Admission and exit profile

Admission profile

It would be desirable for future students of the Primary Education Teacher Degree to have the following personal and academic characteristics:

• Interest in education in general
• Broad and precise vocabulary, ease of expression and good comprehension
• Ease of social relationships
• Intuition and observation skills
• Sense of responsibility and interest in educational work
• Ability to analyze and understand the behavior of others
• Capacity for abstraction and understanding
• Interest and concern for social, artistic and cultural issues
• Consistency, discipline and responsibility at work
• Ability to work in a team
• Good predisposition for creativity
• Verbal fluency, communication and relationship skills
• Basic knowledge of English equivalent to level B1 of the Common European Framework of Reference for Languages.

No special entrance and admission tests are contemplated.

Graduation profile

The training profile of future teachers is based on three basic dimensions: providing broad scientific and cultural knowledge; didactic and disciplinary training; and vocational training.

Scientific and cultural training describes the body of knowledge and understanding related to the psycho-evolutionary, social, cultural, and pedagogical foundations of the curriculum. It also addresses cross-curricular knowledge that allows students to understand the sociocultural context in which they will develop their educational work.

Didactic-disciplinary training refers to knowledge of the curriculum, the goals of education, and the students (developmental aspects of learning). In this sense, the principles that initial training should address are: knowledge of the basic objectives of schooling in Primary Education; the acquisition of knowledge related to the structure and sequencing of the curriculum; knowledge of the means and resources for teaching it; as well as knowledge of the principles of globalization and interdisciplinarity of curriculum content. In short, it requires knowledge and understanding of learning in all its dimensions and characteristics, enabling the student to adapt his or her teaching to the needs of his or her students.

Professional training must address the programming and development of curriculum content and knowledge of school management mechanisms. Educational training will focus on the development of personal and social values, integrated into curricular learning and reinforced through mentoring (parenting, interculturality, gender integration, conflict resolution, etc.). In addition, the development of practical thinking or the ability to reflect on action and mastery of teaching skills will be promoted.

Students of the teaching degree will be provided with learning in accordance with a conception of teaching understood as a profession characterized by:

1. The planning or development of structures to achieve goal-directed action.
2. Action as the adapted and reflective implementation of the curriculum.
3. Reflection is the component that unites thought and action.
4. Innovation as a consequence of reflection on action

All of this is from the perspective of the teacher as a researcher of their practice, creative, capable of analyzing and contrasting ideas, planning and making appropriate decisions for the development of curricular innovations committed to social reality, progress, and social well-being.