The EMP will consist of the student preparing an original project, which accredits the knowledge, capacities, competences and abilities during the studies carried out in the degrees. It will include at least tasks of bibliographical search and review, reading and integration of information, preparation of relevant results, writing, and presentation and defence of the work.
The EMP will consist of 15 ECTS credits, which are obligatory and will take place in the first semester of the second year of the master's degree. The EMP can be undertaken using experience in relation to or in connection with the practices carried out as a specific basis. As a general rule, a director will be assigned individually to the EMP.
This is a scientific end of master's degree project that has to be defended before a panel appointed for this purpose and composed of the teaching staff of the master’s degree.
Students will be offered specific training through a Seminar to prepare for the EMP and individual and group tutorials.
The methodology follows an interactive approach with the emphasis on the participation and practical development of students who will apply the theoretical and practical knowledge acquired throughout the training of the Master's Degree in Equality, Gender and Education.
The EMP is an opportunity for students to reflect on the learning achieved in the different subjects and to apply this knowledge to specific problems.
For this reason, it is desirable that the End of Master's Degree Project and the External Work Placements be directly linked to each other, so that students can relate theory to real educational problems, an aspect that is unavoidable if specialized teacher training is to be of quality and allow for innovation and improvement of real educational quality.
The contents of the End of Master’s Degree Project will be linked to the subjects of the lines of research undertaken by each of the groups participating in the Master's Degree.
The EMP may be approached from different orientations:
- As a personal preparation of the contents worked on during the course.
- As an in-depth tutorial in one of the areas/problems of the profession that most interest the student (in-depth conceptual analysis).
- As a beginning or continuation of the research process through a research project, which would involve the incorporation of students into existing research groups in the departments.
In order to start the End of Master's Degree Project, it will be necessary to pass all the subjects of the first four-month period. At the time of the presentation of the project, the student must have passed all the other credits required for the degree. The End of Master's Degree Project may be presented in both quarters.
Objectives
- To introduce oneself into educational research by identifying relevant subjects, contexts or populations that can be studied and suitable methodologies for their investigation.
- To use strategies to find and select information and make appropriate use of it.
- To integrate the knowledge derived from the educational sciences in the interpretation of the subjects or realities analysed.
- To write correct, coherent and appropriate academic texts, making use of the formalisms that are proper to them.
- To undertake oral presentations making good use of the expository and argumentative resources of the language, as well as the relevant electronic or multimedia supports.
- To understand study, reflection and educational research as a stimulus and a guarantee of improvement in professional practice.
Modalities
Two general modalities are offered, which can be adapted according to the specialities and the subjects:
- A proposal for teaching or educational intervention that integrates data from practice and takes the curricula of the subjects of the speciality or some problem of school life as a reference, develops some innovative perspective and provides reflections on the results of its practical application. In short, it offers elements of foundation, investigation and reflection in its planning, development and evaluation, which do not allow it to be confused with didactic programming. If this proposal cannot be implemented, due to health measures and the indications of the corresponding educational centres, it must take as a reference the curricula of the subjects of the speciality or some problem of school life and develop some innovative perspective by contributing reflections on its application in a non-classroom situation.
- An initiation to research on some aspect of the area or educational process (analysis of curricula, teaching strategies, student learning, teaching materials and resources, evaluation, attention to diversity, social contextualization of education, pedagogical models, tutoring, school failure, teaching of values, etc.) that offers a documented analysis of the subject chosen and a reflection on it from the point of view of teaching practice in Secondary Education. This second modality can be of a documentary or field research nature. If, due to the impact of COVID-19, the field work cannot be carried out as desired, any of the techniques and instruments for collecting information (face-to-face or virtual) may be used.