Grau en Mestre/a en Educació Primària

  • Understand educational and learning processes in children aged 6 to 12 years within the family, social and school context.
  • Have a thorough understanding of the knowledge required to comprehend personality development in children aged 0 to 12 years.
  • Understand and address school situations in multicultural and co-educational contexts.
  • Collaborate with different sectors of the educational community and the wider social environment.
  • Observe and explore the family, natural and social environment.
  • Promote classroom and school-wide coexistence, resolve discipline issues and manage peaceful conflict resolution.
  • Understand the function, possibilities and limits of education in contemporary society and the core competences affecting pre-primary and primary education schools and professionals.
  • Reflect in groups on the acceptance of rules and respect for others. Promote autonomy and individuality in each student as a means of fostering emotional, sentimental and value-based education in early childhood.
  • Perform tutoring and guidance roles for students and their families, addressing the specific educational needs of all learners.
  • Use oral and written communication techniques appropriately in professional practice.
  • Recognise and value appropriate use of verbal and non-verbal language.
  • Engage in metalinguistic reflection in order to correct oral and written discourse, both one¿s own and others¿.
  • Demonstrate habits and skills for autonomous and cooperative learning and promote these in students.
  • Maintain a critical and autonomous stance towards knowledge, values and public and private social institutions.
  • Appreciate science as a fundamental part of Europe¿s cultural heritage, its contribution to improving quality of life and its ability to provide the best explanations of the material world.
  • Recognise the interrelationship between science, society and technological development, reflect on scientific issues of social relevance, and assume responsibility for one¿s own learning and for the individual and collective actions derived from its application.
  • Synchronise voice, movement and instruments.
  • Encourage lifelong participation in physical and sporting activities both inside and outside school.
  • Be able to critically reflect on physical education teaching practice in order to innovate and improve educational practice.
  • Use and integrate different types of artistic materials to carry out various visual arts activities.
  • Relate the subject to other disciplines in order to promote future holistic teaching and learning.
  • Be able to deliver visual arts education that is connected to the student¿s sociocultural environment (museums, lectures, exhibitions, nearby architecture, public sculptures, etc.).
  • Be able to introduce a first approach to a foreign language in early childhood and primary education classrooms.
  • Self-regulate one¿s own learning process, developing appropriate strategies inside and outside the classroom.
  • Contribute to organising school responses to meet students¿ special educational needs.
  • Develop autonomous learning, integrating the use of ICT in the teaching¿learning process.
  • Address language learning situations effectively in multicultural and multilingual contexts.
  • Develop individual curricular adaptations to support students with special educational needs.
  • Promote democratic citizenship education, critical social thinking and the defence of human rights, fostering understanding of society free from discrimination based on sex, culture, religion and other grounds.
  • Develop attitudes and behaviours committed to sustainable development through understanding how societies respond to certain situations and the transformations these generate.
  • Understand and apply basic research methodologies and techniques in social science education and design innovation projects identifying evaluation indicators.
  • Identify and challenge the main bias-inducing strategies that lead to an overly simplistic or prejudiced view of the social world in students¿ thinking.
  • Encourage interest in and respect for the natural environment through appropriate educational projects.
  • Use language, symbols, concepts and scientific texts to engage in dialogue with the natural world.
  • Identify, locate and critically evaluate sources of information, assessing their quality and relevance and organising knowledge derived from them.
  • Promote respectful attitudes towards environmental preservation and health.
  • Develop didactic proposals related to the interaction between science, technology, society and sustainable development.
  • Develop linguistic and communicative skills through appropriate teaching resources.
  • Act as a mediator between mother tongues and foreign languages and cultures.
  • Interpret the cultural implications of the different uses of a foreign language appropriately.
  • Apply balanced criteria for assessing communicative competence, student attitudes and teaching and learning processes.
  • Progressively develop a model of auditory analysis applicable to any type of music.
  • Master the performance technique of instrumental pieces and improvisation for musical creation.
  • Integrate information and communication technologies into both guided and autonomous teaching and learning activities.
  • Value and be able to work cooperatively as a condition for improving professional practice.
  • Promote teachers¿ professional development and lifelong learning.
  • Adopt a self-critical attitude towards teaching and learning processes, reflecting on lived experiences.
  • Assume the deontological dimension inherent to a physical education professional and incorporate the ethical principles that guide teaching practice.
  • Develop and evaluate didactic proposals for mathematics curriculum content.
  • Develop and evaluate didactic proposals for visual arts curriculum content.
  • Advise members of the educational community as users of information and communication technologies.
  • Develop a critical awareness of information and communication technologies and the discourses generated through them.
  • Promote both positive and critical attitudes towards the use of information and communication technologies.
  • Promote learner autonomy in teaching and learning processes and foster collaboration in educational activities among both teachers and students.
  • Establish cooperative networks with institutions and families.
  • Support the integration of students with special educational needs into the school community.
  • Design and implement effective tutorial action across all areas.
  • Analyse the school system and educational reality through a specific school as an organisational unit, considering its different dimensions and functions, and through the educational community that forms it.
  • Cooperate with the educational community and participate in proposals for improvement and innovation in the different areas of action within the school.
  • Participate in teaching practice and reflect on it, establishing links between theory and practice.
  • Monitor the teaching and learning process through mastery of the necessary techniques and strategies.
  • Analyse the results obtained in the teaching and learning process and reflect on them, as well as on one¿s own knowledge, skills, attitudes and professional practice as a teacher.
  • Communicate knowledge, experiences and reflections on educational practice in the academic forums established for this purpose.
  • Defend, in the final degree project, both the analysis of the relationship between the subjects studied and the educational reality, and the proposals for improvement based on the experience during degree studies.
  • Master the basic foundations of assessment in communication disorders affecting language, speech and voice.
  • Contribute to improving communicative competence through oral language and/or the use of augmentative communication systems.
  • Collaborate in the development of curriculum adaptations to support students with special educational needs arising from communication, language, speech and voice disorders.
  • Collaborate in the identification and assessment of special educational needs.
  • Integrate a proactive and ethical approach into teaching practice for the prevention and detection of sexual violence, promoting safe and equitable environments and incorporating awareness-raising and training on sexual violence into educational practice.
  • Speak confidently and effectively in public.
  • Communicate effectively, both orally and in writing, in the official languages of the autonomous community.
  • Use information and communication technologies confidently as standard professional tools.
  • Contribute to the design, development and implementation of solutions that respond to social needs, taking the Sustainable Development Goals as a reference framework.
  • Understand, from an educational perspective, inequalities based on sex and gender in society, and integrate the different needs and preferences related to sex and gender into the design of solutions and problem-solving processes.
  • Critically analyse and incorporate the most relevant contemporary social issues affecting family and school education, including the social and educational impact of audiovisual media and screens, multiculturalism and interculturality, and social inclusion.
  • Promote educational initiatives aimed at preparing active and democratic citizens committed to equality and inclusion.
  • Promote cooperative work as well as individual effort and achievement.
  • Commit to professional teaching development and lifelong learning adapted to scientific, pedagogical and social changes.
  • Understand the processes of interaction and communication in the classroom.
  • Recognise the identity of each educational stage and its cognitive, psychomotor, communicative, social and emotional characteristics.
  • Design, plan and evaluate teaching activities and classroom learning in multicultural and co-educational contexts.
  • Work effectively as part of a multidisciplinary team, both within and outside the educational setting, to support each pupil, plan learning sequences and organise classroom and play-based learning environments.
  • Apply basic educational research methodologies and techniques, and be able to design innovation projects with appropriate evaluation indicators.
  • Understand that systematic observation is a fundamental tool for reflecting on practice and reality, and contribute to innovation and improvement in education.
  • Identify and remove barriers to the inclusion of pupils with different abilities and learning rates.
  • Demonstrate critical and self-critical thinking within the educational field, taking into account professional ethics, moral values and the social implications of educational activities.
  • Demonstrate the ability to prevent, identify and respond to sexual violence within educational settings, in accordance with Organic Law 10/2022.