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

Skills

Through the training program, students can acquire a set of basic, general and specific skills.

Basic competences

• BC1 Acquire advanced and proven knowledge, in a context of scientific and technological or highly specialized research, a detailed and grounded understanding of the theoretical and practical aspects and of the work methodology in one or more fields of study;
• BC2 Know how to apply and integrate their knowledge, their understanding, their scientific foundation and their problem-solving abilities in new and imprecisely defined environments, including multidisciplinary research and highly specialized professional contexts;
• BC3 Know how to evaluate and select the appropriate scientific theory and precise methodology of their fields of study to make judgments based on incomplete or limited information, including, when necessary and relevant, a reflection on social or ethical responsibility linked to the solution that is proposed in each case;
• BC4 Be able to predict and control the evolution of complex situations by developing new and innovative work methodologies adapted to the specific scientific/research, technological or professional, generally multidisciplinary, field in which their activity is carried out;
• BC5 Know how to transmit in a clear and unambiguous way to a specialized or non-specialized audience the results from scientific and technological research or the field of the most advanced innovation, as well as the most relevant foundations on which they are based;
• BC6 Develop sufficient autonomy to participate in research projects and scientific or technological collaborations within their thematic scope, in interdisciplinary contexts and, where appropriate, with a high knowledge transfer component;
• BC7 Be able to take responsibility for their own professional development and their specialization in one or more fields of study.

General Competences

• GC1 Know the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge about the respective teaching and learning processes. For vocational training, knowledge of the respective professions will be included.
• GC2 Plan, develop and evaluate the teaching and learning process by promoting educational processes that facilitate the acquisition of the competences in the respective teachings, attending to the students' level and previous training, as well as their orientation, both individually and in collaboration with other teachers and professionals of the center.
• GC3 Search, obtain, process and communicate information (oral, print, audiovisual, digital or multimedia), transform it into knowledge and apply it in the teaching and learning processes in the subjects of the specialization studied.
• GC4 Specify the curriculum to be implemented in a teaching center participating in its collective planning; develop and apply didactic methodologies, both for groups and individuals, adapted to the diversity of students.
• GC5 Design and develop learning spaces with special attention to equality, emotional education and values, equal rights and opportunities between men and women, civic education and respect for human rights that facilitate life in society, decision making and building a sustainable future.
• GC6 Acquire strategies to stimulate student effort and promote their ability to learn for themselves and with others, and develop thinking and decision skills that facilitate personal autonomy, trust and initiative.
• GC7 Know 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 problems and conflict resolution.
• GC8 Design and carry out formal and non-formal activities that contribute to making the center a place of participation and culture in the environment where it is located; develop the functions of tutoring and guidance of students in a collaborative and coordinated manner; Participate in the evaluation, research and innovation of teaching and learning processes.
• GC9 Know the regulations and institutional organization of the education system and models of quality improvement with application to schools.
• GC10 Know and analyze the historical characteristics of the teaching profession, its current situation, perspectives and interrelation with the social reality of each era.
• GC11 Inform and advise families about the teaching and learning process and about the personal, academic and professional orientation of their children.
• GC12. Encourage critical, reflective and enterprising spirit.
• GC13. Promote and guarantee respect for Human Rights and the principles of universal accessibility, equality, non-discrimination and democratic values and the culture of peace.

Specific Competences

GENERIC MODULE

Subject: LEARNING AND PERSONALITY DEVELOPMENT

• SC1 Know the motivations, qualities and social contexts of the students.
• SC2 Understand how these students develop their personality and possible dysfunctions that may affect their learning.
• SC3 Carry out proposals that are based on the acquisition of emotional and intellectual knowledge, skills and aptitudes.
• SC4 Detect and analyze situations and difficulties that affect students who have different learning abilities and paces and intervene appropriately
• SC5 Rigorously and accurately conceptualize the evolutionary, educational and cultural keys that contextualize adolescent development and its repercussions on teaching-learning processes.
• SC6 Build an idea of the adolescent based on his scientific discoveries and his psychological perspectives.
• SC7 Specify the psychological variables for the realization of an educational curriculum that includes the psychological processes involved in the teaching and learning task carried out by teachers and teenage students.
• SC8 Understand and assess the diversity among students according to their psycho-educational and psycho-evolutionary development and its consequences in learning.
• SC9 Know and analyze the psychological factors that favor learning.
• SC10 Communicate with adolescents and approach their reality and values to guide them in their development.
• SC11. Identify and assess the factors and processes that affect the ability of students to learn and their school performance.
• SC12 Analyze, develop and review proposals for educational materials, situations and contexts based on knowledge of these factors and processes and current theories of learning and instruction.

Subject: EDUCATIONAL PROCESSES AND CONTEXTS

• SC13 Know how the educational system in our country has evolved throughout its history.
• SC14 Know the way of interaction and communication existing in the classroom and center, and face and solve possible problems.
• SC15 Know and apply resources and strategies for information, tutoring and academic and professional guidance.
• SC16 Promote different ways of educating emotionally on civic values.
• SC17 Collaborate in the definition of the educational plan and in the activities of the center, taking into account criteria to improve quality, attend to diversity and prevent possible difficulties in learning and coexistence.
• SC18 Contextualize the educational practice and teaching profession in society, culture, history, regulations, organization and in the classroom, analyzing the way in which they influence and are influenced by the educational processes that take place in them.
• SC19 Analyze the relationships between different educational contexts of students and design guidance and intervention strategies aimed at promoting their articulation and complementarity.
• SC20 Know the spaces of pedagogical and curricular autonomy, and management and organization of educational centers to participate in them through measures and actions aimed at defining and carrying out an educational plan that fits the environment and culture of the center and commits to its progress.
• SC21 Know and analyze the characteristics of the centers and classrooms when proposing actions for the management of coexistence that facilitate learning, emotional development and the acquisition of civic values.
• SC22 Learn the skills and attitudes necessary for the performance of tutoring by teachers in Secondary Education.
• SC23 Propose, organize and carry out tutoring sessions according to the different tasks assigned to teachers in their role as tutors, collaborating with the Orientation Departments.
• SC24 Train in the skills and attitudes necessary for the use and exploitation of ICTs in carrying out teaching activities.
• SC25 Know the evolution of the different systems of guidance and educational psychology counseling.
• SC26 Analyze the characteristics, organization and operation of educational centers and assess the functionality of the processes and bodies of management, participation and pedagogical and didactic coordination.
• SC27 Know how to design the different planning documents of the Center and participate in the definition of the educational project, in the curricular development processes and in the general activities of the center, taking into account criteria for improving the quality of education, attention to diversity, prevention of learning and coexistence problems, and promotion of educational success.

Subject: SOCIETY, FAMILY AND EDUCATION

• SC28 Relate education to the environment and understand the educational role of the family and the community, both in the acquisition of skills and learning and in education, in respect for rights and freedoms, in equal rights and opportunities between men and women and in equal treatment and non-discrimination of persons with disabilities, or in any other personal or social circumstance that may pose a risk to their social and school inclusion.
• SC29.Know the historical evolution of the family, its different types and the impact of the family context on education in general, and on school performance in particular.
• SC30 Promote social skills that favor family relationships and orientation.
• SC31 Know and understand the influences of the sociocultural environment of the center in the education of students.
• SC32 Assess the educational power of the school in continuous relationship and interaction with other educational contexts of adolescents.
• SC33 Collaborate with the Management Team in the adoption of measures for the coordination of the school with families, and design strategies aimed at promoting their effective participation and collaboration in educational processes.

SPECIFIC MODULE

• SC34 Know the theoretical and practical developments of teaching and learning of the corresponding subjects.
• SC35 Transform curricula into activity and work programs.
• SC36 Acquire selection criteria and elaboration of educational materials.
• SC37 Promote a climate that facilitates learning and values student contributions.
• SC38 Integrate education in audiovisual and multimedia communication in the teaching-learning process.
• SC39 Know evaluation strategies and techniques, and understand evaluation as an instrument of effort regulation and stimulation.
• SC40 Critically analyze the conceptual and ideological approaches of socio-educational inclusion and exclusion.
• SC41 Identify the barriers and facilitators of an inclusive education both in the school and in the other contexts that influence student development and education.
• SC42 Design and implement, in collaboration with the school community, measures of attention to diversity that guarantee the presence, participation and learning of all students.
• SC43 Conduct psycho-pedagogical evaluations and, where appropriate, prepare diagnostic reports and schooling opinions for students with specific support needs. Identify the specific educational support needs associated with disability, developmental disorders, learning difficulties, high ability and sociocultural factors.
• SC44 Design and implement, using the resources of the orientation system, support interventions for all students who require it within the framework of the Diversity Attention Plan.
• SC45 Identify and plan the resolution of educational situations that affect students with different abilities and different learning speeds
• SC46 Know the educational and cultural value of the subjects corresponding to the specialization and the contents that are taught in the respective teachings.
• SC47 Know the way in which recent subjects have been developed and their perspectives in order to convey a dynamic vision of them.
• SC48 Know the contexts and situations in which the various curricular contents are applied.
• SC49 In vocational training, learn about the evolution of the working world, the interaction between society, work and quality of life, as well as the need to acquire adequate training to adapt to changes and transformations that professions may require.
• SC50 Know and analyze the characteristics, organization and operation of educational guidance services and psycho-pedagogical advice that operate at different levels of the education system (Early Childhood, Primary, Compulsory Secondary, VT and Baccalaureate).
• SC51 Identify demands, set objectives and participate in the design of intervention plans in accordance with the results of the institutional analysis of educational centers and related systems.
• SC52 Take part in the establishment of collaborative work structures with teachers and other members of the school community, as well as with other professionals involved in educational centers.
• SC53 Coordinate actions in the area or sector with all educational agents and other services, with special attention to social, health and labor services for a coordinated intervention.
• SC54 Know and evaluate the techniques of psychopedagogical diagnosis.
• SC55 Evaluate the interventions carried out and derive changes to improve them.
• SC56 Know how to apply preventive programs of a socio-community scope.
• SC57 Know and use some basic digital tools due to their usefulness in the orientation and mentoring tasks and in the development of the counselor's functions.
• SC58 Know the processes of curriculum development and the elaboration of institutional plans to participate with the management teams and the coordinating bodies in their design and application.
• SC59 Coordinate the preparation of the Tutorial Action Plan at the different levels of the education system (Early Childhood, Primary, Secondary, VT and Baccalaureate) and, where appropriate, the Academic and Professional Orientation Plan.
• SC60 Advise and collaborate with the teaching staff in the review and improvement of the teaching and learning and evaluation processes, and put them into practice in case of teaching some curriculum subject.
• SC61 Advise and collaborate with teachers and, especially, with tutors, in accompanying students in their development, learning and decision-making processes.
• SC62 Guide students in their personal knowledge, in the progressive definition and adjustment of a life project, and in the adoption of academic and professional decisions, so that all this facilitates their labor insertion.
• SC63 Know, select, design and apply strategies and information and career guidance plans for the transition to the labor market and employability.
• SC64 Apply mediation techniques for conflict management in order to improve the climate of coexistence in the Centers.
• SC65 Know and apply innovative teaching proposals in the specialties of each sector.
• SC66 Identify the difficulties related to teaching and learning of the subjects and suggest other alternatives and solutions.
• SC67 Analyze teaching, good practices and orientation critically, using quality indicators.
• SC68 Know and apply basic methodologies and techniques of educational research and evaluation and be able to design and develop research, innovation and evaluation projects.
• SC69 Identify and formulate relevant problems arising in educational centers that lead to research and improvement activities.
• SC70 Participate and collaborate in research and innovation projects oriented to the analysis and improvement of educational practices.
• SC71 Support the teamwork among teachers through collaborative work strategies and techniques and analysis of teaching practice to enhance the teamwork of teachers, especially based on ICTs.
• SC72 Support the continuous training of teachers by providing conceptual and methodological tools for collective and critical reflection on teaching practice. Promote and participate in the design of teacher training plans.
• SC73 Advise on quality assessment processes and the development of improvement plans.
• SC74 Know relevant and current research and innovations in the field of orientation and identify appropriate forums to disseminate their results

PRACTICUM MODULE

• SC75 Develop the planning, teaching and evaluation of the subjects that correspond to the specialization.
• SC76 Master the social skills necessary to promote an environment that facilitates learning and coexistence.
• SC77 Carry out different proposals to improve the different fields of action from reflection based on practice.
• SC78 Know the business typology corresponding to the productive sectors and understand the most common organizational systems in companies (Vocational Training).
• SC79 Train in psychopedagogical evaluation, counseling to other education professionals and guidance to students and families.
• SC80 Assess the role of the organization procedures of each center and know the functions of its different components.
• SC81 Contrast the personal point of view with that of the rest of the professionals about teaching in their center to make joint decisions.
• SC82 Plan the teaching process in your specific area, designing teaching materials and educational tasks.
• SC83. Promote effective interaction and communication in the classroom, guaranteeing a good command of oral and written expression.
• SC84 Analyze the results of the evaluation and draw conclusions that help improve the teaching and learning processes.
• SC85 Acquire experience in the exercise of educational orientation and psycho-pedagogical counseling proving a good command of oral and written expression and the professional skills necessary for this exercise.
• SC86 Analyze the school reality in which the internships are carried out using the theoretical frameworks studied in the Master's degree.
• SC87 Plan, develop and evaluate an intervention plan in the field of educational orientation and psycho-pedagogical counseling.
• SC88 Identify possible areas for improvement of the intervention carried out by arguing the theoretical foundations of the proposal and how it would be evaluated.
• SC89 Review their own experience and previous knowledge from the point of view of the skills acquired or developed during the practicum.
• SC90 Reflect these competences, together with those acquired and developed in the rest of the subjects, in the Master's Final Research Project, which summarizes the acquired training.

Blended Study

The Master's degree is carried out in a blended modality through a varied set of training activities that will facilitate the acquisition of the various competences, general and specific objectives of each course and subject. The methodology, of an interactive type, requires the active participation of students and professors in a continuous and systematic way.

Training activities include: synchronous video lectures, individual and group learning activities, evaluation activities (in-person exams), complementary training activities (in-person workshops), tutorial sessions, internship activities (internship at the school) and preparation, presentation and defense of a Master's Final Research Project.

Reconocimientos a Global Campus Nebrija

Catalyst Award 2021 de Blackboard, en la categoría "leading change"
Premio Magisterio 2021 Mejor Universidad
en enseñanza online según Ranking QS Stars Buena Práctica
de Metodología según la Cátedra UNESCO Caso de Éxito
de Blackboard 6º Mejor Blog
de eLearning para España y LATAM 4 premios
de Excelencia Educativa El modelo educativo de Presencialidad Híbrida
de la Universidad Nebrija reconocido con el premio Blackboard Catalyst Awards

Schedules

Academic calendar

Schedules Groups A, D, G, J, M, P 2021-2022

Schedules Groups B, E, H, K, N 2021-2022

Schedules Groups C, F, I, L, O 2021-2022

Admission Criteria

The access paths and requirements for the Master's and Doctorate level teaching are those established by Royal Decree 1393/2007 of October 29, with subsequent modification in Royal Decree 861/2010, of July 2, which establishes the ordinance of official university teachings. In addition, at Nebrija University it is necessary to pass the Admission Tests specific to each degree, whose content and procedure will be described under the heading "Admission Criteria".

Under current legislation, students who meet any of the following conditions may access the Master's degree studies:

• Have an official Spanish university degree or another issued by an institution of higher education of the European Higher Education Area that authorizes access to Master's degree education in the issuing country.
• Graduates in accordance with educational systems outside the European Higher Education Area may access without the homologation of their degrees, after verification by the University that they accredit a level of training equivalent to the corresponding official Spanish university degrees and that they grant access to postgraduate education in the country issuing the degree. Access through this route will not imply, in any case, the homologation of the interested party's previous degree, nor its recognition for other purposes than that of studying the Master's degree studies.
• In the case of students with special educational needs derived from disability, the need for possible curricular adaptations, itineraries or alternative studies will be assessed.

Therefore the access criteria are those indicated in the previous section and set forth in ORDER ECI/3858/2007, of December 27, in its section 4.2.-Conditions of access to the Master's degree which indicates that: “For admission to the Master's degree, accrediting having mastered the competences related to the specialization that you wish to study is established as an access requirement, by means of taking a test designed for this purpose by the Universities, from which those who have university degrees that correspond to the chosen specialization will be exempt”.

Admission process

The admission process consists of 3 phases:

1. Submit documentation

In general, the admission documentation will be presented to the Admissions Department. The student must provide the originals or certified copies of the submitted documentation within the period established by the University in order to formalize his enrollment. Any inaccuracy, falsity or omission of the data, statement or document provided by the student in the period of admission, will determine the impossibility of continuing to exercise the right from the moment the University has proof of these events, proceeding to the cancellation of the application for admission submitted and the place awarded, without prejudice to any criminal, civil or administrative responsibilities that may arise.

The documentation that the candidate must provide is as follows:

• Completed Admission Application.
• Photocopy of DNI (Spanish candidates) or passport (foreign candidates).
• Two passport-sized and color photographs.
• Certified photocopy of the official Diploma for Associate's, Bachelor's or Undergraduate Degree. For foreign candidates, said certified photocopy, with the corresponding official translation, where appropriate, must be legalized through diplomatic channels or, where appropriate, by means of the Apostille of the Hague Convention, except in the case of documents issued by the authorities of the Member States of the European Union or signatories of the agreement on the European Economic Area. In addition, they must prove that the degree provided authorizes them to access postgraduate studies in the issuing country.
• Certified photocopy of the academic record. For foreign candidates, said certified photocopy, with the corresponding official translation, where appropriate, must be legalized through diplomatic channels or, if applicable, by the Hague Apostille, unless they are documents issued by the authorities of the member states of the European Union or signatories of the agreement on the European Economic Area.
• Personalized letter of intent addressed to the Director of the Master's Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching explaining the reasons why you want to take the Master's studies, as well as your academic and professional expectations that led you to this choice.
• Updated curriculum vitae
• Two letters of recommendation

In addition, they will have to comply with the requirements indicated in detail in the “Master_PO12 access and admission procedure” of the Teaching Plan that the University has implemented.

2. Take an Admission Test

The test that candidates must take for admission to the Master's program will be specific according to the specialization they wish to study, and is intended for students to accredit the mastery of the competences related to it, as established by Order ECI/3858/2007, section 4.2. Those who have any of the university degrees that correspond to the chosen specialization will be exempt from taking said test. The candidate may consult the Admissions Advisor if he or she is exempt from taking said test.

This test consists of the following sections:

• A personal information questionnaire
• A question regarding the candidate's expectations regarding the Master's degree, in order for him to show his ability to express himself about the field of study.
• An English language level test to place the student on a mastery level scale for this language, in order to ensure that, at the end of the Master's degree, the student can at least certify the B1 level required in the regulations. The ORDER ECI/3858/2007, of December 27, (BOE December 29, 2007) indicates in its section 4.2 on conditions of access to Master's Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching and Artistic Education that the student must accredit the knowledge of a foreign language at a B1 level of the CEFR. Students who apply for admission to the Foreign Language specialty: English must demonstrate a level of knowledge of English equivalent to B2 according to the CEFR. Those who provide an official certificate attesting the required level of said language will be exempted from taking said English language level test.

These tests will be taken in person in Madrid or in the provinces during the presentation sessions of the academic offer made by Nebrija's Promotion and Admissions Department (P&A). Exceptionally, the tests may be conducted virtually through the computer tools available to the university and that ensure the identity of the applicant.

3. Presentation of the candidacy to the Admissions Commission of the Master's program

All documents submitted by the student, together with the results of the Admission Tests, are assessed by the Admissions Commission of the Master's program. The Commission evaluates if the documents are administratively correct and if the candidate's profile fits the recommended profile for the master's degree.

Admission criteria

In addition to meeting the legally established access requirements indicated above, the Admissions Commission will accept or not accept the admission of a student taking into account the following criteria:

• Academic record. Candidates will be weighted directly in this section from 1 to 10, depending on the average grade of their academic record.
• Satisfactory results in the specific skills admission tests for this master's degree. The candidate will need to show an access profile reasonably consistent with that recommended for this master's degree.
• Degree of motivation and attitude of the candidate.
• Professional experience in the field of education.
• Since it is a blended program, the real possibility of properly carrying out the planned training activities will be assessed, as some of which will be in-person (exams, workshops and internships). All this will be assessed during the personal interview with the candidate.

If the number of students exceeds the maximum limit, the Admissions Commission will decide based on the following weighting:

• Academic record (30%)
• Previous education (10%)
• English level (30%)
• Specific training courses taken (10%)
• Previous experience in the field of secondary education, baccalaureate, Vocational Training and Language Teaching (20%)

In order to carry out the weighting, each of the above criteria will be assessed from 1 to 10 before calculating the weighted sum.

Finally, if applicable, the Admissions Commission will approve the admission to the Master's Program of the candidate and/or the detailed proposal of competence complements and the corresponding training actions and credit load that the candidate must take.

4. Formalize enrollment

In the event that the decision of the Admissions Commission is favorable, the student must formalize his/her enrollment by paying the registration fees and completing the self-enrollment (after being sent his/her username and password to perform this online process).

Access to the teaching exercise will be determined by the candidate's degree of origin (Degree / Bachelor / Diploma) and this will be regulated by the Ministry of Education of the Autonomous Community.