Degrees
Bachelor's Degree in Primary Education

Study plan Bachelor's Degree in Primary Education

Basic skills

  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethic relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.

Specific skills

  • Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Effectively address language learning situations in multicultural and multilingual contexts.
  • Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Foster coexistence in and outside of the classroom, resolve problems with discipline and bring about peaceful resolution of conflicts.
  • Stimulate and value effort, constancy and personal discipline in pupils.
  • Know how primary schools are organised and about the diversity of actions involved in running them.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils’ own needs. Understand that a teacher’s functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Collaborate in the different sectors of the educational community and of the social setting.
  • Assume the educating dimension of the teacher’s role and foster democratic education for an active population.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Appreciate individual and collective responsibility in the achievement of a sustainable future.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Know and apply information and communication technologies to classrooms.
  • Selectively distinguish audiovisual information that contributes to learning, public training and cultural richness.
  • Understanding the function, possibilities and limits of education in today's society and the fundamental skills affecting primary schools and their professionals
  • Understand models of quality improvement with application to schools.

Transversal skills

  • Manage information in relation to the professional field for decision making and the preparation of reports.
  • Critically analyse personal work and use resources for professional development.
  • Work in teams and with teams (in the same field or interdisciplinary).
  • Adopt an ethical attitude and behaviour and act in accordance with the deontological principles of the profession.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.
  • Take part and be implicated in the acts, meetings and events at the institution to which one belongs.
  • Analyse and recognise one’s own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
  • Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.