This version of the course guide is provisional until the period for editing the new course guides ends.

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Bachelor's Degree Final Project

Code: 102047 ECTS Credits: 6
2025/2026
Degree Type Year
Primary Education OB 4

Contact

Name:
Cristina Mercader Juan
Email:
cristina.mercader@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

The Bachelor’s Degree Final Project (FP) is the final module in the degree programme; therefore, students are advised to enrol in this module only when they are certain they will complete their studies during the year of enrolment.

In order to enrol in the FP module, students need to have completed at least two thirds of the total ECTS of the whole degree programme.

 


Objectives and Contextualisation

The Bachelor’s Degree Final Project (FP) is aimed at developing a basic level research project or an innovation carried out in the professional field of the degree programme. In either case, the TFG must comply with the requirements of a research project, and it must allow the skills and knowledge associated with the Bachelor's Degree in Primary Education to be activated and developed.

The FP is mostly carried out autonomously and is based on a topic agreed on with the tutor supervising the student.

The written FP document must be different and individual for each student. Work including sections that are the same as another submitted FP cannot be accepted. This does not prevent students from sharing theoretical-conceptual knowledge and doing part of the research together.


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adopt an ethical attitude and behaviour and act in accordance with the deontological principles of the profession.
  • Analyse and recognise one's own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
  • Appreciate individual and collective responsibility in the achievement of a sustainable future.
  • Assume the educating dimension of the teacher's role and foster democratic education for an active population.
  • Collaborate in the different sectors of the educational community and of the social setting.
  • Critically analyse personal work and use resources for professional development.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils' own needs. Understand that a teacher's functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Learning about forms of collaboration with the different sectors of the educational community and the environment.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Manage information in relation to the professional field for decision making and the preparation of reports.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take part and be implicated in the acts, meetings and events at the institution to which one belongs.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand models of quality improvement with application to schools.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Adopt an ethical attitude and behaviour in accordance with the deontological principles of the profession.
  2. Analyse a situation and identify its points for improvement.
  3. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Be able to work with colleagues who are on placements at the same centre and/ or with the same tutor in different shared activities.
  6. Collaborate with school professionals in order to extract relevant information from innovative projects analysed.
  7. Conceive innovation as part of professional development and continuing education.
  8. Critically analyse personal work and use resources for professional development.
  9. Demonstrate respect for individual and social awareness and responsibility regarding the world around us.
  10. Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights as involved in the values of public education.
  11. Diagnose the socio-educational reality in schools by identifying the social factors that condition them.
  12. Evaluate teaching activity in the classroom, integrating self-evaluation processes.
  13. Evaluate the evolution of one's strengths, potentialities and weaknesses throughout the time spent at the school, to understand how these can influence teaching and consider the practical elements that have influenced this evolution.
  14. Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
  15. Identify situations in which a change or improvement is needed.
  16. Identifying experiences involving collaboration between sectors of the educational community and the social environment.
  17. Maintain an attitude of respect for the environment (natural, social, cultural) to promote sustainable values, behaviour and practices that respect gender equality, equity and respect for human rights.
  18. Participating in the preparation, development and regulation of the everyday classroom tasks and making suggestions for their improvement.
  19. Permanently learn and think critically as teachers, making use of shared research-action processes to improve and innovate in teaching.
  20. Planning and carrying out activities that promote active citizenship in students.
  21. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  22. Selecting the key information for making proposals for improvements in primary education centres.
  23. Share specific knowledge with other professionals to ensure a better product or solution.
  24. Show interest in understanding and comprehending the functions and tasks performed by social institutions.
  25. Understand models of quality improvement with application to schools.
  26. Using ICTs and CLTs in the development and production of practical work and in the design of didactic proposals.

Content

The TFG offers a wide range of topics linked to the different areas of knowledge of the degree. You can choose a professional option, which includes TFGs of the intervention, creation and innovation, entrepreneurship and ApS types. You can also choose a research option, which includes TFGs of the empirical research and systematic literature review types.

This subject includes activities for the development of the TDC


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Course: “Eines i recursos per realitzar el teu treball acadèmic” 2 0.08 19, 22
Plenary session 2 0.08 7, 25
Type: Supervised      
Seminars 6 0.24 19, 12, 7, 24, 14, 20
Type: Autonomous      
Autonomus work 140 5.6 19, 7, 25, 10, 22

  1. Choice of topic: Students can select the topic of the TFG from among those available in strict order of academic record, during the period established at the beginning of the course. To do so, they must follow the calendar and instructions specified on the Faculty website: https://www.uab.cat/web/estudiar/graus/graus/treball-de-final-de-grau-1345727222087.html
  2. Plenary session: The TFG process will begin with a plenary session where the general aspects of the preparation of the TFG will be explained.
  3. Virtual workspace: The virtual classroom enabled is the TFE Platform (https://tfe.uab.cat), the space for exchanging information between the coordination team, the tutor and the students, in addition to the space where the different evidence requested throughout the course must be submitted. It is therefore essential that students consult the virtual classroom periodically, as well as the email address associated with it, to ensure that they receive all the information necessary to properly monitor it.
  4. Supervised activity: Seminars. The supervised activity contains two different seminar formats that can be both group and individual: mandatory seminars and extension seminars. 4 mandatory seminars are established, distributed over the different phases of the process. The 1st mandatory seminar is recommended to be group, and must address the topic and type of work, the process and monitoring that will be agreed upon by the tutor and the student. This seminar will be called by the tutor once the subject assignments have been definitively published. During this seminar, it is recommended to schedule the rest of the mandatory seminars - which should not exceed 8 hours of dedication - and the extension seminars - which should not exceed 4 hours. From here, the 2nd mandatory seminar must address the first sections of the script, the 3rd seminar must allow for the progress of the project work to be addressed, and in the 4th and last mandatory seminar it must be possible to discuss all sections of the work before the final submission. The mandatory seminars are face-to-face. Only students who are on mobility programs can take all the seminars online. Students may also request up to 4 more hours of extension seminars, which will be agreed between the student and the tutor. Considering the autonomous nature of the work, no more than 4 hours of extension seminars may be held without a justification of attention to diversity.
  5. Follow-ups (see dates in the Evaluation section): Two follow-ups are established throughout the course, one initial and one intermediate. The initial follow-up must allow understanding of the general approach of the work, assuming that it can be dynamic and changeable. In the intermediate follow-up, the student must demonstrate having made significant progress in the work corresponding to the sections of the script agreed upon with the tutor.
  6. The course “Tools and resources for carrying out academic work”: It is necessary for the student to take courses on tools and resources for academic work, for better management of the bibliography and development of the theoretical framework for their Final Degree Project (the Humanities Library offers a range of virtual courses https://www.uab.cat/web/que-oferim/cursos-de-formacio-1345708785493.html). At a minimum, the student must take the activity “Tools and resources for carrying out your academic work”, offered by the Humanities Library. The course certificate must be handed in with the final delivery of the TFG.
  7. Submission of the final report (see dates in the Assessment section): The student can agree with the tutor whether to present it in the form of a report or in the format of a scientific article. The specifications of the information and sections that the work must include are found in the document “Basic Guidelines TFG 2025-26”, uploaded to the TFE platform and on the Faculty website. Whether it is done in report format or in article format, it must be written in Catalan; except for students studying the Degree in Primary Education in English (group 71), who must be written in English. In the event that topics related to the teaching of the English language are presented, the student will preferably write the report or article in English, but has the option of doing so in Catalan.
    1. If the tutor considers it feasible, the student may be encouraged to publish the article in a journal. The tutor should therefore help the student adapt the article to the rigor and presentation criteria of the chosen journal. The intellectual property of the TFG will belong to the author of the work. In the event that it is published, the consent of both the author and the tutor will be required, who must be listed as a second-term co-author.
    2. In the case of TFG projects that are contextualized in the same center or institution where they carry out the internship, they will be able to benefit from the context analysis and other data; but in NO CASE can both reports be written with the same content (neither partial nor total). That is, the internship report and the TFG cannot be the same in any of their sections. This will be considered self-plagiarism and, therefore, a failure in the TFG.
  8. Oral defense before a panel: Once submitted, students must prepare the oral defense of the TFG before a panel composed of two people other than the tutor. The calendars, location and other practical aspects regarding the panels will be published on the TFE platform in advance.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Final report 60% 0 0 1, 8, 3, 4, 2, 19, 12, 13, 6, 23, 7, 25, 9, 24, 11, 10, 14, 16, 15, 17, 18, 20, 21, 22, 5, 26
Projectdefense 40% 0 0 8, 3, 19, 13, 6, 7, 25, 20

This subject does not provide for a single assessment system.

The assessment of the TFG of the Degree in Primary Education arises from two distinct activities: The final submission and the oral defense of the work before a panel.

However, there are two formative assessment activities, which do not obtain a numerical qualification but which are mandatory and essential for the correct development of the work: the initial and intermediate monitoring. The dates for submitting the follow-ups and the final submission are:

February call: Initial follow-up 10/11/2025 / Intermediate follow-up 8/12/2025 / Final submission: 19/01/2026
June call: Initial follow-up 12/01/2026 / Intermediate follow-up on 20/04/2026* / Final submission: 01/06/2026
September call: Initial follow-up: 12/01/2026 / Intermediate follow-up 20/04/2026* / Final submission: 01/09/2026
*The student and the tutor can agree to advance the deadline for the intermediate follow-up from 16/02/2026 to 20/04/2026.

If the student does not submit any of the follow-ups or the quality of these is very poor, this will have an impact on the final submission grade, in the criterion on TFG follow-up. In addition, if the student does not submit any of the evidence on the established date, he/she will not be able to do so later, and will not be able to receive feedback from the tutor. 

These documents must be submitted through the virtual space enabled for coordination within the deadlines established between tutor and student.

The tutor's feedback must also be sent through this space no later than 15 days after the closing date for submission in the ordinary call. For the first two submissions, a qualitative evaluation rubric with the defined criteria will be available. For the final evaluation, a rubric will be available for each type of TFG, resulting in a numerical grade from 0 to 10. The tutor must include feedback comments on all 3 submissions. Both the characteristics of the documents and the evaluation rubrics forthem will be published in the virtual space.

Regarding the oral defense before the panel, this panel will be composed of two/three teaching figures from the Degree in Primary Education. The dates for the 2025-26 academic year are:

• February call: during the week of February 9 to 12.
• June call: during the week of June 22 to 26.
• September call: September 7.

Once the students who will present themselves in each of the calls (February, June, September) are determined, the coordination will make public in the communication spaces (Faculty website and virtual space) the list of panels with the assignment of the students to each of them.

The presentation of the TFG before the panel will include an initial presentation of a maximum of 8 minutes. Then, the panel will ask the questions or considerations it deems appropriate in which the student must demonstrate their in-depth mastery of the ideas that constitute the TFG. In order to evaluate the TFG, the board has a rubric that will be made public in the virtual space enabled. Students are required to attend the entire TFG presentation event of the board they have been assigned.

Since the defenses are public, in addition to the board and the students summoned, other people who wish to attend may attend as spectators, as long as they respect the schedules and procedures for the TFG defense. The final grade for the TFG is the result of the evaluation of the tutor and the board in the percentages assigned to each activity. In order to pass the subject, each of the two activities (final submission and defense of the work) must be approved with a minimum grade of 5. If one of the activities is failed, this will be the grade that will be recorded in the minutes.

If a plagiarism percentage of more than 20% is detected, the final thesis grade will be 0. Although students can work on the same topic, the final report document must be unpublished and completely individual. In accordance with UAB regulations, the implementation of other measures such as the opening of an academic record will be assessed. In order to be able to present the work in the September call, students must request a change of call to Academic Management within the established period. Otherwise, the grade that will appear in the June call will be a "NO Avaluable" and there will be no September call.


Bibliography

The bibliography will depend on the topic you want to study. Your tutor will guide you on the specific bibliography according to the subject matter. At a general level the following readings are recommended: 

Blanch, S., Pérez, E., i Silvente, J. (2018). Com citar i referenciar en els textos acadèmics. Compilació basada en la normativa APA. Recuperat de https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf 

Caro, M.T. (2015). Guía de trabajos fin de grado en educación. Pirámide.

Ferrer, V., Carmona, M., i Soria, V. (Eds.) (2012). El trabajo de fin de grado. Guía para estudiantes, docentes y agentes colaboradores. McGraw-Hill.

Mercader Rubio, I., Gutiérrez Ángel, N., i Pérez Esteban, M.D. (2023). Guía práctica para la elaboración de un trabajo fin de estudios (TFG y TFM) en el ámbito de la educación y la psicología. Edual.

Quivy, R., i Van Carnpenhoudt, L. (2005). Manual de investigación en ciencias sociales. Limusa.

Sánchez, A., Olmos Rueda, P., Torrado Fonseca, M., i García López, J. (2006). Trabajos de fin de Grado y Postgrado. ALJIBE

Sancho, J. (2014). Com escriure i presentar el millor treball acadèmic: guia pràctica per aestudiants i professors. Eumo.

Villar, J.J. (2010). Cómo hacer un trabajo final de carrera para los estudios de grado: notas para estructurar de manera práctica el trabajo final de carrera y plan de marketing para los estudios de grado. Astro Uno.

 

You can also consult the DDD, which FP with HONORS are published.


Software

Specific programs will depend on the research methods used.

Virtual space.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.