Double bachelor's degree: Teacher in Early Childhood Education and Primary Education

Introduction

Objectives and competences

Objectives

• To analyse and plan educational tasks in a context of constant social change.
• To act as a mediator in ensuring that classroom activities are meaningful and stimulate students to meet their full potential.
• To promote values of coexistence, effort, constancy, discipline, gender equality, human rights and a collaborative mentality outside school. 
• To organize the way in which students interact with the object of study, fostering independent and cooperative learning skills.
• To offer tutorial support and carry out tasks in the areas of orientation and assessment.
• To create projects adapted to the needs of schools and students, demonstrating an in-depth understanding of the two stages of education and the subjects they cover. 
• Capacity to design and develop education projects, planning units, learning environments, activities and materials (including digital materials) that help tailor the curriculum to the demands of student diversity and ensure their well-being.
• To learn to teach in multicultural and multilingual settings. 
• To learn to use new technologies in the classroom.

Competences

a. Generic
 

• Commitment to ethical practice. 
• Ability to recognize the diversity and multiculturalism of contemporary society. 
• Capacity for learning and responsibility. 
• Ability to adapt to new situations. 
• Creative and entrepreneurial skills. 
• Communication skills. 
• Interpersonal skills. 
• Ability to work as part of a team. 
• Capacity to use information and communication technologies. 
• Concern for sustainability.

b. Specific
 

• Capacity to design and develop education projects, planning units, learning environments, activities and materials (conventional and electronic) that help to tailor the curriculum to the demands of student diversity and promote quality across the complete education process, ensuring the health of the sector. 
• Capacity to facilitate the learning process in early childhood, taking a global and integrating approach to the cognitive, linguistic, emotional, motor, social, philosophical, cultural and motivational factors involved. 
• Capacity to create and maintain a harmonic learning environment for diverse early learning contexts, meeting the specific needs of each child, overcoming learning difficulties and fostering gender equality, equity and respect for human rights. 
• Capacity to promote mutual tolerance inside and outside the classroom and solve disputes peacefully. 
• Capacity for the systematic observation of learning and coexistence in early childhood education, to interpret educational practices in the framework of key theoretical models, and to reflect on the findings and use them as the basis for action. 
• Ability to facilitate group reflection on the acceptance of rules and respect for others. 
• Ability to support the autonomy and singularity of each student as important factors in educating emotions, feelings and values in early childhood. 
• Ability to encourage the development of the different languages of early childhood education to identify possible malfunctions and to oversee the proper development of language and communication skills. 
• Capacity to efficiently manage language learning in multicultural and multilingual contexts, selecting the most suitable teaching resources for each situation; capacity for spoken and written expression and ability to use a range of expressive techniques. 
• Ability to recognize the educational implications of information and communication technologies. 
• Capacity to promote the growth and development of children, focusing particularly on hygiene, health and nutrition, and on the fundamental aspects of learning and personality construction in early childhood. Understanding of the basic principles of early childhood education. 
• Understanding of assessment as an educational tool rather than simply a means of accreditation and as a mechanism for regulating and improving teaching and learning, acknowledging the importance of continuous professional development through reflection, self-evaluation and analysis of personal performance. 
• Capacity to take part in the range of activities that make up the functioning of early childhood education, based on an understanding of the general organizational framework. 
• Understanding of the need to improve teaching skills continuously and to adapt to scientific, educational, technological, social and cultural changes through life. 
• Ability to understand the importance of the teacher's role as a collaborator and counsellor working with and advising parents on family education for children up to twelve years old, and social skills to deal effectively with individual families and groups of families. 
• Ability to analyse classroom methodologies critically to innovate and improve teaching practice, to acquire habits and abilities for independent and cooperative learning, and capacity to transmit them to colleagues and pupils. 
• Ability to understand the function, possibilities and limits of education in our society, and the fundamental competences that affect early childhood and primary education and professionals in the sector. 
• Ability to analyse social inequalities in the context of the complex relationship between education and society, and the role schools can play in perpetuating or overcoming such inequalities. 
• Ability to apply measures for improvement based on different quality models. 
• Capacity to communicate in Catalan and Spanish with the fluency and accuracy to teach at primary education level.  Ability to use a foreign language as the vehicular language in some class situations.

Access and admission

Applicant profile and access requirements

Recommended applicant profile

a, Prospective students will need to pass a personal aptitude test (PAP).

b. Access to the double bachelor's degree Teacher in Early Childhood Education and Primary Education is strictly through the standard university pre-enrolment procedure. Students already enrolled in one of the degrees who wish to take the other simultaneously cannot access the dual pathway or obtain credit recognition for the double degree. The same applies to students already in possession of one of the degrees who wish to take the other as a second degree.

c. The recommended profile for access to the double degree corresponds to the profiles for each degree as notified by the university pre-enrolment office.

• Working as an early childhood and primary education teacher requires great dedication to others, specifically to children and their families, as well as the other professionals involved in the learning process. Strong interpersonal and social skills are therefore essential. Students need to be emotionally stable and to have strong teamwork skills to take on different roles in group projects. 
• Students taking the double degree should have a general interest in culture and in humanistic and scientific knowledge and must be respectful of all beliefs, social practice and cultures. 
• They must also be capable of regulating the learning experience (planning, organization, decision-making and coherent action). They must be able to produce soundly formulated knowledge in the framework of education, both individually and collectively, and to create new ideas based on research and reflection on the different subject areas that make up the initial stage of the double bachelor's degree Teacher in Early Childhood Education and Primary Education.

Access requirements and conditions

Admission for students with studies completed outside Spain.

Applicants holding higher educational qualifications from a university outside Spain should consult the page Admission with foreign qualifications to find out about specific admission requirements.
 

Pre-enrolment

Students that have studied abroad and who wish to study at the University of Barcelona may be admitted to EHEA bachelor's degree courses. Procedures for gaining admission will depend on the qualifications held by each applicant.

For further information about admission, consult the page Admission with foreign qualifications.
 

Enrolment

Schedules:

Teacher in Early Childhood Education 

• Academic year 2024-2025

Teacher in Primary Education

• Academic year 2024-2025

 

Welcome

Support and guidance

Course curriculum

Subjects and course plans

Distribution of credits

List of subjects

Pathways and specializations

Pathway 2 (Shared Specialization): Specialization in Diversity Support
Pathway 3 (Shared Specialization): Specialization in School Libraries
Pathway 4 (Shared Specialization): Digital Technologies for Learning, Communication and Expression
Pathway 5 (Shared Specialization): Specialization in Foreign Languages
Pathway 6: Specialization in Motor Development in Children (Early Childhood) and in Physical Education (Primary)
Pathway 7: Specialization in Artistic Expressions (Early Childhood) and in Physical Education (Primary)
Pathway 8: Specialization in Exploration of the Environment and Experimentation (Early Childhood) and in Physical Education (Primary)
Pathway 9: Specialization in Means of Expression and Communication (Early Childhood) and in Physical Education (Primary)
Pathway 10: Specialization in Motor Development in Children (Early Childhood) and in Music Education (Primary)
Pathway 11: Specialization in Artistic Expressions (EI) and in Music Education (EP)
Pathway 12: Specialization in Exploration of the Environment and Experimentation (Early Childhood) and in Music Education (Primary)
Pathway 13: Specialization in Means of Expression and Communication (Early Childhood) and in Music Education (Primary)
Pathway 14: Specialization in Motor Development in Children (Early Childhood) and in Visual and Artistic Education (Primary)
Pathway 15: Specialization in Artistic Expressions (Early Childhood) and in Visual and Artistic Education (Primary)
Pathway 16: Specialization in Exploration of the Environment and Experimentation (Early Childhood) and in Visual and Artistic Education (Primary)
Pathway 17: Specialization in Means of Expression and Communication (Early Childhood) and in Visual and Artistic Education (Primary)
Pathway 18: Specialization in Motor Development in Children (Early Childhood) and in Curricular Development (Primary)
Pathway 19: Specialization in Artistic Expressions (Early Childhood) and in Curricular Development (Primary)
Pathway 20: Specialization in Exploration of the Environment and Experimentation (Early Childhood) and in Curricular Development (Primary)
Pathway 21: Specialization in Means of Expression and Communication (Early Childhood) and in Curricular Development (Primary)
Check the planning of the different pathways of the degree

Previous years

• Course plans 2023 - 2024

Teaching staff

List of spring and autumn teaching staff on a current course

Placements

Career opportunities

What can you work on ?

a.    Teaching in early childhood and primary education. 

b.    Extracurricular activities. 

c.    Departments of education in other institutions (zoos, museums, parks, gardens, theatres, summer camps, artistic and sport groups). 

d.    Derived economic activities (creation and distribution of auxiliary materials, teaching support products, textbooks, educational software, etc.).

Contact us

Faculty of Education
Pg. de la Vall d'Hebron, 171 - 08035 Barcelona

Secretary: 934 020 269

Questions mailbox