Master's Degree in Continuing Education in University Teaching

Frequently Asked Questions

1. What does the master's program offer and why should I pursue it?

The Master's Degree in Continuing Education in University Teaching (MFPDU) It is designed so that the teaching staff of the University of La Laguna can integrate, recognize and project their accumulated teacher training in a top-level academic degree within continuing education.

to) What the master's program offers you:

Academic recognition from the training previously carried out in different diplomas and courses of the ULL.
Advanced specialization in key competencies for university teaching: methodological innovation, evaluation, tutoring, inclusion, digital competencies, quality and educational innovation.
Personalized academic support through the Final Degree Project (TFT).
Professional projection by consolidating an updated, innovative teaching profile aligned with the challenges of current higher education.

b) Your goal in taking this course may be, among others:

To give coherence and global meaning to your previous training in university teaching.
Reflect critically on your experience teacher and design a continuous improvement plan that allows you to demonstrate the improvement of your results, as well as those of the degrees/centers in which you teach.
To respond to the requirement of the LOSU to guarantee the initial and permanent training of university teaching staff.
Complete merits linked to the DOCENTIA ULL program.
Contribute to the ULL's commitment to the promotion of academic excellence and teaching quality, ensuring the qualification, training and competence of its teaching staff.

In this sense, the TFT is not a final exam or an additional merit, but a process of synthesis and personal reflection which allows you to link your educational path with your future professional development as a university teacher

A. CURRICULUM AND MODALITY

2. How are the master's degree credits distributed?

The master's program has a total workload of 60 ECTS credits, structured in a modular and cumulative way based on the prior training carried out by the teaching staff:

Diploma of Expert in Training for University Teaching (FDU-ULL) – 18 ECTS credits, or University Expert in University Teaching (EDU-ULL) – 9 ECTS credits.
Certificate of Specific Training in Digital Competencies for University Teaching – 15 ETCS, or Expert Diploma in Digital Competencies for Teaching (FCD-ULL) – 15 ECTS.
Additional training activities in university teaching (ULL or other accredited institutions) – between 9 and 18 ECTS, depending on the previous diploma held.
Final Degree Project (TFT) – 6 ECTS.

This design allows for the recognition of the teacher training accumulated by the teaching staff in different formats and stages, in order to integrate it into a single and coherent itinerary of specialization in university teaching.

3. What does the teaching of the master's program consist of?

The master's program consists of a single subject: he Final Degree Project (TFT).

This work is not conceived as an isolated final submission, but as a academic support process throughout the course. To this end, students have access to a system of tutoring and advising sessions that can be conducted in person or virtually, guiding the process to ensure:

The integration and synthesis of the previous training undertaken in the diplomas and recognized activities.
Critical and personal reflection on university teaching practice.
Designing a future professional development plan as a university teacher.

Thus, the master's program focuses on a single training pathway that culminates in the final project, conceived as an experience of reflection, application and professional projection. CE1. Design didactic proposals adapted to the context, the students and the disciplinary field, and develop them in the teaching programs.
CE5. Develop critical thinking about the advantages and disadvantages of traditional teaching methods and modern learning methods, taking into account the emergence of artificial intelligence.
CE9. Discuss the role of the university teacher and their functions.
CE13. Critically analyze the possibilities of the educational context to address diversity and promote inclusion in the university setting.
CE16. Develop a systematic understanding of the importance of teaching and educational innovation, its implications and associated challenges.
CE17. Recognize the quality assurance framework in the European Higher Education Area, including the evaluation processes, as well as the related documentation and the role of subjects and their outcomes in the teaching-learning process.
CE22. Assume individual and collective responsibility in achieving a sustainable future.
CE27. Apply the knowledge, skills and abilities acquired in the subjects in teaching practice.

B. EVALUATION AND GRADUATION

4. How is the master's program evaluated?

The assessment focuses on the Final Degree Project (TFT), which is the key moment of the master's program. This project is not a mere formality, but a process of critical reflection and final synthesis in which each participant:

Conduct an analysis and reflection on your professional development project.
Receive evaluation and support from an academic tutor.

In this way, the TFT becomes an integrative experience that allows teachers to analyze, assess and project their teaching development based on the skills acquired in the different diplomas and training activities, and in their practical application.

5. What qualification is obtained?

Upon successful completion of the program, the teaching staff receives the Master in Continuing Education in University Teaching (MFPDU); a degree awarded by the University of La Laguna.

This master's degree certifies advanced, continuous and specialized training in university teaching, adding value both professionally (improving teaching practice, educational innovation, use of active and digital methodologies) and institutionally (contributing to excellence and quality of teaching at the ULL). CE1. Design didactic proposals adapted to the context, the students and the disciplinary field, and develop them in teaching programs.
CE5. Develop critical thinking about the advantages and disadvantages of traditional teaching methods and modern learning methods, taking into account the emergence of artificial intelligence.
CE9. Discuss the role of the university teacher and their functions.
CE13. Critically analyze the possibilities of the educational context to address diversity and promote inclusion in the university setting.
CE16. Develop a systematic understanding of the importance of teaching and educational innovation, its implications and associated challenges.
CE17. Recognize the quality assurance framework in the European Higher Education Area, including the evaluation processes, as well as the related documentation and the role of subjects and their outcomes in the teaching-learning process.
CE22. Assume individual and collective responsibility in achieving a sustainable future.
CE27. Apply the knowledge, skills and abilities acquired in the subjects in teaching practice.

C. ADMISSION AND REQUIREMENTS

6. Who can access the master's program?

Only active faculty members of the University of La Laguna (ULL).

7. What qualifications should I have previously completed?

Diploma of Expert in Training for University Teaching (FDU-ULL) or, failing that, the University Expert in University Teaching (EDU-ULL).
Certificate of Specific Training in Digital Competencies for University Teaching or, failing that, the Expert Diploma in Digital Competencies for Teaching (FCD-ULL).

8. Is additional training required?

Yes. Once the required diplomas have been obtained, it will be necessary to provide proof 9 ECTS credits in the case of having completed the EDU-ULL, either 18 ECTS credits if you have the FDU-ULL. These credits must come from training activities in university teaching that meet the recognition criteria established for this master's degree.

D. RECOGNITION OF CREDITS

9. Which credits are automatically recognized?

FDU-ULL (T340) – 21 ECTS or EDU-ULL (T321) – 30 ECTS.
CFECD-ULL (T402) – 15 ECTS or FCD-ULL (T338) – 15 ECTS

10. What other courses can be recognized?

Courses will be accepted in:

Training Plan for Teaching and Research Staff at the ULL.
Prestigious institutions accredited in university teaching (e.g., ANECA, CRUE, INTEF).
Other national and international universities linked to university teaching and that meet the criteria for content, evaluation and documentation.

11. Which courses are not recognized?

Generic non-university training.
Courses not related to higher education.
Courses that do not correspond to the established period.

12. What content should the recognized courses have?

The course must be linked to one of the following areas:

Curriculum design and teaching planning.
Innovation and active methodologies.
Assessment of learning in higher education.
Digital teaching skills (level B or higher).
Inclusive education and attention to diversity.
Tutoring, mentoring and support for students.
Equality, sustainability and ethics in university teaching.
University quality.
Artificial Intelligence applied to teaching (mandatory).

13. From what date do the courses begin to be counted?

Only courses are recognized carried out after obtaining the first diploma of Expert (EDU-ULL/FDU-ULL or CFECD-ULL/FCD-ULL). In other words, training prior to that point is not counted, except for courses from Training Plan for Teaching and Research Staff of the ULL.

14. What conditions must courses meet for recognition?

Include learning assessment (work, questionnaire, portfolio, etc.).
Be qualified (A certificate of attendance is not enough; it must also include a certificate of achievement).
To have been done after obtaining the first expert diploma (FDU-ULL/EDU-ULL or FCD-ULL).

Some assumptions:

Validity of the courses of Training Plan for Teaching and Research Staff of the ULL No rating (note). In the case of courses within the ULL teacher training program that do not have a grade, the Committee will, on its own initiative, request an additional report from the course coordinator or the Faculty Development Service certifying the evaluation. With this report, the Academic Committee can validate the equivalency and comply with the provisions of the academic record. Therefore, it is not necessary for the interested party to gather this information.
Validity of AI courses for education from the Mapfre Canarias Foundation Chair of Technology and Education at the ULL (TECNOEDU) No rating (note). As in the previous case, since it is an institutional Chair of the ULL, the Academic Commission will request a report from the Chair Director to report on the evaluation of the courses, and will thus comply with what is established in the academic report.
Validity of others Courses developed in the ULL space with evaluation, but whose certificate does not reflect a grade. As in previous cases, when it comes to training activities offered/carried out from a ULL space lThe Master's Academic Committee will request an additional report signed by the course coordinator or director indicating:
- that there was an evaluation,
- that the participating person met the established criteria,
- and that is equivalent to a "PASS" grade.
Validity of courses completed outside the ULL space, without evaluation and grading. The interested party must request the report from the course coordinator, which must indicate that an evaluation took place, that the participant met the established criteria, and that this equates to a "PASS" grade. In this case, the documentation must be attached to the request.
Validity of professional experience. The professional experience is not recognized because it does not meet the criteria of the report.
Validity of the Certificate of Pedagogical Aptitude (CAP) or the Pedagogical Qualification Course (CCP). Qualifications such as CAP, CCP, official Master's degrees in Education or Professional Certificates in Teaching for Employment are not recognized because:
- Different purpose, These are courses designed for the training of secondary school or vocational education teachers, not for university teaching.
- Quality and homogeneity criteriaThese training programs do not take into account the reality of university teaching or skills such as innovation in higher education, AI applied to university teaching, or classroom management in the university context.
- Institutional objective: They do not meet the institutional objective of ensuring quality and academic coherence through specific training that is aligned with the objectives, skills, and content of the master's program.

Therefore, only the indicated diplomas and accredited courses that meet the above criteria and that are subsequent to the first Expert are taken into account.

15. How many credits is a training course worth?

The equivalency depends on the course's workload in hours. Each course must specify its duration, and ECTS credits are converted according to the academic committee's criteria.