Curriculum

Topics are divided into subjects, which in turn are organized into modules.

Modules II to VI are specific modules focused on the teaching specialties that students can choose from based on their prior studies.

Throughout those modules, the aim is to analyze the educational value of these disciplines while introducing resources and techniques for learning and teaching the disciplines, managing resources and information technologies, and acquiring the skills needed to carry out curriculum planning.

  • Module I: General and Educational Aspects

    Module I is online, common and required for all students. It seeks to introduce students to topics in psychology and personality development in adolescence, educational processes and contexts, and the socio-familiar educational context.

    An elective subject, Curriculum Development and Instruction, is optionally taught in English to foster students' training in this language. 

    Furthermore, students study the evolution of the educational model up to the present, are introduced to issues related to student mentoring, with an emphasis on the importance of the role of the family and society in the area of education, and reflect on ethical codes and their value in training teachers.

  • Module II: Human and Social Sciences

    This module focuses on the two teaching specialties that students can choose from, depending on their prior studies. They can choose to specialize in Geography and History on the one hand, or Philosophy on the other.

    In both cases, the aim is to analyze the educational value of these disciplines while introducing resources and techniques for learning and teaching the disciplines, managing resources and information technologies, and acquiring the skills needed to carry out curriculum planning.

  • Module III: Languages and Literature

    Module III focuses on the teaching specialties of Spanish Language and Literature, Latin, and Greek. As in the previous case, the aim is to deepen students' knowledge of the educational value of the disciplines and train students to use methods to teach them, manage information and communication technologies, and acquire the skills needed to carry out curriculum planning.

  • Module IV: Mathematics and Experimental Sciences and Nature

    As with the previous modules, Module IV focuses on the didactic aspects of three of the secondary-level teaching specialties (Mathematics, Physics and Chemistry, Biology and Geology).

    In addition to analyzing the educational value of the disciplines, this module has the aim of deepening students' understanding of resources and techniques for learning and teaching, especially in laboratory work experience, knowledge of curricula, managing resources and information technologies, and of helping students acquire the skills needed to carry out curriculum planning. Furthermore, students are introduced to the identification of problems related to teaching-learning.

  • Module V: Language Teaching

    Taught in Spanish and English, this module gives students the applied linguistics knowledge that language teachers need, knowledge of the history and developments of language teaching, within the guidelines of the Common European Framework of Reference for Languages, with special attention given to analyzing teaching practice and research in the classroom.

  • Module VI: Student Mentoring

    Module VI, which is aimed primarily at teachers, psychologists and graduates in education studies (childhood and primary education), seeks to teach students about processes and resources for preventing learning problems, behavioral problems, assessment problems and problems related to student mentoring and career guidance. Students are introduced to communication techniques in mentoring processes.

  • Module VII: Practicum

    Module VII, which is common and required for all students, is of special importance because it not only allows students to demonstrate their acquired competences on the job, but also puts master's degree students in contact with the reality of the educational system and gives them firsthand experience with different aspects of secondary education that will be vital for their subsequent career development.

    The Practicum is carried out through a partnership agreement with the Department of Education of the Regional Government of Navarre and is open to signing agreements with other regional education departments.

  • Internship

    All students are required to complete an Internship as part of Module VII (Practicum). Internships are worth a total of 12 ECTS credits.

    An internship is of special importance because it not only allows students to demonstrate their acquired competences on the job, but also puts master's students in contact with the reality of the educational system and gives them firsthand experience with different aspects of secondary education that will be vital for their subsequent career development.

    The Practicum is carried out through a partnership agreement with the Department of Education of the Regional Government of Navarre and is open to signing agreements with other regional education departments.

  • Master's Thesis Project

    The Master's Thesis Project is worth 6 ECTS credits and consists of a research project that reflects some of the competences acquired during the master's degree program. Students must demonstrate their learning and their reflection on the learning process.

    Specifically, the Master's Thesis Projects must reflect the following competences:

    1. Gain experience in planning, teaching and evaluating the subjects corresponding to the specialization.

    2. Demonstrate a well-rounded command of oral and written expression in teaching practice.

    3. Master the social skills and abilities needed to create an environment that facilitates learning and harmony.

    4. Participate in proposals for improvements in the different areas of action as a result of practice-based reflection.

    5. With regard to mentoring, carry out psycho-pedagogical assessments and provide career guidance for other education professionals and mentoring to students and families.

    At the start of the project, the goals and assessment criteria will be communicated clearly and transparently, along with the relative weights the different activities will have when calculating the final grade.

    Each student will have a supervisor to provide guidance throughout the thesis project.

    The Master's Thesis Project must be separate from the Practicum reports and evaluations. If students are interested in doing a Master's Thesis Project related to the Practicum, they must coordinate with their Supervisor to ensure that these two different aspects of the master's degree program fulfill their respective purposes.

    The Master's Thesis Project will be assessed through public defense of the project by the student.