Public University of Navarre

Academic year: 2021/2022 | Previous academic years:  2020/2021  |  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 (%) % Resittable
LO1-LO8 ES1-Attendance and participation in class 10 No
LO1-LO8 ES2-Theoretical work of recension and synthesis 25 Yes, 15% (This will be recovered through an oral or written exam)
LO1-LO8 ES3-Practical work: observation, proposal and, where appropriate, evaluation 25 Yes, 15% (This will be recovered through an oral or written exam)
LO1-LO8 ES4- Oral or written tests, partial or global 40 Yes, 40% (This will be recovered through an oral or written exam)
  TOTAL 100 70

- The final grade will be obtained as a result of the weighing of the partial marks, taking into account that to pass the subject passing the exam will be a requirement, and, where appropriate, at least one of the other two resittable evaluation activities. 

- The resittable evaluation will be done orally and / or in writing.

- The level of participation and involvement in the development of class sessions, study and evaluation activities, tutorship ... will be valued. 

-If oral presentations and debates are developed in group works, both the formal aspects and the content will be valued. 

- Self-evaluation, co-evaluation and hetero-evaluation activities will be carried out, which may be considered by the teaching staff.

- In group work, all the members of the group have to know how to present and argue any part of work. Teamwork may be evaluated by the teacher by randomly interviewing to one group member, in order to guarantee the positive interdependence of collaborative work.

- If any evaluation activities, some texts taken from the Internet, or from books, or from other sources, are included literally, without specifying its source and its complete bibliographic reference, the final grade in this activity will be as: failed (0.0); as it appears in the Regulatory Regulations of the UPNA Evaluation Processes (art. 34)

- A grade of Not qualify (No presentado) will be considered in cases on which the weight of the evaluation activities, where student has participated, is less than 50%.




The teaching profession. Teaching functions and legislative regulations. Ethical code and and deontology in teaching. Pedagogical proposals for Early Childhood Education and Primary Education.


The Educational Institutions¿ Professionals. Functions of the school management bodies: governing and teaching bodies. Schools¿ institutional documents. Participation in the school life and school management.


Educational paradigms and approaches in the Teaching Profession: Implications for curriculum design and curriculum development, as well as for school relationship. Contributions of neuroeducation and other professional fields in teaching work.


Equity and education. Teaching practice in an inclusive school, considering functional and cultural diversity, as well as the specific educational support students¿ needs. The gender perspective in education.




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

  • Constitución Española, 1978.
  • LOMLOE. Ley Orgánica 3/2020 por la que se modifica la Ley Orgánica 2/2006, 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
  • Convención sobre los Derechos del Niño, 1989 y Declaración de los Derechos del Niño, 1959


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


Spanish bibliography

  • AAVV (1996). Carta a una maestra. Madrid. PPC
  • Antero, A. (2015). La pedagogía de la confianza. Marco General  de Arizmendi Ikastola. Arrasate (Gipuzkoa): Arizmendi Koop
  • Apud, A. (s/f). Participación infantil. Unicef. Descargable  en:
  • Bona, C.  (2016). Las escuelas que cambian el mundo. Barcelona: Plaza & Janes
  • 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
  • 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, 2017). Crecer y aprender jugando. El taller de expresión. Entrecajas. Memorias, recuerdos, proyectos. El juego heurístico. Línea Pedagógica. Pamplona:  Ayuntamiento de Pamplona
  • Faber, A y Mazlish, E (2008). Cómo hablar para que sus hijos le escuchen y cómo escuchar para que sus hijos le hablen. Barcelona. Medici.
  • Federación de Movimientos de Renovación Pedagógica de Cataluña (2011). Compromiso ético del profesorado. Descargable en:
  • Fores, A y otras. Neuromitos en educación: el aprendizaje desde la neurociencia. Barcelona: Plataforma Editorial.
  • Freire, P. (1994). Cartas a quien pretende enseñar. México. Siglo XXI
  • Jakku-Shivonen, R.; Niemi, H. (ed.) (2011). Aprender de Finlandia. La apuesta por un profesorado investigador.  Madrid: Kadeida Forma.
  • Gimeno, J. (2001). Los retos de la enseñanza pública. Madrid. Akal-Universidad Internacional de Andalucía
  • Goleman, D. (2006). La inteligencia emocional. Barcelona: Kairos.
  • González Garza, A.M. (2009). Educación holística. La pedagogía del siglo XXI. Barcelona: Kairós
  • Guillen, J. (2017). Neuroeducación en el aula: De la teoría a la práctica. Create Space.
  • Hoyuelos, A. (2011). La educación infantil: una canción a varias voces. Tarbiya (Revista de Investigación e Innovación Educativa), 41. Descargable en:
  • Imbernon, F. (2017). Ser docente en una sociedad compleja. La difícil tarea de enseñar. Barcelona: Graó.
  • Juul, J (2004). Su hijo, una persona competente: hacia los nuevos valores básicos de la familia. Barcelona. Herder.
  • Huebner, D.(2011). Qué puedo hacer cuando estallo por cualquier cosa. Madrid. TEA.
  • Kemmis, S. y McTaggart, R.(1988). Cómo planificar la investigación-acción. Barcelona. Laertes.
  • Laval, Ch. (2004). La escuela no es una empresa. El ataque neoliberal a la enseñanza pública. Barcelona. Paidós
  • 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. (2014). Una escuela inclusiva cada vez más necesaria, también en tiempos de crisis. En Chisvert, Ros y Horcas. A propósito de la inclusión educativa: una mirada ampliada de lo escolar. Barcelona: Octaedro.  
  • Ledesma, N. y Monzón, J. (2011). Cine y Profesión docente: Apuntes para pensar y sentir al hilo de la película Diarios de la Calle (45-78). En Hurtado, J. y Jardón, P. El cinema a l,educació. Alzira. Germania.
  • 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.
  • 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.
  • Martin, X. y Rubio, L. (2010). Prácticas de ciudadanía. Diez experiencias de aprendizaje-servicio. Barcelona: Octaedro. Descargable parcialmente:
  • Nelsen, J. (2002). Disciplina positiva. Barcelona: Oniro.
  • Robinson, K. (2015). Escuelas creativas. La revolución que está transformando la educación. Barcelona: Grijalbo
  • Rosenberg, M. (2006). Comunicación no violenta. Un lenguaje de vida. Buenos Aires. Gran Aldea Editores.
  • Sanchez Blanco, C. (1995). El desarrollo de actitudes en Educación Infantil. Zaragoza: Edelvives.
  • 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.
  • Tonucci, F (1988). Niño se nace. Barcelona: Barcanova. TONUCCI, F. (1989). Con ojos de niño. Barcelona: Barcanova. TONUCCI, F. (1989). Cómo ser niño. Barcelona. Barcanova. TONUCCI, F. (2007). Frato. 40 años con ojos de niño. Barcelona. Graó.
  • Toro, J.M. (2005). Educar con co-razón. Bilbao. Desclée de Brouwer.
  • Uruñuela, P. (2018). La metodología del aprendizaje-servicio. Madrid: Narcea
  • Vera, J. y Esteve, J.M. (2001). Un examen a la cultura escolar. Barcelona: Octaedro
  • Wild, R. (2007). Aprender a vivir con niños. Ser para educar. Barcelona: Herder.

* Un listado más amplio de la bibliografía se incluye en los Programas de la asignatura publicados en Mi Aulario.


Euskara bibliography

  • Acha, J.; Reizabal , L. (2012). Hezkuntza sozioemozionala eta ikaskuntza-zailtasunak: hezkuntza testuinguruetan aplikatzeko esku-hartzea. UEU.
  • Antero, A. (2015). Konfiantzaren pedagogia. Arizmendi ikastolaren markoa. 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. 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. Oteiza Museoaren Artxiboa.
  • Aritzeta, A.; Soroa, G. (2013).  Emozioak eta gaitasun sozioemozionalak. UEU.
  • Bujan, K.; Aramendi, P. (2005). Eskola-antolaketa. UEU.
  • Etxague, X. (Coord.) (2004). Didaktika orokorra. Erein.
  • Eusko Jaurlaritzaren Hezkuntza, Unibertsitate eta Ikerketa Saila (2007). Oinarrizko hezkuntzarako tutoretza-plana egiteko orientabideak: lehen hezkuntzako 1. Zikloa. Eusko jaurlaritzaren Argitalpen Zerbitzu Nagusia.
  • Fernández Díaz, M.A.; Idoate, J.L.; Izal, M.C. y Labarta, I. (2003). Portaera arduratsuak garatzen 3 urtetatik 12 urtetara. Departamento de Educación
  • Llorente, B. (2004). Jolasaren oinarri teorikoak eta umeen jolasak. Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.
  • Gairín, J. eta Darder, P. (Koord.) (1997). Ikastetxeen Antolamendua. 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.
  • Sanmartí, N. (2010). 10 gako. Ikasteko ebaluatzen. Euskal Herriko Unibertsitateko Argitalpen Zerbitzua.
  • 1986ko Euskararen Foru Legea eta bere eragina Nafarroa garaian

* Bibliografiaren zerrenda zabalagoa dago Nire Ikasgelan argitaratutako irakasgaiaren programetan






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