Geography - English Language and Literature (double major teaching degree)

a) Knowledge

• (EBTE): Explains the mechanisms of biopsychosocial development and theories of motivation by referring to arguments based on studies in the relevant scientific literature and grounded in scientific evidence. (Developmental Psychology; Educational Psychology) (D1.1.)
• (EBTE): Critically analyzes the psychological and contextual variables that generate barriers to learning, using validated theoretical frameworks and recent research data. (Educational Psychology; Psychopedagogical Counseling) (D1.2.)
• (EBTE): Justifies the selection of teaching methods through comparative analysis of educational research data on the effectiveness of differentiated instruction. (Theory and methodology of instruction; Educational research I; Educational research methodology) (D2.4.)
• (EBTE): Correlates indicators of the socioeconomic and cultural environment with individual learning needs, basing curricular adaptations on theoretical models of intercultural pedagogy. (Intercultural Educational Psychology; Fundamentals of Pedagogy. Curriculum Theory and Methodology) (D1.4.)
• (EBTE): Analyzes the logical structure of scientific content and evaluates the effectiveness of teaching-learning strategies through the lens of modern theories of learning and information processing. (Specialty Didactics; Theory and Methodology of Training) (D2.2.)
• (EBTE): Critically evaluates the impact of teaching strategies used in pre-university education, using performance indicators extracted from the specialized literature and impact studies. (Theory and methodology of instruction; Educational research II) (D2.4.)
• (EBTE): Analyzes the dynamics of cultural and religious diversity in the school environment through the lens of socio-pedagogical theories, evaluating their impact on students' academic success. (Intercultural Educational Psychology; Fundamentals of Pedagogy) (D1.4.)
• (EBTE): Interprets the national and European legislative framework on inclusion and combating discrimination, basing class actions on the principles of human rights and professional ethics. (Educational Leadership; Ethics and Academic Integrity) (D4.1.)
• (EBTE): Analyzes theoretical models of classroom management and instructional design that prevent disengagement behaviors, by referring to studies on the optimal learning environment. (Classroom Management; Instructional and Assessment Design) (D3.4.)
• (EBTE): Identifies psychosocial factors that influence the formation of group norms and leader dynamics among children and adolescents, based on scientifically validated theories. (Educational Psychology; Classroom Management) (D1.1.)
• (EBTE): Synthesizes the principles of positive discipline and the legal framework that regulates student conduct, basing intervention strategies on respect for human dignity. (Classroom Management; Educational Leadership) (D4.1.)
• (EBTE): Explains the relationship between the quality of instructional design and the incidence of behavioral disturbances, using data from scientific studies in the field of educational sciences published in relevant international literature. (Instructional and Assessment Design; Educational Psychology) (D3.4.)
• (EBTE): Evaluates and selects digital and printed educational resources in terms of their scientific validity and pedagogical suitability to the developmental level of students. (Specialty Didactics; Digital Pedagogy) (D2.3.)
• (EBTE): Analyzes scientific content from the perspective of psychopedagogical theories to optimize the structure of teaching materials and facilitate the processing of scientific information. (Instructional and Assessment Design; Digital Pedagogy) (D2.4.)
• (EBTE): Explains the benefits of communities of practice and inter-collegial collaboration on continuing professional development, through reference to models of educational coaching and mentoring. (Educational Leadership; Design and Management of Educational Programs) (D3.9.)
• (EBTE): Analyzes national curriculum benchmarks to identify opportunities for interdisciplinary correlation. (Curriculum theory and methodology; Specialty didactics) (D2.3.)
• (EBTE): Explains the role and specific responsibilities of the multidisciplinary team in supporting student development, basing the collaboration on theoretical models of inclusive pedagogy and data from international specialized literature. (Developmental Psychology; Inclusive Pedagogy) (D1.5.)
• (EBTE): Analyzes the regulatory framework regarding specialized educational assistance and administrative collaboration procedures, by referring to national ethical and legislative standards. (Educational Leadership; Inclusive Pedagogy) (D4.1.)
• (EBTE): Justifies the pedagogical role of homework by analyzing research on the effectiveness of independent learning and the consolidation of study skills in children and adolescents. (Theory and methodology of instruction; Educational research I) (D2.4.)
• (EBTE): Analyzes intrinsic and extrinsic motivation factors by referring to psychological studies, in order to design tasks that support student engagement without generating overload. (Educational Psychology; Specialty Didactics) (D1.1.)
• (EBTE): Interprets national and European curricular benchmarks, basing the development of didactic design documents on national standards and current trends in science education. (Curriculum theory and methodology; Specialty didactics) (D2.1.)
• (EBTE): Analyzes methodologies for evaluating and reviewing educational programs by referring to effectiveness indicators and data from curriculum design research. (Educational Program Design and Management; Educational Research II) (D2.3.)
• (EBTE): Explains evidence-based evaluation methodologies (initial, formative, summative), arguing for the selection of evaluation methods in terms of the validity and reliability of the measurement process. (Instructional and Assessment Design; Instructional Theory and Methodology) (D2.10.)
• (EBTE): Analyzes statistical and qualitative techniques for interpreting assessment data to diagnose learning gaps and remedial needs. (Data Analysis in Educational Research; Educational Psychology) (D2.13.)
• (EBTE): Identifies safety protocols specific to the educational environment, as well as data protection and security norms in the digital environment, based on official regulations. (Specialty Didactics; Digital Pedagogy) (D3.6.)
• (EBTE): Analyzes, through reference to developmental psychology studies, the impact of a secure and predictable educational environment on the mental health and resilience of children and adolescents. (Developmental Psychology; Classroom Management) (D1.1.)
• (EBTE): Selects and substantiates the use of illustrative examples according to the typologies of scientific content, using instructional models that facilitate knowledge transfer. (Specialty Didactics; Theory and Methodology of Training) (D2.2.)
• (EBTE): Explains the functional role of exemplification in stimulating cognitive interest and reducing the level of abstraction of scientific content, by referring to current learning theories. (Educational Psychology; Specialty Didactics) (D1.1.)
• (EBTE): Correlates data on the neurocognitive development of children and adolescents with the forms of behavioral manifestations in the school environment, basing monitoring strategies on scientific evidence from the fields of psychology and pedagogy. (Developmental Psychology; Educational Psychology) (D1.1.)
• (EBTE): Analyzes motivation and active involvement strategies that function as protective factors against problematic behaviors, by referring to relevant international specialized literature. (Educational Psychology; Classroom Management) (D3.4.)
• (EBTE): Identifies and analyzes trends in the evolution of curricula and educational policies at national and international levels, referring to comparative specialized studies. (Curriculum Theory and Methodology; Educational Research II) (D2.1.)
• (EBTE): Critically analyzes innovations in the field of educational design and teaching technologies published in relevant international specialized literature. (Instructional and Assessment Design; Educational Research I) (D4.4.)
• (EBTE): Analyzes the impact of sociocultural context and organizational climate on the quality of interpersonal relationships in school, using relevant and current theoretical models. (Intercultural Educational Psychology; Fundamentals of Pedagogy) (D1.4.)
• (EBTE): Explains the principles of effective communication and emotional intelligence that underpin the authentic educational partnership between teacher and student. (Effective communication and emotion management; Educational psychology) (D3.1.)
• (EBTE): Explains the functions of feedback in the metacognitive regulation of learning and in stimulating motivation for progress, based on studies on human learning published in the relevant international specialized literature. (Educational Psychology; Theory and Methodology of Instruction) (D2.11.)
• (EBTE): Analyzes evidence-based forms of feedback that significantly correlate with increased academic performance, basing the analyses on scientific studies published in the relevant international specialized literature. (Educational Research I; Instructional and Assessment Design; Educational Research Methodology) (D2.13.)
• (EBTE): Selects and organizes scientific content in accordance with curricular norms and the internal logic of the discipline taught, basing the design on the epistemic rigor of the disciplines and on modern and scientifically based instructional design benchmarks. (Specialty Didactics; Curriculum Theory and Methodology) (D2.2.)
• (EBTE): Applies principles of instructional design and cognitive psychology in structuring lesson stages, ensuring a logical sequence of instructional events. (Instructional and Assessment Design; Instructional Theory and Methodology) (D2.1.)
• Defines and describes the main geographical notions, laws, processes and phenomena, explains their genesis and evolution, evaluates the consequences they have on geographical systems;
• Knows and understands the main theories and concepts of geography;
• Know the interactions between the components of the natural environment;
• It identifies the laws that govern change in regional systems;
• Has advanced knowledge of regional components of the environment;
• Know the principles of teamwork for teaching and learning geography;
• Know the benefits of teamwork for teaching and learning geography
• Know the methodology of teaching English.
• Knows the fundamental concepts of learning and teaching foreign languages, having the necessary knowledge to understand the methods, techniques and educational theories applicable to this process, as well as the structure of lessons and the didactic strategies used in language teaching
• Know the benefits of teamwork for teaching and learning English.
• Know the principles and methods of organizing teamwork in teaching and learning English.
• Knows methods and techniques of oral communication in English.
• Knows elements of culture and civilization of the English-speaking world, relevant for authentic communication.
• Knows strategies for developing oral communication skills in English.
• Demonstrates in-depth knowledge of the phonetic, grammatical and lexical system of the English language, in describing sounds, the morphological structure of words and the structure of sentences
• Knows the terminology specific to general linguistics, English linguistics, literary and cultural theory, literature, culture and civilization in English
• Know the main literary, cultural and historical trends in the English-speaking linguistic space
• Formulates critical points of view regarding acquired literary or linguistic content
• Knows the grammatical, phonetic and lexical structures of the English language, applying relevant theoretical concepts for the correct and efficient use of the language
• Master the notions of abstract and concrete at a theoretical level
• Understand the possible outcomes of abstract thinking
• Explains from a synchronic and diachronic perspective the linguistic phenomena specific to the English language

b) Skills

• (PBTE): Designs challenging learning units and teaching scenarios that integrate ICT tools and multimedia resources for active exploration of scientific concepts. (Specialty Didactics; Digital Pedagogy) (D2.3.)
• (PBTE): Develops flexible lesson plans that balance theoretical teaching-learning moments with practical-applicative activities. (Pedagogical practice; Specialty didactics) (D2.6.)
• (PBTE): Provides specific, prompt, and balanced feedback to students, focused on task success criteria and concrete suggestions for improving results. (Pedagogical practice; Specialty didactics) (D2.11.)
• (PBTE): Uses assessment data to provide individualized guidance to students in overcoming cognitive obstacles and achieving their full potential. (Data Analysis in Educational Research; Instructional and Evaluation Design) (D2.13.)
• (PBTE): Uses assertive and empathetic communication skills to build a climate of trust, mutual respect, and collaboration in the learning environment. (Effective communication and emotion management; Pedagogical practice) (D3.2.)
• (PBTE): Manages relational tensions and conflicts in work groups through mediation and negotiation techniques, promoting their constructive resolution. (Student classroom management; Psychopedagogical counseling) (D3.5.)
• (PBTE): Effectively uses ICT tools to access virtual libraries and scientific databases, integrating scientific news into the content taught in the classroom. (Digital pedagogy; Specialty didactics) (D4.6.)
• (PBTE): Apply the skills acquired in continuing professional development programs to improve the quality of teaching and student outcomes. (Pedagogical Practice; Educational Research I) (D4.5.)
• (PBTE): Applies techniques of systematic observation and recording of behavioral data to monitor the dynamics of interactions and identify negative behavioral trends. (Educational research methodology; Pedagogical practice) (D2.13.)
• (PBTE): Intervenes assertively and balancedly in managing challenging behaviors, using emotional regulation skills and pedagogical techniques for redirecting attention. (Effective communication and emotion management; Psychopedagogical counseling) (D3.5.)
• (PBTE): Uses advanced ICT resources to provide visual representations, animations and simulations of learning, providing examples relevant to professional practice and/or daily life. (Digital pedagogy; Specialty didactics) (D2.8.)
• (PBTE): Adapts examples to the linguistic, cultural and experiential diversity of students, ensuring clarity of the teaching message for the entire group. (Intercultural Educational Psychology; Pedagogical Practice) (D2.7.)
• (PBTE): Implements and monitors compliance with safety procedures during practical experiments, intervening promptly to prevent accidents or risky behaviors. (Pedagogical practice; Specialty didactics) (D3.6.)
• (PBTE): Proactively intervenes to identify and eliminate physical or psychological risk factors (including bullying) in the school environment, using institutional prevention protocols. (Student classroom management; Psychopedagogical counseling) (D3.5.)
• (PBTE): Constructs various assessment tools (objective items, practical tests, portfolios, etc.) that rigorously measure students' learning outcomes in the specialized subjects taught. (Instructional and assessment design; Specialty didactics) (D2.10.)
• (PBTE): Develops descriptive and data-driven progress reports, providing a clear perspective on student progress to students, parents, and the faculty council. (Pedagogical Practice; Data Analysis in Educational Research) (D2.12.)
• (PBTE): Designs the logical and sequential structure of the scientific contents in the discipline taught, ensuring a coherent progression of skills in accordance with the graduate's training profile. (Specialty Didactics; Curriculum Theory and Methodology) (D2.2.)
• (PBTE): Establishes measurable learning objectives linked to performance standards, selecting relevant content that will enable them to be achieved. (Instructional and assessment design; Specialty didactics) (D2.1.)
• (PBTE): Formulates assignments with challenging learning objectives that require creative and critical application of studied theoretical concepts in everyday or experimental contexts. (Specialty Didactics; Instructional and Assessment Design) (D2.2.)
• (PBTE): Provides qualitative, specific, and constructive feedback on student work, independently or in collaborative teams, using assessment tools based on clear rubrics to correct conceptual errors. (Pedagogical Practice; Instructional and Assessment Design) (D2.11.)
• (PBTE): Integrates psychopedagogical recommendations of specialists in the design and implementation of training activities, adapting the learning environment for students with special needs. (Inclusive pedagogy; Pedagogical practice) (D1.5.)
• (PBTE): Uses counseling and communication strategies in partnership with support staff to develop personalized intervention plans for complex cases of learning disabilities. (Psychopedagogical counseling; Classroom management) (D3.8.)
• (PBTE): Collaborates with other colleagues to design transdisciplinary learning activities and harmonize assessment methods across the same generation of students. (Pedagogical practice; Design and management of educational programs) (D2.3.)
• (PBTE): Uses learning management systems and digital collaborative tools to share resources, plans, and collectively analyze student performance. (Digital Pedagogy; Data Analysis in Educational Research) (D3.9.)
• (PBTE): Develops teaching support materials (worksheets, laboratory guides, conceptual schemes, etc.) that rigorously translate scientific content into formats accessible to students. (Specialty Didactics; Curriculum Theory and Methodology) (D2.2.)
• (PBTE): Uses digital tools and platforms to create interactive educational content, including virtual simulations that allow exploration of natural phenomena. (Digital pedagogy; Specialty didactics) (D2.8.)
• (PBTE): Manages challenging or disruptive behaviors through conflict resolution techniques, minimizing disruption to the educational process. (Psychopedagogical counseling; Classroom management) (D3.5.)
• (PBTE): Applies corrective measures and sanctions in a fair and predictable manner, based on school regulations and ethical principles of fairness and transparency. (Pedagogical Practice; Ethics and Academic Integrity) (D4.2.)
• (PBTE): Coordinates the flow of teaching activities through the use of work routines, effective transitions, and time management techniques, ensuring productive continuity of the teaching process. (Classroom Management; Pedagogical Practice) (D3.4.)
• (PBTE): Apply strategies to maintain attention and activate the group during teaching activities, ensuring a balance between exploration and discipline. (Specialty Didactics; Pedagogical Practice) (D2.6.)
• (PBTE): Designs and implements learning activities that integrate multicultural perspectives, using historical and scientific references that reflect the contribution of diverse cultures to the development of science. (Curriculum theory and methodology; Specialty didactics) (D2.3.)
• (PBTE): Mediates conflict situations in the classroom, using nonviolent communication techniques and cultural negotiation strategies. (Effective communication and emotion management; Classroom management) (D3.5.)
• (PBTE): Integrates ICT tools into lesson design and delivery to simulate complex phenomena, facilitating the understanding of abstract concepts through visualization and interaction. (Digital pedagogy; Specialty didactics) (D2.8.)
• (PBTE): Uses assertive, clear, and concise communication techniques to structure scientific argumentation and guide classroom debate in a rigorous and accessible way for students. (Effective communication and emotion management; Pedagogical practice) (D3.2.)
• (PBTE): Implements strategies for differentiated instruction of students by adjusting in real time the complexity of tasks and support materials based on their response. (Specialty Didactics; Pedagogical Practice) (D2.7.)
• (PBTE): Makes curricular and physical/digital environment adaptations to ensure accessibility and full participation of students with disabilities or special educational needs. (Inclusive pedagogy; Pedagogical practice; Fundamentals of pedagogy. Curriculum theory and methodology) (D1.5.)
• (PBTE): Applies active listening techniques and counseling strategies in supporting students in solving learning tasks, demonstrating empathetic and student-centered communication. (Effective communication and emotion management; Pedagogical practice) (D3.2.)
• (PBTE): Designs operationalized learning outcomes, adapted to the specific needs and diagnostic profile of the student, correlating curricular standards with individual learning potential. (Instructional and assessment design; Specialty didactics) (D2.1.)
• Understands and has the ability to explain the mechanisms of geographical phenomena;
• Use and interpret geographical maps correctly;
• Understand the spatial relationships between the different components of geographical space;
• Systematically applies the methodology of regional geography analyses (types of approaches, purpose and objectives, issues, methods) and operates with them in the analysis of specific territorial situations;
• Analyzes the geographical impact of human decisions and behaviors;
• Uses appropriate methods and tools for practical applications of a geographical nature at local, national and international levels;
• Apply and use quantitative methods and techniques for complex geographical analysis of a region;
• Uses the computer to present and exemplify geographical processes and phenomena;
• Develops critical thinking by illustrating examples during teaching activities;
• Initiate and experiment with the exchange of ideas within the work team.
• Assesses the progress of those they teach and their language skills
• Apply English teaching methods in teaching classes
• Organize collaborative situations for learning English
• Selects appropriate strategies for developing oral communication, depending on the level of those they teach.
• Apply strategies to stimulate English speaking
• Organize oral communication exercises in English that simulate real-life situations.
• Corrects linguistic, stylistic, register, and pronunciation errors in the linguistic production of English learners.
• Uses linguistic concepts correctly
• Apply the spelling norms, punctuation and orthoepy rules of the languages ​​studied, as well as the principles of written and oral communication in various communicative situations
• Apply grammar rules and vocabulary usage norms to communicate fluently and correctly in English
• Identifies appropriate expression patterns and uses linguistic adaptation strategies
• Is capable of using abstract thinking in his field
• Organize information obtained from multiple sources
• Synthesize two or more similar and/or contradictory points of view
• Draw conclusions based on information extracted from multiple sources
• Excludes erroneous or biased information and signals errors of perspective
• Apply language learning strategies and theories to optimize their study and teaching process, identifying solutions to improve their linguistic and pedagogical skills
• Organizes learning activities, using effective methods to develop the ability to learn and teach foreign languages
• Provide constructive feedback.
• Uses software applications to perform work tasks
• Create, format, and edit documents using word processing software
• Write documents with a look and style that is consistent with the field
• Use word processing tools for collaborative editing
• Manage document versions and track changes efficiently
• Describes the main historical, political, social and cultural developments, formations and personalities in Anglo-American cultures.

c) Responsibility and autonomy

• Maintain a school climate based on emotional safety and well-being, using pedagogical interventions that stimulate students' cognitive engagement and scientific curiosity. (Effective communication and emotion management; Classroom management) (D3.6.)
• It guarantees the equitable participation of all students in the educational process through constant monitoring of support needs and through adapted interventions to eliminate the risk of dropout. (Inclusive pedagogy; Pedagogical practice) (D1.6.)
• Reconfigures the teaching process based on rigorous interpretation of data collected from monitoring student progress, ensuring instruction based on continuous feedback. (Educational Research I; Pedagogical Practice; Instructional and Assessment Design) (D2.13.)
• Promotes equal access to quality science education, leveraging the diversity of abilities in the classroom as a resource for collaborative learning. (Inclusive Pedagogy; Ethics and Academic Integrity; Instructional and Assessment Design) (D1.6.)
• Respects ethical and safety norms in the use of digital and information resources, promoting responsible behavior in the virtual environment among students. (Digital Pedagogy; Ethics and Academic Integrity) (D4.3.)
• Optimizes the design of teaching activities by integrating pedagogical innovations that have been validated through scientific studies published in relevant international literature. (Educational Research I; Theory and Methodology of Instruction) (D4.4.)
• Acts in accordance with the code of professional ethics, showing respect and impartiality towards all students and members of the school community, regardless of their cultural affiliation. (Ethics and Academic Integrity; Educational Leadership) (D4.1.)
• Build active partnerships with parents, peers, and community representatives to support the school integration and success of students from vulnerable or minority groups. (Design and management of educational programs; Pedagogical practice) (D3.7.)
• Establishes a climate of order based on compliance with negotiated norms and the psychological security of each student, in accordance with institutional regulations. (Classroom Management; Educational Leadership) (D3.6.)
• Demonstrates equitable educational leadership in managing resources and interactions, promoting team spirit and individual responsibility within the group. (Educational Leadership; Effective Communication and Emotion Management) (D3.1.)
• Formulates consistent behavioral management decisions, based on an objective analysis of the facts and respect for the student's rights. (Ethics and academic integrity; Data analysis in educational research) (D4.2.)
• Acts as a model of integrity and emotional self-regulation in crisis situations, demonstrating professionalism in relation to students, parents and school administration. (Ethics and Academic Integrity; Educational Leadership) (D4.3.)
• It bases the materials developed on ethical intellectual property standards and the rigor of current scientific data, avoiding misinformation. (Fundamentals of Pedagogy; Ethics and Academic Integrity) (D4.3.)
• Periodically reviews and updates teaching resources based on developments in the field and feedback collected from classroom practice. (Educational Research II; Specialty Didactics) (D4.4.)
• Demonstrates proactive and ethical conduct in relations with colleagues, actively participating in the exchange of good practices and in solving organizational problems. (Educational Leadership; Pedagogical Practice) (D3.9.)
• It systematically involves itself in training programs and joint educational projects, contributing to increasing the quality of the school's organizational culture. (Educational Research; Educational Leadership) (D4.5.)
• Guarantees the confidentiality of personal data and complies with professional ethics in all forms of communication and collaboration with support specialists. (Ethics and academic integrity; Psychopedagogical counseling) (D4.3.)
• Actively supports the full participation and integration of students with special needs by coordinating educational efforts with the support team, in order to achieve learning objectives. (Pedagogical practice; Inclusive pedagogy) (D1.6.)
• Balances academic rigor with respecting the student's right to rest and recreational activities, monitoring workload to maintain well-being. (Classroom Management; Effective Communication and Emotion Management) (D3.6.)
• Collaborates with parents in the process of monitoring the individual study regimen, providing guidance on the supportive role of the family in the student's autonomous learning. (Design and management of educational programs; Pedagogical practice) (D3.7.)
• Strictly complies with administrative requirements and legislative deadlines in the development of instructional design, ensuring compliance with institutional norms. (Educational Leadership; Curriculum Theory and Methodology) (D4.2.)
• Adapts the elements of analytical programs to the specific socio-educational context of the school and the student class, leveraging local resources and responding to the training needs of students. (Fundamentals of Pedagogy; Design and Management of Educational Programs) (D3.8.)
• Makes impartial and ethical value judgments in the grading process, eliminating any form of subjectivity or discrimination in student evaluation. (Ethics and Academic Integrity; Instructional and Assessment Design) (D4.3.)
• Uses the results of the evaluation as a basis for reflection on one's own teaching practice and for optimizing future instructional strategies. (Educational Research I; Pedagogical Practice) (D2.13.)
• It assumes the maintenance of safety, hygiene and welfare standards as a priority ethical and professional obligation in all curricular and extracurricular activities it undertakes. (Educational Leadership; Effective Communication and Emotion Management) (D3.6.)
• Strictly comply with legislation on the protection of minors and reporting cases of abuse or neglect, acting in the spirit of the law and pedagogical ethics. (Educational Leadership; Ethics and Academic Integrity) (D4.2.)
• It guarantees the scientific accuracy of each model or example used, constantly referring to verified data and valid and current scientific knowledge. (Fundamentals of pedagogy; Specialty didactics) (D4.3.)
• It proposes provocative examples, beyond the textbook, that activate students' critical thinking, investigative spirit, and epistemic curiosity. (Instructional and Assessment Design; Pedagogical Practice) (D2.6.)
• Protects the dignity and well-being of the student in all monitoring actions, avoiding labeling and promoting a supportive and guidance approach. (Ethics and academic integrity; Psychopedagogical counseling) (D4.3.)
• Collaborates consistently and systematically with the family to ensure a coherent and unified approach in supporting positive behavior and student development. (Pedagogical practice; Design and management of educational programs) (D3.7.)
• Demonstrates a proactive and reflective attitude towards their own professional training, assuming lifelong learning as an imperative for excellence in the teaching profession. (Educational Leadership; Fundamentals of Pedagogy) (D4.6.)
• Contributes to the development of professional learning communities by sharing news in the field of educational research and the specialty. (Educational Leadership; Design and Management of Educational Programs) (D3.9.)
• Respects the code of ethics and professional responsibilities in all human interactions, acting as a benchmark of morality and professionalism for students. (Ethics and Academic Integrity; Educational Leadership) (D4.1.)
• Promotes a culture of proactive collaboration with students, colleagues, and parents, considering social partnership essential for students' educational success. (Pedagogical Practice; Educational Leadership) (D3.7.)
• Base the feedback provided on objective performance criteria and ethical communication that encourages the student's perseverance and self-confidence. (Ethics and Academic Integrity; Fundamentals of Pedagogy) (D4.3.)
• Systematically solicits and integrates student feedback on the instructional process to optimize their own teaching performance. (Educational Research I; Pedagogical Practice) (D4.4.)
• Respects legislative regulations and organizational deadlines in developing plans, ensuring the transparency of the training process for all beneficiaries. (Educational Leadership; Curriculum Theory and Methodology) (D4.2.)
• It guarantees the scientific rigor and timeliness of the data included in the design of each lesson, basing the content on verified bibliographic sources and recent studies published in relevant international literature. (Fundamentals of Pedagogy; Educational Research II) (D4.3.)
• Formulates strategies for efficient and responsible work, based on the principles, norms and values ​​of the code of professional ethics.
• Collaborates effectively with teammates, proposes responsibilities, manages conflicts and achieves common goals in a professional and efficient manner;
• Initiates the promotion of accountability and transparency in geographical research;
• Practices effective working techniques in a multidisciplinary team, shares an ethical attitude towards the group, respect for diversity and multiculturalism.
• Gain acceptance of diversity of opinion;
• Gain increased visibility and professional prestige in the field of geography;
• Initiates self-assessment of the need for continuous professional training for the purpose of insertion and adaptability to labor market requirements;
• Meets and practices ethical standards in the field of geographical research;
• Advocates for the promotion of gender equality in employment in the field of geography;
• Organizes the facilitation of the exchange of ideas and resources;
• Initiates the cultivation of interest in science and geographical research;
• Shares respect for national values ​​and laws, but also for European/international ones;
• It defends the concern for protecting the environment.
• Adapts English teaching techniques to different learning styles.
• Provides constructive feedback to support the development of language skills in those they teach
• Demonstrates the ability to use appropriate methods and strategies to solve linguistic and pedagogical problems in a real-world context
• Promotes working in multilingual and multicultural teams.
• Ensure the progress of others in a real collaborative learning setting.
• Promotes constructive feedback in collaborative activities.
• He is up to date with the evolution of the language and the changes applicable to communication in English.
• Critically analyze oral communication situations in English.
• Reflects critically on linguistic phenomena specific to the English language, approached synchronically and diachronically
• Critically and responsibly uses various concepts and theories in describing language, literature, and culture in the English-speaking world
• Argue and defend critical points of view regarding acquired linguistic, literary and cultural content
• Manages communication effectively, adapting to different intercultural contexts
• Demonstrates critical thinking skills
• Extract essential information from a text
• Demonstrates teamwork skills.
• Ensure the progress of others in a real learning or work setting.
• Is open to learning and adapting to new technologies and software programs.
• Identify weaknesses in your professional training
• Monitors their progress in acquiring knowledge
• Select the most relevant data for personal professional development
• Takes responsibility for making decisions in their own training process
• Can empathize and understand perspectives from diverse cultural backgrounds.
• Can manage and mediate cultural misunderstandings or conflicts respectfully and constructively.
• Can identify and critically reflect on one's own cultural values, norms and prejudices.
• Demonstrates respect, openness, and responsibility when manifesting in global or multicultural contexts.
• Demonstrates intercultural communication skills.