Skip to Content

Presentation

The Máster Universitario en Profesorado (MUP) (University Master's Degree in Teaching) has been taught at the University of Navarra since the 2009-2010 academic year. It is part of the post-graduate offer from the School of Education and Psychology, given jointly with the School of Humanities and Social Sciences, the School of Sciences  and the Institute of Modern Languages. It is an official university degree required to teach at Secondary and Sixth Form level (Middle and High School), Vocational Training and Language Teaching. At the University of Navarra, we train professionals who are capable of developing excellent work in the fields of careers guidance and teaching, aware of the ethical and social responsibility of their work.

Comisión del master

Dra. Elena Arbués
Directora académica
earbues@unav.es
+34 948 425 600 ext. 803469

Mónica Sepúlveda
Coordinadora del máster
msepulvedas@unav.es
+34 948 425 600 ext. 802437



El máster consta de 60 créditos europeos. La obtención del título de Posgrado se obtiene mediante la superación de cada una de sus asignaturas organizadas en seis módulos, incluidos el Prácticum y el trabajo de fin de máster.

  • Curriculum content

    Know the curriculum content of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge surrounding the respective teaching and learning processes.

  • Plan, develop and evaluate the teaching process

    Plan, develop and evaluate the teaching and learning process while strengthening educational processes that facilitate acquisition of the competences associated with the respective teaching areas by responding to the level and previous education of students as well as their guidance, both individually and in collaboration with other teachers and professionals at the center.

  • Seek, obtain, process and communicate information

    Seek, obtain, process and communicate information (oral, printed, audiovisual, digital and multimedia), transform it into knowledge and apply it to teaching and learning processes in the subjects belonging to each specialization.

  • Specify the curriculum to be implemented at a center

    Specify the curriculum to be implemented at an educational center by participating in the collective planning thereof; develop and apply group and individual didactic methodologies adapted to the diversity of students.

  • Design and develop learning spaces

    Design and develop learning spaces with special attention to fairness, emotional education and values; equality of rights and opportunities for men and women; civic education and respect for human rights, all of which facilitate life in society, decision making and building a sustainable future.

  • Acquire strategies for stimulating student work

    Acquire strategies for encouraging student work and boosting their capacity to learn on their own and with others, as well as to develop thinking and decision-making skills that facilitate independence, confidence and individual initiative.

  • Become familiar with interaction and communication processes

    Become familiar with interaction and communication processes in the classroom, master the necessary social skills and abilities to encourage learning and harmony in the classroom, and address discipline and conflict-resolution issues.

  • Design and implement formal and informal activities

    Design and implement formal and informal activities that contribute to making the educational center a participatory and cultural space in the environment where it is located; develop a collaborative and coordinated system of tutoring and mentoring students; participate in the evaluation, research, and innovation of teaching and learning processes.

  • Become familiar with institutional regulations and organization

    Become familiar with institutional regulations and organization of the education system and quality improvement models applicable to educational centers.

  • Know and analyze the history of the teaching profession

    Know and analyze the history of the teaching profession, its current state, perspectives and interrelation with the social reality of each time period.

  • Inform and advise families

    Inform and advise families on the processes of teaching and learning,  tutoring academic development and coaching for their professional future

The Master's Course has five specialities:

  • Humanities

    Module II, Human and Social Sciences, is focussed on the two teaching specialities available to students according to their prior studies. These specialities are History and Geography on the one hand and Philosophy on the other. Both cases intend to analyse the educational value of these disciplines, whilst introducing resources and techniques for learning and teaching them, handling resources and information technologies and picking up the necessary skills to write an academic programme. Students are introduced to identifying teaching-learning problems and, as a complement to what they have seen in module I, this module aims to look in greater depth at "Content and Language Integrated Learning" (CLIL).

  • Language and Literature Speciality

    In Module III, Language and Literature, the focus is on the Spanish Language and Literature and Latin and Greek teaching specialities. Both cases intend to analyse the educational value of these disciplines, whilst introducing resources and techniques for learning and teaching them, handling resources and information technologies and picking up the necessary skills to write an academic programme. Finally, the module works on basic skills related to research and professional development.

  • Experimental Sciences

    In Module IV, Experimental and Natural Sciences, the focus is on the academic aspects of three of the secondary teaching specialities (Mathematics, Physics and Chemistry and Biology and Geology). In addition to analysing the educational value of the disciplines, this module intends to look in depth at resources and techniques for learning and teaching them, particularly the experience of working in a laboratory, knowledge of the curricula, handling resources and information technologies, and picking up skills required to write an academic programme. In addition, students are introduced to identifying teaching-learning problems and working on basic skills related to research and professional development, plus the "Content and Language Integrated Learning" subject (CLIL) that might subsequently become the teaching context for their future teaching in Education.

  • Languages

     Module V. Language Teaching, given in Spanish and English, provides students with knowledge of applied linguistics required by language teachers, the history and developments of language teaching, within the Common European Framework of Reference guidelines, paying close attention to teaching practice and research in the classroom. .

    This Module pays close attention to skills training on giving classes in compulsory secondary education, designing educational activities, analysing teaching practice and the principles behind assessment in the foreign language area.

    After providing basic training on the process of acquiring and learning languages in general, and the relevance of English as an international communication language, this Module focuses on teaching in a school context, considering how to develop the four basic skills (oral and written comprehension, oral and written expression), plus grammar and vocabulary. At the same time, it provides students with skills to design educational activities, programme contents and assess how the different facets of the language are being learnt.

    It introduces the "Content and Language Integrated Learning" subject (CLIL) that might subsequently become the teaching context for their future teaching in Education.

  • Educational Guidance

     Module VI. Educational Guidance, intended fundamentally for educators, psychologists and teaching graduates (infant and primary), aims to find out about the processes and resources available to prevent problems involving learning, cohabitation, assessment issues and academic and careers guidance. Students are introduced to communication techniques within the guidance processes.

  • International Baccalaureate (IB)

    IB education is changing paradigms whilst challenging new generations of educators to step away from traditional teaching, leading them towards more holistic education that encompasses all dimensions of a person. This is the education that 21st century students are crying out for.

    What is the IB teaching-learning certificate?

    This certificate endorses students' skills concerning IB teaching-learning methodology, based on exchanging questions, practical work and developing thinking. This form of education gives young people lifelong learning skills, to work independently and alongside other people.

    Who can choose to take this certificate?

    All students on the master's degree course, following any specialty.

    What is it used for?

    Students earning this certificate will become part of the International Baccalaureate community, opening doors to:

    1. Professional development activities such as conferences, workshops and meetings.

    2. Teaching methodologies that provide didactic resources, evaluation tools and pedagogics that encourage students to continue investigating beyond the boundaries of their school.

    3. Seeking employment in over 4500 IB schools throughout the world, in three official languages: Spanish, English and French.

    Advantages of the teacher certificate

    • International mobility

    • Belonging to an international education community

    • Possibility of professional development with the IB Organization, in other words being part of the IB educators network

    • Compatible with any area of knowledge

    • Interculturality

    Structure

    • Cross-curriculum and specialty subjects on IB methodology and content

    • IB module

    o   Handling IB Resources Centers and Programs

    o   IB teaching-learning focuses

    o   IB learning community profile

    o   Extended essay

    o   Creativity-Activity-Service (CAS)

    o    Theory of Knowledge (ToK)

    o   IB Assessment

    o   Academic integrity

    In order to obtain the certificate

    • Take the Master's degree plus the IB module

    • Carry out the Practicum in a national or international IB school

    • The Master's Final Project (MFP) should focus on an IB topic.

    www.ibo.org

    http://www.ibo.org/professional-development/professional-certificates/ib-educator-certificates/

  • IB Level 1 specialisation

    The Master's Degree offers Level 1 training accredited by the International Baccalaureate Organisation (www.ibo.org). The training is given online and in campus classes during specialisations plus specific classes for students who wish to obtain the IB certification. It also requires over 500 hours of work placement in schools accredited as national or international IB Centres (with a B2 level). This training does not represent any additional cost for the student.

    Once they have graduated, students who have received specific IB training can apply for the IB Certificate. Certificates are issued by the actual International Baccalaureate Organisation (IB) for which students must meet the following conditions:

    • Register as an IB student by completing the IB form at the start of the Master's Degree.

    • Attend all IB classes and training activities given within the Master's Degree.

    • Carry our two work placements (practicum) in national or international (B2 level) IB-accredited centres.

    • Present a Master's final project related to IB training.

    The Master's Degree coordination will provide the IB with a list of students who meet these conditions, guaranteeing that the student has received level 1 training and has attained requirements set by the IB.

    From this moment onwards, the student should manage their IB credentials directly with the IB. The certificate costs around $265. Certificate payments will be made directly by the graduate to the International Baccalaureate organisation. The Master's Degree coordination will be available at all times to help any students seeking advice.

Hoy más que nunca los profesores de la enseñanza Primaria y Secundaria deben hacer uso de la creatividad y la innovación para motivar a sus alumnos e inspirar el aprendizaje.

Content and Language Integrated Learning (CLIL) o, lo que es lo mismo, Aprendizaje Integral de Contenidos y Lenguas (AICLE), es el método por el que se aprenden los contenidos de una asignatura en una segunda lengua. Se trata de usar la lengua para aprender mientras se aprende a usar la lengua misma.

En este curso los alumnos del máster se familiarizarán con esta metodología en la Educación Secundaria. Se estudia la base teórica y las razones prácticas que fundamentan la decisión de implementar esta metodología, y aprenderán cómo se implanta un curso con metodología CLIL / AICLE en los distintos contextos españoles.

Con la inclusión de programas de Aprendizaje de Contenidos Integrados en Lengua Extranjera en el sistema educativo español, crece la necesidad de ofrecer un contexto y un entendimiento más amplio de las competencias que se están desarrollando en los alumnos a través de dichos programas.

El curso está diseñado para abarcar los retos y dilemas que plantean estos programas y fomentar tanto la discusión de aspectos teóricos como idear soluciones eficaces que se puedan usar en la práctica"

+ info

Degree program quality is guaranteed by the Internal Quality Control Standards (IQCS). IQCS processes provide monitoring to guarantee continuous improvement in degree programs, ensuring that students acquire the knowledge and skills envisaged in the qualification they are taking.

The School Quality Control Committee is responsible for coordinating and monitoring each process. This is made up of one or two representatives from the School's Board of Management, one representative from the University's Quality Assessment and Credentials Committee, teachers, students and teaching support staff. The QCC meets at least 3 times over the academic year.

The results from the different processes for each academic year are compiled and analyzed in the Results Analysis Report. This document is drawn up at the close of each academic year and it lays out proposals to improve the qualification plus the period envisaged to do this and the people in charge of implanting and monitoring it.

Indicadores

 

TASAS 2013-2014 2014-2015 2015-2016 MEDIA
Tasa de graduación 97,44% 100,00% 100,00% 99,14%
Tasa de abandono 5,13% 0,00% 0,00% 1,71%
Tasa de eficiencia 100,00% 100,00% 100,00% 100,00%
Tasa de rendimiento 99,55% 100,00% 100,00% 99,85%
Tasa de éxito 100,00% 100,00% 100,00% 100,00%
Tasa de evaluación 100,00% 100,00% 100,00% 100,00%

 

Performance rate: Percentage ratio for the number of credits passed by the students registered in the academic year over the total number of credits registered in that academic year 
Success rate: Percentage ratio for the number of credits passed by the students registered in an academic year over the total number of credits presented for examination in that academic year
Evaluation rate: Percentage ratio for the number of credits presented for examination by the students in an academic year over the total number of credits registered in that academic year 

  • Official qualification name: Máster universitario en profesorado por la Universidad de Navarra.

  • Branch of Knowledge: Social and Legal Sciences

  • School: Education and Psychology

  • Orientation: Academic

  • Number of places on offer:

  • ECTS credits: 60

  • Languages: Spanish and English

Official qualifications, such as this, have been verified by the Spanish Council of Universities and submitted to monitoring and accreditation processes set by the legislation. These processes assess and approach the Qualification Report that is the document compiling all relevant information from its planning.

Both the main report plus reports issued during the different processes are linked in below:

Current report for the MUP qualification

Verification decision from the Council of Universities

Verification decision by the ANECA

Registry of Universities, Centres and qualifications for the study plan (RUCT)

BOE (State Gazette). Decision dated 17 December 2007 setting conditions for study plans leading to obtaining qualifications enabling regulated teaching professions in Compulsory Secondary and Sixth Form Education, Vocational Training and Language Teaching

BOE (State Gazette). Decision dated 7 April 2010 setting the official nature of certain Master's qualifications for Catholic Church Universities and their record in the Registry of Universities, Qualifications and Centres.

BOE (State Gazette). Decision dated 19 May 2010 that publishes the study plan for the Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas de la Universidad de Navarra

BOE (State Gazette). Decision dated 13 May 2015 that publishes the modification to the study plan for the Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas de la Universidad de Navarra[

Monitor 30 November 2011

Monitor 20 September 2012

Verifies 25 June 2013 

-Confirms 11 May 2015

BOE-A-2010-11426 Requisitos mínimos para ejercer en lo privado de profesor de secundaria

Self-Assessment report

MUP SKILLS

Notice

This site uses proprietary and third party cookies to enhance your user experience and show content related to your preferences. By using this website you consent to our use of cookies. For more information on cookies see our cookie policy.

Agree