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Spain:Initial Education for Teachers Working in Early Childhood and School Education

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Spain:Political, Social and Economic Background and Trends

Spain:Historical Development

Spain:Main Executive and Legislative Bodies

Spain:Population: Demographic Situation, Languages and Religions

Spain:Political and Economic Situation

Spain:Organisation and Governance

Spain:Fundamental Principles and National Policies

Spain:Lifelong Learning Strategy

Spain:Organisation of the Education System and of its Structure

Spain:Organisation of Private Education

Spain:National Qualifications Framework

Spain:Administration and Governance at Central and/or Regional Level

Spain:Administration and Governance at Local and/or Institutional Level

Spain:Statistics on Organisation and Governance

Spain:Funding in Education

Spain:Early Childhood and School Education Funding

Spain:Higher Education Funding

Spain:Adult Education and Training Funding

Spain:Early Childhood Education and Care

Spain:Organisation of Early Childhood Education and Care

Spain:Teaching and Learning in Early Childhood Education and Care

Spain:Assessment in Early Childhood Education and Care

Spain:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Spain:Primary Education

Spain:Organisation of Primary Education

Spain:Teaching and Learning in Primary Education

Spain:Assessment in Primary Education

Spain:Organisational Variations and Alternative Structures in Primary Education

Spain:Secondary and Post-Secondary Non-Tertiary Education

Spain:Organisation of General Lower Secondary Education

Spain:Teaching and Learning in General Lower Secondary Education

Spain:Assessment in General Lower Secondary Education

Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles

Spain:Organisation of General Upper Secondary Education

Spain:Teaching and Learning in General Upper Secondary Education

Spain:Assessment in General Upper Secondary Education

Spain:Organisation of Vocational Upper Secondary Education

Spain:Teaching and Learning in Vocational Upper Secondary Education

Spain:Assessment in Vocational Upper Secondary Education

Spain:Post-Secondary Non-Tertiary Education

Spain:Higher Education

Spain:Types of Higher Education Institutions

Spain:First Cycle Programmes

Spain:Bachelor

Spain:Short-Cycle Higher Education

Spain:Second Cycle Programmes

Spain:Programmes outside the Bachelor and Master Structure

Spain:Third Cycle (PhD) Programmes

Spain:Adult Education and Training

Spain:Distribution of Responsibilities

Spain:Developments and Current Policy Priorities

Spain:Main Providers

Spain:Main Types of Provision

Spain:Validation of Non-formal and Informal Learning

Spain:Teachers and Education Staff

Spain:Initial Education for Teachers Working in Early Childhood and School Education

Spain:Conditions of Service for Teachers Working in Early Childhood and School Education

Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Spain:Initial Education for Academic Staff in Higher Education

Spain:Conditions of Service for Academic Staff Working in Higher Education

Spain:Continuing Professional Development for Academic Staff Working in Higher Education

Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training

Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Spain:Management and Other Education Staff

Spain:Management Staff for Early Childhood and School Education

Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Spain:Education Staff Responsible for Guidance in Early Childhood and School Education

Spain:Other Education Staff or Staff Working with Schools

Spain:Management Staff for Higher Education

Spain:Other Education Staff or Staff Working in Higher Education

Spain:Management Staff Working in Adult Education and Training

Spain:Other Education Staff or Staff Working in Adult Education and Training

Spain:Quality Assurance

Spain:Quality Assurance in Early Childhood and School Education

Spain:Quality Assurance in Higher Education

Spain:Quality Assurance in Adult Education and Training

Spain:Educational Support and Guidance

Spain:Special Education Needs Provision within Mainstream Education

Spain:Separate Special Education Needs Provision in Early Childhood and School Education

Spain:Support Measures for Learners in Early Childhood and School Education

Spain:Guidance and Counselling in Early Childhood and School Education

Spain:Support Measures for Learners in Higher Education

Spain:Guidance and Counselling in Higher Education

Spain:Support Measures for Learners in Adult Education and Training

Spain:Guidance and Counselling in a Lifelong Learning Approach

Spain:Mobility and Internationalisation

Spain:Mobility in Early Childhood and School Education

Spain:Mobility in Higher Education

Spain:Mobility in Adult Education and Training

Spain:Other Dimensions of Internationalisation in Early Childhood and School Education

Spain:Other Dimensions of Internationalisation in Higher Education

Spain:Other Dimensions of Internationalisation in Adult Education and Training

Spain:Bilateral Agreements and Worldwide Cooperation

Spain:Ongoing Reforms and Policy Developments

Spain:National Reforms in Early Childhood Education and Care

Spain:National Reforms in School Education

Spain:National Reforms in Vocational Education and Training and Adult Learning

Spain:National Reforms in Higher Education

Spain:National Reforms related to Transversal Skills and Employability

Spain:European Perspective

Spain:Legislation

Spain:Institutions

Spain:Bibliography

Spain:Glossary

In order to teach it is necessary to hold the relevant academic degrees and the pedagogical and didactic training, other former degrees equivalent for teaching purposes, or the authorisation of other degrees that could be established by the Government after consulting the Autonomous Communities.

The initial education required differs depending on the different education levels where teachers teach.

Institutions, level and models of training

EDUCATION

LEVELS

PROFESSIONAL FIGURES (PRE-PRIMARY EDUCATION)

SPECIALITIES (PRIMARY EDUCATION)

STUDIES (POST-COMPULSORY SECONDARY EDUCATION)

INITIAL EDUCATION
INSTITUTIONS EDUCATION MODEL LENGTH

PRE-PRIMARY EDUCATION

(0-6 years old)

School Teacher of Pre-Primary Education
University Bachelor in School Teacher of Pre-Primary Education
  • university schools for teachers education
  • education faculties
  • teacher education institutions attached to these faculties

Institutions can be public or private.

Concurrent (*)

4 academic years

240 ECTS (30-60 ECTS of the qualifying mention)

Advanced Technician of Pre-Primary Education (teaching in the first cycle: 0-3 years old)

Advanced Vocational Training
  • public or private institutions authorised by the education authority
  • national reference institutions in the jurisdiction of vocational training
  • integrated institutions of vocational training.

2 academic years (2000 hours)

120 ECTS

PRIMARY EDUCATION

(6-12 years old)

Music speciality University Bachelor in School Teacher of Primary Education
With qualifying mention in Music
  • university schools for teachers education
  • education faculties
  • teachers education institutions attached to these faculties


Institutions can be public or private.

4 academic year

240 ECTS (30-60 ECTS of the qualifying mention)

Physical Education speciality With qualifying mention in Physical Education
Foreign Language speciality (French, English, German) With qualifying mention in Foreign Language in the corresponding language and the accreditation of the B2 level of the Common European Framework of Reference for Languages (1)
Specialities related to attention to diversity of students during their learning process Speciality of Therapeutic Pedagogy (2) With qualifying mention in Therapeutic Pedagogy (3)
Speciality of Therapeutic Pedagogy (2) With qualifying mention in hearing and Speech

LOWER COMPULSORY SECONDARY EDUCATION

(12-16 years old) (4)


Corresponding university Bachelor and university master certifying the necessary pedagogic and didactic education (university master on Teachers Education of Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education)


Institutions can be public or private.

Consecutive (**)
Bachelor:

4 academic years

240 ECTS

Master:

1 academic year

60 ECTS (up to 120 ECTS as a maximum).

POST-COMPULSORY SECONDARY EDUCATION Bachillerato (4)
Vocational Training (4)
Specialised Education (Artistic Education, Language Education and Sport Education) (4)
The requirements of qualification in all of them are similar, in general terms, to those for Compulsory Secondary Education and Bachillerato teachers.

(*) it combines theoretical and practical education related to teaching with training and study of the subjects that he/she will teach
(**) first of all, they receive academic education on the specific themes of the chosen university degree and, after obtaining the degree, they acquire a pedagogic and didactic education, including practices. For more information, see Bachelor
(1) as an exception, those holding the initial education required for teaching in secondary education the subject of Foreign Languages can teach in this speciality and in the corresponding language, prior authorisation from the competent education authority
(2) these school teachers are a part of the educational and psychopedagogical guidance teams intervening in pre-primary and primary education, and of the departments for guidance in secondary education
(3) or those qualifying mentions related to the attention to students with special education needs
(4) as an exception teaching can be provided by:

  • in the subject 'Technologies' of compulsory secondary education: Technic Teachers of Vocational Training whose initial education is similar to the one required for teachers of this level
  • in the subject 'Technologies' of Bachillerato: Technic Teachers of Vocational Training whose initial education is similar to the one required for teachers of this level
  • in the vocational training cycles as specialist teachers: other professionals, not necessarily holding a degree, developing their activity in the working field
  • in Specialised Education: other professionals, not necessarily holding a degree, foreigners (Languages Education) or developing their activity in the labour area (Artistic Education and Sports Education).

Source: Drawn up by Eurydice Spain-REDIE (National Centre for Educational Innovation and Research (CNIIE, MECD) based on the current normative.

The institutions providing the certificates required as initial teacher training have a great degree of autonomy to organise the amount of time devoted to:

  • theoretical and practical training, within the limits set by the relevant education authorities
  • practical internships, although they have to meet the following requirements:
    • Pre-Primary Education Advanced Technician: the ‘Work Placement’ module, comprising 22 ECTS credits (220 hours). The number of credits each Autonomous Community establishes for this module varies
    • Bachelor in Pre-Primary and Primary Education School Teacher: the ‘Practicum’ module, comprising 50 ECTS credits. The number of ECTS credits each university establishes for the ‘Final Bachelor’s Project’ varies. This project must comprise a minimum of 6 credits a maximum of 12.5% of the total number of credits of the degree, since the project is included in this module
    • Bachelor’s degree: up to 25% of the total number of credits of each degree. The number of ECTS credits each university establishes for the ‘Practicum’ module and whether the ‘Final Bachelor’s Project’ is included in this module varies. If it is included, it comprises a minimum of 6 credits and a maximum of 12.5% of the total number of credits of the degree
    • Master’s degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training: the ‘Practicum’ module, comprising 16 ECTS credits. The number of ECTS credits each university establishes for the ‘Final Master’s Project’ varies. The project must comprise between 6 and 30 ECTS credits, since it is included in the module.

Admission requirements

Pre-primary and primary education

  • access to Bachelor in School Teacher of Pre-Primary and Primary Education: having obtained a final mark in the admission procedure established by each university equal to or greater than the minimum average grade needed for the relevant degree. For more information, see Bachelor
  • access to Pre-Primary Education Advanced Vocational Training Cycle: the access requirements are similar to those for accessing any kind of advanced vocational training cycle. For more information, see Short-Cycle Higher Education.

Secondary education

In order to teach, the following is required:

  1. A Bachelor's degree
  2. A Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training or equivalent degree for teaching purposes
  • access to Bachelor studies: having obtained a final mark in the admission procedure established by each university equal to or greater than the minimum average grade needed for the relevant degree. For more information, see Bachelor
  • access to the Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training: some specific requirements are established:
    • accreditation of mastering the competences concerning the targeted specialisation by taking a test designed by universities on this purpose, being exempted those holding some of the university degrees corresponding the chosen specialisation. Universities can establish a maximum number of accepted students to the different specialities of the Master
    • accreditation of mastering a foreign language equivalent to the level B1 of the Common European Framework of Reference for Languages
    • in those Autonomous Communities with a co-official language, the accreditation of mastering the co-official language and Castilian language is required as a general rule. 
  • access to pedagogic and didactic education equivalent to the Master's degree:
    • hold a degree of Vocational Training or Sports Education equivalent with teaching purposes and not to be able to access to the studies of the university Master on Teachers Education of Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education
    • accreditation of mastering a foreign language equivalent to the level B1 of the Common European Framework of Reference for Languages.

For more information, see Second Cycle Programmes

Curriculum, level of specialisation and learning outcomes

Ministry of Education, Culture and Sport: it sets the requirements for verifying the official university degrees of Bachelor and Master, enabling for teaching in non-university education, vocational training and specialised education (language, artistic and sports education).

Universities: they establish the study programmes autonomously, in line with the minimum requirements established in the State regulations, which are evaluated by the competent organisms. For more information, see Bachelor and Second Cycle Programmes, and Quality assurance in higher education.

Curriculum

Pre-primary and primary education

  • Bachelor in School Teacher of Pre-Primary Education and Bachelor in School Teacher of Primary Education

They include the following modules and contents established for the whole State, without prejudice of the universities' autonomy:

BASIC EDUCATION

Bachelor in School Teacher of PRE-PRIMARY EDUCATION

  • education processes, learning and personality development (0-6 years old)
  • learning difficulties and development disorders
  • society, family and school.
  • childhood, health and food
  • organisation of the school room, materials and teaching abilities
  • systematic observation and contexts analysis
  • pre-primary education school.

Bachelor in School Teacher of PRIMARY EDUCATION

  • learning and personality development
  • education processes and contexts
  • society, family and school.

DIDACTIC AND DISCIPLINARY EDUCATION

Bachelor in School Teacher of PRE-PRIMARY EDUCATION

  • learning of natural sciences, social sciences and mathematics
  • learning of languages and reading and writing literacy
  • music, plastic expression and body language.

Bachelor in School Teacher of PRIMARY EDUCATION

  • experimental sciences
  • social sciences.
  • mathematics
  • languages.
  • music, plastic and visual education
  • physical education.

PRACTICUM

Bachelor in School Teacher of PRE-PRIMARY EDUCATION

It includes stages in educational institutions and the preparation of the Bachelor project.

Bachelor in School Teacher of PRIMARY EDUCATION

QUALIFYING MENTION

Bachelor in School Teacher of PRE-PRIMARY EDUCATION

Education itinerary proposed by the university, to be taken by the Bachelor students to specialise.

In the case of the Bachelor in School Teacher of Primary Education, apart from the qualifying mentions referred to in the first table, universities can propose other ones enabling for carrying out activities as the school library, the Information and Communication Technologies (ICT) and adult education.

Bachelor in School Teacher of PRIMARY EDUCATION

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport) on the basis of State current regulations.

  • Pre-Primary Education Advanced Vocational Training

In the first cycle of pre-primary education (0-3 years old) those holding the Degree in Higher Technician in Pre-Primary Education can teach.

Training cycles are organised in modules and based on the core curricula established at State level as a reference, which must include, as a minimum, the following ones:

  • didactics of pre-primary education: 125 hours (14 ECTS)
  • personal autonomy and child education: 105 hours (12 ECTS)
  • child game and methodology: 105 hours (12 ECTS)
  • expression and communication: 100 hours (11 ECTS)
  • cognitive and motor development: 105 hours (12 ECTS)
  • social and emotional development: 75 hours (8 ECTS)
  • social abilities: 60 hours (6 ECTS)
  • intervention with families and attention to minors at social risk: 60 hours (6 ECTS)
  • project for attention to childhood: 25 hours (5 ECTS)
  • first aid: 35 hours (3 ECTS)
  • work training and guidance: 50 hours (5 ECTS)
  • enterprise and entrepreneurial initiative: 35 hours (4 ECTS)
  • training at workplaces: 220 hours (22 ECTS).

These studies are fully or partly provided, and some vocational modules are developed in different modalities: in person, at a distance or mixed. For more information, see Short-Cycle Higher Education.

Secondary education

In order to teach, it is necessary to hold:

  1. a Bachelor's degree, or equivalent degree for teaching purposes
  2. post-graduate pedagogical and didactic training, mainly acquired through the Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training, or equivalent degree for teaching purposes.

The following are exempt from holding this Master's degree:

  • professionals hired as specialist teachers for the studies of vocational training and artistic, language and sports education
  • those who have met, before October 1st 2009, some of the following requirements: 
    • the professional degree of Didactics Specialisation, the Certificate of Pedagogic Qualification or the Certificate of Pedagogical Competence (studies currently extinguished)
    • an official degree enabling for exercising as school teacher or a degree of Bachelor in Pedagogy or Psychopedagogy, as well as any other degree of Bachelor or degree equivalent to it, including pedagogical and didactic education (degrees to be extinguished)
    • those who prove having taken and passed 180 credits of the studies leading to the university degrees of Pedagogy and Psychopedgogy before the mentioned date
    • having taught during 12 months as a minimum in authorised public and private educational institutions, in compulsory secondary education or Bachillerato, vocational training or language education.

Those holding a certificate in Vocational Training or in Sports Education instead of a Bachelor degree, and wishing to teach at those levels can take a pedagogical and didactic training equivalent to the Master's degree for teaching purposes. They have this equivalent education recognised if they prove that:

  • before September 1st 2014, they have taught during two full academic years or two full cycles of Sports Education
  • or 12 months in continuous or discontinuous periods, in public or private authorised educational institutions, in the corresponding levels or studies.

The Master in its different specialisations or the equivalent pedagogic and didactic education must include, as a minimum, the following modules and contents set for the whole State, respecting universities' autonomy:


Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training

Pedagogical  and didactic training equivalent to the Master's degree for teaching purposes


All specialisations

Educational Guidance specialisation (*)

GENERAL MODULE

learning and personality development

education processes and contexts

society, family and education.

SPECIFIC MODULE

  • complements for disciplinary education
  • learning and teaching of the corresponding subjects
  • teaching innovation and introduction to the education research.
  • the fields of the educational guidance and the pedagogical counselling
  • the processes of the educational guidance and the pedagogical counselling
  • inclusive education and attention to diversity
  • the research and education innovation and the change management.
  • professional guidance
  • learning and teaching
  • inclusive education and attention to diversity
  • teaching innovation and introduction to the education research.

PRACTICUM

It includes stages in the corresponding specialisation:

  • in educational institutions: all Master's specialisations or equivalent pedagogical and didactic training
  • in sector teams external to the educational institutions or in bodies of educational guidance and psychopedagogical counselling in educational institutions: Educational Guidance specialisation
  • Master’s Project or Final Project: equivalent pedagogical and didactic training.

CREDITS LEFT UP TO THE FREE DISCRETION OF UNIVERSITIES

Credits at the free disposal of universities for them to be assigned in the different modules (general, specific or practicum) or in other ones created at universities' discretion.


(*) to be studied mainly for those teachers who will work as guidance staff at schools or in sector teams external to the educational institutions.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport) on the basis of State current regulations.

NUMBER OF ECTS CREDITS INCLUDED IN THE DIFFERENT QUALIFICATIONS AUTHORISED TO TEACH IN NON-UNIVERSITY EDUCATION


Basic education (*)

General module (**)

Didactic and disciplinary education (*)

Specific module (**)

Qualifying mention (*)

Credits left up to the free discretion of universities (**)

Practicum

Higher Technician in PRE-PRIMARY EDUCATION

120 ECTS

Bachelor in School Teacher of PRE-PRIMARY EDUCATION

100 ECTS

60 ECTS

30-60 ECTS

50 ECTS

Bachelor in School Teacher of PRIMARY EDUCATION

60 ECTS

100 ECTS

Pedagogical  and didactic training equivalent to the Master's degree for teaching purposes
10-16 ECTS
15-22 ECTS
------
15-22 ECTS

Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training

All specialisations

12 ECTS

24 ECTS

8 ECTS

16 ECTS

Educational Guidance specialisation (***)

(*) modules of the Bachelor in School Teacher of Pre-Primary and Primary Education

(**) modules of the Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training or the equivalent pedagogical and didactic training

(***) if the acquisition of the competences established in the Master's degree is proved, it is recognised as equivalent for teaching purposes.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport) on the basis of State current regulations.

The studies of the university Master and of the pedagogic and didactic education equivalent to the Master must be in-person at least in the 80% of credits, being the Practicum necessarily included.

The universities designing, programming and developing their distance studies must guarantee the in-person nature of the Practicum. The teaching modalities and the specialised nature of the pedagogic and didactic education equivalent to the Master are similar to those of the actual Master.

Level of specialisation

The specialisation obtained on completion of university education enabling to teach depends on the specific studies taken:

  • General training: it provides teaching competences in every knowledge area of the educational level
  • Specialised training: it provides teaching competences in curricular aspects concerning the teaching specialisation studied.
Higher Technician in Pre-Primary Education
Bachelor in School Teacher
Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training
Pedagogical and didactic training equivalent to the Master's degree for teaching purposes
Pre-Primary Education
Primary Education
All specialisations
Educational Guidance specialisations
 GENERAL TRAINING
SPECIALISED TRAINING

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport) on the basis of State current regulations.

Learning outcomes

On completion of the different qualifications required to teach, the following competences will be acquired:

Pre-Primary Education Advanced Technician

  • programme the intervention in education and social attention to childhood from the guidelines of the institution programme and the individual, group and context characteristics
  • organise the resources for developing the activity satisfying the children's needs and characteristics
  • develop the programmed activities, employing the appropriate resources and methodological strategies and creating a climate of confidence
  • design and apply action strategies with the families, within the framework of the institution purposes and procedures, in order to improve the intervention process
  • satisfy the children's needs, as well as the families' needs requiring the participation of other professionals or services, using the appropriate resources and procedures
  • cope with uncertainties regarding people, resources or environment, transmitting security and confidence and applying, if appropriate, the protocols for implementation established
  • evaluate the intervention process and the results achieved, preparing and managing the documentation associated to the process and informing with the goal of improving the quality of the service
  • keep the scientific and technical knowledge regarding their professional activity updated, using the existing resources for lifelong learning
  • act autonomously and with initiative for designing and carrying out activities, respecting the pedagogic and acting guidelines of the institution where they work
  • keep fluent relations with the children and their families, members of the group where they are a part of and other professionals, showing social abilities, ability to manage cultural diversity and providing solutions to the conflicts that may occur
  • create safe environments, respecting the regulations and security protocols in the activities planning and development
  • exercise their rights and to comply with their obligations under the labour relations, according to the provisions of the regulations in force
  • manage their professional career, analysing work opportunities, self-employment and learning
  • create and manage a small enterprise, carrying out a products feasibility study, planning the production and marketing
  • actively participate in the economic, social and cultural life, with a critical and responsible attitude.

Bachelor in Pre-Primary Education School Teacher

  • know the goals, curricular contents and evaluation criteria of pre-primary education
  • promote and make easier those studies in the early childhood, from a globalising and inclusive perspective for the different dimensions: cognitive, emotional, psychomotor and volitive
  • design and regulate learning rooms in diversity contexts attending the singular education needs of students, gender equality, equity and respect to human rights
  • promote coexistence in and out the classroom and to deal with the peaceful settlement of conflicts. To be able to observe systematically learning and coexistence contexts and to be able to reflect on them
  • reflect in group on the acceptance of rules and respect to others. Promote student's autonomy and singularity as factors for educating emotions, feelings and values in early childhood
  • know the language evolution during the early childhood, to be able to identify possible dysfunction and ensure the right evolution. To efficiently deal with situations for learning languages in multicultural and multilingual contexts. Express by oral and written and master the use of different expression techniques
  • know the educational implications of Communication and Information Technologies and, mainly, of television in the early childhood
  • know foundations of child nutrition and hygiene. Know foundations of early attention and the basis and developments allowing a better knowledge of the psychological, learning and personality-building processes during the early childhood
  • know the organisation of pre-primary schools and the diversity of actions in their working. To assume that the exercise of the teaching function must be lifelong perfected and adapted to scientific, pedagogic and social changes
  • act as a counsellor for parents regarding family education between 0-6 years old and to master social abilities in the treatment and relationship with the family of each student and with all the families
  • reflect on the practices at class for innovating and improving the teaching work. Acquire habits and skills for the autonomous and cooperative learning and promote it among students
  • understand the function, possibilities and limits of education in the current society and the key competences that affect pre-primary education schools and their professionals. Know models for improving quality, to be applied to the educational institutions
  • master Castilian language equivalent to level C1 (in those Autonomous Communities with a co-official language, the co-official language equivalent to the level C1) apart from a foreign language equivalent to the level B1 of the Common European Framework of Reference for Languages.

Bachelor in Primary Education School Teacher

  • know the curricular areas of primary education, the transversal relation between them, the evaluation criteria and the set of didactic knowledge around the respective teaching and learning procedures
  • design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals of the school
  • efficiently deal with situations for learning languages in multicultural and multilingual contexts. Promote reading and the critical textual analysis on the different scientific and cultural topics in the school curriculum
  • design and regulate learning spaces in diversity contexts attending to gender equality, equity and respect to human rights composing the values of citizenship education
  • promote coexistence in and out the classroom and to deal with discipline problems and contribute to the peaceful settlement of conflicts. Stimulate and value effort, perseverance and personal discipline among students
  • know the organisation of primary schools and the diversity of actions in their working. Carry out tutorship and guidance functions with students and their families, attending to the specific education needs of students. Assume that the exercise of the teaching function must be perfected and adapted to lifelong scientific, pedagogic and social changes
  • collaborate with the different sectors of the education community and of the social environment. Assume the educational dimension of the teaching function and to promote the democratic education for an active citizenship
  • keep a critical and autonomous relationship towards knowledge, values and social public and private institutions
  • value the individual and group responsibility for attaining a sustainable future
  • reflect on the practices at class for innovating and improving the teaching work. Acquire habits and skills for the autonomous and cooperative learning and promote it among students
  • know and apply the Information and Communication Technologies at class. Selectively discern the audiovisual information contributing to learning, citizen education and cultural richness
  • understand the function, possibilities and limits of education in the current society and the key competences that affect primary education schools and their professionals. Know models for improving quality, to be applied to the educational institutions
  • master Castilian language equivalent to level C1 (in those Autonomous Communities with a co-official language, and the co-official language equivalent to the level C1) apart from a foreign language equivalent to the level B1 of the Common European Framework of Reference for Languages.

Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training

All specialisations

  • know the curricular contents of the subjects concerning the corresponding teaching specialisation, as well as the set of didactic knowledge around the respective teaching and learning processes. The knowledge of the respective professions will be included in the vocational training
  • plan, develop and evaluate the process of teaching and learning, enhancing education processes facilitating the acquisition of the competences of the respective studies, taking into account the level and the previous education of the students, as well as their guidance, both individually and in collaboration with other teachers and professionals of the school
  • search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia), convert it into knowledge and apply it in the teaching and learning processes of the subjects of the specialisation studied
  • specify the curriculum to be implemented in an educational institution, taking part in the group planning of it; to develop and apply teaching methodologies both group and personalised, adapted to students diversity
  • design and develop learning rooms, paying special attention to equity, emotion and values-based education, equal rights and opportunities for men and women, citizenship education and human rights respect, which will make easier social life, the decision-making and the construction of a sustainable future
  • acquire strategies for encouraging the students' effort and to promote their ability for learning on their own and with others, and to develop thinking and decision abilities facilitating their personal autonomy, confidence and initiative
  • know the interaction and communication processes at class, to master social skills and abilities necessary for enhancing learning and coexistence at class, and to deal with discipline problems and conflicts resolution
  • design and carry out formal and not-formal activities contributing to convert the school in a participation and culture place where it is placed; to develop the students' tutorship and guidance duties in a collaborative and coordinated way; to participate in the evaluation, research and innovation of teaching and learning processes
  • know the rules and institutional organization of the education system and models for improving the quality applying them to the educational institutions
  • know and analyse the historical features of teaching, the current situation, perspectives and interconnection with the social reality of every time
  • report and advice families about the learning and teaching process and about the personal, academic and professional guidance of their children.

Educational Guidance specialisation

In the case of this specialisation, the following additional competences are established:

  • know the psychopedagogical characteristics of the students so as to be able to assess them and issue the reports required
  • know the attention to diversity measures than can be adopted for the necessary counselling
  • analyse the organisation and running of the educational institution in order to coordinate the guidance, personal, academic and professional of the students in collaboration with the members of the school community
  • develop the abilities and techniques necessary for properly advising families on their children's development and learning process
  • identify the public services and community entities which the educational institution can collaborate with, and to promote and plan, in collaboration with the leadership team, the necessary actions for a better attention to students.

Pedagogical and didactic training equivalent to the Master's degree for teaching purposes

At the end of their education, students will have reached competences similar to those achieved by the students of the said Master's degree in any specialisation with the exception of Educational Guidance.

Teacher educators

Teachers providing the initial education of the future teachers of non-university education

Their initial education is the same than for the rest of teachers of other university studies.

They are not required to take a previous specific pedagogical and didactic training.

For more information, see Initial Education for Academic Staff in Higher Education.

Teachers providing the initial education of the future Pre-Primary Education Advanced Technicians 

They belong to the Body of Teachers of Secondary Education or to the Body of Technic Teachers of Vocational Training, depending on the module.

Their initial education is the one required for accessing the said teaching bodies. For more information, see Conditions of Service for Teachers Working in Early Childhood and School Education.

As an exception, specialist teachers who are currently working can teach in this level, but it is not necessary for them to hold a degree. At the beginning of every designation, they have to prove:

  • a professional experience recognised in the corresponding area of work, duly updated
  • at least two years of professional exercise in the four years immediately prior to have been named.

All the teachers of this training cycle of Pre-Primary Education are required to reach a level of English corresponding to the B2 of the Common European Framework of Reference for Languages. If they do not have the said level, these teachers will share a part of their teaching hours with a teacher of the English speciality. 

Qualifications, evaluation and certificates

Assessment in the initial education of the future teachers of non-university education

It is the responsibility of each university department and their teachers.

The following must be positively assessed in order to obtain the corresponding degree:

  • every subject and of the Practicum in the Bachelor studies in School Teacher of Pre-Primary and Primary Education, of the university Master on Teachers Education of Lower Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education
  • the pedagogic and didactic education equivalent to the said university Master
  • the Master's thesis or studies project at the end of education.

Assessment in the initial education of the future Pre-Primary Education Advanced Technicians

It is the responsibility of every didactic department and the teachers in the Secondary Education institution. The following must be positively assessed in order to obtain the corresponding degree:

  • all the subjects
  • the stages included in the study programme established by every Autonomous Community makes possible the obtaining of the corresponding degree.

Issuing of official certificates

They are issued on completion of the relevant studies:

Studies
Certificate obtained
Non-university advanced vocational training in pre-primary education
Pre-Primary Education Advanced Technician
University studies
Pre-primary education teacher training
Bachelor in Pre-Primary Education School Teacher, with the corresponding specialisation
Primary education teacher training
Bachelor in Primary Education School Teacher, with the corresponding specialisation
Masters’s degree on compulsory secondary education and Bachillerato, vocational training and language education teacher training
Master's degree on Compulsory Secondary Education and Bachillerato, Vocational Training and Language Education Teacher Training, with the corresponding specialisation
Pedagogical and didactic training equivalent to the Master’s degree for teaching purposes
Official certificate proving that this pedagogical and didactic training has been completed

Alternative training pathways

It is not possible to teach in pre-primary, primary or secondary education without having completed the studies described in this article and without having obtained the relevant qualifications.