Students interested in applying for a place on the master's programme need to submit their pre-registration application within the deadline and as per the methods set by the UIB Centre for Postgraduate Studies (CEP).

The CEP will verify whether applicants fulfil the requirements for admission to the programme and, subsequently, submit the application to the relevant Academic Committee to consider and decide on admission.

Finally, the CEP will publish the list of admitted students and provide the enrolment dates.

This procedure is governed by Regulatory Agreement of 23rd March 2022 that regulates Entry and Admission to Official Master’s Degree Programmes, published in the extraordinary issue of FOU no. 534 of 31st March 2022 (https://seu.uib.cat/fou/acord/14423/), implementing Article 18 of Royal Decree 822/2021 of 28th September that sets out the Organisation and Quality Assurance Procedure for Higher Education.

Given the programme qualifies graduates for professional practice, as part of the entry procedure, the CEP will also consider Section 4.2 in Order ECI/3858/2007 of 27th December that sets out the Requirements for Authenticating Official Degree Programmes that Qualify Graduates to Practise the Profession of Teacher in Compulsory Secondary Education, High School, Vocational Training and Language Learning.

The entry requirements for the programme require candidates to accredit mastery of the skills related to the specialisation they wish to take by passing a specific test for this purpose. Candidates who hold a university degree matching the selected specialisation are exempt from this requirement.

In turn, they must accredit mastery of a foreign language, equivalent to B1 level within the Common European Framework of Reference for Languages (CEFR).

Admission requirements

Accreditation of proficiency in the competences related to the speciality that the applicant wishes to pursue, by taking an exam designed by the universities for this purpose. Applicants holding an undergraduate degree related to the chosen speciality will be exempt from having to take this exam (see annex 1).

• The Academic Committee of the master's programme may organise an entrance examination for students who pre-registered within the set deadline with a qualification not associated with the chosen speciality (annex 1), provided that there are empty places in that speciality (at least 20% of the places offered). At the Minorca and Ibiza off-campus centres, 4 places per speciality will be allocated. In the event that at the end of the second pre-registration period there are vacant places in any specialisation, they will be allocated to the other specialities in equal order of the number of applications on the waiting list. An entrance examination will only be held where there is no waiting list and at least 30% of the total number of places offered in Minorca or Ibiza remain open.
  The date of the test will be published before the end of the second pre-registration period.
  Registration for the entrance exam will take place within the period established by the University and will lead to the payment of the corresponding fee for students who have pre-registered. Students may only take the test for one speciality.
  The lecturers who teach the specialities in the master's programme will be in charge of the test.
• The contents of the test will be determined by the speciality type and by the highest level at which students enrolled in each speciality can teach.
  For further information, please see the following document: entrance examination.

Language accreditation. In accordance with Order ECI/3858/2007 and the syllabus of the Master's Degree in Teacher Training of the University of the Balearic islands, students will have to accredit proficiency in a foreign language equivalent to level B1 of the Common European Framework of Reference for Languages (CFER) (Recommendation R (98)6 of the Committe of Ministers of Member States, of 17^th October 2000) and level C1 of Catalan (All language accreditation documentation must be submitted during the pre-registration process)

• Accreditation of proficiency in a foreign language equivalent to level B1 of the Common European Framework of Reference for Languages (CEFR):
  
  • UIB graduates: accreditation of level B1 in English will not be required.
  • Graduates from other universities, engineers, architects, technical engineers, technical architects and licentiate degree (long-cycle; 5 years) and diplomatura (short cycle; 3 years) holders must accredit level B1 of a foreign language:
    - Academic certificate stating that being awarded the degree implies accreditation of level B1 or higher of a foreign language.
    - Certificate from one of the institutions recognised by the Common European Framework of Reference (CEFR) (annex 2a).
    - Academic certificate stating that the student has taken and passed a subject in the degree that gives access to the master's programme, taught and assessed in a foreign language (annex 2b).
    - Academic certificate stating that the specific English language subject of the branch of knowledge in the degree that gives access to the master's programme has been taken and passed (annex 2b).
    - Academic certificate stating that the student has taken and passed in a foreign university subjects taught in a language other than the official languages of Spain, and that the credits have been recognised for his/her degree.
    - Academic certificate stating that the student has taken and passed at least 12 credits in foreign language subjects offered in other official curricula taught at Spanish universities.
    - Certificate of the B1 level tests (or higher) organised by the UIB Language Service (Certiuni-Crue).
  If you do not have the accreditation specified in the sections above, you may apply to the admin services at the Antoni Maria Alcover building or the off-campus centres in Ibiza and Menorca to obtain the foreign language equivalence in accordance with the CEFR, by providing the corresponding certificate.
• Accreditation of Catalan language proficiency equivalent to level C1 of the Common European Framework of competence in the Catalan language, which is determined by the Regional Ministry of Education, Culture and Universities. The Order of the Regional Minister of Education and Culture of 21^st February 2013 (BOIB no. 34, 12^th March 2013) defines the qualifications, diplomas and certificates equivalent to the certificates of Catalan language proficiency of the Directorate-General for Langauge Policy. Order 9953, of 19^th April 2011 (BOIB no. 69, of 10^th May 2011) regulates the homologation of the Catalan language studies of the Baccalaureate with the certificates of the Directorate-General for Language Policy. In this case, the homologation document from the Ministry of Education must be attached.

Once these requirements have been met, admission to the master's programme will be carried out in accordance with the following criteria, applying the priority order below: 

1. Island selected in order of preference in the pre-registration process
2. Access qualification associated with the selected speciality. Priority qualifications
3. Average mark in the academic record of the entrance qualification

In the specialities of English and German, Biology and Geology, Drawing and Design, Economics, Physical Education, Philosophy, Geography and History, Catalan Language and Literature and Spanish Language and Literature, Technology and Computer Science, Music and Educational Guidance, the average mark of the academic record will be worth 100% for the admission to the master's programme.

In the specialities of Mathematics, and Physics and Chemistry and Technology Services, the average mark in the academic record will be worth 85% for admission purposes; the remaining 15% will be awarded according to whether the admission qualification is a priority one. The full 15% out of 10 points (1.5 points) will be awarded for priority degrees, whereas the rest of entrance qualifications for access to these specialities will be awarded 0 points, corresponding to said 15%.

The decision on admissions will be conditioned by the specialities offered in each academic year and the number of places available.

In the case of students with disabilities, the UIB's Regulatory Agreement 12052 (FOU no. 439, of 18^th November 2016) established that for second cycle studies (university master's degrees), at least 5% of the places offered will be reserved for students who have a recognised disability to a level equal to or greater than 33%, as well as for those with permanent special educational needs associated with personal circumstances related to disabilities who throughout their previous studies needed resources and support for their full educational integration, provided they meet the conditions set out in the regulations in force.

Students with foreign qualifications, whether from the European Higher Education Area or from other systems, must submit an 'application for access by students with foreign qualifications' to the Centre for Postgraduate Studies prior to carrying out their pre-registration.

The Master's degree programme in Teacher Training (MFP by its Spanish acronym) aims to provide an initial rigorous and extensive preparation upon which long-lasting training and the most recent updates on various aspects of the teaching profession can be based. The programme seeks to ensure that students acquire the ability to apply the knowledge and skills acquired and resolve their own teaching-related problems in the various fields and contexts in which they will work, taking into consideration, at all times, the uncertainty and dynamics associated with educational processes. The programme also seeks to enable students to be able to integrate knowledge and confront the complexities of the education system and educational processes while reflecting on the social and ethical responsibilities derived from the practice of their teaching duties. Lastly, the programme aims to begin a process that will allow future teachers to independently continue their professional development. Ultimately, the MFP is designed to provide future teachers with or allow them to improve the specific professional competences related to four basic aspects: the teaching of a few specific subjects or in a specific field, the role of future teachers' as tutors for students, future teachers' roles as active members of a teaching team and educational community, and, in general, their professional development.

General skills (ORDER ECI/3858/2007, of 27^th December)

1. Understand course contents for the subjects related to the corresponding teaching speciality as well as the body of teaching knowledge regarding the respective processes of teaching and learning. For vocational school teachers, information on respective professions will be included.
2. Plan, create, and assess the process of teaching and learning while strengthening the educational processes that facilitate the acquisition of competences related to respective teaching programmes considering students' level and previous education as well as their mentoring, both individually and along with other teachers and professionals at the centre.
3. Search for, procure, process, and communicate information (oral, in print, audiovisual, digital, and multimedia), turn it into knowledge, and apply it to teaching and learning processes for subjects in the speciality being studied.
4. Define the curriculum that will be used at a teaching centre and participate in the group planning of said curriculum. Develop and apply teaching methodologies, both personalised and for groups, that are adapted to the diversity of students.
5. Design and develop learning spaces with special attention to equity, emotional education and education in values, equal rights and opportunities for men and women, citizenship training and respect for human rights that facilitate life in society, decision-making and the construction of a sustainable future.
6. Aquire strategies to stimulate student interest and effort, and promote their ability to learn both by themselves and cooperatively, and to develop thinking and decision-making skills that facilitate autonomy, confidence and personal initiative.
7. Understand the communication and interaction processes that take place in the classroom, master the social skills and abilities needed to promote classroom teaching and harmony, and tackle issues related to discipline and conflict resolution.
8. Design formal and non-formal activities that contribute to making the centre a place for participation and the promotion of culture in the environment where it is located; carry out the student tutoring and guidance functions in a collaborative and coordinated manner; participate in the evaluation, research and innovation of the teaching and learning processes.
9. Understand the regulations and institutional structure present in the education system and the models for improving the quality of teaching centres.
10. Understand and analyse the historical features of the teaching profession, its current situation, perspectives and interrelation with the social reality of each period.
11. Inform and advise families on the teaching and learning process, and on the personal, academic and professional guidance of their children.

Specific skills

Teaching

12. Have a rigorous and up-to-date knowledge of the subject(s) to be taught, their terminology in Catalan and Spanish, and critically analyse their importance in the socio-environmental, economic and cultural context.
13. Know the curricular contents of the subjects related to the corresponding teaching speciality and assess their contribution to the achievement of the goals and competences of the educational stage(s) in which they are to teach.
14. Know how to turn curricula into activity programmes.
15. Know, in the case of vocational training, the specific current features of the professions linked to the corresponding teaching speciality and be aware of the need to adapt to the transformations that the professions may require.
16. Know, in the case of vocational training, the business typology corresponding to the productive sectors and understand the most common organisational systems applied in companies.
17. Know, in the case of psycho-pedagogical and vocational guidance, the processes and resources for the prevention of learning and coexistence problems, and the evaluation and academic and vocational guidance processes.
18. Be familiar with the existing body of didactic knowledge regarding the teaching and learning processes of the subject(s) of the corresponding speciality.
19. Participate in the planning and development of the curriculum at the educational centre through the various processes and instruments for its development.
20. Plan, develop and evaluate teaching based on epistemological, psychological, sociological and pedagogical foundations, in accordance with the specific curriculum developed at the centre.
21. Search for, procure, process, and communicate information (oral, in print, audiovisual, digital, and multimedia), turn it into knowledge, and apply it to teaching processes for subjects in the speciality being studied.
22. Acquire criteria and skills for the selection or elaboration of didactic resources.
23. Develop proposals based on the acquisition of knowledge, skills and intellectual and emotional aptitudes, and understand the potential dysfunctions that may affect learning.
24. Develop and apply didactic methodologies that adapt to a diversity of students, adapting educational and guidance actions to different personal and collective features.
25. Know a range of assessment strategies and techniques, and understand and use assessment as an instrument for regulating teaching and learning.
26. Detect and plan for the resolution of educational situations that affect students with different abilities and learning paces.
27. Design and develop learning spaces that, based on individual and cooperative work, facilitate the learning of the subject and promote education in values, equal rights for all, citizenship training, and respect for human rights, fostering both individual and collective contributions to social and environmental sustainability.
28. Know the interaction and communication processes arising in the classroom, and develop appropriate strategies to stimulate student interest and effort, promote autonomous learning, personal confidence and initiative, and foster an overall positive atmosphere in the classroom. 
29. Relate the contents of one's own area or subject with those of others, aiming at developing interdisciplinary learning experiences.
30. Be familiar with educational resources, paying special attention to those related to ICT, and their use as a support for teaching-learning activities. 

Tutoring

31. Exercise the individual and group tutoring of students, in collaboration with the Educational Guidance Department and other teachers at the centre and, where appropriate, with the different socio-educational intervention agents.
32. Understand the historical evolution of the family, the different types of families and the impact of the family context in education.
33. Acquire social skills in family relations and guidance.
34. Inform families about the teaching and learning processes, and the personal, academic and professional guidance that their children are receiving, with a view to working cooperatively with them.

Integration in the centre

35. Know the organisation and functioning of the educational centre, and get actively involved as a member of the teaching staff.
36. Know the centre's socio-cultural and economic environment.
37. Know the different regulations and the institutional organisation of the education system both in Spain and in the Balearic Islands, as well as the quality models and the models for quality improvement applicable to schools.
38. Work as part of a team and cooperate with other teachers, education professionals, professionals from educational services and other related social services, and with the education community at large.
39. Participate in the design of the educational project and in the general activities of the centre in accordance with criteria such as quality improvement, education in values, attention to diversity, and prevention of learning and coexistence problems.
40. Propose and collaborate in initiatives that contribute to making the centre a place that promotes participation and culture in the environment where it is located.

Professional development

41. Analyse and question one's own conceptions about the different aspects related to the teaching profession.
42. Learn to apply research and innovation techniques related to the teaching of the subject and to education in general, in order to design and develop research, innovation and education assessment projects.
43. Understand the historical features of the teaching profession, its current situation, perspectives and interrelation with the social reality.
44. Know the institutions, models and channels for lifelong learning, educational research and innovation, valuing these as inherent to the professional practice.
45. Develop a reflective and critical attitude towards the social and cultural environment, the institutional environment in which they work and their own professional practice.
46. Collect in writing, and in an orderly manner, all the knowledge, experiences and critical reflections developed throughout the Master's Degree in Teacher Training.

Completing the MFP is a requirement for being able to take the teachers' entrance exam and be granted access to the body of secondary education teachers. This Master's programme allows graduates to perform a certain profession, and does not directly lead to further study programmes.

A description of the structure and scheduling can be found in BOE no. 262 of 29/10/2010 (or as a PDF).

You may also view the subjects section for this master's programme.

The following specialisations will be available for this academic year:

Majorca (258 places in total)

Minorca (26 places in total)

Specialisations available: English and German, Biology and Geology, Economics, Geography and History, Spanish and Catalan Languages, Technology and Informatics, and Technology Services.

Ibiza (26 places in total)

Specialisations offered: English and German, Biology and Geology, Economics, Geography and History, Spanish and Catalan Languages, Technology and Informatics, and Technology Services.

Four spots per specialisation will be allocated on the Minorca and Ibiza campuses. Where spots remain open in any specialisation at the end of the pre-registration period, they will be allocated to the other specialisations equally, based on the number of applicants on the waiting lists.

Programmes allocated to Specialisations

Appendix 1 sets out the degree programmes linked to each specialisation. Up to three options may be selected in the pre-registration process, by order of preference. Each teaching campus-specialisation combination represents one option. Please bear in mind that you may only select the specialisations linked to your admission qualification.

General Pre-registration and Enrolment Procedure

Please see the following page: Master's admissions process - Pre-registration, entry and admission.

Further information on other useful topics is available in the student section on the Centre for Postgraduate Studies website and at https://mfp.uib.cat/.

Additional Information to Consider Before Enrolling

For further information on credit transfer and recognition, and before enrolling, please see:

• The 'Credit Transfer and Recognition System' section on the CEP website
• The Specific Document for this Master's Programme and the Credit Recognition Table (also available at https://mfp.uib.cat/sol_credits/).

Master's thesis

The master's thesis requires students to create an original project in which they must come up with and educational proposal based on the contents that were covered in the specific and generic modules and the experience gained during the practicum. It is a project that will be created individually but will be supervised by a lecturer from the master's programme: each student will be assigned a tutor who will supervise, guide, and give his/her seal of approval to the project.

In the master's thesis, students will reflect the knowledge acquired throughout the master's degree, and they must aim at demonstrating the acquisition of the competences associated with it. Regardless of the profile they choose, all students must be able to demonstrate the acquistion of the competences foreseen in the curriculum through the presentation of this work.

The specific competences linked to the master's thesis are as follows:

• To analyse one's own conceptions of the different aspects related to the teaching profession.
• To develop a reflective and critical attitude towards the students' social and cultural environment, the institutional environment in which they are integrated and their own professional practice.
• To compile in writing, and in an orderly fashion, the body of knowledge, experiences and critical reflections developed throughout the Master's Degree in Teacher Training.

In order to be awarded this master's degree, students must publically defend their master's thesis in front of a commitee set up for this purpose, on the date designated by the Academic Commitee.

The defence may only be carried out once all other subjects in the generic and specific blocks have been passed and the external placement has been undertaken.

The assessment of the master's thesis will be carried out by a committee specifically appointed to this end, which will be proposed by the Academic Committee of the master's programme.

For further information, please check the course guide in the 'Practicum block' subject section.

UIB regulations concerning the master's thesis, as well as the cover page templates in different languages are available in the 'General regulations - Rules of procedure of the CEP» section.

Practicum in schools or companies

The practicum is the backbone around which the training of the different theoretical and practical subjects is articulated. Placements are carried out from the beginning of the academic year, and run all throughout it.

Students will benefit from the interaction between theory and practice, which is accomplished via the combination of the different subjects in the programme and the practicum. In order to lead students to achieve their full training potential, it is essential that there is good coordination and communication between teaching staff and tutors, and it is also vital that some time is devoted to analysis, reflection and debate activities in all subjects.

School placements will be assessed by the placement tutor, except for the practicum report, which will be assessed by the academic tutor. Students shall attend the placement for 100% of the scheduled time (minimum attendance is 80%). Attendance refers here to those activities the student carries out with the collaboration of the placement tutor at the centre, or with another teacher from the centre where the placement is undertaken; on the other hand, those activities the student carries out autonomously at the centre, in accordance with the guidelines of the tutor and the placement plan, are considered to be non-attendance activities. 

You may check the course guide in the 'Practicum block' subject section.

MFP courses employ a process of continuous assessment as per European Higher Education Area recommendations for degree programmes. Each subject's professor is responsible for the evaluation of that subject and as such there may or may not be a final exam. Specific assessment criteria are explained in course syllabi for each subject, and they will be available to students before each course begins. (See the subjects section).

Director of the Master's programme

Dr. Mercedes Morey López

Dr. Daniel Ruiz Aguilera

Academic coordinators

Further information on the credit transfer and recognition system, regulations and procedure