic argumentation. Presentation of research results in the context of the Master's Final Project in business economics. Analysis of the current educational system. The need for innovation: globalization in business economics education.

SPECIALTY IN TRAINING AND JOB ORIENTATION

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    ICT in education in job training and orientation. Audiovisual media. Computer media. Telematic media and teaching in the area of labor training and orientation. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of labor training and orientation.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Coexistence and conflict in the school environment. Types of conflict and coexistence problems in the field of business economics teaching. Conflict resolution education. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on training and job orientation. School mediation. Other conflict resolution processes in the school. Positive discipline. School coexistence plan for teaching aspects of the training and job orientation field.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    History of training and career guidance education. The curricular contents of training and labor orientation. Organization and basis for the selection of training content and job orientation in secondary education. Teaching aspects related to training and job orientation.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Introduction to curriculum design. Planning teaching for learning. Objectives and programming in training and job orientation. Educational objectives and competencies. Programming of activities.

  5. METHODOLOGY OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Teaching methods: towards an operational methodology. Personalized didactic strategies: main didactic procedures. Motivational strategies. Evaluation strategies. The teacher as class director. Methodology and evaluation in teaching business economics.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Didactic means and resources: concepts. Classification of didactic resources. Didactic resources in the teaching of training and labor orientation. The training and job orientation workshop. ICT as a teaching resource. Social changes and education. Teaching and learning of training and job orientation and ICT.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Supportive (conditioning) and responsive strategies. Strategies for transforming information into knowledge. Reactive strategies. Learning strategies in virtual environments. Learning strategies for training and job orientation.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN OCCUPATIONAL TRAINING AND GUIDANCE

    Fundamentals of research in business economics and job training and orientation. The design of proposals and objectives. Contextualizing research for a Master's Final Project in foreign languages and job orientation. Academic argumentation. Presentation of the results of the research in the context of the Master's Final Project on training and career guidance. Analysis of the current educational system. The need for innovation: globalization in the teaching of training economics and job orientation.

SPECIALTY IN PHYSICAL EDUCATION AND SPORTS

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    ICT in education in physical education and sport. Use of audiovisual and computer media. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of physical education and sport.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Coexistence and conflict in the school environment. Type of conflict and coexistence problems in the field of physical education and sport teaching. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on physical education. School mediation. Problem solving in teamwork and practices carried in education with emphasis on physical education.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Epistemology of Physical Education. The contents of Physical Education in ESO, High School and Vocational Training. History of Physical Education and evolution towards current trends. Application of Physical Education to different contexts and situations of the educational system (rural school, inclusive school). Professional contexts related to physical activity.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Guidelines for the design of didactic units. Models for the design of didactic units. Determination of the contents and objectives of the unit. The didactic unit: directed comprehension and production. Didactic and methodological resources in the teaching of Physical Education. Programming in Physical Education. The evaluation system.

  5. METHODOLOGY OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Learning to teach. Teaching styles in Physical Education. What and how we should teach: teaching in the assimilation stage. Levels of curricular concreteness in secondary physical education.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    The classroom as a learning context. Typology of materials for teaching physical education and sport. Motor learning. Diversity of educational materials for Physical Education - Audiovisual communication and multimedia resources in the area of Physical Education - Evaluation in Physical Education.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Supportive (conditioning) and responsive strategies. Strategies for each sport, for games and for integration. Learning time, organization and control of physical education classes. Communication and teaching. Didactic resources. Strategy in practice. Teaching technique and methodological guidelines. Teaching styles. Long, medium and short term programming. The design of activities in physical education and attention to diversity.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN PHYSICAL EDUCATION AND SPORT

    Fundamentals of research in physical education. The design of proposals and objectives. Contextualizing research for a Master's Final Project in physical education and sport. Academic argumentation. Presentation of research results in the context of the Master's Final Project in physical education and sport. Analysis of the current educational system. The need for innovation: globalization in the teaching of physical education and sport.

SPECIALTY IN FOOD TECHNOLOGY

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN THE FOOD INDUSTRY

    ICT in education in the food industry. Use of audiovisual and computer media. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of the food industry.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN FOOD INDUSTRY

    Coexistence and conflict in the school environment. Type of conflict and coexistence problems in the field of food industry education. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on the food industry. School mediation. Problem solving in team work and practices carried out in education with emphasis on the food industry.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN THE FOOD INDUSTRY

    History of food industry education. History of the food industry in education. The teaching of content from the discoveries of Louis Pausteur to the present day in the food industry. Changes in the food system over the years. Food policies in the industrial sector. The food industry in the 20th century.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN THE FOOD INDUSTRY

    Introduction to curriculum design for food industry training. Basic biochemical and microbiological fundamentals of biotechnology support. Biotechnology applications in the food industry. Educational objectives and competencies. Programming of activities.

  5. METHODOLOGY OF THE SPECIALTY IN THE FOOD INDUSTRY

    Teaching methods in the food industry. Raw materials in the food industry. Handling and conditioning of raw materials. Food transformation, preservation, processing and packaging treatments. Technological processes in the food industry. Handling of equipment and installations. Specific hygiene and safety standards for food handling.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN THE FOOD INDUSTRY

    Didactic means and resources: concepts. Classification of didactic resources. Didactic resources in teaching the subject of food industry. The food industry workshop. ICT as a teaching resource. Social changes and education. Teaching and learning in the food industry and ICT.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN THE FOOD INDUSTRY

    Learning strategies in the food industry. Lecture, content: study of problems, project solutions and implementation and control of solutions in the food industry. Application class and problem class. Workshops focused on the food industry.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN THE FOOD INDUSTRY

    Fundamentals of food industry research. The design of proposals and objectives. Contextualizing research for a Master's Final Project in the food industry. Academic argumentation. Presentation of the results of the research in the context of the Master's Final Project in the food industry. Analysis of the current educational system. The need for innovation: globalization in food industry education.

SPECIALTY IN GEOGRAPHY AND HISTORY

  1. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    ICT in education in geography and history. Use of audiovisual and computer media. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in the teaching of geography and history.

  2. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Coexistence and conflict in the school environment. Type of conflict and coexistence problems in the field of geography and history teaching. The global model of school coexistence. Conflict resolution curriculum for secondary education with emphasis on geography and history. School mediation. Problem solving in teamwork and practices in education with emphasis on geography and history.

  3. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Basic knowledge of geography, history and art history in the secondary school curriculum. Definition of core threads and core concepts. Implications for didactic treatment. Geography and history as a field of knowledge. Objectives of the geography and history area. Examples of organization and contextualization of objectives. Contextualization and organization of geography and history content.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Introduction to curriculum design. Planning teaching for learning. Objectives and programming in geography and history. Educational objectives and competencies. Programming of activities.

  5. METHODOLOGY OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Teaching methods: towards an operational methodology. Personalized didactic strategies: main didactic procedures. Motivational strategies. Evaluation strategies. The teacher as class director. Methodology and assessment in the teaching of geography and history.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Didactic means and resources: concepts. Classification of didactic resources. Didactic resources in the teaching of geography and history. The geography and history workshop. ICT as a teaching resource. Social changes and education. Teaching and learning geography and history.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Supportive (conditioning) and responsive strategies. Strategies for transforming information into knowledge. Reactive strategies. Learning strategies in virtual environments. Learning strategies for geography and history.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN GEOGRAPHY AND HISTORY

    Fundamentals of research in geography and history. The design of proposals and objectives. Contextualizing research for a Master's Final Project in geography and history. Academic argumentation. Presentation of the results of the research in the context of the Master's Final Project Thesis in geography and history. Analysis of the current educational system. The need for innovation: globalization in geography and history.

SPECIALITY IN MATHEMATICS

  1. HISTORY, BACKGROUND AND CONTENT OF THE SPECIALTY IN MATHEMATICS

    Basic knowledge of mathematics in the secondary school curriculum. Definition of core threads and core concepts. Implications for didactic treatment. Mathematics as a field of knowledge. Objectives of the mathematics area. Examples of organization and contextualization of objectives. Contextualization and organization of mathematical content.

  2. ICT IN EDUCATIONAL PROCESSES OF THE SPECIALTY IN MATHEMATICS

    ICT in education applied to the teaching of mathematics. Use of audiovisual and computer media. The collaborative web: wikis, podcasts and social networks. State program “Escuela 2.0”. ICT as a paradigm of teaching innovation in mathematics education.

  3. CONFLICT RESOLUTION AND TRANSFORMATION IN THE SCHOOL ENVIRONMENT OF THE SPECIALTY IN MATHEMATICS

    Coexistence and conflict in the school environment. Type of conflict and coexistence problems in the field of mathematics education. The global model of school coexistence. Conflict resolution curriculum for secondary education with an emphasis on mathematics. School mediation. Problem solving in teamwork and practices carried in education with emphasis on mathematics.

  4. CURRICULAR DESIGN AND PROGRAMMING OF THE SPECIALTY IN MATHEMATICS

    Basic knowledge of mathematics in the secondary school curriculum. Definition of core threads and core concepts. Implications for didactic treatment. Mathematics as a field of knowledge. Objectives of the mathematics area. Examples of organization and contextualization of objectives. Contextualization and organization of mathematical content.

  5. METHODOLOGY OF THE SPECIALTY IN MATHEMATICS

    Teaching methods: towards an operational methodology. Personalized didactic strategies: main didactic procedures. Motivational strategies. Evaluation strategies. The teacher as class director. Methodology and assessment in mathematics education.

  6. DIDACTIC RESOURCES OF THE SPECIALTY IN MATHEMATICS

    Didactic means and resources: concepts. Classification of didactic resources. Didactic resources in the teaching of mathematics. The geography and history workshop. ICT as a teaching resource. Social changes and education. Teaching and learning mathematics.

  7. LEARNING STRATEGIES OF THE SPECIALTY IN MATHEMATICS

    Supportive (conditioning) and responsive strategies. Strategies for transforming information into knowledge. Reactive strategies. Learning strategies in virtual environments. Mathematics learning strategies.

  8. INNOVATION, RESEARCH AND PROFESSIONAL DEVELOPMENT OF THE SPECIALTY IN MATHEMATICS

    Fundamentals of research in mathematics. The design of proposals and objectives. Contextualizing research for a Master's final project in mathematics. Academic argumentation. Presentation of research results in the context of the Master's final project in mathematics. Analysis of the current educational system. The need for innovation: globalization in mathematics education.

PART THREE: PRACTICUM MODULE

  1. PRACTICE

    The student carries out teaching tasks as a teacher in an authentic work setting with responsibility for the planning and development of classes, and under the supervision of a tutor from the institution where the internship is carried out. The company or institution will determine the level and group in which the trainee teacher will carry out the internship. The internship must be performed in the area of the specialty studied.

  2. Master’s FINAL PROJECT

    The student must prepare a paper integrating the knowledge and skills acquired throughout the master's studies on a relevant aspect of the field of compulsory secondary education, baccalaureate, vocational training, language teaching and artistic education.

    The work will be recorded in a written report, and will have a fundamentally applied and practical orientation. However, in addition to the practical nature, the work should also include a detailed review of the state of the art, and the concepts and theoretical foundations related to the selected topic. In addition, as far as possible, the practical work will be related to a specific teaching context and will be based on the student's practical experience as a teacher, e.g., in program internships.

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Note:  The content of the academic program may be subject to slight modifications depending on updates or improvements made.

Management

  • Dr. (c) Josep Alemany Iturriaga. Doctoral student in Education. Master in Education with specialization in Organization and Management of Centers. Graduate in Teaching in Primary Education. Diploma in Teaching with specialization in Physical Education. MBA in Sports Management. Superior Level Basketball Sports Technician. Superior Basketball Coach.

FUNIBER Training Scholarships

The Iberoamerican University Foundation (FUNIBER) allocates periodically an extraordinary economic item for FUNIBER Training Scholarships.

To apply, please fill out the information request form that appears in the web of FUNIBER or contact directly the Foundation’s headquarters in your country that will inform you if you need to provide some additional information.

Once the documentation is received, the Evaluation Committee will determine your application's eligibility for the FUNIBER Training Scholarship.