Learning outcomes

1. Apply the data obtained in from socio-educational diagnosis to the education planning process.
2. Understand how the different organizational structures of the school function.
3. Diagnose the socio-educational reality in schools by identifying the social factors that condition them.
4. Define the elements that constitute a school as complex organization.
5. Identifying the teacher's framework of autonomy and role in today's society.
6. Share specific knowledge with other professionals to ensure a better product or solution.
7. Provide integrated responses to complex educational phenomena.
8. Reflecting on the potentials of interdisciplinarity within the framework of the present curriculum proposal.
9. Coordinate with other teachers in approaches to education and the realization of teaching and learning tasks.
10. Identifying barriers to learning and mobilising resources to address diversity.
11. Planning language and mathematics activities, specifying their didactic purpose.
12. Justifying the appropriateness of the language and mathematics activities designed in the class group in which they will be taught.
13. Establish evaluation criteria for the planned activities arising from the process of teaching and learning.
14. Being aware of the importance of interactions between peers in the development of empathy, social relations and status within the group.
15. Collaborate with school professionals in order to extract relevant information from innovative projects analysed.
16. Share with professionals at the school any proposed innovation generated by informing the teaching staff of proposals.
17. Show interest in understanding and comprehending the functions and tasks performed by social institutions.
18. Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
19. Demonstrate respect for individual and social awareness and responsibility regarding the world around us.
20. Recognising the level of personal and social commitment towards educational initiatives.
21. Share with colleagues doing traineeships in the same school the development of classroom experiences and discuss their suitability for the class group.
22. Permanently learn and think critically as teachers, making use of shared research-action processes to improve and innovate in teaching.
23. Conceive teaching practice to be an element of professional improvement.
24. Conceive innovation as part of professional development and continuing education.
25. Selecting the key information for making proposals for improvements in primary education centres.
26. Becoming involved in the dynamics of the centre and of the classroom when making suggestions for innovation related to the context of the centre and of the classroom.
27. Evaluate the evolution of one's strengths, potentialities and weaknesses throughout the time spent at the school, to understand how these can influence teaching and consider the practical elements that have influenced this evolution.
28. Using ICTs and CLTs in the development and production of practical work and in the design of didactic proposals.
29. Identifying experiences involving collaboration between sectors of the educational community and the social environment.
30. Identifying ways of managing the time, space and social organisation in the classroom.
31. Critically observing the reality of the school, paying special attention to innovation projects, and reflecting this practical know-how in the proposed improvements.
32. Identifying strategies that promote interaction and communication in the classroom, in order to create a good climate for learning and coexistence.
33. Using strategies that encourage interaction and communication in the classroom in language, literature and mathematics learning situations.
34. Demonstrate knowledge of the theoretical framework to analyse the reality of the classroom and school.
35. Understand situations and phenomena in the classroom and school and offer grounded responses to what happens.
36. Make use of theoretical concepts and principles to interpret educational events, situations and processes in the classroom or school.
37. Inform oneself by reading articles, bibliographic sources and proposals and teaching resources to interpret and respond to pupil's needs for specific support.
38. Participating in the preparation, development and regulation of the everyday classroom tasks and making suggestions for their improvement.
39. Understand the need to link ideas and principles with concrete actions, through reflective practice and identification of problem-solving strategies.
40. Collaborate with the school's professionals by making innovative proposals based on observation of innovative practice in the school and classroom.
41. Develop a collaborative project in a team, as a first step towards networking.
42. Knowing how to analyse and manage social conflicts in the classroom by making use of group dynamics and teaching social skills in order to improve the climate in the classroom.
43. Adapt teaching and learning programs and activities to pupil diversity.
44. Critically analyse personal work and use resources for professional development.
45. Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights as involved in the values of public education.
46. Selectively distinguish audiovisual information that contributes to learning, public training and cultural richness.
47. Understand models of quality improvement with application to schools.
48. Evaluate teaching activity in the classroom, integrating self-evaluation processes.
49. Reflecting on the role of the school in a changing society.
50. Considering processes of causality between educational factors and social factors.
51. Planning and carrying out activities that promote active citizenship in students.
52. Know about information and communication technologies and apply them in the classroom.
53. Using and evaluating all the languages (oral, written, artistic, body, etc.) in the classroom (between teacher and students and among students themselves) as a tool for negotiating meanings and the joint construction of knowledge.
54. Regulating the processes of interaction and communication in groups of students aged 6-12.
55. Control and monitoring of the educational process and in particular the teaching and learning by mastering the techniques and strategies needed.
56. Present products (teaching units, class analyses, etc.) produced in teams with people from different degree courses and levels of expertise.
57. Maintain an attitude of respect for the environment (natural, social, cultural) to promote sustainable values, behaviour and practices that respect gender equality, equity and respect for human rights.
58. Identify situations in which a change or improvement is needed.
59. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
60. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
61. Analyse a situation and identify its points for improvement.
62. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.