Acquire knowledge in the field of psychology, pedagogy and didactics so that, at the end of the master degree, students can competently perform teaching functions in a context of diversity.

- Know the curricular content of the subjects related to the corresponding teaching specialization and also the body of didactic knowledge on the respective teaching and learning processes. For vocational training, knowledge of the respective professions must be included. - Plan, develop and assess the teaching and learning process by promoting educational processes that facilitate the acquisition of the skills specific to the corresponding teaching, taking into account the level, prior training and guidance of students, both individually and in collaboration with other teachers and professionals at the center. - Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia), transform it into knowledge and apply it to the teaching and learning processes in the subjects of the specialization studied. - Specify the curriculum’to be’implemented in a teaching center, participating in its collective planning; develop and apply didactic methodologies, both group and personalized, adapted to the diversity of the student body. - Design and develop learning spaces with special attention to equity, emotional and values education, equal rights and opportunities between men and women, citizen training and respect for human rights that foster life in society, decision-making and building a sustainable future. - Acquire strategies to stimulate the student's effort and promote their ability to learn for themselves and with others, and develop thinking and decision-making skills that facilitate personal autonomy, confidence and initiative. - Know the processes of interaction and communication in the classroom, to master the skills and social abilities necessary to encourage learning and coexistence in the classroom, and to address problems of discipline and conflict resolution. - Design and carry out formal and informal activities that contribute to making the center a place of participation and culture in its local environment; to develop the functions of student tutoring and guidance in a collaborative and coordinated manner, to participate in the assessment, research and innovation of the teaching and learning processes. - Know the regulations and the’institutional organization of the education system and the models of quality improvement applicable to educational centers. - Know and analyze the historical characteristics of the teaching profession, its current situation and the perspectives of’interrelation with the social reality of each time period. - Inform and advise families on the teaching and learning process and on the personal, academic and professional guidance of their children.

Students will’have to prepare and deliver a project that will be overseen by a professor of the master's degree within the framework of the Practicum Seminar and the Master Degree Thesis carried out in the second semester. This project will be publicly defended before’an assessment’panel made up of faculty members from the master's degree program. It is recommended that one of the members of the panel be from outside the master degree course, but they must be a member of’a graduate studies program at the School of Psychology,’Education and’Sport Science at Blanquerna-URL.

The’student will have ten minutes to defend the project. They will have to prioritize the issues they consider most relevant to the work and summarize them in a clear, precise, and complete manner.After the arguments’are presented, the’student will have to respond to observations, comments, and questions made by the members of the panel. The master's degree project’will be written in Catalan, however, with’a prior written request from the director, the master degree academic management team (EGA) may authorize it to be presented in another language. In this case, a summary of the project will be required in Catalan.

The Final Master Degree Thesis is worth 6 ECTS within the Master Degree in Teacher Training overall, which means a dedication of between 150 and 180 hours of student’work.

The Master's Degree Thesis is open choice and the aim is for’students to present an original and innovative proposal related to the educational areas in question (Secondary Education, baccalaureate or vocational training). Seminar tutors can guide, profile and advise on the proposals received or make possible thesis suggestions. Through the module "Internship and the Final Master Degree Thesis" all the competencies and contents included in the Generic Module and in the Specific Module will be listed to correlate them to the action-reflection contextualized in real practice in the case of the Internship, and with an informed reflection, in the case of the master degree thesis, with the support of qualified and experienced professionals who will perform the duties of advisor.

The assessment criteria for the master's degree thesis are concerned with the competences consolidated during the preparation process,’the final written document and the defense of the thesis’itself. The final grade will thus be the result of various partial assessments:

• Competences consolidated while the thesis is being’prepared: grades will be given for persistence and consistency in the different stages of the project preparation, and progression in the’acquisition of the skills and attitudes necessary for the research and intervention. This assessment will be performed by the project advisor.
• End product: aspects that are normally taken into account in scientific publications will be assessed to ensure the coherence and quality of the paper on’research or’intervention. The project director and the members of the Assessment’Panel will issue a report prior to the defense, which will be released to the Graduate Studies Committee.
• Skills achieved in the defense of the thesis: the clarity, accuracy,’originality and quality of the’presentation will be assessed according to the requirements for the oral presentation of a project before’an assessment’panel. The final grade for the project will be issued by the Assessment’Panel’according to the competences’specified in Study’Plan.

• The’student carries out 210 on-site hours of internship in a classroom (or department) of’an accredited collaborating center of the master degree. These internships are overseen by a supervising teacher.
• Along with the in-person sessions at the center, the master degree seminar is held at the School, with a minimum of 20 hours of group work per semester, facilitated by a professor-advisor. The task is complemented by conferences and specific complementary seminars that are’offered each academic year.
• Finally, the’corresponding 14 credits are completed with the preparation of the internship report and the Master Degree Thesis.

The MA’Curriculum gives internships a central role in the training of students. The’general objective of the Internship is to obtain direct knowledge of professional practice and obtain the skills for its correct development.

a) In-person work in the classroom:

1. Seminars. Case study, problem-solving.
2. Practical class. Internships in the classroom.

b) Supervised work outside the classroom: External internships, tutoring and supervised work.

c) Independent work by the student: Individual study and independent work, project-oriented learning.

• Verification report

Degree follow-up reports

• 2009–2010 Follow-up report
• 2010–2011 Follow-up report
• 2011–2012 Follow-up report

Other reports

• Historical follow-up indicator table. Specialization: Technology
• Historical follow-up indicator table. Specialization: Physical Education
• Historical follow-up indicator table. Specialization: English
• Academic grades. Specialization: Technology
• Academic grades. Specialization: Physical Education
• Academic grades. Specialization: English
• Center follow-up report
• Follow-up assessment report 2016-2017

• Secondary Master Degree Accreditation Report 2014
• Assessment AQU