Official Master's Degree in Teaching in Secondary Schools, Vocational Training and Language Centres

Ideal student profile

This master's degree is for graduates wishing to train as teachers in Compulsory Secondary, Upper Secondary and Vocational Education. They should have a sound knowledge of the contents of the subjects in their chosen specialty, as the master's contents are mainly professionally oriented.

Knowledge

• Describe the key elements of the geographical, demographic, socioeconomic, cultural and sociolinguistic environment of an educational centre.
• Select the basic aspects of the curriculum and the professional and teaching knowledge of the content to plan learning situations, action strategies and evaluation strategies from the perspective of the Universal Design of Learning.
• Recognise the basic characteristics of students and their relationships between peers, family and community, as people in a learning situation.
• Define one's own socio-emotional competencies and communication skills, learning trajectory, strengths and weaknesses in professional development.
• Identify the humanistic knowledge that is part of the interpretation of reality.
• Define situations with potential for improvement in self-observation and co-observation of classroom situations.
• Remember the curricular contents of the subjects related to the corresponding teaching specialisation, as well as the body of teaching knowledge around the respective teaching and learning processes.

Skills

• Analyse the most relevant elements of an educational centre and the challenges it has to face.
• Develop strategies to manage critical incidents that arise in the educational professional task.
• Apply inclusive educational support, taking into account the different measures and resources and encouraging personalised learning.
• Apply the gender equity perspective to educational action through an intersectional lens.
• Base teaching actions on existing evidence to improve the processes and results of teaching and learning for teachers’ professional development.
• Master oral and written expression in both academic discursive practice and teaching practice.
• Use data from the context of the classroom or centre to reflect on pedagogical processes and the role of teachers.
• Apply disciplinary and curriculum content from a literacy and educational perspective for society as a whole.
• Critically reason to support decision-making and taking a stance, considering its implications and consequences.

Competences

• Create flexible learning situations using a justified variety of strategies and methodologies in order to promote inclusive competency-based learning.
• Build educational and training assessment into programming as a tool to verify and regulate learning.
• Manage the teaching action in the school and the classroom, taking into account the characteristics of dialogic interaction, the intentionality of the questions and the role of teachers in activating and regulating learning.
• Apply guidance and tutorial action processes to promote support and the comprehensive development of students.
• Manage the running and activity of a classroom in accordance with what is designed and planned and incorporating unforeseen events in order to produce the expected learning.
• Adopt an ethical behaviour of commitment and respect within the framework of the profession’s code of ethics.
• Demonstrate digital teaching competence to live and coexist in a digital world.
• Adopt a perspective that is sensitive to the multilingual reality of classrooms while promoting the use of Catalan as the lingua franca.
• Cooperate as a team to achieve joint proposals, designs and actions.
• Build a professional identity that is committed to an education that contributes to the development of a sustainable, equitable, diverse and just society that respects human rights.