This Postgraduate certificate in Educational Coaching will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally"

Bringing the contributions of neuroscience closer to daily classroom practice, in relation to the latest research on the brain, is a necessity and a responsibility to be assumed by the different educational agents, who are far from having a clear understanding of how the brain works in the complex learning situations that often arise in the classroom.

Educational Coaching is a comprehensive process of accompaniment through the implementation of professional techniques, focused on the acquisition, development and strengthening of the necessary competencies to achieve the objectives set by coaches who are agents of the educational system (Bécart, 2015).

For Whitmore (2011), "Coaching is about unleashing a person's potential to maximize performance. This way of understanding "learning" makes coaching a privileged methodology for direct intervention in the classroom. Its basic tool is the question.

Coaching has become a tool that provides and contributes to the development of strategies that favor the personal and professional growth of those who strive to proactively achieve success (Ravier, 2005); it can be understood as a comprehensive process that seeks to help students achieve their goals in the field. In addition, it improves performance, deepens self-knowledge and improves the quality of life, providing learning that generates behavioral transformation sustained over time, with continuous actions and reflections (Carrera and Luz, 2008). Its purpose, as Whitmore (2003) points out, is to improve people's performance through the factors that can enhance it and by stimulating their ability to learn how to learn.

This training combines basic knowledge in neurosciences and Educational Coaching, tools that allow the teacher to seek to improve the performance of their students in those areas that people demand, guide them to change and focus them on the present situation through the tools and resources of Coaching.

This program pays special attention to the origins, definitions and current trends in Coaching, as well as the competencies of a good coach and the different models of intervention through Coaching.

As a novel aspect, it introduces the student to the study of psychological and educational theories connected to Coaching, in the fields of education in which it is applied and its benefits. 

Update your knowledge through the Postgraduate certificate in Educational Coaching”

This Postgraduate certificate in Educational Coaching contains the most complete and up-to-date educational program on the market. The most important features include: 

• Development of Practice cases presented by experts in Educational Coaching 
• 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
• News on Advances in Neuroscience and Neurodidactics
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in the teaching and learning process
• All of this will be complemented by 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 Postgraduate certificate may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Educational Coaching, you will obtain a qualification from the TECH Global University"

It includes, in its teaching staff, professionals belonging to the field of Teaching and Pedagogy, who will enable in this program the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations.

The design of this program is based on Problem-Based Learning, by means of which the student must try to solve the different situations of professional practice that arise throughout the Postgraduate certificate. For this, the students will be assisted by an innovative interactive video system created by recognized experts in the field of Educational Coaching and with great teaching experience.

Increase your decision-making confidence by updating your knowledge through this Postgraduate certificate"

Take the opportunity to learn about the latest advances in Educational Coaching and improve the attention to your students"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies.

This Postgraduate certificate in Educational Coaching contains the most complete and up-to-date scientific program on the market"

Module 1. Beliefs, Values, and Identity  

1.1. Nature of Beliefs

1.1.1. Concepts about Beliefs
1.1.2. Characteristics of a Belief
1.1.3. Belief Formation
1.1.4. Behavior and Beliefs
1.1.5. Limiting Beliefs
1.1.6. Empowering Beliefs
1.1.7. Origin of Limiting Beliefs

1.2. Managing Belief Change

1.2.1. Healing the Past
1.2.2. Basis of Coping with Belief Change
1.2.3. Robert Dilts
1.2.4. Morty Lefkoe
1.2.5. “The Word”, Byron Katie

1.3. Mindset for Change and Innovation

1.3.1. Fixed Mindset
1.3.2. Growth Mindset
1.3.3. Comparing Fixed and Growth Mindsets
1.3.4. Attitude for Change and Innovation
1.3.5. Zone of Inertia
1.3.6. Learning Zone

1.4. Coaching and Change

1.4.1. Simon Sinek's Golden Circle
1.4.2. Neurological Levels of Change and Learning

1.4.2.1. Environment
1.4.2.2. Behaviour
1.4.2.3. Capacity
1.4.2.4. Values and Beliefs
1.4.2.5. Identity
1.4.2.6. Transpersonality

1.4.3. Remedial Changes
1.4.4. Generative Changes
1.4.5. Evolutionary Changes
1.4.6. Recognition of the Neurological Level

1.5. Values and Counter-Values

1.5.1. Conceptualization of Values
1.5.2. Types of Values
1.5.3. Learning of Values
1.5.4. Values and Behavior
1.5.5. Counter-values
1.5.6. Value Recognition Dynamics
1.5.7. Dynamics for Counter-value Recognition 

1.6. Identity

1.6.1. Identity Traits
1.6.2. Concept of Identity
1.6.3. Tradition and Identity
1.6.4. Psychological Models and Identity
1.6.5. Identity and Science

1.7. Personality Models

1.7.1. Enneagram
1.7.2. Discovery of one's own Enneagram
1.7.3. Evolution from the Enneagram
1.7.4. Use of the Enneagram in Social and Group Interactions
1.7.5. Inner Archetypes
1.7.6. Transformational Coaching

1.8. Logical Levels

1.8.1. Human Needs and Maslow's Pyramid
1.8.2. Richard Barret's Levels of Consciousness
1.8.3. Self-realization
1.8.4. Altruism and Service
1.8.5. Alignment of Levels

1.9. Approach to Beliefs, Values, and Identity in Education

1.9.1. Beliefs for Educational Excellence
1.9.2. Pygmalion Effect
1.9.3. The Importance of High Expectations
1.9.4. Diversity: Inclusiveness
1.9.5. The Values of Positive Psychology
1.9.6. Values-based Education
1.9.7. Self-esteem and Recognition: Identity Construction

Module 2. Talent, vocation, and creativity 

2.1. Talent and its Educational Importance

2.1.1. Talent
2.1.2. Components
2.1.3. Talent is Diverse
2.1.4. Measuring and Discovering Talent
2.1.5. Gallump Test
2.1.6. Test of Garp
2.1.7. Career Scope
2.1.8. MBTI
2.1.9. Success DNA

2.2. Talent and Key Competencies

2.2.1. Key Competencies Paradigm
2.2.2. Key Competencies
2.2.3. The role of the Intelligences
2.2.4. Knowledge: Uses and Abuses in Education
2.2.5. The Importance of Skills
2.2.6. The Differentiating Factor of Attitude
2.2.7. Relationship between Talent and Key Competencies 

2.3. Talent Development

2.3.1. Learning modalities. Richard fields
2.3.2. The Element
2.3.3. Talent Development Procedures
2.3.4. Mentor Dynamics
2.3.5. Talent and Educational Approach

2.4. Motivation Mechanisms

2.4.1. Needs, Desires and Motivations
2.4.2. Decision Making
2.4.3. Executive Capabilities
2.4.4. Procrastination
2.4.5. Duty, Love and Pleasure in Education
2.4.6. Emotional Habits for Motivation
2.4.7. Motivational Beliefs
2.4.8. Values for Motivation

2.5. Vocation, Meaning and Purpose

2.5.1. The Importance of Vocation
2.5.2. Meaning and Purpose
2.5.3. Vision, Mission, Commitment
2.5.4. Exploring Vocation
2.5.5. Teaching Vocation
2.5.6. Educating for Vocation

2.6. Towards a Definition of Creativity

2.6.1. Creativity
2.6.2. Brain Functioning and Creativity
2.6.3. Intelligences, Talents and Creativity
2.6.4. Emotions and Creativity
2.6.5. Beliefs and Creativity
2.6.6. Divergent Thinking
2.6.7. Convergent Thinking
2.6.8. The Creative Process and its Phases
2.6.9. Disney Dynamics

2.7. Why Creativity?

2.7.1. Arguments for Creativity Today
2.7.2. Personal creativity for Life
2.7.3. Creativity in Art
2.7.4. Creativity for Problem Solving
2.7.5. Creativity for Professional Development
2.7.6. Creativity in the Coaching Process

2.8. Creativity Development

2.8.1. Conditions for Creativity
2.8.2. Artistic Disciplines as Precursors of Creativity
2.8.3. The Art Therapy Approach
2.8.4. Creativity Applied to Challenges and Problem Solving
2.8.5. Relational Thinking
2.8.6. Edward de Bono’s Hats

2.9. Creativity as a Value in Education

2.9.1. The Need to Encourage Creativity in Education
2.9.2. Active Methodologies and Novelty
2.9.3. Educational Models that Value Creativity
2.9.4. Means, Times and Spaces to Apply Creativity in the Classroom
2.9.5. Disruptive Education
2.9.6. Pensamiento Visual
2.9.7. Design Thinking

2.10. Creative Techniques

2.10.1. Relational Thinking Techniques
2.10.2. Techniques for Generating Ideas
2.10.3. Techniques for Evaluating Ideas
2.10.4. Exercises of Ingenuity
2.10.5. Artistic Disciplines for Creative Development
2.10.6. RCS Method
2.10.7. Other Techniques and Methods

Make the most of this opportunity to learn about the latest advances in this subject to apply it to your daily practice"