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


Submission of applications
March 1 to October 14, 2016.


Duration: One year.
Full-time study.


Study in Universidad Pontificia Comillas, 3-5


Open Days


Information session
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Credits 60 ECTS
Spanish
 

The Official Master's Degree in Teaching Compulsory Secondary and Pre-university Education qualifies our students to teach at these two levels of education, and, since the 2009-2010 academic year, it has been a pre-requisite to teach in compulsory secondary education and pre-university education. The aim of this Master's program is to supplement the training undergone in the Bachelor's or Licentiate Degree in any of teaching-specific subjects. With this in mind, we provide our students with solid training in psychology of adolescence, teaching methods, legislation on education, knowledge and use of technological resources, focus on diversity, tutorials and educational organization, all framed in a context of collaboration and teamwork among teachers.


Who is it intended for?

The Official Master's Degree in Teaching Compulsory Secondary and Pre-university Education is aimed at Bachelor's Degree, Licentiate Degree and Diploma holders, as well as Graduate Engineers and Technical Engineers wishing to teach in compulsory secondary and pre-university education levels, and is a pre-requisite to be able to engage as a teacher in such levels.

Students from countries where Spanish is not spoken or whose native language is not Spanish must provide proof that they have acquired Spanish level B2 or higher. If unable to produce such, the student will be required to sit a placement test held at the University, as this is an essential condition to be admitted to the Master's Degree.

Admission application filing period:

Admission application filing period for the 2016-2017 academic year opens on March 1 and closes on October 14, 2016.

Information notice on the documents to be submitted

Length:

One academic year with face-to-face classes on a full-time basis.

Campus:

Theoretical classes will be taught at the Faculty of Humanities and Social Sciences, C/ Universidad Comillas 3, Madrid.

Teaching Placements are held in schools (the University has an extensive network of public, private and public-private schools within the Region of Madrid and with different schedules).

Classes begin on:

October 20.

Fees for the 2017-2018 academic year:

The total fee for the Master's program is EUR 5,325.00 .

  • Full course fee and registry's administrative fees: EUR 1,888.20.
  • 8 installments of EUR 429.60 each.

Financial support:

There are official grants available, offered by the Ministry, provided that the application is submitted within the relevant period and in the correct manner.

For more information, check here.

Comillas Pontifical University alumni may benefit from a 10% discount over the total Master's fees.

5% discount is available to students enrolled in a course with entities that have a collaboration agreement in place with the ICE.

Specialization options:

The Official Master's Degree in Teaching Compulsory Secondary and Pre-university Education offers the following specialization options: Biology and Geology, Philosophy, Physics and Chemistry, Geography and History, English, Spanish Language and Literature, Educational Guidance, Mathematics and Technology.

(*) Only the specialization options with more than 10 students enrolled will be offered.

You can find the answer to any queries on the FAQs Page and on this link you can see the interview with the Master's Course Director answering questions on various aspects for those interested in our Master's program.

Master's Course Director

Prof. José Manuel Vázquez Romero
Tel.: 91 734 39 50
(Ext. 2510)
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Master's Course Coordinator:

Isabel Muñoz San Roque
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Information:

Faculty of Humanities and Social Sciences
C/ Universidad Comillas 3
28049 Madrid.

David Casillas Hidalgo
Tel. 91 734 39 50 (Ext. 2528)
Fax: 91 734 45 70
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Skill-related objectives:

  • Knowing the content on the curriculum of the subject to be taught in compulsory secondary and pre-university education.
  • Learning how to plan, develop and evaluate the teaching and learning process.
  • Developing skills for oral, written and digital communication, and the ability to apply them to teaching
  • Knowing the curriculum of the relevant subject
  • Acquiring the strategies to encourage effort and enhance their ability for learning
  • Learning how to organize curricular and extracurricular activities
  • Learning how to perform the role of tutor with students and their families
  • Knowing the rules and organizational framework of the education system
  • Knowing the characteristics of students with special educational needs, their requirements and most appropriate care strategies in each case
  • Learning how to create teaching and educational materials using Information and Communication Technologies (ICTs) and how to use them appropriately in the classroom
  • Being able to design the Program of Academic and Vocational Guidance (PAOP in Spanish) and the Tutorial Action Plan (PAT in Spanish)

Providing support to students:

Throughout the course, the students will be in contact with the Master's Course Director, Coordinator and Teaching Placement Supervisor in order to facilitate academic tasks and guide the students throughout the learning process on issues related to both their studies and their teaching placement.

The Master's program comprises 60 ECTS, of which 10 ECTS are allocated to the Teaching Placement and 6 ECTS to the Final Master's Project or Dissertation.

PROGRAM STRUCTURE

The structure of the Master's program includes the subjects that are established by the relevant Orders and Regulations.

Curriculum for the specialization options including Biology and Geology, Philosophy, Physics and Chemistry, Geography and History, English, Language and Literature, Mathematics and Technology (Order ECI/3858/2007 dated December 27)

SUBJECTECTSSUBJECTECTS
GENERIC
18 ECTS
M1. Learning and personality development 10 A1. Learning and personality development

3

 

A2. Student tutorials and guidance 4
A3. Fostering diversity, interculturality and inclusive education 3
M2. Educational processes and contexts 5 A4. Educational processes and contexts 3
A5. Models of entrepreneurship and entrepreneurial attitudes 2
M3. Society, family and education 3 A6. Society, family and education 3
SPECIFIC
26 ECTS
M4. Complements for disciplinary education 5 A7. Complements for disciplinary education in the specialization (depending on the chosen specialization)
- Biology and Geology
- Philosophy
- Physics and Chemistry
- Geography and History
- English
- Spanish Language and Literature
- Mathematics
- Technology
5
M5. Learning and teaching a subject 15 A8. Learning and teaching a subject (depending on the chosen specialization)
- Biology and Geology
- Philosophy
- Physics and Chemistry
- Geography and History
- English
- Spanish Language and Literature
- Mathematics
- Technology
6
A9 .General Teaching: Planning, methods and evaluation of learning and skills 4
A10. Audiovisual and Multimedia Communication 5
M6. Innovative teaching and introduction to educational research 6 A11. Innovative teaching and educational quality 3
A12. Introduction to educational research 3
PRÁCTICUM
16 ECTS
M7. Prácticum 16 A13. Prácticum* 10
A14. Final Master's Project or Dissertation 6
TOTAL60TOTAL60

Prácticum:

The minimum length of the Teaching Placement is 5 weeks on a full-time basis. There will be supervisor at the University and another at the school to ensure the proper functioning of the Teaching Placement.

During their teaching placement at the school, the students gain experience in various tasks, from creating and developing the teaching plan, assessment, making proposals for improvement or active participation with faculty members to practical application of some methodologies that are appropriate to their subject.

FINAL MASTER'S PROJECT OR DISSERTATION:

To carry out the final Master's project or dissertation, the students may choose between the following options:

  • Developing an annual educational program including at least two teaching units and a learning guide containing a full subject on the specialization that they have studied
  • Designing an Innovation and Improvement Project under the specialization studied

The Teaching Placement of the Master's Degree in Teaching Compulsory Secondary and Pre-university Education takes place in schools within the Region of Madrid that cover Compulsory Secondary And Pre-University Education levels.

These schools recognized centers for teaching placements through agreements between the education authorities and the University. These are face to face and supervised by university lecturers and by teachers qualified in these education levels. In addition to spending time at the schools, the teaching placement includes ongoing supervision by a University lecturer.

The supervision of teaching placements —an integral part of our University's realm of action— was included in the curriculum, in addition to the compulsory teaching placement hours, offering a space for pedagogical reflection so that the students can make the most out of their experience in schools through experience-sharing sessions between them, sessions on specific aspects of teaching, clarifying doubts, discussions on ethical issues, etc.

The students on the Master's Degree would need a minimum of 150 hours —spread over 5 weeks— to carry out their teaching placement (around 6 hours a day, every day of the week), in January, February and March.

However, students wishing to complete more hours of teaching placement may continue to attend the school in the remaining weeks of the course. First they must speak with the tutor and agree on the times and days when they will be attending the school in the remaining weeks.

The training activities carried out as part of the Teaching Placement, among others, are as follows:

  • Shadowing the teacher-tutor in their different roles in the classroom and in the school (early days).
  • Gradual involvement into the teacher's regular activities at compulsory secondary education and also at pre-university education level; teaching at least one teaching unit and integrating into school life
  • Individual interviews with supervision from the lecturer or tutor.
  • Individual and group interviews with the university's tutor-supervisor.
  • Working seminars conducted in small groups of students on "ad hoc" issues related to the contents of the Teaching Placement.
  • Online Forum on the experiences of the students in the Teaching Placement.

Additional information:

Visita CosmocaixaDuring the 2012-2013 academic year, within the specialties relating to Experimental Sciences (Biology, Geology, Physics and Chemistry), we carried out various extracurricular activities:

In November, we attended a lecture entitled "Del cosmos al celuloide" (From cosmos to celluloid) hosted by Cosmocaixa in collaboration with the Spanish Association of Scientific Film. In the various conferences comprised within, we analyzed the perspectives that the film conveys about major scientific issues, from evolution to cloning, viruses and major epidemics, meteorites and the origin of life.

Among the activities organized for Science Week in Madrid, we also attended a round table on "Vigilancia y seguimiento de la erupción volcánica de la isla de El Hierro" (Surveillance and monitoring of the volcanic eruption on the island of El Hierro).

In April, we visited Cosmocaixa with the students from the Mathematics and Technology specialization options. We saw the museum and educational offering there.

We also saw the different types of workshops and activities aimed at secondary school students, learned about their objectives and content, the methodology used, the resources available, the tutor's intervention, and emphasis was made on the role of the teacher in their development.

Afterwards, we did some of the activities offered as part of the workshops: one on electricity; another one on chemical reactions, polymers, sound, and so on.

And finally, we visited the Museum's permanent exhibitions, where we were able to observe and experiment with many natural phenomena, and also the temporary ones, related to recycling and microorganisms, which were very interesting for secondary education students..


EnredamadridVisit: A new way of learning to live with augmented reality and BiDi codes with Enredamadrid

 

Throughout the day, the students from the Master's optional subject Educational Applications of Information and Communication Technologies (ICTs) had the chance to immerse themselves in the Madrid of 1651, playing the role of members of the nobility of the time in terms of the way they dressed, what they ate and all other details on the customs of the time.

Using a 17th-century map of Madrid (the Teixeira map from 1656) and the latest mobile devices, Enredamadrid developed a treasure hunt with different steps in emblematic places of Madrid so that the students could see for themselves what life was like at the time while having fun. In each of these points of contact, they learned how to use BiDi codes to find out more information or a particular item of data, and to answer the questions whose answer would take them to the next step of the historical route.

In addition, during the visit, the students were able to see how augmented reality can bring great value to teaching and enhance the fruitful interaction between technology and the space around us. In addition to this face-to-face activity, all persons involved in the Treasure Hunt hosted by Enredamadrid were able to do a course on the e-Learning platform to expand their knowledge on various topics both from a historical and the technological point of view. Social Networks (Facebook and Twitter) also played an important part in keeping all of us taking part in the Treasure Hunt abreast of the latest developments.

At the end of the day, each student wrote about their experience and lessons in a Blog, which they shared with the other participants.

For more information, go to: www.enredamadrid.es/


Visita a Cosmocaixa 2Visit: Cosmocaixa

In April, we took the students of the Biology and Geology, Physics and Chemistry, Technology and Mathematics specialization options to Cosmocaixa. We saw the museum and educational offering there.

We also saw the different types of workshops and activities aimed at secondary school students, learned about their objectives and content, the methodology used, the resources available, the tutor's intervention, and emphasis was made on the role of the teacher in their development.

Afterwards, we did some of the activities offered as part of the workshops: one on electricity; another one on chemical reactions, polymers, sound, and so on.

And finally, we visited the Museum's permanent exhibitions, where we were able to observe and experiment with many natural phenomena, and also the temporary ones, related to recycling and microorganisms, which were very interesting for secondary education students.


Actividad e nla Tienda TelefónicaVisit: "Should we replace desks in schools with touch-screen desks? And should we use BiDi codes to read stories?" at the Telefónica Store.

On February 10, 2012, the students from the Master's optional module entitled Educational Applications of Information and Communication Technologies (ICTs) took a guided tour of the Telefónica Store where they saw the surface touch-screen desk, a smart home system and the aula365 virtual classroom.

The visit began with the product that is most likely to be used within the classroom: the touch-screen desk. This touch screen has dozens of applications available. It digital desk that uses touch-screen technology, hand gestures and even physical objects placed on the screen. Will touch-screen desks replace current, physical desks in schools? For now, the conclusion we draw is that the level of investment is still too high for the school to be able to consider employing this technology for each of its students; however, the idea has not been ruled out and there may be plans to incorporate it in the near future. Then, we were given a guided tour of a smart home and were shown its many benefits to everyday life, such as the use of mobile phones to control the entire house from access, lighting, alarm, alerts, and more.

One of its features was the use of BiDi codes on television. When these codes are displayed on the screen, they are automatically transformed into three-dimensional moving images and with an associated message. Another possible use of BiDi codes in education was shown in the form of a toy rabbit intended for the youngest members of the household which was activated when a BiDi code was shown. This toy automatically recognizes the code and reads a story related to it. The tour ended with a visit to the Aula365 Virtual Classroom (www.aula365.com) exhibition, a service linked with the ADSL phone line that offers school support to families in infant, primary and secondary education. It offers interactive videos and an online tutor that resolves any queries that the kids may have about their homework via a forum.


Centro de Educación Especial María Soriano y Museo Tiflológico de la ONCEVisit: ONCE's María Soriano Special Education Center and Museum for Visually Impaired Persons

As part of the subject "Fostering diversity, multiculturalism and inclusive education", we have sought to train future teachers from a three-fold perspective: theoretical-practical-attitudinal. To this end, and in addition to classes and teaching placements carried out during the course, we carried out two excursions:

  • The first one to the María Soriano Special Education Center, since we believe it is important to learn other ways to work, to be able to come into direct contact with the diversity of students, and understanding the extent to which we, as professionals, influence the development and quality of life of our students.
  • The second one was to the ONCE's Museum for Visually Impaired Persons. The reason was that, this year, almost 50% of the students that took this optional subject came from the Geography and History specialization option, while the rest of them came from the Human Sciences option, so it was important to show them an activity that can be done with their future students to foster a more inclusive education from the outset.

Aula Demo de AulaTecnia-ComillasVisit: AulaTecnia-Comillas Virtual Classroom

An Aulatecnia Virtual Classroom was launched in the Cantoblanco Campus Library at Comillas Pontifical University. This is the first academic institution in the Region of Madrid to have such a facility promoting the integration of information and communication technologies (ICTs) into the classroom. One of the objectives of the virtual classroom is to provide a comprehensive service to schools through tailored solutions that allow them to progress gradually through individual implementation plans for each specific school. We can highlight the following activities envisaged to be carried out in the AulaTecnia-Comillas Virtual Classroom:

  • Seminars, workshops, conferences or debates for dissemination, training, demonstration, and other purposes, which are to be conducted by experts in the field of education, teachers with expertise in 2.0 tools, groups of students who share their experiences or companies related to Aulatecnia submitting projects and providing services involving an innovative contribution.
  • The work teams consist of teachers and educators, in which there will be discussions on issues of interest to the schools, such as the promotion of reading through ICTs, educational use of 2.0 tools, or the transition from use of textbooks to digital subjects, among others.
  • Creation and development of a public library with educational digital content related to the Aulatecnia project, conceived through a system of collaborative work with several contributions, and hosted on a website specially designed for it.

Besides visiting the AulaTecnia-Comillas Virtual Classroom, the Audiovisual and Multimedia Communication students on the Master's course attended, on a separate occasion, a training session on the educational use of the digital whiteboard and document camera, taught by Olga Jimenez from Technological Innovation in Education (Innovación Tecnológica en Educación or ITE in Spanish).


Efectos pretendidos y no pretendidos de la EnseñanzaConference: "Intended and unintended effects of Teaching".


Given by: Prof. Pedro Morales Vallejo

Pedro Morales Vallejo is Emeritus Professor at Comillas Pontifical University where has taught courses in teaching and research methods in education. He has also taught at universities in Paraguay and Chile and currently teaches doctoral courses at Comillas Pontifical University, teacher training seminars at several Spanish universities and graduate courses at universities in Central America. He holds a PhD in Education (Complutense University), Master of Arts (St. Mary's University, Halifax, Canada), Master of Arts (Columbia University, New York), Diploma in Psychology (Complutense University, Madrid) and Doctor Honoris Causa by the Rafael Landivar University (Guatemala). His publications include: Ser profesor, una mirada al alumno; La relación profesor-alumno en el aula; Estadística aplicada a las ciencias sociales y Medición de actitudes en Psicología y Educación.

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estu mast prof educ conf 02

Conference: "New educational contexts, new digital realities".

Given by: Marta Martín Valiente y Ana Álvarez Lacambra

Ana Álvarez Lacambra and Marta Martín Valiente currently work for public entrepreneurial institution Red.es, under the Ministry of Industry, Tourism and Trade, through the Secretary of State for Telecommunications and the Information Society. This organization seeks to promote the use of Information and Communication Technology (ICT) in education.

Ana Álvarez Lacambra holds a Licentiate Degree in Medieval History from the Complutense University of Madrid. She has worked at the Thyssen-Bornemisza Museum in Madrid, in Iphigenia Plus —a Terra Network company— on projects of cultural digital content (Goya CD-ROM and development of software for the computerization of museums, the Thyssen Museum website in 2000, and consulting work for the Telefónica Group in projects of the Ministry of Culture). She currently works for the public entrepreneurial institution Red.es. She has participated in an initiative —that has been completed— to encourage the digitization of Spanish heritage and in the Hispanic Digital Library project in which Red.es collaborated with the Spanish National Library. She has been involved in projects related to ICTs and education, coordinating several digital curriculum content creation projects for AGREGA since 2007.

Marta Martin Valiente holds a Licentiate Degree in Education from Comillas Pontifical University, Madrid, and Master's Degree in New Technologies applied to education. She has worked in education and technology for over 10 years. She has carried out assignments for teaching content design for online courses in different subjects and management of the Virtual Campus of UNION FENOSA Corporate University. Since joining Red.es, she has developed several projects at national level. The goals of these projects have always been to foster the use of technology by teachers. The main projects worth highlighting include the definition and implementation of the Network for Advanced Education Centers project; coordinating the Development of Teacher Training Materials in the practical application of ICTs to teaching; and launching and coordinating Educ@contic, which is currently a benchmark website in the field of ICTs and education.

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estu mast prof educ conf 03Conference: "Family, the school and immigration: key aspects for understanding and evaluation".


Given by: Prof. Dra. Dña Virginia Cagigal Gregorio

Licentiate Degree in Philosophy and Arts (Psychology) from Comillas Pontifical University; Doctor of Psychology with Special Distinction, Andrés Bello CAB 2006 Latin American Cooperation Award. Clinical Psychology Specialist. Family and Couple Therapist, and Family Therapy Lecturer and Psychotherapist. She has taught Psychodiagnosis in the Degree in Psychology, at the Faculty of Humanities and Social Sciences (Comillas Pontifical University) since 2003 and also taught Psychometric Tests (2000-2006). Similarly, she has taught Family Psychoeducation Techniques (1995-2006) and Systemic Intervention Techniques in Non-clinical Contexts (2006-2007), in the Master's Degree and Specialist programs in Family and Couple Therapy, at Comillas Pontifical University. From 2002 to September 2005, she was Coordinator and Therapist a the Family Care Center (CAC in Spanish) at the University Institute of Family Studies at the Padre Piquer Training Center in Madrid (Center for Secondary Education and Vocational Training for middle and upper level).She currently works as Coordinator of the Family Care Area and Psychoeducational Area, in addition to being Therapist in the Psychosocial Intervention Unit (Comillas Pontifical University). Among her publications, we can highlight the following:

  • Cagigal de Gregorio, V. (Coord.) (2009). La orientación familiar en el ámbito escolar. La experiencia del Centro Padre Piquer. Madrid: Comillas Pontifical University and Obra Social Caja Madrid.
  • Cagigal de Gregorio, V. (Comp.) (2005). "Construyendo puentes": claves de colaboración escuela - familia ante los problemas de conducta. Madrid: PPC.

 

See Conference

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