Dual Degree Program in Early Childhood and Primary Education, with EFL (English as a Foreign Language) Concentration and Concentration in Educational Therapy.


Submission of applications
January 8 to July 15, 2016.


Duration: Five years.
Full-time study.


Estudy in C. Universidad Pontificia Comillas, 3-5


Open Days
March 12, 2016 at 10:00h
 


Information session
March 12, 2016 at 17:00h


Credits 389,5 ECTS
Places available 60, Spanish

The Dual Degree in Primary School Education and Early Childhood Education is taught over five academic years. Obtaining both qualifications, organized according to the framework of the European Higher Education Area, ENTITLES you to work as a Teacher in both Primary Education, and as a Teacher in Early Childhood Education stages. This is valid for public education centers, as well as private, and those subsidized by the State.

The Double Degree offers the chance to obtain two specific concentrations: the English as a Foreign Language Concentration, and the Educational Therapy Concentration.

Comillas Pontifical University was the first Spanish university to award four-year degrees to primary school and early childhood teachers, in accordance with the Bologna process.

Be the first and get more information



 

Duration:

5 years.

 

Places for new admissions:

60

 

Submission of applications:

January 8th to July 15th, 2016.

If there are vacancies, a second admissions period will open up.

Information about the documentation to submit

 

Open days:

Saturday, March 12th, 2016 at 10:00 in Cantoblanco.

 

Financial information:

Course fees: €1,182.24 plus nine monthly installments of €501.84 each.

Information about study grants

Information on Talent Education (Educa el Talento) grants

 

Timetable:

Full-time.

 

Information desk:

Information and Student Reception Office
C/ Alberto Aguilera, 21 - 28015 Madrid
Tel.: +34 91 540 61 32
Fax: +34 91 559 65 69
Email:This email address is being protected from spambots. You need JavaScript enabled to view it.
Office hours: Monday to Friday, 9:00 to 13:30 and Monday to Thursday 15:30 to 20:00

 

Applicant profile:

The recommended profile for people willing to study the double degree in early childhood and Primary Education is someone who believes in education as the ideal medium to change individual´s lives, as well as the development of societies. Students who start this these programs should have be strongly motivated to discover the processes of teaching and learning. These are the basis for personal growth of the pupils, aged 0-12, with whom teachers will be dealing with, along their careers. Future Early Childhood and Primary Education students must have the following characteristics: a wide range of cultural, educational, psychological, and social interests; an eagerness to understand human beings to the highest possible degree, and they must reasonably trust that educational intervention, in both formal and informal settings, can decisively contribute to the well-being of people. The Double Degree holds a strong pedagogical basis, didactic specializations and teaching practice in educational centers. It requires a strong personal commitment to academic study.

 

Admission requirements:

 

Current secondary and pre-university education preparation courses or equivalent studies + University Admission Exam
Degrees that give access to the Bachelor's Degree (Technicians/Specialists)
Students from foreign education systems.
University Admission Exam for Foreigners, except for students who have studied under educational systems in the EU countries, or countries that have agreements with Spain in this regard, that fulfill the academic requirements in their home countries to access university.
Students with European high-school diplomas, or students with International Baccalaureate diploma will get accredited by getting the appropriate credentials issued by the UNED.
Non EU countries, or those with whom Spain has no agreement, must go through the Government´s accreditation process.

 

 

Admission process and recruitment criteria:

The admissions tests will take place between April 5th and May 14th, 2016. 

They include four segments: evaluation of the academic record, a personal interview with one of the major´s lecturers, an English-level test, and an essay in Spanish.

In order to assess the applicant's academic record, we will use High School GPA (grades for 3rd and 4th years of Compulsory Secondary Education, ESO, and current secondary and pre-university courses), or the equivalent for other backgrounds. The personal interview follows a standard pattern. It will pay particular attention to the aspects of the applicant's academic record and motivation that make him or her eligible for the major. The English test has a written section (“Use of English”), and a listening section ("Listening"). Finally, the essay in Spanish will be on a current educational topic, and the applicant's personal motivation to study Early Childhood and Primary Education.

According to the agreement signed between the Autonomous Region of Madrid and the universities of Madrid, whoever fails the Spanish Language subject in the University Entrance Exam, or whoever gets lower than 9 in the final result, including the specific phase, will not be eligible to study the Bachelor's Degree in Primary Education.

Each of these elements will be graded from 1 to 10. The final score (average) in the admission tests will be calculated: academic record (30%), interview (30%), English test (30%), and essay (10%). A minimum score of 5 is required in each section. The final decision to be admitted will depend on the number of places available, and the other candidates' scores.

The Head of Studies, and Vice Dean of Academic Affairs, for the Humanities and Social Sciences Faculty, are in charge of the admission process in Primary Education.



 

Admissions criteria

 

Services for students with special needs:

Support Program for Students with Disabilities

 

  • Completing the double degree in Early Childhood Education and Primary Education ENABLES students to work as Teachers in the Early Childhood and Primary Education stages, both in public centers, and in state-subsidized and private ones.
  • Graduates from the Bachelor's Degree in Early Childhood Education and Primary Education at Comillas will be especially prepared to confront the problems and challenges arising from bilingual education, the incorporation of information and communication technologies in school life, inclusive attention to diversity, the collaborative openness of schools to families and their territorial and social context, and the effective learning of key instrumental subjects
  • This degree program enables students to enter the regulated profession of Early Childhood Education and Primary Education Teaching, in accordance with the legislation in place.
  • HIGH LEVEL of knowledge of English and qualification for teaching in English.

 

 

TRAINNING FOR BILINGUAL TEACHING


The Dual degree from Comillas allows you to get the Concentration “English as a foreign language”, which enables you to teach English in early childhood and elementary schools.
Profile after graduating
Graduates in Early Childhood Education (0-6 years old) are eligible to work as teachers in public centers (after public examination), those subsidized by the State, as well as private schools, in Spain and all EU member countries. Moreover, they may be employed in jobs related to education: manager or teacher in Playgrounds, Assistant of Spanish conversation in foreign centers (summoned by the Ministry of Education), educational specialist in editorials, teacher in English academies, teacher in NGO´s, as well as starting one´s own kindergartner/daycare centers.
On the other hand, Graduates in Primary Education (6-12 years old) are eligible to work as teachers in public centers (after public examination), those subsidized by the State, as well as private schools, in Spain and all EU member countries. The degree enables graduates to teach all subjects of the period, except for Music or Physical Education.
Furthermore, they may be employed in jobs related to education: Assistant of Spanish conversation in foreign centers (summoned by the Ministry of Education), educational specialist in editorials, teacher in English academies, teacher in NGO´s, etc.

 

Academic career paths

Official Master's Degree in Teaching Compulsory Secondary and Pre-university Education

Structure of the double degree

The double Degree in Early Childhood Education and Primary Education is structured over five years and enables you to obtain the English as a Foreign Language Concentration, and the Educational Therapy Concentration (pending approval).

The qualification is part of the Social and Legal Sciences branch of knowledge.

On these courses, 30 ECTS credits are delivered entirely in English, corresponding to the following modules: (English for education I, English for Education II, Content and Language Integrated Learning I, Teaching English as Foreign Language, Content and Language Integrated Learning II), These modules comprise the Concentration in EFL.

The concentration in Therapeutic Pedagogy, of 30 ECTS credits, comprises the following modules: Specific Learning Difficulties, Learning Difficulties Relating to Cognitive Development, Sensory and Motor Disabilities, Behavioral Problems and Pervasive Developmental Disorders (PDD), Educational Resources for Students with Disabilities or Learning Difficulties.

Obtaining the titles of graduate in Early Childhood Education and Graduate in primary education makes it possible to continue with postgraduate studies (official master's and doctorates).

Timetables and exam schedule

EARLY CHILDHOOD EDUCATION TIMETABLES    EARLY CHILDHOOD EDUCATION EXAM SCHEDULE

PRIMARY EDUCATION TIMETABLES    PRIMARY EDUCATION EXAM SCHEDULE

Curriculum

Curriculum for the Double Degree for the 2014-2015 academic year:

 

Combined curriculum for the Bachelor's Degrees in Early Childhood Education, and Primary Education

Combined curriculum for the Bachelor's Degrees in Primary Education, and Early Childhood Education

GENERAL SKILLS

Instrumental

  • CGI1 - Ability to Analyze and synthesize.
  • CGI2 - Problem solving.
  • CGI3 - Ability to organize and plan.
  • CGI4 - Ability to manage information from several sources.
  • CGI5 - General basic knowledge of the area of study.
  • CGI6 - Oral and written communication skills in the native language.

Personal

  • CGP7 - Interpersonal skills.
  • CGP8 - Team work.
  • CGP10 - Critical and self-critical skills.
  • CGP11 - Ethical commitment.

Systematic

  • CGS11 - Ability to learn.
  • CGS12 - Ability to adapt to new situations.
  • CGS13 - Ability to work autonomously.
  • CGS14 - Interest in quality.
  • CGS15 - Understanding the cultures and traditions of other countries.
  • CGS16 - Understanding religion and Christian values.

 

SPECIFIC SKILLS

Shared

  • CEC1 - Ability to understand the complexity of educational processes in general and of the teaching-learning processes in particular.
  • CEC2 - A solid scientific-cultural grounding.
  • CEC3 - Ability to organize teaching making integrated use of the disciplinary, cross-disciplinary, and multidisciplinary knowledge appropriate to the educational level in question.
  • CEC4 - Ability to use and adequately incorporate information and communication technologies in teaching-learning activities.
  • CEC5 - Ability to promote the quality in the situations (classroom and center) where the educational process takes place, in order to guarantee the well-being of pupils.
  • CEC6 - Ability to use evaluation as a regulatory and promotional element for improving learning and teaching.
  • CEC7 - Ability to perform educational duties in the framework of inclusive education.
  • CEC8 - Capacity to carry out the role of tutor, guiding students and parents, and coordinating the educational activities relating to the group of students.
  • CEC9 - Ability to cooperate with different sectors of the educational community and the wider community.
  • CEC10 - Capable of having a realistic self-image and of self regulation.
  • CEC11 - Ability to accept the need for continuous professional development, through self evaluation of your own practice.
  • CEC12 - Capable of creating positive expectations regarding the learning and overall progress of the child.
  • CEC13 - Capable of accepting the Christian dimension of life and acting in accordance with it.
  • CEC14 - Basic knowledge of the teaching profession.
  • CEC15 - Able to use a second language in the context of the classroom (English-Level B2).
  • CEC16 - Able to generate new ideas (creativity) while performing educational duties.

 

Specific to Early Childhood Education

  • CEIN1 - Understand the educational and learning processes in the 0-6 period, in the family, social, and school contexts.
  • CEIN2 - Know the stages of childhood developmental psychology in the 0-3 and 3-6 periods.
  • CEIN3 - Know the basics of early care and promote this strategy to detect and respond to developmental and learning difficulties in the 0-6 period.
  • CEIN4 - Recognize the identity of the Early Childhood Education stage and its cognitive characteristics, as well as its psycho-motor, communicative, social, and affective characteristics.
  • CEIN5 - Know how to promote the acquisition of habits in the 0-6 period based around independence, liberty, curiosity, observation, experimentation, imitation, accepting rules and limits, and symbolic and heuristic play.
  • CEIN6 - Know the pedagogic dimension of interaction with peers and adults in the 0-6 age-group, and be able to promote participation in collective activities, cooperative work and individual effort in this period.
  • CEIN7 - Identify learning difficulties and cognitive dysfunctions in the 0-6 period, in particular difficulties relating to attention.
  • CEIN8 - Know how to notify other specialist professionals and promote collaboration between the center and the early childhood education teacher in attention to the special educational needs that arise.
  • CEIN9 - Acquire the resources to promote the educational integration of pupils with difficulties in the 0-6 period.
  • CEIN10 - Create and maintaining communication links with families in order to influence effectively the educational process in the 0-6 period.
  • CEIN11 - Know and be able to exercise the functions of tutor and mentor during the early childhood education stage in relation to family education.
  • CEIN12 - Promote and collaborate in actions inside and outside the school, organized by families, councils, and other institutions with an impact on civic education during the 0-6 period.
  • CEIN13 - Critically analyze and incorporate the most relevant current social issues that affect family and school education in the early childhood education stage: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturality; discrimination and social inclusion; and sustainable development.
  • CEIN14 - Know about the historical evolution of the family, different types of families, and life styles, and education in the context of the family.
  • CEIN15 - Know the basic principles of healthy development and behavior during the early childhood education stage.
  • CEIN16 - Identify sleep, diet, psycho-motor development, attention, and hearing and vision disorders in the 0-6 period.
  • CEIN17 - Collaborate with specialist professionals to resolve these disorders in the early childhood education stage.
  • CEIN18 - Detect emotional, dietary, and welfare deficiencies that affect the appropriate physical and psychiatric development of pupils aged between zero and six.
  • CEIN19 - Understand that the daily dynamic in early childhood education changes depending on each pupil, group, and situation, and know how to be flexible when exercising the role of teacher.
  • CEIN20 - Value the importance of stability and regularity in the school environment, timetables, and the moods of the teachers as factors that contribute to the harmonious and comprehensive progress of pupils.
  • CEIN21 - Know how to work in a team with other professionals from inside and outside the center to help each student, as well as in the planning of learning sequences and in organizing working situations in the classroom and play area, identifying the particular features of the 0-3 period and the 3-6 period.
  • CEIN22 - Attend to the needs of pupils aged from zero to six, transmitting security, tranquility, and warmth to them.
  • CEIN23 - Understand that systematic observation is a basic instrument for being able to reflect on practice and reality, as well as contributing to innovation and improvement in early childhood education.
  • CEIN24 - Command the techniques for observing and recording educational activities, particularly in the early childhood education stage.
  • CEIN25 - Undertake field analysis (especially in the area of early childhood education) with observational methodology, using information technologies, documentation, and audiovisual materials.
  • CEIN26 - Know how to analyze the data obtained, critically understand reality (above all in the field of early childhood education), and prepare a report with conclusions.
  • CEIN27 - Locating the early childhood school within the Spanish education system, and in the European and international contexts.
  • CEIN28 - Know Spanish and international experiences, and examples of innovative practices in early childhood education.
  • CEIN29 - Value the importance of team work, especially in the area of early childhood education.
  • CEIN30 - Participate in the preparation and monitoring of educational projects in early childhood education in the framework of center-based projects, and in collaboration with colleagues and other professionals and social agents.
  • CEIN31 - Know the legislation that regulates early childhood schools and their organization.
  • CEIN32 - Evaluate personal relationships with each pupil and his or her family as a quality educational factor in the zero to six period.
  • CEIN33 - Know the scientific, mathematical and technological bases of the curriculum for the 0-6 stage, as well as theories about the acquisition and development of the corresponding knowledge.
  • CEIN34 - Know the didactic strategies for developing numerical representations and notions of spatial, geometric, and logical development in the zero to six age-group.
  • CEIN35 - Understanding mathematics as sociocultural knowledge and its particular features in the Early Childhood Education stage.
  • CEIN36 - Know scientific methodology and promotion of scientific thinking and experimentation in the zero to six year-old period.
  • CEIN37 - Acquire knowledge of the development of thought, customs, beliefs, and social and political movements throughout history.
  • CEIN38 - Know the most outstanding moments in the history of the sciences, and techniques and their significance, as well as whether they have an influence on the learning of the content related to all of this in the early childhood stage.
  • CEIN39 - Prepare didactic proposals in relation with the interaction between science, technology, society, and sustainable development, appropriate to the Early Childhood Education stage.
  • CEIN40 - Promoting interest and respect for the natural, social, and cultural environment through didactic projects appropriate for ages from zero to six.
  • CEIN41 - Promote experiences to introduce pupils to information and communication technologies throughout the early childhood education stage.
  • CEIN42 - Know the language and reading and writing curricula for this stage of early childhood education, as well as theories on the acquisition and development of the corresponding knowledge.
  • CEIN43 - Promote speaking and writing skills between the ages of zero and six.
  • CEIN44 - Know and have command of oral and written expression techniques as the basis of the teaching task.
  • CEIN45 - Know the oral tradition and folklore, and their applicability to learning in the 0-6 period.
  • CEIN46 - Understand the move from speech to writing, and know the different registers and uses of language to use this knowledge in the activities appropriate to the early childhood education stage.
  • CEIN47 - Know the process of learning to read and write, and their teaching.
  • CEIN48 - Confront language learning situations in multilingual settings with particular attention to the factors relating to the 0-6 period.
  • CEIN49 - Recognize and evaluate the appropriate use of verbal and non-verbal language in the early childhood education stage.
  • CEIN50 - Know and adequately use resources for promoting reading and writing in the zero to six years period.
  • CEIN51 - Acquire literary training, in particular young children's literature.
  • CEIN52 - Be able to encourage a first approximation to a foreign language before the age of six.
  • CEIN53 - Know the music, art and crafts, and bodily expression bases of the curriculum for this stage of Early Childhood Education, as well as theories on the acquisition and development of the corresponding knowledge.
  • CEIN54 - Know and use songs to promote auditory, rhythmic, and vocal education in the zero to six years of age period.
  • CEIN55 - Knowing how to use play as a didactic resource in early childhood, as well as designing learning activities based on play principles.
  • CEIN56 - Develop didactic plans that encourage musical perception and expression, motor skills, drawing, and creativity in the zero to six year-old period.
  • CEIN57 - Analyze audiovisual languages and their educational implications in the Early Childhood Education stage.
  • CEIN58 - Promote sensitivity regarding plastic expression and artistic creation in the early childhood age.
  • CEIN59 - Acquire a practical knowledge of the zero to six classroom and its management.
  • CEIN60 - Know interaction and communication processes and apply them in the early childhood classroom, as well as have a command of the necessary social skills and abilities to encourage a climate that facilitates learning and coexistence.
  • CEIN61 - Monitor and track the educational process and, in particular, teaching and learning, through the command of the necessary techniques and strategies in the zero to six year age-group.
  • CEIN62 - Relate theory and practice with the reality of the classroom and early childhood educational center.
  • CEIN63 - Participate in teaching activities and acquire know-how, acting and reflecting from practice, with particular attention to the factors relating to the 0-6 period.
  • CEIN64 - Participate in suggestions for improvement in the different areas of action that can be established in a center, especially in relation to the characteristics of the early childhood education stage.
  • CEIN65 - Regulate interaction and communication processes in groups of pupils aged from 0-3 and from 3-6 years.
  • CEIN66 - Know forms of collaboration with the different sectors of the educational community and the social surrounding, with particular attention to the needs of the 0-6 age-group.

 

Specific to Primary Education

  • CEP1 - Understand educational and learning processes in the 6-12 period, in the family, social, and school contexts.
  • CEP2 - Know the characteristics of these students, as well as the characteristics of their motivational and social contexts.
  • CEP3 - Command the necessary knowledge to understand the development of the personality of these students and identify dysfunctions.
  • CEP4 - Identify learning difficulties, report them, and cooperate in treating them.
  • CEP5 - Know current proposals and developments based on skills learning.
  • CEP6 - Identify and plan the resolution of educational situations that affect students with different skills and different learning rhythms.
  • CEP7 - Analyze and understand educational processes inside and outside the classroom relating to the 6-12 period.
  • CEP8 - Know the basics of primary education.
  • CEP9 - Analyze teaching practice and the institutional conditions that shape it.
  • CEP10 - Know the historical development of the educational system in our country and the political and legislative factors that shape educational activity.
  • CEP11 - Know about interaction and communication processes in the classroom.
  • CEP12 - Address and resolve disciplinary problems.
  • CEP13 - Promote cooperative work and individual work and effort.
  • CEP14 - Promote value educational actions aimed at preparation for an active and democratic citizenship.
  • CEP15 - Know and address school situations in multicultural contexts.
  • CEP16 - Design, plan, and evaluate the teaching activity and learning in the classroom.
  • CEP17 - Know and apply innovative experiences in primary education.
  • CEP18 - Participate in defining the educational project and in the center's general activity in accordance with quality management criteria.
  • CEP19 - Know and apply basic educational research methodologies and techniques and be able to design innovation projects identifying evaluation indicators.
  • CEP20 - Display social skills in order to understand families and make yourself understood by them.
  • CEP21 - Know and be able to exercise the functions of tutor and mentor in relation with family education in the 6-12 age-group.
  • CEP22 - Relate education with its context, and cooperate with families and the community.
  • CEIN13 - Critically analyze and incorporate the most relevant questions from current society that affect family and school education in the early childhood education stage: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturality; discrimination and social inclusion; and
  • sustainable development.
  • CEP24 - Know about the historical evolution of the family, different types of families, and life styles, and education in the context of the family.
  • CEP25 - Understand the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology, and geology).
  • CEP26 - Know the school curriculum for these sciences.
  • CEP27 - Present and resolve problems associated with the sciences and daily life.
  • CEP28 - Value sciences as a cultural phenomenon.
  • CEP29 - Recognize the mutual influence between science, society, and technological development, as well as the appropriate citizen behavior, in order to ensure a sustainable future.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP31 - Understand the basic principles of the social sciences.
  • CEP32 - Know the school curriculum for the social sciences.
  • CEP33 - Integrate historical and geographic study from an educational and cultural orientation.
  • CEP34 - Promote democratic civic education, and the practice of critical social thought.
  • CEP35 - Value the relevance of public and private institutions for peaceful coexistence between peoples.
  • CEP36 - Know about religion throughout history, and its relationship with culture.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP38 - Acquire basic mathematical skills (number, calculus, geometry, spatial representations, estimating and measuring, organization and interpretation of information, etc).
  • CEP26 - Know the school curriculum for mathematics.
  • CEP40 - Analyze, think through, and communicate mathematical mathematical proposals.
  • CEP27 - Present and resolve problems associated with daily life.
  • CEP42 - Value the relationship between mathematics and science as one of the pillars of scientific thought.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP44 - Understand the basic principles of the sciences of language and communication.
  • CEP45 - Acquire literary training and knowledge of children's literature.
  • CEP46 - Know the school curriculum for languages and literature.
  • CEP47 - Speak, read, and write correctly and appropriately in the languages of the Autonomous Community in question.
  • CEP48 - Know the process of learning of written language and how to teach it.
  • CEP49 - Promote reading and encourage writing.
  • CEP50 - Know the difficulties for learning official languages for students with other languages.
  • CEP51 - Handle language learning situations in multilingual contexts.
  • CEP52 - Express yourself orally and in writing in a foreign language.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP54 - Understand the principles that contribute to cultural, personal, and social training from the arts.
  • CEP55 - Know the school curriculum for the plastic, audiovisual, and musical aspects of artistic education.
  • CEP56 - Acquire resources to encourage lifelong participation in musical and plastic activities inside and outside school.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP54 - Understand the principles that contribute to cultural, personal, and social training from the arts.
  • CEP59 - Know the school curriculum for physical education.
  • CEP56 - Acquire resources to encourage lifelong participation in music and plastic activities inside and outside school.
  • CEP30 - Develop and evaluate curriculum content through appropriate didactic resources, and promote the acquisition of basic skills by students.
  • CEP62 - Acquire a practical knowledge of the classroom and its management.
  • CEIN60 - Know and apply interaction and communication processes in the Early Childhood classroom, as well as command of the necessary social skills and abilities to encourage a climate that facilitates learning and coexistence.
  • CEP64 - Monitor and follow up the educational process and in particular the teaching-learning process through command of the necessary techniques and strategies.
  • CEP65 - Relate theory and practice with the reality of the classroom and educational center.
  • CEP66 - Participate in the teaching activity and acquire know-how by acting and reflecting from practice.
  • CEP67 - Participate in improvement plans in the different action areas that can be established in a center.
  • CEP68 - Regulate the interaction and communication processes in groups of pupils aged from 6-12 years.
  • CEP69 - Know forms of cooperation with the different sectors of the educational community and social surroundings.
Cantoblanco

 localizacion CB


View map in Google Maps   

Transport: (Timetable)
Local train: Station Universidad P. Comillas
Buses: Lines 827, 827A, 828, 714

Placements in all years of the course

  • The teaching practice for the Education (Early Childhood and Primary) programs at Comillas takes place in all years of the degree and, in total, are equivalent to a period of almost an entire academic year in educational centers.The experience acquired ensures professional development and is of great use when seeking work.
  • The plan on the Double Degree in Early Childhood Education and Primary Education is for teaching practices for the first degree to take place in each of the first four years, and practices for the second degree will take place in the fifth year of the double degree.
  • Comillas has an extensive network of educational centers (public, private, state-subsidized), in the Community of Madrid, where its students can carry out their placements.
  • Since the 2013-2014 academic year, Early Childhood Education students and Primary Education students can carry out their intensive 4th year placements (five weeks) in a European educational center (Ireland, France, Italy, Belgium).

PracEd

 

During the 2013-2014 and 2014-2015 academic years, the Comillas Early Childhood and Primary Education programs are participating in the Comenius Regio [2013-1-IT2-COM13-52394], program, with European Union funding, whose objective is to analyze and improve the teaching practice of future teachers. As well as bodies from the region of Brescia, Italy (Istituto Comprensivo Bagnolo Mella, Università Cattolica del Sacro Cuore, Comune di Brescia), Spanish bodies participating in this project include the Directorate General for Improving Teaching Quality of the Department of Education, Youth, and Sport of the Community of Madrid and the Federico García Lorca public school (Alcobendas).

 

International option

The Comillas International Teaching option on the degrees in Early Childhood Education and Primary Education is a free elective for students and consists of four components:

  • A period of one academic year at one of the foreign universities with which we have an agreement.
  • Pre-professional educational summer placements (two months) abroad during the degree (in Spanish or English).
  • Post-professional placement (two months) in Latin America on completion of the degree.
  • A curriculum placement in Madrid, in the 4th academic year, in a bilingual international school, or abroad (in English, French, or Italian), in the intensive period of the second semester.

Anyone who has completed the period of an academic year abroad and has carried out pre and/or post professional placements will receive a certifying diploma from the university.

 


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Educación Primaria
Educación Infantil

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