Competencies

The training profile of future teachers is based on three basic dimensions: providing broad scientific and cultural knowledge; didactic-disciplinary training; and vocational training. Scientific and cultural training describes the body of knowledge and expertise related to the psycho-evolutionary, social, cultural, and pedagogical foundations of the curriculum. It also addresses cross-curricular knowledge that allows students to understand the sociocultural context in which they will develop their teaching work.

 

Didactic-disciplinary training refers to knowledge of the curriculum, the goals of education, and the students (developmental aspects of learning). In this sense, the principles that initial training should address are: knowledge of the basic objectives of schooling in Primary Education; the acquisition of knowledge related to the structure and sequencing of the curriculum; knowledge of the means and resources for teaching it; as well as knowledge of the principles of globalization and interdisciplinarity of curriculum content. In short, it requires knowledge and understanding of learning in all its dimensions and characteristics, enabling the student to adapt his or her teaching to the needs of his or her students.

 

Professional training must address the programming and development of curriculum content and knowledge of school management mechanisms. Educational training will focus on the development of personal and social values, integrated into curricular learning and reinforced through mentoring (parenting, interculturality, gender integration, conflict resolution, etc.). In addition, the development of practical thinking or the ability to reflect on action and mastery of teaching skills will be promoted.

 

Students of the teaching degree will be provided with learning in accordance with a conception of teaching understood as a profession characterized by:

  1. The planning or development of structures to achieve goal-directed action.
  2. Action as the adapted and reflective implementation of the curriculum.
  3. Reflection is the component that unites thought and action.
  4. Innovation as a consequence of reflection on action

 

All of this is from the perspective of the teacher as a researcher of his or her practice, creative, capable of analyzing and contrasting ideas, planning, and making appropriate decisions for the development of curricular innovations committed to social reality, progress, and social well-being.

Basic skills

CB1 – Students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education and is typically at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.
CB2 – Students should be able to apply their knowledge to their work or vocation in a professional manner and possess the skills typically demonstrated through the development and defense of arguments and problem-solving within their area of study.
CB3 – Students should have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.
CB4 – Students will be able to transmit information, ideas, problems and solutions to both specialized and non-specialized audiences.
CB5 – That students have developed the learning skills necessary to undertake further studies with a high degree of autonomy.

General skills

Considering the professional profile outlined above, the following general skills are proposed for students of this degree:

  1. Understand the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria, and the body of didactic knowledge surrounding the respective teaching and learning procedures.
  2. Design, plan, and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the center.
  3. Effectively address language learning situations in multicultural and multilingual contexts. Promote reading and critical commentary of texts from the various scientific and cultural domains included in the school curriculum.
  4. Design and regulate learning spaces in diverse contexts that address gender equality, equity, and respect for human rights, which underpin the values of civic education.
  5. Educate students for harmonious coexistence both in and outside the classroom, resolve discipline problems, and contribute to peaceful conflict resolution. Encourage and value effort, perseverance, and personal discipline in students.
  6. Understand the organization of primary schools and the diverse activities involved in their operation. Perform tutoring and guidance functions for students and their families, addressing their unique educational needs. Understand that the teaching role must be refined and adapted to scientific, pedagogical, and social changes throughout life.
  7. Work with different sectors of the educational community and collaborate with stakeholders in the social environment. Embrace the educational and public service dimension of the teaching role and promote democratic education for active citizenship.
  8. Maintain a critical and autonomous relationship with respect to knowledge, values, and public and private educational institutions.
  9. Assume individual and collective responsibility for achieving a sustainable future.
  10. Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for independent and cooperative learning and promote them among students.
  11. Understand and apply information and communication technologies in the classroom. Selectively discern audiovisual information that contributes to learning, civic education, and cultural enrichment.
  12. Understand the role, possibilities, and limits of education in today's society and the core competencies that affect primary schools and their professionals. Understand and apply quality improvement models applicable to educational centers.

Specific skills

  1. Effectively teach basic instrumental content in language and mathematics.
  2. Design and develop teaching processes for the development of basic competencies.
  3. Rework curricular content into teachable and useful knowledge for life.
  4. Guide teaching and learning processes to “learn to feel,” “learn to be,” and “learn to do.”
  5. To understand the main lines of educational research and their contribution to the foundation of teaching practice.
  6. To understand and teach how to value and respect the natural and cultural heritage of the Canary Islands. For a better understanding of the general and specific competencies, the following Table 3.1 is attached, which analyzes these competencies based on their specific cross-curricular nature and type of knowledge:

Table 3.1: Analysis of competencies based on their specific or transversal nature and the type of knowledge

COMPETENCES Type of skills Type of knowledge
Specific Transversal KNOWLEDGE (conceptual)
KNOW-HOW (instrumental)
KNOWING HOW TO BE (relational)
KNOWING HOW TO BE (moral)
1. Understand the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria, and the body of didactic knowledge surrounding the respective teaching and learning procedures. Specific KNOW
2. Design, plan, and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the center. Cross KNOWING HOW TO DO AND KNOWING HOW TO BE
3. Effectively teach basic instrumental content in language and mathematics. Specific KNOW-HOW
4. Design and develop teaching processes for the development of basic competencies. Specific KNOW-HOW
5. Rework curricular content into teachable and useful knowledge for life. Cross KNOW-HOW
6. Guide teaching and learning processes to learn to feel, learn to be, learn to do. Cross KNOW-HOW
7 a. Effectively address language learning situations in multicultural and multilingual contexts.
7 b. Promote reading and critical commentary of texts from the various scientific and cultural domains contained in the school curriculum.		 Specific Transversal KNOW-HOW
KNOW-HOW
8. Design and regulate learning spaces in contexts of diversity that address gender equality, equity, and respect for human rights that shape the values of civic education. Cross KNOW-HOW
9 a. Educate for coexistence in the classroom and outside of it, resolve discipline problems and contribute to the peaceful resolution of conflicts.
9 b. Encourage and value effort, perseverance and personal discipline in students.		 Cross
Cross		 KNOWING HOW TO DO AND KNOWING HOW TO BE
KNOWING HOW TO DO AND KNOWING HOW TO BE
10 a. Understand the organization of primary schools and the variety of activities involved in their operation.
10 b. Perform tutoring and guidance functions with students and their families, addressing the unique educational needs of students.
10 c. Assume that the exercise of the teaching function must be perfected and adapted to scientific, pedagogical, and social changes throughout life.		 Specific
Specific
Cross		 KNOW
KNOW-HOW
KNOWING HOW TO BE
11 a. Work with different sectors of the educational community and collaborate with stakeholders in the social environment.
11 b. Assume the educational and public service dimension of the teaching function
11 c. Promote democratic education for active citizenship.		 Cross
Cross
Cross		 KNOWING HOW TO DO AND KNOWING HOW TO BE
KNOWING HOW TO BE
KNOWING HOW TO BE and KNOWING HOW TO DO
12. Maintain a critical and autonomous relationship with respect to knowledge, values, and public and private educational institutions. Cross KNOWING HOW TO BE
13. Assume individual and collective responsibility in achieving a sustainable future. Cross KNOWING HOW TO BE
14. Know the main lines of educational research and their contribution to the foundation of teaching practice. Cross KNOW
15 a. Reflect on classroom practices to innovate and improve teaching work. Cross KNOW-HOW
15 b. Acquire habits and skills for independent and cooperative learning and promote it among students. Cross KNOW-HOW
16 a. Know and apply information and communication technologies in the classroom.
16 b. Selectively discern audiovisual information that contributes to learning, civic education and cultural wealth.		 Transversal Transversal KNOWING and KNOWING HOW TO DO KNOWING HOW TO DO
17 a. Understand the function, possibilities and limits of education in today's society and the fundamental competencies that affect primary schools and their professionals
17 b. Know and apply quality improvement models applicable to educational centers		 Specific
Specific		 KNOW
KNOWING AND KNOWING HOW TO DO
18. Know and teach to value and respect the natural and cultural heritage of the Canary Islands Specific KNOWING AND KNOWING HOW TO DO

Specific (primary education); Transversal (common to teacher training)