Admission and exit profile

Recommended access profile

For the proposed Bachelor's Degree in Teaching, no specific prior training is required beyond that established in Article 14.1 of Royal Decree 1393/2007. However, it is recommended that students have a scientific-social background; that is, preferably a background in social sciences, in addition to knowledge of the humanities, arts, sciences in general, and health. Furthermore, it is recommended that students entering the Bachelor's Degree in Teaching possess a level of English proficiency equivalent to that required for the University Entrance Exams.

On the other hand, it would be desirable for future students of the Degree in Pedagogy 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.

Professional profile

Once the functions that the pedagogue could perform have been identified and an analysis of different proposals has been made, both from previous qualifications (Teaching Degree of 79 (BOE, July 7, 1979; Teaching Degree of 92; Teaching Degrees of 94 and 99), as well as from organizations (ANECA ¹, 2003; White Papers on Pedagogy, 2003; Standing Committee of the Conference of Deans of Education (2006); Report of the social stakeholders of the Technical Committee of the Degree in Pedagogy (2008), we have established the following professional profile:

• A pedagogue is a professional who has expert knowledge of education.
• A pedagogue is a professional who understands and contextualizes current educational and training systems within the international context, especially in the countries and initiatives of the European Union.
• The pedagogue is a professional who knows the fundamentals of educational research.
• The pedagogue is a professional capable of performing the guidance function, which involves both educational and professional guidance, as well as working with families.

The pedagogue is a professional capable of addressing diversity and special educational needs:

• Cooperate with educational communities so that, through the center's Educational and Curricular Project, organizational and curricular strategies are established to address diversity and special educational needs.
• Make the relevant diagnoses
• Develops action plans based on diagnoses
• Advises and/or develops plans
• Evaluate the plans

The pedagogue is a professional capable of performing advisory functions:

• Advice for trainers and teachers.
• Advice to educational support agents.
• Organizational and curricular advice to centers

The pedagogue is an agent of social change

Promoting social groups through educational strategies that help individuals understand their social, political, economic, and cultural environment and integrate appropriately. This involves:

• Develop activities with educational, cultural, and recreational purposes...
• Promote the search for information and understanding in and of the social environment.
• Encourage the participation of groups and individuals.
• Promote sociocultural, socio-laboral, institutional and community development.
• Contribute to the creation and consolidation of the social and associative fabric.
• Promote relationships within and outside the educational community,
• Promote educational and training cooperation networks

The pedagogue is an agent of educational change

It energizes internal processes of organizational and curricular change in schools. It diagnoses and promotes pedagogical and didactic renewal policies in the social sphere, with a special focus on project dissemination and implementation and on generating change processes.

The pedagogue is an agent capable of exercising educational leadership. Leadership and pedagogical support for curricular and educational development in schools.

The pedagogue is a professional capable of responding to educational challenges, especially, due to their current relevance, to:

• Transversality (In particular: Health education; Education in human rights and children's rights; Development education; Environmental education; Affective-sexual education).
• Identify discrimination of all kinds (due to gender, social class, ethnicity, religion, etc.) and promote actions to prevent it and facilitate equal opportunities.
• Intercultural education (Intercultural educators and mediators).
• School coexistence (mediation in school conflicts).

A pedagogue is a professional capable of addressing the educational challenges posed by Information and Communication Technologies.

The pedagogue is a professional capable of addressing training processes:

• Identify training needs.
• Develop training plans.
• Develop training plans.
• Evaluate training plans.

A teacher is a professional capable of intervening with minors in risky situations in the school environment, through legal measures, etc.

A pedagogue is a professional capable of addressing problems related to education and development cooperation.

A pedagogue is a professional capable of addressing adult education and lifelong learning.

The pedagogue is a professional committed to a code of ethics.

This approach implies the existence of a set of master's degrees within a POP in Education that offer specialized training to those who have completed the Degree in Pedagogy and to practicing professionals who need it.

Professional contexts

The second parameter we proposed for defining the professional profile of educators is work contexts. In this regard, there seems to be much more consensus today, and three are identified:

• Lifelong learning
• Virtual training environments
• Educational and training services and organizations (formal and non-formal)

It is true that we have identified functions that can only be performed in formal educational organizations, but most can also be performed in other contexts.

Therefore, the professional profile we are discussing would emerge from the intersection of the set of functions and contexts.

In this section, we could also discuss areas of professional practice to better clarify the professional profile. Thus, we believe that educators should be able to approach their professional work in five broad areas:

• Direct educational and/or training work on subjects: children, young people or adults.
• Action on the social and cultural environment: planning and development of educational, cultural, leisure, training, etc. initiatives in various contexts.
• Working with families and communities on issues related to education, training, and development.
• Acting in educational or training institutions or agencies and in those that do not have this objective but carry out training within their institutions (companies, public institutions, etc.).
• Participate in the professional development (continuing education, updating, etc.) of professionals who, from various fields and with different levels of training, are dedicated to training (teachers, trainers, educators).

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¹ Comparative analysis of non-teaching education studies in Europe, ANECA, 2003.