The CAP Master’s Degree in Teacher Training
The aim of this CAP master’s degree, now known as the Teacher Training Master’s Degree, is to enhance the education of individuals who have already obtained a bachelor’s degree in subjects related to the teaching profession. The program provides comprehensive training in adolescent psychology, didactics, methodology, educational legislation, technological resources, attention to diversity, tutoring, and educational organization. All of these components are embedded within a culture of collaboration and teamwork in the field of education.
Sustainable Development Goals (SDGs) Emphasis
This master’s degree program aligns with the Sustainable Development Goals (SDGs) set by the United Nations. By focusing on various aspects of education, such as psychology, didactics, and attention to diversity, the program contributes to SDG 4: Quality Education. Additionally, the emphasis on collaboration and teamwork in teaching teams supports SDG 17: Partnerships for the Goals.
Internship as a Pillar of Teacher Training
As an integral part of the teacher training program, students are required to complete an internship of at least 150 hours. This internship serves as a fundamental pillar in the preparation of future teachers. Its purpose is to provide students with a reflective and critical experience of educational practice within a school environment. During the internship, students actively participate in the life of the school, guided and supported by a specialized tutor.
Specializations Offered
The Teacher Training Master’s Degree offers the following specializations:
- English
- Geography and History
- Spanish Language and Literature
- Philosophy
- Biology and Geology
- Physics and Chemistry
- Mathematics
- Technology
- Educational Guidance
- Physical Education
SDGs, Targets, and Indicators
SDGs Addressed or Connected to the Issues Highlighted in the Article:
- SDG 4: Quality Education
Specific Targets Based on the Article’s Content:
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
Indicators Mentioned or Implied in the Article:
- Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. | Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex. |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated. |
The article addresses or is connected to SDG 4: Quality Education, as it discusses the master’s degree in teacher training and the importance of internship in the training of future teachers. The specific targets identified based on the article’s content are Target 4.1, Target 4.3, and Target 4.5, which focus on ensuring access to quality education for all, eliminating gender disparities in education, and providing equal access to technical and vocational education. The indicators mentioned or implied in the article that can be used to measure progress towards these targets are Indicator 4.1.1, Indicator 4.3.1, and Indicator 4.5.1, which measure proficiency levels in reading and mathematics, participation rates in education and training, and parity indices for education indicators.
Copyright: Dive into this article, curated with care by SDG Investors Inc. Our advanced AI technology searches through vast amounts of data to spotlight how we are all moving forward with the Sustainable Development Goals. While we own the rights to this content, we invite you to share it to help spread knowledge and spark action on the SDGs.
Fuente: comillas.edu
Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.
