Public University of Navarre

Academic year: 2020/2021 | Previous academic years:  2019/2020  |  2017/2018 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 312208 Subject title: THE TEACHING PROFESSION
Credits: 6 Type of subject: Basic Year: 1 Period: 2º S
Department: Ciencias Humanas y de la Educación

Partes de este texto:


Module/Subject matter

Basic Training / Education



Teaching as a profession. Characteristics, legislation and regulatory keys for teaching functions. The functions of teachers and their ethical implications. Pedagogical proposal for the school stages (Early childhood and Primary education): Knowledge and management of the stage curriculum. Annual Didactic Programming (ADP; PDA in Spanish). Teaching practice in the school and classroom space. Participation in school life: keys and principles. Organization, evaluation and management of the school space. Teaching practice and equity: challenges to respond to. Teacher training and teacher development.


General proficiencies

Basic proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

General proficiencies

GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP4 - To design and regulate learning spaces in contexts characterised by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.

GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

Transverse Proficiencies

TP1 - To demonstrate a level of competence in English equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.


Specific proficiencies

SP1 To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2 To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP4 To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP5 To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP6 - To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7 To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

SP8 To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP9 To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

SP10 To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 To be familiar with the educational implications of Information and Communication Technology.

SP12 To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP13 To perform guidance, tutoring and conflict-resolution functions with schoolchildren and their families. To be able to observe and acknowledge work well done.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.


Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in this subject. Three levels are established.


- Optimum: acquisition of 100% of the skills and mastery in at least 75% of them.
- Medium: acquisition of most of the competencies sought in the subject and mastery in those aspects that contribute to the specific competences of the degree.

- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.


A student gets an APTO grade if the learning level is optimal or average.


In this subject, these competences are defined as follows:


LO1 Demonstrate mastery of the basic notions associated with the contents of the subject (ES2, ES3, ES4).

LO2 Understand school organization, as well as educational planning in educational institutions (ES2, ES4).

LO3 Design pedagogical proposals and didactic programs attending to the diversity and the requirements of participation and inclusion (ES3).

LO4 Express and analyze the different dimensions of the didactic act and the organizational act in a context of teaching functions, autonomously (ES2, ES4).

LO5 Evaluates the teaching function in an active school and social context (ES1, ES2 and ES3).
LO6 Demonstrates an committed attitude to the development of teaching and learning contexts (ES1, ES2, ES3, ES4).

LO7 Apply the acquired knowledge to diverse and specific realities of the teaching performance (ES2 and ES3).

LO8. It analyzes the different educational innovation options, clearly identifying its elements (ES2, ES3, ES4).



Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study

Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100



Learning Outcomes Evaluation Systems Weight (%) % Recovery
LO1-LO8 ES1-Attendance and participation in class 10 No
LO1-LO8 ES2-Theoretical work of recension and synthesis 25 Yes, 15%
LO1-LO8 ES3-Practical work: observation, proposal and, where appropriate, evaluation 25 Yes, 15%
LO1-LO8 ES4- Oral or written tests, partial or global 40 Yes, 40%
  TOTAL 100 70

Typology of evaluation is adjusted to a formative character:

  • The level of participation and involvement in the development of the expository sessions, the contributions in seminars and working groups, the supervision in tutorials will be evaluated.
  • The exposition and debate that is developed in the group work and their varied record, both in its formal aspects and content, will be valued.
  • Self-assessment and Co-evaluation surveys will be carried out and will be taken into account by the teaching team.
  • The final grade will be the result of the weighting of the partial grades.
  • In the work done as a group, all the members of the group will have to know how to present and argue any part of the work. Teamwork can be evaluated by the teacher randomly interviewing one of the member group in order to enhance the positive interdependence of collaborative work.
  • To pass this subject it is necessary to pass the oral or written final test.
  • Recovery Evaluation: It is done by written exam on the dates established for it.
  • If in any of the works presented literally include texts (extracted from the Internet, or books) without explaining their origin and their full bibliographic reference, the final qualification will be suspended; As it appears in the Regulatory Low of the Evaluation Processes of December 2011 (article 33.3).




Pedagogical proposal for the school stages of Early Childhood Education and Primary education: Knowledge and management of the stages¿ curriculum.


Teaching as a profession. Characteristics, Legislation and Regulatory Keys of the teaching function. The functions teachers and their ethical implications. Teaching practice and equity: challenges to respond to.


Participation in school life: keys and principles. Organization, evaluation and management of the school space.


Teaching practice in an inclusive school: gender, cultural diversity, specific needs for educational support. Annual Didactic Programming (ADP / PDA in Spanish language). The teaching practice in the school and classroom space.




Access the bibliography that your professor has requested from the Library.

English bibliography

Ainsworth, l. (2011). Rigorous Curriculum Design: How to Create Curricular Units of Study That Align Standards, Instruction, and Assessment. U.K: Lead & Learn Press

Robinson, K.& Aronica, L. (2016). Creative Schools: Revolutionizing Education from the Ground Up. U.S.A: Penguin.

Lenoir, Y& Hansi, A. (2015). Curricular and didactic conceptions of interdisciplinarity in the field of education: a Socio-Historical Perspective. Issues in Interdisciplinary Studies, 33, 39-93.

Levi, A. (2017). Mastering organizational change. Theory and practice. Lomdon: Levi PublisherIndependently published

Suciu, A.& Mata, L. (2010). Didactic approaches to the curriculum area of Language and communication from the perspective of curricular innovation. Recent Researches in Mechanics, Transportation and Culture, S.N.

Brookfield, S. (2005). The Power of Critical Theory for Adult Learning and Teaching. Maidenhead, England: Open University Press.

EP-Nuffic(2015).The Spanish  education system described and compared with the Dutch system. Germany: EP-NUFFIC-Internationalising education. (Creative Commons Attribution).

Gravells, A. (2012). Preparing to teach in the Lifelong Learning Sector. California: Sage.

Jasper, M. (2006). Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.

National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

OCDE (2003). Diversity, inclusion and equity: Insights from special needs provision.

Brussels: OCDE-Education Policy Analysis.

Reece, I, Walker, S. (2007).Teaching, training and learning. UK: Busines Education Publishers.

Zaki, C. (1988) Formal, non formal and informal education: concepts/applicability. Cooperative Networks in Physics Education - Conference Proceedings,  173, 300-315.


Legislative Texts

Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa

Ley Orgánica 2/2006, de 3 de mayo, de Educación.

Decreto Foral 23/2007 por el que se establece el Currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra

Decreto Foral 60/2014 por el que se establece el currículo de las enseñanzas de Educación Primaria en la Comunidad Foral de Navarra.

Decreto Foral 47/2010 de Derechos y Deberes del alumnado y de la Convivencia en los centros educativos no universitarios públicos y privados concertados de la Comunidad Foral de Navarra

Orden Foral 93/2008 por la que se regula la Atención a la Diversidad en los centros educativos de Educación Infantil y Primaria y Educación Secundaria de la Comunidad Foral de Navarra.


* More detail about specific bibliography you can found in didactic programme.


Spanish bibliography

Albertin, A. y Zufiaurre, B.  (2006): La Educación Infantil como tarea de Maestras: Claves de formación y contexto de desarrollo profesional. Barcelona: Octaedro-MEC.

Antero, A. (2015). La pedagogía de la confianza. Marco General de Arizmendi Ikastola. Arrasate (Gipuzkoa): Arizmendi Koop.

Bona, C.  (2016). Las escuelas que cambian el mundo. Barcelona: Plaza & Jane.

Bona, C. (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Barcelona: Plaza & Janés Booth, T. y Ainscow, M. (2011) Guía para la educación inclusiva (Index for inclusion para PRIMARIA). Desarrollando el aprendizaje y la participación en los centros escolares. Descargable en:

Booth, T., Ainscow, M. y Kingston, D. (2007). Index for inclusión. Desarrollo del juego, el aprendizaje y la participación en educación infantil. Descargable en:

Carbonell, J. (2014). Pedagogías del siglo XXI. Alternativas para la innovación educativa. Barcelona: Octaedro

Casado, R. y Lezcano, B. (2012). Educación en la escuela inclusiva, formación del profesorado y perspectivas del futuro. Buenos Aires: Lumen

Consejo General de los Colegios de Licenciados en Filosofía y Letras y en Ciencias en España (2010). Código Deontológico de la Profesión Docente. Descargable en:

Escuelas Infantiles Municipales de Pamplona (2006, 2012, 2015). Crecer y aprender jugando. El taller de expresión. Entrecajas. Memorias,recuerdos, proyectos.El juego heurístico. Pamplona:  Ayuntamiento de Pamplona.

Jakku-Shivonen, R.; Niemi, H. (ed.) (2011). Aprender de Finlandia. La apuesta por un profesorado investigador.  Madrid: Kadeida Forma.

Goleman, D. (2006). La inteligencia emocional. Barcelona: Kairos.

González Garza, A.M. (2009). Educación holística. La pedagogía del siglo XXI. Barcelona: Kairós

Ledesma, N. y Pellejero, L. (2014). ¿Evaluación e innovación en los centros educativos centradas en una formación de calidad y holística para todas las personas. Revista Anthropos, 238, 185-199.

Ledesma, N. (2010). Coeducación y materiales curriculares en la red(42-81). En Rayon, L. Materiales curriculares, integración de las TIC y atención a la diversidad. Madrid:  MEC.

Majó, F. y Baqueró, M. (2014). 8 Ideas Clave. Los proyectos interdisciplinarios (Vol. 24). Barcelona: Grao.

Melgarejo, X. (2013). Gracias, Finlandia. Qué podemos aprender del sistema educativo de más éxito. Barcelona: Plataforma actual

Merieu, Ph. (2015). Carta a un joven profesor. Por qué enseñar hoy. Barcelona: Graò.

Mora, F. (2013). Neuroeducación. Sólo se aprender aquello que se ama. Madrid: Alianza editorial

Nair, P. (2016). Diseño de espacios educativos. Rediseñar las escuelas para centrar el aprendizaje en el alumno. Madrid: SM.

Pellejero, L., Zufiaurre, B. (2010). Formación Didáctica para docentes: Los proyectos como estrategia para trabajar la inclusión, la equidad y la participación. Madrid. CCS.

Robinson, K. (2015). Escuelas creativas. La revolución que está transformando la educación. Barcelona: Grijalbo

Santos Guerra, M.A. (2015). Las feromonas de la manzana. El valor educativo de la dirección escolar. Barcelona: Graò.

Sastre, G. y Moreno, M (2007). Resolución de conflictos y aprendizaje emocional. Una perspectiva de género. Barcelona. Gedisa.

Schoeberlein, D. (2012). Mindfulness para enseñar y aprender. Estrategias prácticas para maestros y educadores. Madrid. Gaia.

Siegel, D. y Payne, T. (2014). El cerebro del niño. 12 estrategias revolucionarias para cultivar la mente en desarrollo de tu hijo. Barcelona. Alba

Slee, R. (2012). La escuela extraordinaria. Exclusión, escolarización y educación inclusiva. Madrid: Morata

Torrego, J.C. y Negro, A. (Coords.) (2012). Aprendizaje cooperativo en las aulas. Madrid: Alianza Editorial

Travieso, S. (2015). Sé un maestro. Lo que querría que me hubiesen contado cuando comencé a dar clases. ISBN: 978-1511938686

Vera, J. y Esteve, J.M. (2001). Un examen a la cultura escolar. Barcelona: Octaedro

Zufiaurre, B., Albertin, A. (2010). Trabajar Competencias integradas en Infantil y Primaria: Propuestas de aula de educación emocional, saludable y cívica. Madrid. CCS.

Zufiaurre, B., Albertín A.  (2006). Evaluación democrática y proyectos cooperativos. El lugar de una evaluación de calidad en una cultura escolar democrática.  Pamplona: UPNA.


* Detalle más específico de la Bibliografía y Normativa en los correspondientes Programas Didácticos.


Euskara bibliography

Acha, J.; Reizabal , L. (2012). Hezkuntza sozioemozionala eta ikaskuntza-zailtasunak: hezkuntza testuinguruetan aplikatzeko esku-hartzea. Bilbo:UEU

Antero, A. (2015). Konfiantzaren pedagogia. Arizmendi ikastolaren markoa. Arrasate (Gipuzkoa): Arizmendi Koop.

Apalategi, J. (2015). ¿Sistiaga eta adierazpen askearen heziketa¿ in Sisitiaga. De la pintura gestual al arte del movimiento / Keinu bidezko pinturatik mugimenduaren artera. Altzuza (Nafarroa): Jorge Oteiza Fundazio-Museoa

Apalategi, J. (2003) ¿Irakasleen konpromiso etikoa heziketa estetikoan¿, Hik Hasi euskal heziketarako aldizkaria Udako Topaketak (2003). Jorge Oteiza. 14.monografikoa, 41-47. Donostia. Oteiza Museoaren Artxiboa.

Aritzeta, A.; Soroa, G. (2013).  Emozioak eta gaitasun sozioemozionalak. Bilbo:UEU Bujan, K.; Aramendi, P. (2005). Eskola-antolaketa. Bilbo: UEU.

Carretero, M. (2007). Konstruktibismoa eta hezkuntza. Donostia: Xangorin-hik hasi.

Etxague, X. (Coord.) (2004). Didaktika orokorra. Donostia: Erein.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila (2007). Oinarrizko hezkuntzarako tutoretza-plana egiteko orientabideak: lehen hezkuntzako 1. Zikloa. Vitoria-Gasteiz: Eusko jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila: Oinarrizko Gaitasunak EAEko Hezkuntza Sisteman. Eskuragarri web honetan: Kontsulta data: 2012-01-30.

Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila. Oinarrizko gaitasunak Lehen Hezkuntzan. Eskuragarri web honetan: 2459/eu/contenidos/informacion/dif10_curriculum_berria/eu_5495/adjuntos/orientaciones_mat_ayuda/GLH0E.pdf. Kontsulta data: 2012-01-30.


Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila. Tutoretza lehen hezkuntzan: laguntzeko eskuliburua.Eskuragarri web honetan: Kontsulta data: 2012-01-30.

Fernández Díaz, M.A.; Idoate, J.L.; Izal, M.C. y Labarta, I. (2003). Portaera arduratsuak garatzen 3 urtetatik 12 urtetara. Pamplona: Departamento de Educación

Llorente, B. (2004). Jolasaren oinarri teorikoak eta umeen jolasak. Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Gairín, J. eta Darder, P. (Koord.) (1997). Ikastetxeen Antolamendua.  Bilbo: Euskal Herriko Unibertsitateko Argitarapen Zerbitzua.

Llorente, B. (2004). Jolasaren oinarri teorikoak eta umeen jolasak. Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.

Nafarroako Gobernuaren Hezkuntza Departamentua (1996). Behaketa eta Ebaluazioa. Lehen Hezkuntza. Iruña: Hezkuntza eta Kultura Departamentua.

Nafarroako Gobernuaren Hezkuntza Departamentua (2008). Ebaluazioa diagnostikoaren esparru teorikoa. Lehen Hezkuntza.Iruña: Hezkuntza Departamentua.

Oteiza, J. (2003). ¿Herri bakoitzeko haurrarentzako gizaki eredua. Aintzinsolasa¿ Hik Hasi euskal heziketarako aldizkaria Udako Topaketak. Jorge Oteiza. 14.monografikoa, 41-47. Donostia. Oteiza Museoaren Artxiboa.

Sanmartí, N. (2010). 10 gako. Ikasteko ebaluatzen. Bilbo: Euskal Herriko Unibertsitateko Argitalpen Zerbitzua.


1986ko Euskararen Foru Legea eta bere eragina Nafarroa garaian


 * Liburu zerrenda zabalago Irakasgai Gidan.






Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.