TECH presents the Professional master’s degree in Spanish Language and Literature Teacher Training in High School Education with the highest quality in the university education panorama”

The Professional master’s degree in Spanish Language and Literature Teacher Training in High School Education is designed to improve the student's competencies as a future teacher through the most innovative educational technology in a hybrid learning regime.

This program is distinguished by the fact that its contents can be taken 100% online, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and for how long to dedicate to the course of the contents of the program. Always in tune with the capabilities and skills dedicated to it.

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and work on decision making that demonstrates your high-level education within this field of teaching.

A unique opportunity to specialize and stand out in a sector where professionals are in high demand”

This Professional master’s degree in Spanish Language and Literature Teacher Training in High School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented in simulated scenarios by experts in the field of knowledge, where the student will demonstrate in an orderly manner the knowledge learned and demonstrate the skills acquired
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments on the educational task of the high school teacher
• Practical exercises where to perform the self-assessment process to improve learning, as well as activities at different levels of competence, according to Miller's model
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an internet connection

This Professional master’s degree may be the best investment you can make when selecting a refresher program, for two reasons: in addition to update your knowledge, you will obtain a Professional master’s degree diploma endorsed by TECH Global University”

Its teaching staff includes professionals belonging to the field of Teacher Training, who bring to this program their work experience, as well as recognized specialists from prestigious reference societies and universities.

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the teacher will be assisted by an innovative interactive video system created by renowned experts in the field of teaching Spanish Language and Literature, with extensive teaching experience.

This 100% online Professional master’s degree will allow you to balance your studies with your professional work while increasing your knowledge in this field"

Choose your specialty and take the program that will lead you to professional excellence"

The structure of the contents has been designed by the best professionals in the Teacher Training sector, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed and studied, and with extensive knowledge of new technologies applied to teaching.

We offer you the most complete and up-to-date educational program on the market. We strive for excellence and for you to achieve it too”

Module 1. Learning and Development of Personalities

1.1. Introduction: Relationship between Learning and Development, Education and Culture

1.1.1. Introduction
1.1.2. The Common Concept of Psychological Development
1.1.3. An Alternative to the Common Concept of Psychological Development: The Social and Cultural Nature of Development
1.1.4. The Role of Education in Psychological Development
1.1.5. Schooling as an Essential Context for Psychological Development
1.1.6. Essential Social Factors in Learning
1.1.7. Stages of Development
1.1.8. Key Developmental Processes

1.2. Conceptions of Learning and Learner Development

1.2.1. Concept of Learning
1.2.2. Main Theories of Learning and Development

1.2.2.1. Theories of Psychoanalysis

1.2.2.1.1. Freud’s Theory
1.2.2.1.2. Erikson’s Psychosocial Theory

1.2.2.2. Behaviorist Theories

1.2.2.2.1. Pavlov’s Classical Conditioning Theory
1.2.2.2.2. Skinner’s Operating Conditioning Theory

1.2.2.3. Cognitive Theories

1.2.2.3.1. Information Processing Theory

1.2.2.3.1.1. Robert Gagné’s Instructional Theory

1.2.2.3.2. Constructivism

1.2.2.3.2.1. Verbal-Meaningful Learning Theory of David Ausubel
1.2.2.3.2.2. Jean Piaget’s Genetic Epistemology
1.2.2.3.2.3. Lev Vygotsky’s Sociocultural Cognitive Theory
1.2.2.3.2.4. Jerome Bruner’s Discovery Learning

1.2.2.4. Socio-Cognitive Theories

1.2.2.4.1. Bandura’s social-Cognitive Theory

1.3. Characterization of the Adolescence Stage: Physical and Sexual Development

1.3.1. Puberty and Adolescence

1.3.1.1. Puberty
1.3.1.2. Cardiac Catheterization

1.3.2. Psychological Effects of Puberty
1.3.3. Early Developing Adolescents and Late Developing Adolescents

1.3.3.1. Early Onset Puberty
1.3.3.2. Delay of Puberty

1.3.4. Changing Patterns of Sexual Behavior
1.3.5. The Context and Timing of Adolescent Sexual Behavior
1.3.6. Love Affair and Intimacy

1.4. Psychological Dimensions related to School Learning: Social and Moral Development

1.4.1. Main Socializing Agents

1.4.1.1. The Family

1.4.1.1.1. The Concept of Family
1.4.1.1.2. The Adolescent and their Family

1.4.1.2. The Peer Group
1.4.1.3. Educational Centers
1.4.1.4. The Media

1.4.2. Risks of Social Media
1.4.3. Development of Moral Concepts. Various Theoretical Models

1.4.3.1. Piaget
1.4.3.2. Kohlberg

1.4.4. Factors Influencing Adolescent Moral Development

1.4.4.1. Differences Between Genders
1.4.4.2. Intelligence
1.4.4.3. At Home
1.4.4.4. Friends

1.5. Psychological Dimensions related to School Learning: Intelligence

1.5.1. The Advent of Formal Thinking

1.5.1.1. Characteristics of Formal Thinking
1.5.1.2. Hypothetico-Deductive Thinking and Propositional Reasoning

1.5.2. Criticisms to Piaget’s View
1.5.3. Cognitive Changes

1.5.3.1. The Development of Memory

1.5.3.1.1. Sensory Memory
1.5.3.1.2. Short-Term Memory (STM)
1.5.3.1.3. Long-Term Memory (LTM)

1.5.3.2. The Development of Memory Strategies
1.5.3.3. The Development of Metacognition

1.5.3.3.1. The Development of Metacognition
1.5.3.3.2. Knowledge and Metacognitive Control

1.5.4. Intelligence

1.5.4.1. Cattell’s Fluid and Crystallized Intelligence
1.5.4.2. Sternberg Triarchic Theory
1.5.4.3. Gardner’s Multiple Intelligences
1.5.4.4. Goleman’s Emotional Intelligence
1.5.4.5. Wechsler Scale

1.6. Psychological Dimensions related to School Learning: Identity, Self-Concept, and Motivation

1.6.1. Self-Concept

1.6.1.1. Definition of Self-Concept
1.6.1.2. Factors associated with the Development of Self-Concept

1.6.2. Self-Esteem
1.6.3. Theoretical Approaches to Identity Development

1.6.3.1. Different Ways of Elaborating Identity

1.6.4. Motivation and Learning

1.7. The Teaching-Learning Process in Adolescence: General Principles

1.7.1. Ausubel’s Theory of Meaningful Verbal Learning

1.7.1.1. Types of Learning in the School Context
1.7.1.2. What is Already Known and the Desire to Learn: Conditions for Constructing Meaning
1.7.1.3. The Processes of Assimilation of New Contents
1.7.1.4. A Review of the Theory Thirty Years Later

1.7.2. Processes of Knowledge Construction: The Constructivist Theory of Teaching and Learning

1.7.2.1. School Education: A Social and Socializing Practice
1.7.2.2. The Construction of Knowledge in the School Context: The Interactive Triangle
1.7.2.3. The Processes of Knowledge Construction and the Mechanisms of Educational Influence

1.7.3. Why Do Only Humans Have Teaching?

1.8. The Teaching-Learning Process in Adolescence: Knowledge Construction in the Classroom and Teacher/Student Interaction

1.8.1. Teacher Effectiveness
1.8.2. Teaching Styles
1.8.3. Teaching Models
1.8.4. The Role of the Teacher
1.8.5. Expectations of the Teacher and the Student

1.9. The Teaching-Learning Process in Adolescence. Processes of Knowledge Construction and Peer-to-Peer Interaction

1.9.1. Peer Interaction and Cognitive Development
1.9.2. Cooperative Learning

1.9.2.1. The Use of Cooperative Learning as a Teaching Method

1.10. Attention to Diversity and Educational Needs in the Adolescence Stage

1.10.1. Historical Background
1.10.2. The Warnock Report
1.10.3. The Concept of Special Educational Needs
1.10.4. The Causes of SEN
1.10.5. Classification of SEN
1.10.6. Learning Difficulties derived from Motor, Visual and Hearing Impairment. Educational Intervention
1.10.7. Learning Difficulties derived from Autism (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disabilities (IDD) and High Abilities. Educational Intervention
1.10.8. Behavioral Disorders in Childhood and Adolescence

1.10.8.1. Epidemiology and Risk Factors for Behavioral Disorders
1.10.8.2. Clinical Features and Forms of Presentation

1.10.9. Main Manifestations of Behavioral Disorders

1.10.9.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.9.2. Dissocial Disorder (DD)
1.10.9.3. Oppositional Defiant Disorder (ODD)

1.10.10. An Example of an Instrument to Detect Behavioral Disorders in the Classroom
1.10.11. Proposals for Therapeutic Intervention in the Classroom

1.10.11.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.11.2. Oppositional Defiant Disorder (ODD) and Dissocial Disorder (DD)

1.11. Relationships in Adolescence and Conflict Management in the Classroom

1.11.1. What is Mediation

1.11.1.1. Types of Mediation

1.11.1.1.1. School Mediation
1.11.1.1.2. Family Mediation

1.11.1.2. Insight Theory
1.11.1.3. The Enneagram

1.11.2. Strengths and Weaknesses of Implementing a Mediation Program

1.12. Principle of Personalized Education and Forms of Action

1.12.1. Historical Evolution of Special Education

1.12.1.1. The United Nations (UN)
1.12.1.2. The Universal Declaration of Human Rights (UDHR)

1.12.2. The Localization Dilemma
1.12.3. Educational Inclusion
1.12.4. The Dilemma of Differences
1.12.5. Personalized Education
1.12.6. Personal Learning Design
1.12.7. Conclusions

1.12.7.1. Learning by Doing

Module 2. Society, Family and Education

2.1. The Guidance Function of the Education Center

2.1.1. Educational Counselling

2.1.1.1. Introduction
2.1.1.2. Concept of Educational Guidance
2.1.1.3. Guidance Functions in the Education Center
2.1.1.4. Origin of Educational Guidance
2.1.1.5. Areas of Intervention

2.1.1.5.1. Professional Guidance
2.1.1.5.2. Development Guidance
2.1.1.5.3. School Guidance
2.1.1.5.4. Guidance in the Attention to Diversity

2.1.1.6. Intervention Models

2.1.1.6.1. Counseling Model
2.1.1.6.2. Services Model
2.1.1.6.3. Program Model
2.1.1.6.4. Consultation Model
2.1.1.6.5. Technological Model

2.1.2. Principles of Guiding Action

2.2. The Tutor-Teacher and the Tutorial Action

2.2.1. The Tutor’s Profile and Competences
2.2.2. Tutorial Action
2.2.3. The Guidance Department

2.2.3.1. Organization of the Guidance Department
2.2.3.2. Composition of the Guidance Department
2.2.3.3. Functions of the Guidance Department
2.2.3.4. Functions of the Members of the Guidance Department

2.2.3.4.1. Functions of the Head of the Guidance Department
2.2.3.4.2. Functions of the Support Teacher
2.2.3.4.3. Functions of the Therapeutic Pedagogy and Hearing and Language Teachers
2.2.3.4.4. Functions of the Teacher of Occupational Training and Guidance

2.2.4. Guidance and Tutorial Action in Occupational Training
2.2.5. The Holland Typology’s Model

2.3. Tutorial Action Tools

2.3.1. Introduction
2.3.2. The Tutorial Action Plan (TAP)

2.3.2.1. Modalities of Autonomy

2.3.2.1.1. Pedagogical Autonomy
2.3.2.1.2. Managerial Autonomy
2.3.2.1.3. Organizational Autonomy

2.3.3. Information and Communication Technologies (ICT) in Tutorial Action

2.3.3.1. Social Changes
2.3.3.2. Changes in Education
2.3.3.3. ICT used in Tutorial Action

2.3.3.3.1. Webquests
2.3.3.3.2. Blogs
2.3.3.3.3. Webinars
2.3.3.3.4. Wikis
2.3.3.3.5. E-Mail
2.3.3.3.6. Discussion Forums

2.3.3.4. Advantages of Using ICT in Tutorial Action
2.3.3.5. Disadvantages of Using ICT in Tutorial Action

2.4. The Relationship of the Teacher-Tutor with the Student

2.4.1. The Individualized Interview as the Main Tool

2.4.1.1. Importance of Communication
2.4.1.2. Interview between the Tutor Teacher and the Student
2.4.1.3. The Interview in the Aid Relationship
2.4.1.4. Interviewer Skills
2.4.1.5. Types of Interviews

2.4.1.5.1. According to the Number of Participants
2.4.1.5.2. According to the Format
2.4.1.5.3. According to the Mode or Channel

2.4.2. Group Dynamics

2.4.2.1. Group Dynamics: Some Examples of Techniques

2.4.2.1.1. Discussion Groups
2.4.2.1.2. Role-Playing
2.4.2.1.3. Dialogical Pedagogical Discussion
2.4.2.1.4. Cineforum

2.4.2.2. Benefits of Applying Group Dynamics

2.4.3. Techniques for the Management of Coexistence

2.4.3.1. Learning Values and Norms
2.4.3.2. Socioemotional Education and Classroom Climate
2.4.3.3. Strategies that Facilitate School Coexistence
2.4.3.4. Programs to Educate in Coexistence

2.5. Family and School Centers

2.5.1. Introduction
2.5.2. The Evolution of the Family and Society
2.5.3. Demands Made by the Family to the Educational Center and Vice-Versa

2.5.3.1. Demands from the School to the Family
2.5.3.2. Demands from the Family to the School

2.5.4. Family-Educational Center Communication Channels: The School for Parents

2.5.4.1. School for Parents

2.6. The Family Interview

2.6.1. Introduction

2.6.1.1. The Ecological Theory of Bronfenbrenner

2.6.2. The Family Interview

2.6.2.1. Keys to an Effective Interview
2.6.2.2. Emotional Education
2.6.2.3. Classification of Interviews

2.6.3. Structure of Interviews
2.6.4. Factors Involved in Family Interview
2.6.5. Steps in Family Interview
2.6.6. Interview Techniques

2.6.6.1. Educational Coaching
2.6.6.2. Context
2.6.6.3. Origins of Coaching
2.6.6.4. Principles of Coaching
2.6.6.5. Models of Coaching
2.6.6.6. Agents Involved in the Coaching Process
2.6.6.7. Benefits of Coaching

Module 3. Complements for the Disciplinary Training of Spanish Language and Literature

3.1. History of Language: Evolution of the Contents and the Way the Subject is Taught from the 20th Century to the Present Day

3.1.1. Tradition in Spanish Language Content
3.1.2. The Contents in the Traditional Grammar and the Current Grammar
3.1.3. The Study of Grammar and the Contents of Communication
3.1.4. Language Teaching Methodology
3.1.5. Grammar-Translation and Communicative Approach
3.1.6. New Perspectives in Language Teaching

3.2. History of Literary Education in the Hispanic World. Didactic Models in the Teaching of Literature

3.2.1. The History of Literary Education in the Hispanic World
3.2.2. Didactic Models in the Teaching of Literature

3.3. History of Literature: Evolution of the Way of Teaching the Subject from the 20th Century to the Present Day

3.3.1. The Context of the Teaching
3.3.2. Literature as a Discipline
3.3.3. Literature as a Communicative Phenomenon
3.3.4. Canon
3.3.5. Teaching Literature: A Little Bit of History

3.4. Pragmatics. Text Linguistics and its Properties

3.4.1. Pragmatics
3.4.2. Text Linguistics
3.4.3. Text and Its Properties
3.4.4. Modalization
3.4.5. Polyphony
3.4.6. Textual Typologies

3.5. Classification of Text Types according to the Form of Discourse: Descriptive, Narrative, Dialogic, Expository and Argumentative Texts

3.5.1. General Ideas
3.5.2. Descriptive Texts
3.5.3. Narrative Texts
3.5.4. Dialogic Texts
3.5.5. Expository Texts
3.5.6. Argumentative Texts

3.6. Classification of Text Types according to the Use of Language: Scientific and Technical Texts; Legal-Administrative Texts; Journalistic and Advertising Texts

3.6.1. Scientific Texts
3.6.2. Scientific and Technical Texts
3.6.3. The Legal-Administrative Texts
3.6.4. Journalistic Texts and their Language
3.6.5. Advertising Texts and their Influence on Social Communication
3.6.6. Literary Texts and the Importance of Aesthetic Pleasure

3.7. Classification of Texts according to the Intention of the Sender, according to the Linguistic Variety and according to the Channel Used

3.7.1. Types of Texts according to the Sender’s Intention
3.7.2. Types of Texts according to the Linguistic Variety
3.7.3. Types of Texts according to the Channel Used

3.8. Text Commentary

3.8.1. History and Evolution of Text Commentary
3.8.2. Comprehension and Interpretation of Texts
3.8.3. Guide for Writing a Literary Text Commentary

3.9. Study of Language and Literature as Cultural Development: Education in Values through Literature and Correctness in Oral and Written Expression

3.9.1. Linguistic Factors and Misunderstandings
3.9.2. Cultural Stereotypes through Language and Literature
3.9.3. Language, Literature and Culture

3.10. Dialogical Literary Discussion Groups

3.10.1. The Origin of Dialogic Literary Gatherings
3.10.2. Interactions That Speed Up Reading
3.10.3. Classics in Preschool and Primary School
3.10.4. The Functioning of the Discussion Group
3.10.5. Other Dialogical Discussion Groups

Module 4. Spanish Language and Literature Syllabus Design

4.1. Syllabus and its Structure

4.1.1. School Syllabus: Concept and Components
4.1.2. Syllabus Design: Concept, Structure and Functioning
4.1.3. Levels of Syllabus Specification
4.1.4. Syllabus Model
4.1.5. Educational Programming as a Working Tool in the Classroom

4.2. Legislation as a Guide to Syllabus Design and Key Competencies

4.2.1. What are Competencies?
4.2.2. Types of Competencies

4.3. Education System: Interaction between Society, Education and the School System

4.3.1. The Educational System: Factors and Elements
4.3.2. Vocational Training, Artistic, Language, Sports, and Adult Education

4.4. The Language and Literature Syllabus

4.4.1. Definition of the Concept of a Syllabus
4.4.2. The Elements and Parts of the Syllabus
4.4.3. The Syllabus of Language and Literature in Primary Education. Primary School
4.4.4. The Language and Literature Syllabus in High School Education

4.5. Educational Programming I

4.5.1. The Importance of Educational Programming
4.5.2. Components
4.5.3. Justification
4.5.4. Objectives: Types
4.5.5. Objectives: Sources
4.5.6. Objectives: Formulation
4.5.7. Content: Types
4.5.8. Content: Selection and Organization Criteria
4.5.9. Content: Sequencing Criteria

4.6. Educational Programming II

4.6.1. Key Competencies
4.6.2. Methodology: Methodological Principles
4.6.3. Methodology: Area
4.6.4. Methodology: Methodological Strategies
4.6.5. Attention to Diversity
4.6.6. Resources
4.6.7. Assessment
4.6.8. Timing
4.9.9. Other Elements
4.6.10. Relationship Between the Elements of the Syllabus in the Educational Planning

4.7. Teaching Units II

4.7.1. Methodological Strategies: Methods and Techniques
4.7.2. Activities: Their Role in Teaching Units
4.7.3. Activities: Classification
4.7.4. Activities: Characteristics
4.7.5. Sequence of Activities
4.7.6. Attention to Diversity
4.7.7. Resources
4.7.8. Evaluation: Instrument Selection
4.7.9. Evaluation: Student Qualification
4.7.10. Evaluation of the Teaching Unit: Final Reflection

4.8. Design of Educational Programming for Language and Literature

4.8.1. Characterization of the Material
4.8.2. Contribution of the Subject to the Development of Key Competencies
4.8.3. Communicative Approach
4.8.4. Communication Projects
4.8.5. Selection and Prioritization of the Content
4.8.6. Oral Comprehension and Production
4.8.7. Interaction
4.8.8. Reading
4.8.9. Written Production
4.8.10. Literary Education

4.9. Example of a Teaching Unit for Spanish Language: Advertising

4.9.1. Elements of the Programming Table
4.9.2. Description of Activities
4.9.3. Methodological Guidelines
4.9.4. Guidelines for Evaluation

4.10. Example of a Teaching Unit for Spanish Literature

4.10.1. The Task-Based Approach
4.10.2. The Teaching of Language and Literature
4.10.3. Literature in the Task-Based Approach
4.10.4. Teaching Proposal: Spanish Lyric Literature in the 16th Century

Module 5. Spanish Language and Literature Teaching

5.1. Teaching Language and Literature

5.1.1. Introduction to the Concept of Teaching
5.1.2. Teaching Language
5.1.3. Teaching Literature
5.1.4. Teaching from a Cultural Perspective

5.2. Theories of Learning Applied to the Specialty I: Overview

5.2.1. The Main Streams of Learning Theories
5.2.2. Theories of Learning, Language and Literature
5.2.3. New Trends in Learning Theories

5.3. Learning Theories applied to the Specialty II: Meaningful Learning and Language Proficiency Learning

5.3.1. The Role of Meaningful Learning
5.3.2. The Basic Elements of Meaningful Learning
5.3.3. Meaningful Learning in Teaching Tasks
5.3.4. Definition of the Linguistic Domain
5.3.5. Characterization of the Linguistic Domain
5.3.6. Teaching Tasks and Linguistic Domain

5.4. Oral Language Didactics

5.4.1. Elements of Oral Proficiency
5.4.2. Characteristics of Oral Language
5.4.3. Teaching Oral Communication
5.4.4. Teaching Proposals

5.5. Written Language Didactics

5.5.1. Definition of the Concept of Written Language
5.5.2. Key Elements in the Teaching Written Language
5.5.3. ICT in Teaching Language
5.5.4. Written Language Evaluation

5.6. Speech and Language Development Disorders

5.6.1. The Architecture of the Mind
5.6.2. The Language
5.6.3. Language Development
5.6.4. Communication Disorders
5.6.5. Specific Speech and Language Development Disorders
5.6.6. Specific Developmental Speech and Language Disorder
5.6.7. Speech Development Disorders

5.7. Creative Writing

5.7.1. Methodological Focus of Written Expression
5.7.2. The Phases in the Writing Process
5.7.3. Proposal of Writing Activities
5.7.4. Writing Assessment

5.8. Reading

5.8.1. Introduction: What is Reading?
5.8.2. Reading Comprehension
5.8.3. Teaching Reading

5.9. ICT for Language and Literature

5.9.1. Outlines, Concept, and Mind Maps
5.9.2. Infographics
5.9.3. Presentations and Moving Texts
5.9.4. Creation of Videos and Tutorials
5.9.5. Gamification
5.9.6. Flipped Classroom

5.10. Assessment

5.10.1. The Classroom as an Evaluation Context
5.10.2. Types of Evaluations
5.10.3. Traditional Assessments
5.10.4. Current Assessments
5.10.5. How to Evaluate? and Instruments
5.10.6. Selection of Instruments and Techniques
5.10.7. What to Evaluate?
5.10.8. Evaluation Meetings
5.10.9. Program Evaluation
5.10.10. Evaluation Together with the Teaching Staff

Module 6. Teaching Innovation and Initiation to Educational Research

6.1. Educational Innovation as a Process and School Improvement

6.1.1. Education and the New Scenarios of the Global and Local Context
6.1.2. Key Concepts: Educational Innovation, Change, Reform and Educational Improvement
6.1.3. Educational Paradigms and Innovation Purposes
6.1.4. Why Innovate, the Meaning of Innovation
6.1.5. Process Models to Generate Educational Innovation
6.1.6. The Importance of a Strategic Approach to Incorporate Educational Innovations
6.1.7. Challenges of Educational Innovation: the Need for a Paradigm Shift and the Role of Research for Educational Improvement

6.2. Teaching Innovation: Perspectives, Challenges and Professional Learning

6.2.1. Areas of Innovation in the Educational Context
6.2.2. The Case of Learning Communities
6.2.3. The Obstacles and Challenges of Innovation in the Educational Context
6.2.4. How Do Teachers Learn? From Transmitting Teachers to Inquiring and Creative Teachers
6.2.5. Factors to Promote Learning and Professional Development
6.2.6. From Collective Learning to the Professional Development of the Teaching Staff
6.2.7. Spaces for Meeting and Professional Learning: Congresses, Innovation Conferences, Professional Networks, Communities of Practice and MOOC

6.3. The Design of a Good Practice of Teaching Innovation

6.3.1. From Professional Learning to Good Teaching Practices
6.3.2. Good Practices and the Necessary Conceptual Change
6.3.3. Aspects to be Taken into Account in the Design of Good Teaching Practice
6.3.4. One More Step: Designing and Self-Evaluating Innovative Projects and Practices

6.4. Innovative Learning-Centered Designs to Promote Learner Ownership: Innovative Strategies and Practices

6.4.1. The Learner is the Protagonist of its Learning
6.4.2. Rationale for Selecting Learning-Centered Teaching Strategies: Situated Cognition
6.4.3. Rationale for Selecting Learning-Centered Teaching Strategies: The Learning Approach
6.4.4. Generalization and Transfer of Learning: Keys to Promote Learner Protagonism
6.4.5. Teaching Strategies to Encourage Students’ Engagement with their Learning
6.4.6. Design of Innovative Practices Focused on Learning: Service-Learning

6.5. Innovative Use of Didactic Resources and Means

6.5.1. Paradigm Shift: From Solid Knowledge to Liquid Information
6.5.2. Metaphors on Web 2.0 and their Educational Implications
6.5.3. New Literacies: Educational Visions and Consequences
6.5.4. Digital Literacy and the Development of Competencies
6.5.5. The Meaning and Practices of Digital Literacy in Schools
6.5.6. Literacy and Citizenship: More than ICT Integration
6.5.7. Good Practices in the Innovative Use of Technological Resources

6.6. Learning-Oriented Evaluation: Orientation and Design of Good Practices

6.6.1. Evaluation as a Learning Opportunity
6.6.2. Characteristics of Innovative Evaluation
6.6.3. The Dimensions of Evaluation: The Ethical and the Technical-Methodological Question
6.6.4. Innovative Evaluation: How to Plan the Evaluation to Orient it to Learning
6.6.5. Quality Criteria for Developing a Learning-Oriented Evaluation Process
6.6.6. How to Foster Improvement and Learning from Evaluation Results

6.7. Teacher Self-Assessment and Learning Improvement: The Challenge of Educational Innovation

6 7.1. Educational Improvement Makes it Essential to Self-Evaluate the Teaching Task
6.7.2. The Self-Evaluation of Teaching Practice as a Process of Reflection and Formative Accompaniment
6.7.3. Areas of Self-Evaluation of the Teaching Task
6.7.4. Self-Evaluation of Schools for the Improvement of their Educational Processes from an Inclusive Perspective

6.8. New Technologies and Educational Research: Tools for Educational Improvement

6.8.1. Educational Research has its Own Character
6.8.2. The Research Process and the Educational Researcher’s Viewpoint
6.8.3. Educational Research in the Current Context
6.8.4. Technological Tools for the Development of Educational Research

6.8.4.1. Searching and Updating Information on the Internet
6.8.4.2. Organizing Information
6.8.4.3. Collection of Information in the Field Work
6.8.4.4. Analysis of the Information: Quantitative and Qualitative
6.8.4.5. Report Writing and Publication of Information

6.9. From Educational Research to Classroom Research: Improving the Teaching-Learning Process

6.9.1. Educational Research Functions
6.9.2. From Educational Research to Research in the Classroom
6.9.3. Classroom Research and Teachers’ Professional Development
6.9.4. Ethical Considerations for the Development of Educational Research

6.10     Educational Challenges for the Research and Improvement of Teaching Practice of the Specialty

6.10.1. Educational Challenges for the 21st Century
6.10.2. Research, Innovation and Best Practices in the Specialty
6.10.3. Deontological Framework for Teaching Practice

Module 7. Educational Processes and Contexts

7.1. Introduction

7.1.1. White Paper

7.1.1.1. What is a White Paper?
7.1.1.2. White Paper

7.2. The Organization of the Institutions

7.2.1. Concept of School
7.2.2. Components of the School Center
7.2.3. Characteristics of Education Centers

7.2.3.1. Autonomy of the Centers
7.2.3.2. Functions of The School

7.3. Management and Leadership Applied to the Educational Institution: Management Team

7.3.1. Management of the Educational Institution

7.3.1.1. Conceptions of the Term Management
7.3.1.2. Leadership

7.3.1.2.1. Concept of Leader
7.3.1.2.2. Gestation of the Leader
7.3.1.2.3. The Authentic Leader

7.3.1.3. Leadership in Today’s Organizations

7.3.1.3.1. Importance of Authentic Leadership
7.3.1.3.2. The Need for Authentic Leadership in Education
7.3.1.3.3. Types of Leadership

7.3.1.4. Leadership in the Management of Educational Institutions and Initiatives

7.3.1.4.1. Leadership of the Management Team
7.3.1.4.2. Pedagogical Leadership of the Director
7.3.1.4.3. Leadership of the Head of Studies

7.4. Management and Leadership Applied to the Educational Institution: Teaching Team

7.4.1. Teaching Team: Functions and Rights of the Teaching Staff
7.4.2. Teachers Organization

7.4.2.1. Teamwork

7.4.2.1.1. Working Groups

7.4.2.2. The Teacher as Tutor

7.4.2.2.1. The Profile of the Tutor
7.4.2.2.2. Duties of the Tutor

7.4.2.3. The Teacher-Coach

7.4.2.3.1. Conceptualization and Characteristics
7.4.2.3.2. The Coach

7.4.2.4. Networking

7.4.3. Leadership of the Teaching Staff

7.4.3.1. The Leadership of the Tutor
7.4.3.2. Teacher Leadership

7.5. The Guidelines of a School Center

7.5.1. School-Based Education Project

7.5.1.1. The Content of School-Based Education Project
7.5.1.2. Development of School-Based Education Project
7.5.1.3. Implementation of School-Based Education Project
7.5.1.4. Evaluation of School-Based Education Project

7.5.2. Internal Rules

7.5.2.1. The Content School-Based Education Project, a Discretionary Matter

7.5.3. Specific Plans

7.5.3.1. Purpose, Typology and Content
7.5.3.2. Another Way of Expressing the School-Based Education Project

7.5.4. Annual Report

7.5.4.1. Guidelines for the Preparation of an Education Center’s Annual Report
7.5.4.5. Autonomy as a Requirement

7.6. The Organizational Structure of a Center and Communication Instruments

7.6.1. Collegiate Bodies

7.6.1.1. The School Council

7.6.1.1.1. Composition
7.6.1.1.2. Election and Renewal of the School Board
7.6.1.1.3. Competencies

7.6.1.2. The Teaching Staff

7.6.2. Educational Coordination Bodies

7.6.2.1. Teaching Departments
7.6.2.2. Guidance Department in Compulsory Secondary Education
7.6.2.3. Complementary and Extracurricular Activities Department
7.6.2.4. Pedagogical Coordination Commission

7.7. Curriculum Management

7.7.1. The School Space: The Organization of the Classroom
7.7.2. Assessment of the Spatial Design of the Classroom

7.7.2.1. Systematic Observation of Users in the Course of Using the Space
7.7.2.2. Self-Application and Evaluation

7.7.3. The School Space as a Dynamic Creation of the Teacher
7.7.4. School Time
7.7.5. Student Organization

7.7.5.1. Vertical Organization of the Student Body

7.7.5.1.1. Graduate School
7.7.5.1.2. The Ungraded School
7.7.5.1.3. The Multigrade School

7.7.5.2. Horizontal Organization of the Student Body

7.7.5.2.1. The Autonomous Class
7.7.5.2.2. Departmentalization
7.7.5.2.3. Team Teaching by Teachers

7.8. Change and Innovation in the School

7.8.1. Improvement in Education

7.8.1.1. From Change as a Necessity to Change as an Opportunity
7.8.1.2. Global Versus Partial Change
7.8.1.3. Organizational Versus Social Change
7.8.1.4. Towards Successful Change

7.8.2. Institutional Innovation
7.8.3. The Creation and Management of Collective Knowledge

7.8.3.1. Departments and Educational Teams as Structures for Innovation
7.8.3.2. Strategies for Intervention in Collaborative Contexts
7.8.3.4. Teachers and Managers as Agents of Change

7.9. Change and Innovation in the School Center: Spatial Context and Didactic Project

7.9.1. The Planning Process for the Improvement of the Spatial Context of Learning
7.9.2. The Imperatives for Change and the School in its Environment
7.9.3. The Traditional Model
7.9.4. Spatial Context and Didactic Project
7.9.5. Infrastructure of the New Learning Contexts
7.9.6. Strategies for the Improvement of the Quality of Life in the School Center

7.9.6.1. Search for Correspondence between the Designs of the Building and the Furniture
7.9.6.2. Development of a New Conception of the Workplace of the Student
7.9.6.3. Redistribution of the Work Areas by Means of the Furniture
7.9.6.4. The Participation of Students in the Appropriation of Space
7.9.6.5. The Urban Planning Dimension

Module 8. Inclusive Education and Attention to Diversity

8.1. Concept of Inclusive Education and its Key Elements

8.1.1. Conceptual Approach
8.1.2. Difference Between Integration and Inclusion

8.1.2.1. Integration Concept
8.1.2.2. Inclusion Concept
8.1.2.3. Difference Between Integration and Inclusion

8.1.3. Key Elements of Educational Inclusion

8.1.3.1. Key Strategic Aspects

8.1.4. The Inclusive School and the Education System

8.1.4.1. The Challenges of the Education System

8.2. Inclusive Education and Attention to Diversity

8.2.1. Concept of Attention to Diversity

8.2.1.1. Types of Diversity

8.2.2. Diversity and Educational Inclusion Measures

8.2.2.1. Methodological guidelines

8.3. Multilevel Teaching and Cooperative Learning

8.3.1. Key Concepts

8.3.1.1. Multilevel Teaching
8.3.1.2. Cooperative Learning

8.3.2. Cooperative Teams

8.3.2.1. Conceptualization of Cooperative Teams
8.3.2.2. Functions and Principles
8.3.2.3. Essential Elements and Advantages

8.3.3. Benefits of Multilevel Teaching and Cooperative Learning

8.3.3.1. Benefits of Multilevel Teaching
8.3.3.2. Benefits of Cooperative Learning

8.3.4. Barriers to the Implementation of Inclusive Schools

8.3.4.1. Political Barriers
8.3.4.2. Cultural Barriers
8.3.4.3. Didactic Barriers
8.3.4.4. Strategies to Overcome Barriers

8.4. Social Inclusion

8.4.1. Inclusion and Social Integration

8.4.1.1. Definition of Integration and Elements
8.4.1.2. Concept of Social Inclusion
8.4.1.3. Inclusion vs. Integration

8.4.2. Inclusion in Education

8.4.2.1. Social Inclusion at School

8.5. Inclusive School Assessment

8.5.1. Assessment Parameters

8.6. ICT and UDL in Inclusive Schools

8.6.1. Traditional Teaching Methods
8.6.2. ICT

8.6.2.1. Concept and Definition of ICT
8.6.2.2. Characteristics of ICT
8.6.2.3. Telematics Applications and Resources
8.6.2.4. ICT in the Inclusive School

8.6.3. Universal Learning Design

8.6.3.1. What is DUA?
8.6.3.2. UDL Principles
8.6.3.3. The Application of the UDL to the Curriculum
8.6.3.4. Digital Resources and UDL

8.6.4. Digital Media to Individualize Classroom Learning

Module 9. Creativity and Emotional Education in the Classroom

9.1. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model
9.2. Other Models of Emotional Intelligence and Emotional Transformation

9.2.1. Emotional Competence Models
9.2.2. Social Competence Models
9.2.3. Multiple Models

9.3. Social-Emotional Competencies and Creativity by Level of Intelligence
9.4. Concept of Emotional Quotient, Intelligence and Desynchrony Accommodation in High Intellectual Capacities
9.5. Concept of Hyperemotivity
9.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

9.6.1. Neuroscientific Studies
9.6.2. Applied Studies

9.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
9.8. Standardized Tests to Assess Emotions and Creativity

9.8.1. Creativity Tests and Quizzes
9.8.2. Assessing Emotions
9.8.3. Laboratories and Valuation Experiences

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 10. Neuroeducation

10.1. Introduction to Neuroeducation
10.2. Main Neuromyths
10.3. Attention
10.4. Emotion
10.5. Motivation
10.6. The Learning Process
10.7. Memory
10.8. Stimulation and Early Interventions
10.9. Importance of Creativity in Neuroeducation
10.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 11. Communication in the Classroom

11.1. Learning to Teach

11.1.1. Communication Processes
11.1.2. Teaching Transmission Processes

11.2. Oral Communication

11.2.1. Voice in the Classroom
11.2.2. Voice Care in the Classroom

11.3. Communication Support Systems

11.3.1. The Use of the Blackboard
11.3.2. The Use of Projectors

11.4. The Use of Images in Teaching

11.4.1. Images and Licenses for Use
11.4.2. Author Images

11. 5. The Use of Video in Teaching

11.5.1. Video as a Support Material
11.5.2. Teaching through Videos

11. 6. Written Communication

11.6.1. The Reports and Written Assignments
11.6.2. Blogs and Forums

11.7. Communication Difficulties

11.7.1. Teaching Difficulties
11.7.2. Classroom Difficulties

11.8. Collaborative Processes vs. Competition

11.8.1. Advantages and Disadvantages of Collaborative Learning
11.8.2. Advantages and Disadvantages of Competency-Based Learning

11.9. Development of Support Materials

11.9.1. Classroom Supplies
11.9.2. Consultation Material

11.10. Development of Network Teaching

11.10.1. Teaching Resources on the Internet
11.10.2. Wikis and Reference Material on the Internet

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