The Degree in Teaching Primary Education leads to the regulated profession of Teacher of Primary Education. The degree is designed to train professionals who know the curricular areas of Primary Education and interdisciplinary relationship between them, who are able to design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals.
Duration:
4 academic years
RUCT code: 2502229
Seats number: 82
Dean or center director:
CARMEN SARCEDA GORGOSO
Title coordinator:
María Campos Magdaleno
Use languages:
Spanish, Galician
MECES Level: 2
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
16/09/2010
BOE publication date:
23 de marzo 2015
Last accreditation date:
18/01/2023
Professional qualification:
This qualification enables in Spain the exercise of the regulated profession of Teacher in Primary Education.
The Degree in Teaching Primary Education leads to the regulated profession of Teacher of Primary Education. The degree is designed to train professionals who know the curricular areas of Primary Education and interdisciplinary relationship between them, who are able to design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals, to effectively tackle language learning situations in multicultural and multilingual contexts.
At the Lugo Campus four qualifying mentions are offered: Physical Education, Administration and Management of Centres and Foreign Language: English and Audition and Language.
Para poder matricularse en la asignatura Practicum I será requisito tener superados al menos 48 créditos del segundo curso
Para poder matricularse en la asignatura Practicum II será requisito tener superados al menos 48 créditos del tercer curso, entre los que se incluyen necesariamente los del Practicum I
The second edition of the degree includes six qualifying mentions in the Lugo campus:
- Mention in Physical Education
- Mention in Hearing and Language
- Mention in Centre Direction and Management
- Mention in Foreign Language: English
- Mention in foreign language: French
- Mention in Foreign Language: German (not implemented)
To obtain the Degree with one of the mentions, the student must take the optional subjects of the corresponding module. In addition, during the Practicum II, students must carry out a work project linked to the mention, which is awarded 6 credits out of the total of 24 included in this Practicum.
The curriculum includes several compulsory subjects linked to the mention. Students who opt for a foreign language mention must take the subject "Teaching and learning communicative skills" in the language of the mention chosen.
Students may choose the optional subjects that do or do not form qualifying mentions, so that they may also obtain the degree without mention.
En cuanto al perfil de acceso/ingreso, es recomendable que el/la aspirante posea las siguientes características personales y académicas:
- Interés por todos los aspectos relacionados con la cultura y la infancia.
- Compromiso social.
- Compromiso ético.
- Curiosidad científica.
- Habilidad para las relaciones interpersonales.
1.- El alumnado de primer curso por primera vez a tiempo completo tienen que matricular 60 créditos. Un 15% del alumnado podrá cursar estudios a tiempo parcial (30 créditos).
2.- Continuación de estudios: libre con un máximo de 75 créditos
La USC tiene un programa de alumnos tutores para las titulaciones de grao, de forma que alumnos de últimos cursos, despues de una formación que les facilita la Universidad, realizan tareas de orientación a los alumnos que inician los estudios.
Información programa alumnos tutores:
Cuando se produzca la suspensión de un Título oficial, la USC garantiza el adecuado desarrollo efectivo de las enseñanzas que hubieran iniciado sus estudiantes hasta su finalización. Para ello, el Consejo de Gobierno aprueba los criterios relacionados, entre otros, con:
• La admisión de matrículas de nuevo ingreso en la titulación.
• La supresión gradual de la impartición de la docencia.
• Si el título extinguido es sustituido por otro similar (modificando la naturaleza del título), fija las condiciones que facilitan a los/las estudiantes la continuidad de estudios en el nuevo título y las equivalencias entre las materias de uno y otro plan.
Access to Bachelor’s Degree programmes is granted to students with the following degrees/ diplomas or studies, or any other recognized as equivalent to these:
A.1. Spanish Bachiller, European Baccalaureate or International Baccalaureate.
A.2. Baccalaureate from European Union Member States’ education systems or other countries withinternational agreements.
A.3. Advanced Technician in Vocational Training, Advanced Technician in Plastic Arts and Design orAdvanced Technician in Sports Education, from the Spanish Education System.
A.4.Studies carried out in European Union Member States or in other countries with international reciprocal agreements which meet the academic requirements in those States to access their university study programmes.
A.5. Official Spanish university degrees of Diplomado, Arquitecto Técnico, Ingeniero Técnico, Licenciado, Arquitecto, Ingeniero, Graduado or Máster Universitario.
A.6. Partial (foreign or Spanish) university studies.
Access to Bachelor’s Degree programmes is also possible for:
B.1. People over twenty-five after successfully passing a specific access test.
B.2. People over forty with work or professional experience related to a university field of knowledge.
B.3. People over forty-five after successfully passing a specific access test.
Likewise, access to Bachelor’s Degree programmes is granted to:
C.1. People meeting the requirements to enter university according to the Spanish Education System regulations prior to Ley Orgánica 8/2013, of December 9.
The center has 13 classrooms for general use, with different capacity, and 6 classrooms that are equipped with specific resources to teach certain subjects, such as new technologies or languages. It also has a computer room for students, 2 laboratories, sports hall, auditorium, boardroom and classroom grades.
There are also several areas with suitable equipment so that students can do group work.
We can also highlight that wireless Internet connection is available everywhere in the Faculty.
The faculty has its own library provided with a reading room with 78 seats with free access to the collection, a research room with antique background and research journals, with capacity for 15 people and a room for group work 10 people, plus a deposit for collections closed and obsolete collection.
In addition, the Campus has a Shared Library with over 1600 reading stations divided in 9 rooms, including a room for group work.
Train teachers according to the principles of the Organic Law of Education 2/2006 of May 3rd (BOE 04/05/2006).
This degree qualification enables in Spain to educate children holistically at the stage of primary education as a generalist teacher in public and private schools of primary education, support services for school and leisure centers. You can carry out activities in public administration and private companies as well as in teaching.
Que los estudiantes hayan demostrado poseer y comprender conocimientos en un área de estudio que parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio;
Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio;
Que los estudiantes tengan la capacidad de reunir e interpretar datos relevantes (normalmente dentro de su área de estudio) para emitir juicios que incluyan una reflexión sobre temas relevantes de índole social, científica o ética;
Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado;
Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía.
1. Know the curriculum areas of primary education, the evaluation view and procedures for teaching and learning.
2. Design, plan and evaluate teaching and learning individually and in cooperation with other professionals.
3. Addressing language-learning situations in multicultural and multilingual contexts. Encourage reading and critical analysis of scientific and cultural texts.
4. Design and regulate learning spaces in diverse contexts that attend to gender equality, equity and respect for human rights.
5. Promote coexistence in the classroom and beyond, resolve discipline problems and contribute to peaceful conflict resolution.
6. Understand the organization and functioning of primary schools. Perform functions tutoring and counselling with students and families.
7. Collaborate with the sectors of the educational community and the social environment. Taking the educational dimension of the teaching profession and education for active citizenship.
8. Maintain a critical and autonomous relationship towards knowledge, values and social institutions.
9. Assess individual and collective responsibility in achieving a sustainable future
10. To reflect on classroom practices to innovate and improve teaching. Purchasing habits and skills for independent and cooperative learning.
11. Know and apply the technologies of information and communication. Discerning audiovisual information that contributes to learning and civic education.
12. Understand the role, possibilities and limits of education in today's society. Knowing models of improving the quality of schools
La movilidad de los/as estudiantes está regulada a través del “Reglamento de intercambios interuniversitarios”. A través de la Oficina de Relaciones Exteriores se gestionan programas de intercambio tanto nacionales (SICUE), como europeos (ERASMUS) y extracomunitarios (intercambios con países de América Latina o países de habla inglesa):
2ª edición
Las Prácticas se distribuyen en dos períodos con la intención de aprovechar su potencial al largo de la formación de los estudiantes. Los períodos de Practicum propuestos se desarrollan progresivamente conforme a la siguiente secuencia:
- PRACTICUM I (18 créditos. 3º curso, 5º cuatrimestre): El sentido general de este Practicum es centrarse en la observación en torno a la vida del aula y a las tareas del profesorado, el proceso del aprendizaje de la tarea docente, los proyectos y prácticas desarrollados en el centro escolar y en su contexto, así como en el proceso de aprendizaje en la enseñanza.
-PRACTICUM II (24 créditos. 4º Curso 8º cuadrimestre): el sentido general de este Practicum es centrarse en los proyectos y prácticas desarrollados en el centro escolar y en su contexto, y en el proceso de aprendizaje de la enseñanza y en los procesos de avance de aula y centro. A lo largo del Prácticum II el alumno deberá realizar un Proyecto de trabajo vinculado a la mención, al que se le otorga un valor de 6 créditos del total de 24 que comprende este Prácticum.
1ª edición
Las Prácticas se distribuyen en tres periodos con la intención de aprovechar su potencial a lo largo de la formación de los estudiantes. Los periodos de Practicum propuestos se desarrollan progresivamente conforme la siguiente secuencia:
- PRACTICUM I. Vida de aula y tareas del profesorado. (12 créditos. 2º curso, 3ºcuatrimestre): El sentido de este Practicum es centrarse en las tareas que el docente realiza en relación al contexto inmediato del aula, así como en analizar y reflexionar sobre lo que allí acontece. Será requisito tener superados al menos 48 créditos del primer curso.
- PRACTICUM II. El centro escolar y su contexto: proyectos y prácticas. (18 créditos. 3º Curso 6º cuatrimestre): contextualizando las prácticas del docente en un centro y una localidad, se trata de diseñar, desarrollar y evaluar proyectos de centro y de aula y de comprender que los límites de la función del profesor no están delimitados por el espacio físico inmediato en el que trabaja habitualmente con los alumnos y que forma parte de un equipo docente, por lo que debe estar atento al conjunto de la Comunidad Educativa, siempre desde una actitud crítica y reflexiva. Se procurará, en la medida de lo posible, que el alumnado realice, uno de estos dos periodos de prácticas en el ciclo 0-3. Será requisito tener superados al menos 48 créditos del segundo curso, entre los que se incluyen necesariamente los del Practicum I.
- PRACTICUM III. Procesos de mejora de aula y centro. (12 créditos. 4º curso, 7º cuatrimestre): En este último practicum se trata de enfatizar el perfil de maestro innovador, reflexivo e investigador, añadiendo al trabajo en los periodos anteriores elementos de mejora de proyectos de centro y aula en procesos de investigación-acción. Será requisito tener superados al menos 48 créditos del tercer curso, entre los que se incluyen necesariamente los del Practicum II.
El Trabajo de Fin de Grado se articula como una asignatura anual en el último curso con una distribución en 3 créditos en el 7º cuatrimestre y 6 en el 8º. Su programación anual permitirá, por una parte diferenciarlo del Prácticum, y por otra facilitar al alumno el tiempo necesario para planificar, desarrollar e integrar las competencias adquiridas a lo largo de la formación del grado.
Para ser admitido en el Trabajo Fin de Grado, será requisito tener superados al menos 150 créditos de los tres primeros cursos del Grado.
Those who hold the Diploma in Teaching, specialising in Primary Education (or those approved qualifications for that Diploma according to Royal Decree 1954/1994, of 30th September, on approval of qualifications to those of the Catalogue of Official University Degrees, created by Royal Decree 1497/1987, of 27th November) can obtain the Degree in Teaching Primary Education, upon successful completion of a bridging course of 39 credits in which they must take the compulsory subject «Final Year Project", of 9 credits and the 30 credits corresponding to one of the mentions offered.
Those who hold the Diploma in Teaching, specialising in Musical Education, Foreign Language, Physical Education, Hearing and Language, Special Education, etc. except Teaching Primary Education (and approved degrees for the Diploma in Teaching Primary Education according to Royal Decree 1954/1994, of 30th September, on approval of qualifications to those of the Catalogue of Official University Degrees, created by Royal Decree 1497/1987, of 27th November) can obtain the Degree in Teaching Primary Education, upon successful completion of a bridging course of 39 credits with the following structure:
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|---|
|
Offer |
|||||||
|
IN01 Places offered. Number of Places Offered for Each Academic Year Scale info: Whole Number |
85,0 |
82,0 |
82,0 |
82,0 |
82,0 |
82,0 |
|
|
Enrolment |
|||||||
|
IN02 Enrolment. Number of Students Enrolled in an Academic Year Excluding Incoming Mobility Program Students Scale info: Whole Number |
397,0 |
412,0 |
399,0 |
385,0 |
372,0 |
356,0 |
|
|
IN03 New enrolments. Number of Students Enrolling in a Study Program for the First Time, Including Those Transferring Their Academic Records, Accessing Through Partial Recognition of Foreign Studies, or Transitioning from Phasing-Out Programs Scale info: Whole Number |
100,0 |
104,0 |
100,0 |
102,0 |
98,0 |
82,0 |
|
|
IN04 Enrolment for start of studies. Number of Students Enrolling in the First Year of a Study Program for the First Time, Excluding Those Accessing Through Partial Recognition of Foreign Studies, Transfers, or Transitions from Phasing-Out Programs Scale info: Whole Number |
81,0 |
77,0 |
75,0 |
79,0 |
72,0 |
80,0 |
|
|
IN05 Variation of enrolment at the start of studies. Relative Variation Rate of New Enrollment through Pre-registration Scale info: Percentage with Two Decimal Places |
-12,9 |
-4,94 |
-2,6 |
5,33 |
-8,86 |
- |
|
|
Admittance profile |
|||||||
|
IN06 Average pre-enrolment access score. Average Admission Grade through Pre-registration for Students Beginning Studies, Determining the Entry Profile. Scale info: Rational number with two decimals. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values were 10.00 points, 12.00 points, or 14.00 points). |
8,0985 |
- |
8,4388 |
9,7113 |
10,1019 |
10,1818 |
|
|
IN08 Percentage of foreign students over enrolled students. Percentage of foreign students among enrolled students, excluding those enrolled in incoming mobility programs. Scale info: Percentage with Two Decimal Places |
0,5 |
- |
0,75 |
0,78 |
0,54 |
0,56 |
|
|
IN09 Percentage of national students from outside Galicia over enrolled students. Percentage of national students from outside Galicia among enrolled students, excluding those enrolled in incoming mobility programs. Scale info: Percentage with Two Decimal Places |
1,26 |
0,49 |
1,75 |
1,56 |
1,88 |
1,69 |
|
|
Adaptation to demand |
|||||||
|
IN10 Ratio of students pre-enrolled in 1st option over the places offered. Number of first-time enrolled students who pre-registered as their first choice divided by the number of available seats. Scale info: Percentage with Two Decimal Places |
40,0 |
- |
43,9 |
37,8 |
37,8 |
43,9 |
|
|
IN12 Occupancy rate Number of new enrollment students through pre-registration divided by the number of available seats. Scale info: Percentage with Two Decimal Places |
95,29 |
- |
91,46 |
192,68 |
175,61 |
195,12 |
|
Indicator |
2017-2018 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|
|
External mobility |
||||||
|
IN18 Percentage of students received by the USC from mobility programmes over the total number of enrolled students. Number of students received at USC in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree. Scale info: Percentage with two decimal places. |
0,25 |
0,25 |
0,26 |
0,27 |
0,28 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|---|---|---|---|---|---|---|
|
IN22 Percentage of graduates who completed external work placements. Percentage ratio between the graduates of a degree in an academic year who, during their studies, completed internships in companies and institutions, and the total number of graduates in that degree in the same academic year. Scale info: Percentage with two decimal places. |
81,11 |
88,24 |
83,81 |
84,69 |
81,52 |
88,06 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|---|
|
Drop-out |
|||||||
|
IN40 Drop-out rate during the first year. Percentage ratio between the students of an entry cohort enrolled in the degree in academic year X, who did not enroll in academic years X+1 and X+2, and the total number of students in that entry cohort who entered in academic year X. Scale info: Percentage with two decimal places. |
9,52 |
13,41 |
5,45 |
-5,66 |
3,23 |
3,23 |
|
|
IN41 Drop-out rate RD 1393. Percentage ratio between the students of a new entry cohort who were supposed to obtain the degree in the previous academic year but did not enroll in either that academic year or the one before. Scale info: Percentage with two decimal places. |
15,85 |
15,66 |
15,87 |
2,44 |
5,45 |
0,0 |
|
|
Assessment |
|||||||
|
IN36 Assessment rate. Percentage ratio between the total number of ordinary credits students presented themselves for and the total number of ordinary credits they enrolled in. Scale info: Percentage with two decimal places. |
94,73 |
93,68 |
95,45 |
96,4 |
95,27 |
94,65 |
|
|
Average duration of studies |
|||||||
|
IN38 Average duration of studies. Average duration (in years) in which students take to complete the credits corresponding to the curriculum. Scale info: Rational number with two decimal places. |
4,2857 |
4,3607 |
4,125 |
4,3793 |
4,3469 |
4,1522 |
|
|
Efficiency of graduates |
|||||||
|
IN53 Efficiency rate (graduates' performance). Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they enrolled in. Scale info: Percentage with two decimal places. |
96,03 |
93,92 |
96,88 |
94,94 |
94,32 |
97,32 |
|
|
Students per group |
|||||||
|
IN32 Average number of students per interactive teaching group. Ratio between the number of enrolled students and the number of interactive teaching groups. Scale info: Rational number with two decimal places. |
23,2903 |
28,5578 |
25,2727 |
25,5102 |
24,3141 |
24,5714 |
|
|
IN55 Average number of students enrolled in subjects (FB and OB) per theory (lecture) group. Ratio between the number of students enrolled in compulsory basic training subjects and the number of theory groups for those subjects. Scale info: Rational number with two decimal places. |
- |
80,6857 |
77,0857 |
80,4 |
77,1351 |
75,1282 |
|
|
IN56 Average number of students enrolled in optional subjects per theory (lecture) group. Ratio between the number of students enrolled in elective subjects and the number of theory groups for those subjects. Scale info: Rational number with two decimal places. |
- |
50,4048 |
43,4 |
46,9722 |
43,3784 |
39,1714 |
|
|
Success |
|||||||
|
IN35 Success rate. Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits they presented themselves for. Scale info: Percentage with two decimal places. |
95,27 |
93,08 |
96,05 |
95,18 |
95,32 |
95,18 |
|
|
Graduation |
|||||||
|
IN37 Graduation rate. Percentage ratio between the students who completed their studies within the time planned in the curriculum or in one additional academic year and their cohort of entry. Scale info: Percentage with two decimal places. |
73,17 |
77,11 |
80,95 |
91,46 |
87,27 |
92,45 |
|
|
IN51 Graduation suitability rate. Percentage ratio between the students who completed their studies within the time planned in the curriculum or earlier and their entry cohort. Scale info: Percentage with two decimal places. |
68,29 |
63,86 |
71,43 |
82,93 |
81,13 |
62,9 |
|
|
Performance |
|||||||
|
IN34 Performance rate. Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits in which they enrolled. Scale info: Percentage with two decimal places. |
90,25 |
87,2 |
91,69 |
91,76 |
90,82 |
90,1 |
|
|
Satisfaction |
|||||||
|
IN15 Satisfaction of outgoing students with mobility programmes. Average rating of the satisfaction survey for outgoing students with mobility programs. Scale info: Minimum 0.00, maximum 5.00. |
3,2667 |
3,6 |
- |
4,51 |
5,0 |
3,59 |
|
|
IN19 Student satisfaction with external work placement programmes. Average rating of the satisfaction survey for students with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,39 |
4,4408 |
- |
4,0 |
- |
4,4956 |
|
|
IN20 Satisfaction of external tutors with external work placement programmes. Average rating of the satisfaction survey for professional tutors with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,4549 |
4,3089 |
- |
- |
4,28 |
4,44 |
|
|
IN21 Satisfaction of academic tutors with external work placement programmes. Average rating of the satisfaction survey for academic tutors with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,8 |
- |
- |
4,4 |
- |
- |
|
|
IN23 Graduate satisfaction with publicly available information. Average rating of the satisfaction survey for graduates with the available public information. Scale info: Minimum 0.00, maximum 5.00. |
3,65 |
3,2333 |
- |
- |
- |
- |
|
|
IN33 Level of satisfaction of graduates with services. Average rating of the questions related to satisfaction with services in the graduates' survey. Scale info: Minimum 0.00, maximum 5.00. |
4,0 |
4,0 |
- |
- |
- |
- |
|
|
IN42 Overall level of satisfaction of graduates with the degree. Average rating of the questions related to satisfaction with the degree in the graduates' survey. Scale info: Minimum 0.00, maximum 5.00. |
3,586 |
- |
- |
3,39 |
3,32 |
- |
|
|
IN46 Student satisfaction with the teaching received. Average rating of the student satisfaction survey with the teaching received. Scale info: Minimum 0.00, maximum 5.00. |
- |
3,96 |
- |
- |
4,04 |
4,31 |
|
|
IN47 Satisfaction of the teaching staff with the teaching given. Average rating of the faculty satisfaction survey with the teaching provided. Scale info: Minimum 0.00, maximum 5.00. |
- |
4,2087 |
- |
- |
4,5656 |
4,2992 |
|
|
IN48 Response rate in the survey on student satisfaction with the teaching received. Percentage of responses in the student satisfaction survey. Scale info: Percentage with two decimal places. |
- |
36,1538 |
- |
- |
36,2117 |
26,9663 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|---|---|---|---|---|---|---|
|
IN24 Percentage of teaching and research staff with six-year terms over the total teaching and research staff in the degree. Percentage ratio between the PDI (Teaching and Research Staff) with research periods (sexenios) and the total PDI with teaching in the degree who may have research periods. Scale info: Percentage with two decimal places. |
50,0 |
47,83 |
45,45 |
43,48 |
48,0 |
57,14 |
|
IN25 Percentage of PhD teaching and research staff over total teaching and research staff. Percentage ratio between the doctoral PDI (Teaching and Research Staff) and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places. |
68,52 |
59,68 |
57,63 |
54,24 |
59,09 |
65,0 |
|
IN26 Percentage of civil servant teaching and research staff over total teaching and research staff. Percentage ratio between the tenured PDI (Teaching and Research Staff) and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places. |
31,48 |
22,58 |
16,95 |
15,25 |
16,67 |
18,33 |
Duration:
4 academic years
RUCT code: 2502229
Seats number: 82
Dean or center director:
CARMEN SARCEDA GORGOSO
Title coordinator:
María Campos Magdaleno
Use languages:
Spanish, Galician
MECES Level: 2
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
16/09/2010
BOE publication date:
23 de marzo 2015
Last accreditation date:
18/01/2023
Professional qualification:
This qualification enables in Spain the exercise of the regulated profession of Teacher in Primary Education.
The Degree in Teaching Primary Education leads to the regulated profession of Teacher of Primary Education. The degree is designed to train professionals who know the curricular areas of Primary Education and interdisciplinary relationship between them, who are able to design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals, to effectively tackle language learning situations in multicultural and multilingual contexts.
At the Lugo Campus four qualifying mentions are offered: Physical Education, Administration and Management of Centres and Foreign Language: English and Audition and Language.
Para poder matricularse en la asignatura Practicum I será requisito tener superados al menos 48 créditos del segundo curso
Para poder matricularse en la asignatura Practicum II será requisito tener superados al menos 48 créditos del tercer curso, entre los que se incluyen necesariamente los del Practicum I
The second edition of the degree includes six qualifying mentions in the Lugo campus:
- Mention in Physical Education
- Mention in Hearing and Language
- Mention in Centre Direction and Management
- Mention in Foreign Language: English
- Mention in foreign language: French
- Mention in Foreign Language: German (not implemented)
To obtain the Degree with one of the mentions, the student must take the optional subjects of the corresponding module. In addition, during the Practicum II, students must carry out a work project linked to the mention, which is awarded 6 credits out of the total of 24 included in this Practicum.
The curriculum includes several compulsory subjects linked to the mention. Students who opt for a foreign language mention must take the subject "Teaching and learning communicative skills" in the language of the mention chosen.
Students may choose the optional subjects that do or do not form qualifying mentions, so that they may also obtain the degree without mention.
En cuanto al perfil de acceso/ingreso, es recomendable que el/la aspirante posea las siguientes características personales y académicas:
- Interés por todos los aspectos relacionados con la cultura y la infancia.
- Compromiso social.
- Compromiso ético.
- Curiosidad científica.
- Habilidad para las relaciones interpersonales.
1.- El alumnado de primer curso por primera vez a tiempo completo tienen que matricular 60 créditos. Un 15% del alumnado podrá cursar estudios a tiempo parcial (30 créditos).
2.- Continuación de estudios: libre con un máximo de 75 créditos
La USC tiene un programa de alumnos tutores para las titulaciones de grao, de forma que alumnos de últimos cursos, despues de una formación que les facilita la Universidad, realizan tareas de orientación a los alumnos que inician los estudios.
Información programa alumnos tutores:
Cuando se produzca la suspensión de un Título oficial, la USC garantiza el adecuado desarrollo efectivo de las enseñanzas que hubieran iniciado sus estudiantes hasta su finalización. Para ello, el Consejo de Gobierno aprueba los criterios relacionados, entre otros, con:
• La admisión de matrículas de nuevo ingreso en la titulación.
• La supresión gradual de la impartición de la docencia.
• Si el título extinguido es sustituido por otro similar (modificando la naturaleza del título), fija las condiciones que facilitan a los/las estudiantes la continuidad de estudios en el nuevo título y las equivalencias entre las materias de uno y otro plan.
Access to Bachelor’s Degree programmes is granted to students with the following degrees/ diplomas or studies, or any other recognized as equivalent to these:
A.1. Spanish Bachiller, European Baccalaureate or International Baccalaureate.
A.2. Baccalaureate from European Union Member States’ education systems or other countries withinternational agreements.
A.3. Advanced Technician in Vocational Training, Advanced Technician in Plastic Arts and Design orAdvanced Technician in Sports Education, from the Spanish Education System.
A.4.Studies carried out in European Union Member States or in other countries with international reciprocal agreements which meet the academic requirements in those States to access their university study programmes.
A.5. Official Spanish university degrees of Diplomado, Arquitecto Técnico, Ingeniero Técnico, Licenciado, Arquitecto, Ingeniero, Graduado or Máster Universitario.
A.6. Partial (foreign or Spanish) university studies.
Access to Bachelor’s Degree programmes is also possible for:
B.1. People over twenty-five after successfully passing a specific access test.
B.2. People over forty with work or professional experience related to a university field of knowledge.
B.3. People over forty-five after successfully passing a specific access test.
Likewise, access to Bachelor’s Degree programmes is granted to:
C.1. People meeting the requirements to enter university according to the Spanish Education System regulations prior to Ley Orgánica 8/2013, of December 9.
The center has 13 classrooms for general use, with different capacity, and 6 classrooms that are equipped with specific resources to teach certain subjects, such as new technologies or languages. It also has a computer room for students, 2 laboratories, sports hall, auditorium, boardroom and classroom grades.
There are also several areas with suitable equipment so that students can do group work.
We can also highlight that wireless Internet connection is available everywhere in the Faculty.
The faculty has its own library provided with a reading room with 78 seats with free access to the collection, a research room with antique background and research journals, with capacity for 15 people and a room for group work 10 people, plus a deposit for collections closed and obsolete collection.
In addition, the Campus has a Shared Library with over 1600 reading stations divided in 9 rooms, including a room for group work.
Train teachers according to the principles of the Organic Law of Education 2/2006 of May 3rd (BOE 04/05/2006).
This degree qualification enables in Spain to educate children holistically at the stage of primary education as a generalist teacher in public and private schools of primary education, support services for school and leisure centers. You can carry out activities in public administration and private companies as well as in teaching.
Que los estudiantes hayan demostrado poseer y comprender conocimientos en un área de estudio que parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio;
Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio;
Que los estudiantes tengan la capacidad de reunir e interpretar datos relevantes (normalmente dentro de su área de estudio) para emitir juicios que incluyan una reflexión sobre temas relevantes de índole social, científica o ética;
Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado;
Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía.
1. Know the curriculum areas of primary education, the evaluation view and procedures for teaching and learning.
2. Design, plan and evaluate teaching and learning individually and in cooperation with other professionals.
3. Addressing language-learning situations in multicultural and multilingual contexts. Encourage reading and critical analysis of scientific and cultural texts.
4. Design and regulate learning spaces in diverse contexts that attend to gender equality, equity and respect for human rights.
5. Promote coexistence in the classroom and beyond, resolve discipline problems and contribute to peaceful conflict resolution.
6. Understand the organization and functioning of primary schools. Perform functions tutoring and counselling with students and families.
7. Collaborate with the sectors of the educational community and the social environment. Taking the educational dimension of the teaching profession and education for active citizenship.
8. Maintain a critical and autonomous relationship towards knowledge, values and social institutions.
9. Assess individual and collective responsibility in achieving a sustainable future
10. To reflect on classroom practices to innovate and improve teaching. Purchasing habits and skills for independent and cooperative learning.
11. Know and apply the technologies of information and communication. Discerning audiovisual information that contributes to learning and civic education.
12. Understand the role, possibilities and limits of education in today's society. Knowing models of improving the quality of schools
La movilidad de los/as estudiantes está regulada a través del “Reglamento de intercambios interuniversitarios”. A través de la Oficina de Relaciones Exteriores se gestionan programas de intercambio tanto nacionales (SICUE), como europeos (ERASMUS) y extracomunitarios (intercambios con países de América Latina o países de habla inglesa):
2ª edición
Las Prácticas se distribuyen en dos períodos con la intención de aprovechar su potencial al largo de la formación de los estudiantes. Los períodos de Practicum propuestos se desarrollan progresivamente conforme a la siguiente secuencia:
- PRACTICUM I (18 créditos. 3º curso, 5º cuatrimestre): El sentido general de este Practicum es centrarse en la observación en torno a la vida del aula y a las tareas del profesorado, el proceso del aprendizaje de la tarea docente, los proyectos y prácticas desarrollados en el centro escolar y en su contexto, así como en el proceso de aprendizaje en la enseñanza.
-PRACTICUM II (24 créditos. 4º Curso 8º cuadrimestre): el sentido general de este Practicum es centrarse en los proyectos y prácticas desarrollados en el centro escolar y en su contexto, y en el proceso de aprendizaje de la enseñanza y en los procesos de avance de aula y centro. A lo largo del Prácticum II el alumno deberá realizar un Proyecto de trabajo vinculado a la mención, al que se le otorga un valor de 6 créditos del total de 24 que comprende este Prácticum.
1ª edición
Las Prácticas se distribuyen en tres periodos con la intención de aprovechar su potencial a lo largo de la formación de los estudiantes. Los periodos de Practicum propuestos se desarrollan progresivamente conforme la siguiente secuencia:
- PRACTICUM I. Vida de aula y tareas del profesorado. (12 créditos. 2º curso, 3ºcuatrimestre): El sentido de este Practicum es centrarse en las tareas que el docente realiza en relación al contexto inmediato del aula, así como en analizar y reflexionar sobre lo que allí acontece. Será requisito tener superados al menos 48 créditos del primer curso.
- PRACTICUM II. El centro escolar y su contexto: proyectos y prácticas. (18 créditos. 3º Curso 6º cuatrimestre): contextualizando las prácticas del docente en un centro y una localidad, se trata de diseñar, desarrollar y evaluar proyectos de centro y de aula y de comprender que los límites de la función del profesor no están delimitados por el espacio físico inmediato en el que trabaja habitualmente con los alumnos y que forma parte de un equipo docente, por lo que debe estar atento al conjunto de la Comunidad Educativa, siempre desde una actitud crítica y reflexiva. Se procurará, en la medida de lo posible, que el alumnado realice, uno de estos dos periodos de prácticas en el ciclo 0-3. Será requisito tener superados al menos 48 créditos del segundo curso, entre los que se incluyen necesariamente los del Practicum I.
- PRACTICUM III. Procesos de mejora de aula y centro. (12 créditos. 4º curso, 7º cuatrimestre): En este último practicum se trata de enfatizar el perfil de maestro innovador, reflexivo e investigador, añadiendo al trabajo en los periodos anteriores elementos de mejora de proyectos de centro y aula en procesos de investigación-acción. Será requisito tener superados al menos 48 créditos del tercer curso, entre los que se incluyen necesariamente los del Practicum II.
El Trabajo de Fin de Grado se articula como una asignatura anual en el último curso con una distribución en 3 créditos en el 7º cuatrimestre y 6 en el 8º. Su programación anual permitirá, por una parte diferenciarlo del Prácticum, y por otra facilitar al alumno el tiempo necesario para planificar, desarrollar e integrar las competencias adquiridas a lo largo de la formación del grado.
Para ser admitido en el Trabajo Fin de Grado, será requisito tener superados al menos 150 créditos de los tres primeros cursos del Grado.
Those who hold the Diploma in Teaching, specialising in Primary Education (or those approved qualifications for that Diploma according to Royal Decree 1954/1994, of 30th September, on approval of qualifications to those of the Catalogue of Official University Degrees, created by Royal Decree 1497/1987, of 27th November) can obtain the Degree in Teaching Primary Education, upon successful completion of a bridging course of 39 credits in which they must take the compulsory subject «Final Year Project", of 9 credits and the 30 credits corresponding to one of the mentions offered.
Those who hold the Diploma in Teaching, specialising in Musical Education, Foreign Language, Physical Education, Hearing and Language, Special Education, etc. except Teaching Primary Education (and approved degrees for the Diploma in Teaching Primary Education according to Royal Decree 1954/1994, of 30th September, on approval of qualifications to those of the Catalogue of Official University Degrees, created by Royal Decree 1497/1987, of 27th November) can obtain the Degree in Teaching Primary Education, upon successful completion of a bridging course of 39 credits with the following structure:
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|---|
|
Offer |
|||||||
|
IN01 Places offered. Number of Places Offered for Each Academic Year Scale info: Whole Number |
85,0 |
82,0 |
82,0 |
82,0 |
82,0 |
82,0 |
|
|
Enrolment |
|||||||
|
IN02 Enrolment. Number of Students Enrolled in an Academic Year Excluding Incoming Mobility Program Students Scale info: Whole Number |
397,0 |
412,0 |
399,0 |
385,0 |
372,0 |
356,0 |
|
|
IN03 New enrolments. Number of Students Enrolling in a Study Program for the First Time, Including Those Transferring Their Academic Records, Accessing Through Partial Recognition of Foreign Studies, or Transitioning from Phasing-Out Programs Scale info: Whole Number |
100,0 |
104,0 |
100,0 |
102,0 |
98,0 |
82,0 |
|
|
IN04 Enrolment for start of studies. Number of Students Enrolling in the First Year of a Study Program for the First Time, Excluding Those Accessing Through Partial Recognition of Foreign Studies, Transfers, or Transitions from Phasing-Out Programs Scale info: Whole Number |
81,0 |
77,0 |
75,0 |
79,0 |
72,0 |
80,0 |
|
|
IN05 Variation of enrolment at the start of studies. Relative Variation Rate of New Enrollment through Pre-registration Scale info: Percentage with Two Decimal Places |
-12,9 |
-4,94 |
-2,6 |
5,33 |
-8,86 |
- |
|
|
Admittance profile |
|||||||
|
IN06 Average pre-enrolment access score. Average Admission Grade through Pre-registration for Students Beginning Studies, Determining the Entry Profile. Scale info: Rational number with two decimals. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values were 10.00 points, 12.00 points, or 14.00 points). |
8,0985 |
- |
8,4388 |
9,7113 |
10,1019 |
10,1818 |
|
|
IN08 Percentage of foreign students over enrolled students. Percentage of foreign students among enrolled students, excluding those enrolled in incoming mobility programs. Scale info: Percentage with Two Decimal Places |
0,5 |
- |
0,75 |
0,78 |
0,54 |
0,56 |
|
|
IN09 Percentage of national students from outside Galicia over enrolled students. Percentage of national students from outside Galicia among enrolled students, excluding those enrolled in incoming mobility programs. Scale info: Percentage with Two Decimal Places |
1,26 |
0,49 |
1,75 |
1,56 |
1,88 |
1,69 |
|
|
Adaptation to demand |
|||||||
|
IN10 Ratio of students pre-enrolled in 1st option over the places offered. Number of first-time enrolled students who pre-registered as their first choice divided by the number of available seats. Scale info: Percentage with Two Decimal Places |
40,0 |
- |
43,9 |
37,8 |
37,8 |
43,9 |
|
|
IN12 Occupancy rate Number of new enrollment students through pre-registration divided by the number of available seats. Scale info: Percentage with Two Decimal Places |
95,29 |
- |
91,46 |
192,68 |
175,61 |
195,12 |
|
Indicator |
2017-2018 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|
|
External mobility |
||||||
|
IN18 Percentage of students received by the USC from mobility programmes over the total number of enrolled students. Number of students received at USC in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree. Scale info: Percentage with two decimal places. |
0,25 |
0,25 |
0,26 |
0,27 |
0,28 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|---|---|---|---|---|---|---|
|
IN22 Percentage of graduates who completed external work placements. Percentage ratio between the graduates of a degree in an academic year who, during their studies, completed internships in companies and institutions, and the total number of graduates in that degree in the same academic year. Scale info: Percentage with two decimal places. |
81,11 |
88,24 |
83,81 |
84,69 |
81,52 |
88,06 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|
|---|---|---|---|---|---|---|---|
|
Drop-out |
|||||||
|
IN40 Drop-out rate during the first year. Percentage ratio between the students of an entry cohort enrolled in the degree in academic year X, who did not enroll in academic years X+1 and X+2, and the total number of students in that entry cohort who entered in academic year X. Scale info: Percentage with two decimal places. |
9,52 |
13,41 |
5,45 |
-5,66 |
3,23 |
3,23 |
|
|
IN41 Drop-out rate RD 1393. Percentage ratio between the students of a new entry cohort who were supposed to obtain the degree in the previous academic year but did not enroll in either that academic year or the one before. Scale info: Percentage with two decimal places. |
15,85 |
15,66 |
15,87 |
2,44 |
5,45 |
0,0 |
|
|
Assessment |
|||||||
|
IN36 Assessment rate. Percentage ratio between the total number of ordinary credits students presented themselves for and the total number of ordinary credits they enrolled in. Scale info: Percentage with two decimal places. |
94,73 |
93,68 |
95,45 |
96,4 |
95,27 |
94,65 |
|
|
Average duration of studies |
|||||||
|
IN38 Average duration of studies. Average duration (in years) in which students take to complete the credits corresponding to the curriculum. Scale info: Rational number with two decimal places. |
4,2857 |
4,3607 |
4,125 |
4,3793 |
4,3469 |
4,1522 |
|
|
Efficiency of graduates |
|||||||
|
IN53 Efficiency rate (graduates' performance). Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they enrolled in. Scale info: Percentage with two decimal places. |
96,03 |
93,92 |
96,88 |
94,94 |
94,32 |
97,32 |
|
|
Students per group |
|||||||
|
IN32 Average number of students per interactive teaching group. Ratio between the number of enrolled students and the number of interactive teaching groups. Scale info: Rational number with two decimal places. |
23,2903 |
28,5578 |
25,2727 |
25,5102 |
24,3141 |
24,5714 |
|
|
IN55 Average number of students enrolled in subjects (FB and OB) per theory (lecture) group. Ratio between the number of students enrolled in compulsory basic training subjects and the number of theory groups for those subjects. Scale info: Rational number with two decimal places. |
- |
80,6857 |
77,0857 |
80,4 |
77,1351 |
75,1282 |
|
|
IN56 Average number of students enrolled in optional subjects per theory (lecture) group. Ratio between the number of students enrolled in elective subjects and the number of theory groups for those subjects. Scale info: Rational number with two decimal places. |
- |
50,4048 |
43,4 |
46,9722 |
43,3784 |
39,1714 |
|
|
Success |
|||||||
|
IN35 Success rate. Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits they presented themselves for. Scale info: Percentage with two decimal places. |
95,27 |
93,08 |
96,05 |
95,18 |
95,32 |
95,18 |
|
|
Graduation |
|||||||
|
IN37 Graduation rate. Percentage ratio between the students who completed their studies within the time planned in the curriculum or in one additional academic year and their cohort of entry. Scale info: Percentage with two decimal places. |
73,17 |
77,11 |
80,95 |
91,46 |
87,27 |
92,45 |
|
|
IN51 Graduation suitability rate. Percentage ratio between the students who completed their studies within the time planned in the curriculum or earlier and their entry cohort. Scale info: Percentage with two decimal places. |
68,29 |
63,86 |
71,43 |
82,93 |
81,13 |
62,9 |
|
|
Performance |
|||||||
|
IN34 Performance rate. Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits in which they enrolled. Scale info: Percentage with two decimal places. |
90,25 |
87,2 |
91,69 |
91,76 |
90,82 |
90,1 |
|
|
Satisfaction |
|||||||
|
IN15 Satisfaction of outgoing students with mobility programmes. Average rating of the satisfaction survey for outgoing students with mobility programs. Scale info: Minimum 0.00, maximum 5.00. |
3,2667 |
3,6 |
- |
4,51 |
5,0 |
3,59 |
|
|
IN19 Student satisfaction with external work placement programmes. Average rating of the satisfaction survey for students with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,39 |
4,4408 |
- |
4,0 |
- |
4,4956 |
|
|
IN20 Satisfaction of external tutors with external work placement programmes. Average rating of the satisfaction survey for professional tutors with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,4549 |
4,3089 |
- |
- |
4,28 |
4,44 |
|
|
IN21 Satisfaction of academic tutors with external work placement programmes. Average rating of the satisfaction survey for academic tutors with external internships. Scale info: Minimum 0.00, maximum 5.00. |
4,8 |
- |
- |
4,4 |
- |
- |
|
|
IN23 Graduate satisfaction with publicly available information. Average rating of the satisfaction survey for graduates with the available public information. Scale info: Minimum 0.00, maximum 5.00. |
3,65 |
3,2333 |
- |
- |
- |
- |
|
|
IN33 Level of satisfaction of graduates with services. Average rating of the questions related to satisfaction with services in the graduates' survey. Scale info: Minimum 0.00, maximum 5.00. |
4,0 |
4,0 |
- |
- |
- |
- |
|
|
IN42 Overall level of satisfaction of graduates with the degree. Average rating of the questions related to satisfaction with the degree in the graduates' survey. Scale info: Minimum 0.00, maximum 5.00. |
3,586 |
- |
- |
3,39 |
3,32 |
- |
|
|
IN46 Student satisfaction with the teaching received. Average rating of the student satisfaction survey with the teaching received. Scale info: Minimum 0.00, maximum 5.00. |
- |
3,96 |
- |
- |
4,04 |
4,31 |
|
|
IN47 Satisfaction of the teaching staff with the teaching given. Average rating of the faculty satisfaction survey with the teaching provided. Scale info: Minimum 0.00, maximum 5.00. |
- |
4,2087 |
- |
- |
4,5656 |
4,2992 |
|
|
IN48 Response rate in the survey on student satisfaction with the teaching received. Percentage of responses in the student satisfaction survey. Scale info: Percentage with two decimal places. |
- |
36,1538 |
- |
- |
36,2117 |
26,9663 |
|
Indicator |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
|---|---|---|---|---|---|---|
|
IN24 Percentage of teaching and research staff with six-year terms over the total teaching and research staff in the degree. Percentage ratio between the PDI (Teaching and Research Staff) with research periods (sexenios) and the total PDI with teaching in the degree who may have research periods. Scale info: Percentage with two decimal places. |
50,0 |
47,83 |
45,45 |
43,48 |
48,0 |
57,14 |
|
IN25 Percentage of PhD teaching and research staff over total teaching and research staff. Percentage ratio between the doctoral PDI (Teaching and Research Staff) and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places. |
68,52 |
59,68 |
57,63 |
54,24 |
59,09 |
65,0 |
|
IN26 Percentage of civil servant teaching and research staff over total teaching and research staff. Percentage ratio between the tenured PDI (Teaching and Research Staff) and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places. |
31,48 |
22,58 |
16,95 |
15,25 |
16,67 |
18,33 |