Presentation
Introduction
The Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching will equip you with the skills you need to work as a teacher in accordance with basic standards and applicable legislation.
This professional master’s degree in Teaching was launched in the 2009-2010 academic year, when the European Higher Education Area was in the process of being established. It aims to equip future teachers with extensive knowledge of education and psychopedagogy by offering a more comprehensive theoretical training component and teaching practice at secondary schools.
You will also be able to take advantage of the University of Jaén's unique cross-disciplinary training programme and the range of activities offered in connection with this master’s programme to improve your personal development and professional prospects.
Presentation of the master’s programme
- To encourage you to adopt a positive, critical approach to the development of teacher professional identity, working with management teams and other stakeholders in educational settings.
- To combine professional experience with classroom-based research and teaching through critical reflection on your learning and experiences.
- To deliver appropriate cultural, personal, ethical and social training to prepare you to work as a teacher with the scientific rigour that must be applied when educating teenagers.
- To encourage you to recognise, analyse and respond to diversity among your pupils in terms of their development, family environments and social and cultural characteristics.
- To provide you with an awareness of the teaching skills required for each specialist area and of relevant soft skills.
The course summary contains the full list of academic skills certified by the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at the University of Jaén.
To take full advantage of the opportunities offered by the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, the ideal applicant is someone with an interest in teaching, good oral and written communication skills, strong initiative, ability to dialogue and work in a team, IT skills and English skills.
1.- Certify proficiency in the skills required for the specialist area in question by supplying an undergraduate qualification corresponding to the chosen specialisation or completing a test designed for this purpose.
2.- Certify a B1 level in a foreign language under the Common European Framework of Reference or equivalent level (recommended by the Committee of Ministers of the Council of Europe in October 2000).
Applicants must accredit their language level by supplying an official certificate or passing an equivalent test organised by the Centre for Advanced Studies in Modern Languages at the University of Jaén before enrolling on the master’s programme.
Pre-enrolment and allocation of places will be carried out in a centralised manner by the Andalusian Single District Commission. Up-to-date deadlines and procedures can be found on their website.
This link contains specific information from UJA about pre-enrolment and enrolment procedures, deadlines, fees, etc.
Consult the criteria for recognition of specific credits for this programme here.
The first days of each academic year, the University of Jaén organizes Welcome Days for incoming students. These general sessions are complemented by a specific session of each master's program, in which the master's coordinator, before the start of classes, holds a reception and orientation session aimed at new students in order to show the resources, tools and materials that both the University of Jaén and the master's degree put at their disposal. Detailed information is also provided on specific aspects of the degree (professors, tutors, coordinators, course contents, schedules, methodologies, work pace, materials, use of the virtual platform, teaching spaces, etc.).
The traditional tutoring system is to be expanded by incorporating different figures and activities to guarantee and channel a complete follow-up of the student body.
Tutors will be appointed among the most experienced teachers of the course. They will be in charge of a group of students, providing personal and continuous monitoring, observing their performance, progress and solving their doubts or practical problems. For this purpose, periodical meetings will be scheduled, and group tutoring sessions will be held. Tutors will also be responsible for passing on to other teachers or specialists any questions of a more technical nature raised by their students. In short, tutors are the means by which students can be integrated into the course as a whole.
Subject coordinators will also be appointed to unify the theoretical-practical contents across subjects taught by multiple professors. They will also collaborate in the specialized tutoring functions of the module coordination.
The direction of the Master's thesis is responsible for solving the practical problems posed to the students when carrying out this work. Supervisors will be chosen according to the topics of the research and the interests of the students. All interactions between students and professors that arise as a result of the above functions will be channeled through tutoring sessions. These will have a predefined time and place in the program.
As for the figure of the Master's Coordination, it will have the function of supporting and ensuring the student integration and academic success, without prejudice to the possibility of establishing, according to the decision that the University may take in each case, individualized or personalized tutoring programs. In order to promote the professional orientation of the students, the coordination will keep itself informed and will inform, through the studies of graduates elaborated by the University, about the possible professional projections of the students. In this case, its role will be primarily that of dynamization and orientation.
The University of Jaén’s policy is to centralise the use of the spaces on the campus in order to optimise their occupation while meeting the specific needs of the courses delivered. These shared facilities will be used in part during this degree programme. Although they are not exclusively for use by the students on the programme, it is important to acknowledge their presence as the University allocates certain time slots and facilities to each degree programme from among the available classrooms, laboratories and IT rooms depending on the specific needs of the programmes and in coordination with the other courses taught at the University.
Additional information about University of Jaén facilities:
As well as the resources listed, the University of Jaén offers additional material resources and services, which may be grouped into three main blocks: Library, ICT and Accessibility & Disability Services.
1. Delegación Territorial de Educación, Cultura y Deporte de Jaén
- Martínez Montañés 8, 23007 Jaén Tel: 953003700 Fax: 953003806
- Website: https://www.juntadeandalucia.es/organismos/desarrolloeducativoyformacionprofesional/consejeria/delegaciones/jaen.html%23
- Email: educacion [punto] dpja [punto] ced [arroba] juntadeandalucia [punto] es (educacion[dot]dpja[dot]ced[at]juntadeandalucia[dot]es)
2. Public schools and state-subsidised private schools in the province that provide Compulsory Secondary Education and Baccalaureate teaching, Vocational Training and Language Teaching and are registered with the Seneca Platform for external internships
- A list of educational institutions in the province is available at http://www.juntadeandalucia.es/educacion/vscripts/util/fpdf/imprime_lis….
3. Public schools in other Spanish provinces
4. Private schools
5. Schools in other countries as part of the Erasmus and Instituto Cervantes programmes
6. Associations linked to non-formal education (municipal councils, educational associations, companies, cultural organisations, sports organisations, etc.)
Several of the lectures given by the center as part of its annual series are available on the YouTube channel of the Center for Postgraduate Studies (CEP-UJA). You can access them by clicking on this link.
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Academic Information
Academic information
This section contains important information and all the links you need to find out more about your degree programme, condensing and supplementing the description provided in the course summary, where you will find additional information.
| TYPE OF SUBJECT | CREDITS |
|---|---|
| Compulsory | 8 |
| Optional | 36 |
| Internship | 10 |
| Master’s Thesis | 6 |
| Total credits | 60 |
BASIC
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To possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.
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That students know how to apply the knowledge acquired and their problem-solving capacity in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
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That students are able to integrate knowledge and face the complexity of making judgements based on information that, although incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements.
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That students know how to communicate their conclusions—and the knowledge and underlying rationale that support them—to specialised and non-specialised audiences in a clear and unambiguous manner.
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That students possess the learning skills that enable them to continue studying in a manner that will be largely self-directed or autonomous.
GENERAL
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To know the curricular content of the subjects related to the corresponding teaching specialisation, as well as the body of didactic knowledge regarding the respective teaching and learning processes. For Vocational Training, knowledge of the respective professions will be included.
-
To plan, develop, and evaluate the teaching and learning process, enhancing educational processes that facilitate the acquisition of the competencies specific to the respective teachings, attending to the level and prior training of students as well as their orientation, both individually and in collaboration with other teachers and professionals at the centre.
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To search for, obtain, process, and communicate information (oral, printed, audiovisual, digital, or multimedia), transform it into knowledge, and apply it in the teaching and learning processes in the subjects of the specialisation studied.
-
To specify the curriculum to be implemented in an educational centre, participating in its collective planning; to develop and apply didactic methodologies, both group and personalised, adapted to student diversity.
-
To design and develop learning spaces with special attention to equity, emotional education and values, equal rights and opportunities between men and women, citizenship training, and respect for human rights that facilitate life in society, decision-making, and the construction of a sustainable future.
-
To acquire strategies to stimulate student effort and promote their ability to learn independently and with others, and to develop thinking and decision-making skills that facilitate autonomy, confidence, and personal initiative.
-
To know the processes of interaction and communication in the classroom, master the social skills necessary to foster learning and harmonious coexistence in the classroom, and address discipline problems and conflict resolution.
-
To design and carry out formal and non-formal activities that contribute to making the centre a place of participation and culture in the environment where it is located; to develop tutoring and student orientation functions in a collaborative and coordinated manner; to participate in the evaluation, research, and innovation of teaching and learning processes.
-
To know the regulations and institutional organisation of the education system and quality improvement models applied to educational centres.
-
To know and analyse the historical characteristics of the teaching profession, its current situation, perspectives, and interrelation with the social reality of each era.
-
CG11 - To inform and advise families regarding the teaching and learning process and regarding the personal, academic, and professional orientation of their children.
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To foster a critical, reflective, and entrepreneurial spirit.
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To foster and guarantee respect for Human Rights and the principles of universal accessibility, equality, non-discrimination, and democratic values and the culture of peace.
-
To acquire the learning skills that enable them to continue studying in a manner that will be largely self-directed or autonomous.
-
To know the psychopedagogical characteristics of the students in order to evaluate them and issue the required reports.
-
To know the measures of attention to diversity that can be adopted in order to provide the necessary advice in each case.
-
To analyse the organisation and functioning of the centre to coordinate the personal, academic, and professional guidance of the students in collaboration with the members of the school community.
-
To develop the skills and techniques necessary to be able to adequately advise families regarding the development and learning process of their children.
-
To identify public services and community entities with which the centre can collaborate, and to promote and plan, in collaboration with the management team, the necessary actions for better student care.
TRANSVERSAL COMPETENCIES
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No data available.
SPECIFIC COMPETENCIES
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To know the characteristics of the students, their social contexts, and motivations.
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To understand the personality development of these students and the possible dysfunctions that affect learning.
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To develop proposals based on the acquisition of knowledge, skills, and intellectual and emotional aptitudes.
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To identify and plan the resolution of educational situations affecting students with different capacities and different learning paces.
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To conceptualise with rigour and precision the psycho-evolutionary, psycho-educational, and cultural keys that contextualise adolescent development and their implications in teaching-learning processes.
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To construct a concept of the adolescent based on psychological perspectives and their scientific findings.
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To define the psychological variables for the elaboration of an educational project that includes the psychological processes occurring in the teaching and learning activity performed by teachers and adolescent students.
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To understand and value diversity in the student body according to their psycho-evolutionary and psycho-educational development and the repercussions this has on learning.
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To know and analyse the psychological factors that favour learning.
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To establish communication processes with adolescents and approaches to their reality and values to guide them in their development.
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To detect and analyse situations and difficulties affecting students with different capacities and learning paces and intervene adequately.
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To know the historical evolution of the education system in our country.
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To know the interaction and communication processes in the classroom and in the centre, and to address and resolve possible problems.
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To know and apply resources and strategies for information, tutoring, and academic and professional orientation.
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To promote actions of emotional education, values, and citizenship training.
-
To participate in the definition of the educational project and in the general activities of the centre, attending to criteria of quality improvement, attention to diversity, prevention of learning problems, and coexistence.
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To situate educational practice and the teaching profession within the diverse contexts (social, cultural, historical, normative, organisational, and classroom) in which it develops, analysing the way these contexts influence and are influenced by the educational processes that take place within them.
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To know the spaces of pedagogical, curricular, and management and organisational autonomy of educational centres to participate in them through measures and actions aimed at the definition and realisation of an educational project adjusted to the environment and culture of the centre and committed to its progress and improvement.
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To know and analyse the idiosyncrasy of centres and classrooms with a view to proposing actions for the management of coexistence that facilitate learning, emotional development, and the acquisition of civic values.
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To acquire the knowledge, skills, and attitudes necessary for the exercise of the tutorial function of Secondary Education teachers.
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To propose, organise, and carry out tutorial action activities in accordance with the distinct functions assigned to teachers in their role as tutors, and in collaboration with the Guidance Departments.
-
To acquire the knowledge, skills, and attitudes necessary for the use and exploitation of ICTs in the teaching function.
-
To relate education to the environment and understand the educational function of the family and the community, both in the acquisition of competencies and learning and in education in respect for rights and liberties, in equal rights and opportunities between men and women, and in equal treatment and non-discrimination of persons with disabilities.
-
To know the historical evolution of the family, its different types, and the incidence of the family context on education.
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To acquire social skills in family relations and orientation.
-
To know and understand the influences of the sociocultural environment of the centre on student training.
-
To know and understand the educational role of the family and its interaction with the school environment.
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To analyse the educating power of the school in continuous relation and interaction with other educating contexts of adolescents.
-
To know the formative and cultural value of the subjects corresponding to the specialisation and the contents studied in the respective teachings.
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To know the history and recent developments of the subjects and their perspectives in order to transmit a dynamic vision of them.
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To know contexts and situations in which the diverse curricular contents are used or applied.
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In Vocational Training, to know the evolution of the world of work, the interaction between society, work, and quality of life, as well as the need to acquire adequate training for adaptation to changes and transformations that professions may require.
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To know the theoretical-practical developments of the teaching and learning of the corresponding subjects.
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To transform curricula into programmes of activities and work.
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To acquire criteria for the selection and development of educational materials.
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To foster a climate that facilitates learning and values the contributions of students.
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To integrate training in audiovisual and multimedia communication into the teaching-learning process.
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To know evaluation strategies and techniques and understand evaluation as an instrument of regulation and encouragement of effort.
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To know and apply innovative teaching proposals in the field of the specialities integrated into the corresponding area.
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To identify problems relating to the teaching and learning of the subjects of the area and propose alternatives and solutions.
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To critically analyse the performance of teaching, good practices, and guidance using quality indicators.
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To know and apply basic educational research and evaluation methodologies and techniques and be capable of designing and developing research, innovation, and evaluation projects.
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To acquire experience in planning, teaching, and evaluating the subjects corresponding to the specialisation.
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To demonstrate a good command of oral and written expression in teaching practice.
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To master the social skills necessary to foster a climate that facilitates learning and coexistence.
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To participate in improvement proposals in the different spheres of action based on reflection grounded in practice.
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For Vocational Training, to know the business typology corresponding to the productive sectors and understand the most common organisational systems in companies.
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Regarding guidance, to exercise in psychopedagogical evaluation, advice to other education professionals, students, and families.
-
To value the role of the organisational culture of each centre and know the functions of the diverse elements that comprise it.
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To contrast one's personal vision of teaching with the rest of the professionals at their centre to make joint decisions.
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To plan the teaching process in their specific area, designing didactic materials and educational tasks.
-
To develop effective interaction and communication processes in the classroom, demonstrating a good command of oral and written expression in teaching practice.
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To analyse the results of the evaluation and extract conclusions that help to improve the teaching and learning processes.
Click here to access and download details regarding the Specialisation Coordinators and the Master's academic staff (opens in a new window).
Access to the Academic Guide of Subjects
First Year
|
First Year Modules |
|||||
|
Sem. |
Module |
Language |
Credits |
||
|
A. GENERIC MODULE: 12 credits |
(8 compulsory module credits + 4 optional module credits) |
Spanish |
12 |
||
|
1st |
Educational Processes and Contexts (Compulsory) |
Spanish |
4 |
||
|
1st |
Society, Family, and Education (Compulsory) |
Spanish |
4 |
||
|
1st |
Learning and Personality Development (Compulsory Option for all students except those in the Educational Guidance specialization) |
Development, Learning, and Education (Compulsory Option only for students in the Educational Guidance specialization) |
Important Note: It is essential to choose one of the related optional modules, according to the specialization studied, in order to meet the requirements for the official degree issuance. |
Spanish |
4 |
|
B. FREE CHOICE MODULE = 8 credits (see details below) |
Spanish |
8 |
|||
|
1st |
Optional Module 1 |
Spanish |
4 |
||
|
1st |
Optional Module 2 |
Spanish |
4 |
||
|
C. SPECIFIC MODULE = 24 credits (see details below) |
Spanish |
24 |
|||
|
2nd |
Disciplinary Training Complements (Compulsory option broken down by specialization) |
Spanish |
6 |
||
|
2nd |
Learning and Teaching I (Compulsory option broken down by specialization) |
Spanish |
6 |
||
|
2nd |
Learning and Teaching II (Compulsory option broken down by specialization) |
Spanish |
6 |
||
|
2nd |
Teaching Innovation and Initiation to Educational Research (Compulsory option broken down by specialization) |
Spanish |
6 |
||
|
D. PRACTICUM MODULE = 10 credits |
Spanish |
10 |
|||
|
2nd |
Teaching Practice in Secondary Schools |
Spanish |
10 |
||
|
E. MASTER'S THESIS = 6 credits |
Spanish |
6 |
|||
|
2nd |
Master's Thesis |
Spanish |
6 |
|
B. Free Choice Module: 8 credits
Choose from the following optional modules until 8 credits are reached:
|
Sem. |
Module |
Language |
Credits |
|
1st |
Oral Expression as a Professional Activity |
Spanish |
4 |
|
1st |
Written Expression as a Professional Skill |
Spanish |
4 |
|
1st |
Foreign Language for Bilingual Centres |
Spanish |
4 |
|
1st |
IT for ICT Centres |
Spanish |
4 |
C. Specific Module: 24 credits
Choose the modules corresponding to each specialization. It is compulsory to choose all modules from the same specialization.
NOTE: The modules that make up the specific module for the "Educational Guidance" specialization are indicated below.
|
Sem. |
Module |
Language |
Credits |
|
1st |
Disciplinary Training Complements in Foreign Language (English) |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Geography and History |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Vocational Training and Guidance/Labour Studies |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Language and Literature |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Economics, Business, and Trade |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Mathematics |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Physical Education |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Biology and Geology |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Computer Science/IT |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Physics and Chemistry |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Health Processes |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Technology and Industrial Processes |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Foreign Language (French) |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Drawing, Image, and Plastic Arts |
Spanish |
6 |
|
1st |
Disciplinary Training Complements in Music |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Foreign Language subject (English) |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Geography and History subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Vocational Training and Guidance/Labour Studies subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Language and Literature subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Economics, Business, and Trade subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Mathematics subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Physical Education subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Biology and Geology subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Computer Science/IT subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Physics and Chemistry subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Health Processes subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Technology and Industrial Processes subject |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Foreign Language subject (French) |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Drawing, Image, and Plastic Arts subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching I in the Music subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Foreign Language subject (English) |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Geography and History subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Vocational Training and Guidance/Labour Studies subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Language and Literature subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Economics, Business, and Trade subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Mathematics subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Physical Education subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Biology and Geology subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Computer Science/IT subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Physics and Chemistry subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Health Processes subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Technology and Industrial Processes subject |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Foreign Language subject (French) |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Drawing, Image, and Plastic Arts subjects |
Spanish |
6 |
|
2nd |
Learning and Teaching II in the Music subject |
Spanish |
6 |
|
2nd |
Teaching Innovation and Initiation to Educational Research in the area of Vocational Training |
Spanish |
6 |
|
2nd |
Teaching Innovation and Initiation to Educational Research in the area of Art and Sports |
Spanish |
6 |
|
2nd |
Teaching Innovation and Initiation to Educational Research in the area of Science and Technology |
Spanish |
6 |
|
2nd |
Teaching Innovation and Initiation to Educational Research in the area of Philology |
Spanish |
6 |
|
2nd |
Teaching Innovation and Initiation to Educational Research in the area of Social Sciences |
Spanish |
6 |
C. Specific Module for the "Educational Guidance" specialization: 24 credits
|
Sem. |
Module |
Language |
Credits |
|
1st |
The Processes of Educational Guidance and Psychopedagogical Counselling |
Spanish |
6 |
|
2nd |
Educational Research and Innovation and Change Management |
Spanish |
6 |
|
2nd |
The Fields of Educational Guidance and Psychopedagogical Counselling |
Spanish |
6 |
|
2nd |
Inclusive Education and Attention to Diversity |
Spanish |
6 |
Access to the Academic Guide of Subjects
You can view and download the information and documents related to the academic calendar and schedule for this degree by clicking here (opens in a new window).
You can check the tutoring schedule by clicking here (opens in a new window)
For any additional questions regarding tutoring hours, you can contact the teaching staff directly via email. Their contact information can be found by clicking here.
The Master’s Dissertation includes the submission of a written report and a public defense of the work carried out, in accordance with the specifications outlined in the new regulations governing Final Academic Projects at the University of Jaén.
In the "Master’s Dissertation" section of the Postgraduate Studies Center (CEP-UJA) website, you will find key information regarding the dissertation process.
You can consult and download information and documents related to the Master's Dissertation by clicking here (opens in a new window).
You can consult the Master's Dissertation published in the UJA repository by clicking here (opens in a new window).
In a world where information, culture, and society are increasingly globalized, extending your academic experience to other Spanish and international universities is essential for enhancing your curriculum.
Are you a UJA master's student looking for mobility opportunities?
In addition to the mobility programs available in our international calls section and the mobility grants and scholarships offered by the Ministry of Science, Innovation, and Universities, the University of Jaén provides specific funding for international mobility, language proficiency development programs, and cultural exchange opportunities. These resources help you gain a competitive edge in the job market once you complete your studies.
You can also benefit from Blended Intensive Programs (BIPs)—short-term, innovative learning initiatives funded by Erasmus+. These programs combine online learning with physical mobility, promoting flexible student mobility and transnational collaboration on specific challenges, such as the Sustainable Development Goals (SDGs). Additionally, you can earn academic recognition for participating in these activities.
Are you an international student looking to pursue your master's degree at UJA through a mobility program?
We offer specific mobility grants to help eligible students study their master's degree at UJA under agreements established with organizations such as the Asociación Universitaria Iberoamericana de Postgrado (AUIP), Fundación Carolina, and others.
You can find all this information in the "Movilidad internacional" section of the Centro de Estudios de Postgrado.
The European Supplement is the document that accompanies the official university degree and is valid throughout the national territory with unified information, personalised for each university graduate, on the studies completed, the results obtained, the professional skills acquired and the level of their qualification in the national higher education system.
You can obtain information on how to obtain it by clicking here (opens in a new window).
Career Guidance
Participating in extracurricular external academic internships provides significant benefits for students’ training while offering host companies a direct insight into their skills, competencies, and academic background.
The University of Jaén recognizes that practical experience is a key component of professional preparation, providing students with numerous opportunities for extracurricular external academic internships.
What are extracurricular external academic internships?
These are voluntary internships that students can undertake during their studies. While they serve the same purpose as curricular internships, they are not part of the official study plan.
For more information about external academic internships, click here.
Can I participate in extracurricular external academic internships program?
If you are enrolled in an official master's degree at the University of Jaén and registered in the ÍCARO program, you are eligible to participate in the University’s extracurricular external academic internship program.
What are the general characteristics of extracurricular internships?
The main characteristics of the extracurricular external academic internship program are:
-
Duration: 3 to 6 months
-
Minimum stipend paid by the company: €210/month
-
Fee paid by the company to the University: €30/month
-
Internship activities must be related to the student’s academic field
How do I register on the ÍCARO platform?
Registering on the ÍCARO platform is a simple process. Click here to begin registration and follow the steps outlined in this student guide.
What internship opportunities are available?
Once registered on the ÍCARO platform, you can browse available internship opportunities. At the University of Jaén, it is not necessary to apply directly for specific internship offers. Instead, the Student Support and Assistance Service provides companies and institutions with a list of students who meet the required profile for each internship offer.
Are there other types of extracurricular academic internships outside of companies?
Yes, other types of extracurricular internships are available. The University of Jaén itself offers opportunities to complete internships within its research groups or administrative services.
Check the open calls by clicking here.
Discover More Opportunities
Visit our Employment, Internship, and Entrepreneurship Portal to explore more information on academic internships and access a wide range of resources designed to facilitate your entry into the workforce. Here, you will find job offers, employment training, career counseling, entrepreneurial training, startup initiatives, and much more.
- Compulsory secondary education, baccalaureate, vocational training or language teaching staff at public schools, private schools or state-subsidised private schools
- Member of psychopedagogical guidance teams
- Founder of educational and educational support companies
- Teacher at dual vocational training companies
En el siguiente documento el alumnado puede encontrar la información relacionada:
Coordination and Quality
The Academic Coordination Committee is the collegiate body responsible for the academic direction and management of the degree, interacting directly with the students, organising the teaching programme, the calendar and, in general, all the academic processes that allow for the optimum development of the courses. It is also responsible for implementing the processes of continuous improvement of the teaching that emanate from the application of the degree's Quality Assurance System.
The Academic Coordination Committee has merged with the Internal Quality Assurance Committee of the master's degree and has taken on all its functions following the implementation of the Quality Assurance System of the Centre for Postgraduate Studies.
You can consult and download information about the Master's Academic Coordination Committee by clicking here (opens in a new window).
The Quality Assurance Commission of the Centre for Postgraduate Studies is responsible for the planning and monitoring of the Quality Assurance System, created for the design and implementation of the QMS at CEP-UJA.
The functions of this Committee are the following:
1. To verify the planning of the Centre's QMS, so as to ensure compliance with the general requirements of the QMS Manual, the Quality Policy and the Centre's Objectives and the requirements set out in the protocols for external assessment of degrees (verification, monitoring, modification, renewal of accreditation), the certification of the implementation of the quality assurance system, as well as others that may affect CEP-UJA's scope of action.
2. To define and review the CEP-UJA's quality policy.
3. To identify and define the CEP-UJA's strategic objectives.
4. To periodically review the degree of compliance with the CEP-UJA's strategic objectives.
5. To monitor the effectiveness of the processes included in the QMS, analysing the values achieved in the QMS indicators.
6. To analyse the content of external evaluation reports in internal reports generated in the QMS.
7. To develop and apply the mechanisms for quality control and improvement of the degrees that are under the scope of the CEP-UJA.
8. To periodically review the CEP-UJA improvement plan.
9. To review the information related to CEP-UJA that is published on the web.
10. To periodically gather and analyse information on the need to adapt the infrastructures, material resources and services provided, taking into account the specific characteristics of each degree programme.
11. To ensure compliance with the applicable regulations on the Master’s Dissertation in all its phases, collecting and analysing the results obtained from the management of the Master’s Dissertation and proposing the corresponding improvement actions.
12. To prepare those reports attributed by the quality assurance system or by the governing bodies of the University of Jaén.
13. To coordinate the implementation, development and monitoring of the centre's quality assurance system.
14. To carry out any other functions attributed in the quality assurance system of the centre.
You can consult and download information about the Quality Assurance Commission of the CEP by clicking here (opens in a new window).
The quality assurance system of the University of Jaén is structured in two levels of responsibility. On the one hand, through the Vice-rectorate with competences that coordinates the quality assessment processes of the degrees, departments and services and, on the other hand, through the Centre responsible for the degree, which applies its Quality Assurance System.
You can consult and download the improvement plan for this degree by clicking here (opens in a new window).
All the official degrees of the University of Jaén are subject to different evaluation processes carried out by the Agency for Scientific and University Quality of Andalusia (ACCUA). To access the evaluation reports of this degree related to the verification, modification, monitoring and renewal of accreditation, select it in the ACCUA degree evaluation reports application.
You can also consult and download the reports related to the degree by clicking here.
In the SGC Key Indicators section, you will find relevant information about the Postgraduate Studies Center (CEP) as well as other centers of the University of Jaén, regarding academic performance, employability, mobility, and more. You can also access the CEP satisfaction results by clicking here. Additionally, you can find more details in the University of Jaén's statistical yearbook.
For data specifically related to the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, you can access them by clicking on this link.
An important element in the analysis of the quality of the degree are the studies on the employability of graduates of the University of Jaén, in which you can find the most common professional opportunities for people who studied this master's degree before you.
The Academic Coordination Committee of the Master's Degree shall carry out those functions assigned to it by the Academic Director of the Master's Degree in the exercise of the functions of coordination and organisation of the teaching of the corresponding Master's Degree. In this sense, the Academic Coordination Committee may carry out, among other tasks, teaching planning, coordination of the subjects in the syllabus, monitoring of syllabus activities, preparation of class schedules, preparation of the exam calendar, presentation of proposals for improvement, as well as any other action related to the Quality Assurance System of the Centre for Postgraduate Studies that applies to the Master's degree.
You can consult and download the information and documents related to the teaching coordination mechanisms by clicking here (opens in a new window).