By studying this intensive program you will increase your performance level and teaching skills"

The Teacher Training Program in Economics and Business in High School is designed to improve the student's competencies as a future teacher through the most innovative educational technology and on a hybrid learning basis.

This degree 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. 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 syntony with the capacities and aptitudes 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.

TECH presents the Professional master’s degree in Economics and Business Teacher Training in High School Education with the highest quality in the university market"

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

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competencies
• 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

The program invites us to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms: motivation, individualized attention, attention to diversity, conflict resolution, evaluation, innovation and improvement"

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. 

The 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 immersive learning programmed to study 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 developed by renowned experts in the field of Geography and History teaching with extensive teaching experience.

A contextualized and real educational program that will allow you to put your learning into practice through new skills and competencies"

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"

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 Dr. Ausubel
1.2.2.3.2.2. Jean Piagetl'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. Precocious 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. Hypothetic-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: Construction of Knowledge 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 Didactic 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 Educational 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 Educational 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 the Use of 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. Social Emotional 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 economics and business

3.1. History of Economics Education

3.1.1. Origin and evolution of the teaching of economics up to the General Education Law of 1970 Education Act of 1970
3.1.2. The economic contents of LOGSE
3.1.3. The economic contents of LOE
3.1.4. The current educational system: economics and business contents in ESO
3.1.5. The current educational system: economics and business content in High School
3.1.6. The current educational system: economics and business content in vocational training

3.2. Financial Education

3.2.1. The importance of financial education
3.2.2. Financial education in Spanish curriculum
3.2.3. Financial education in other countries
3.2.4. The assessment of financial literacy in PISA
3.2.5. Examples of activities to develop financial concepts in the classroom

3.3. Economic development in the 19th century: population, natural resources and technology. The Institutional Framework

3.3.1. The Population
3.3.2. Natural Resources
3.3.3. Legal basis
3.3.4. Economic thinking and politics
3.3.5. Class structure and class struggle
3.3.6. Education and literacy
3.3.7. International Relations

3.4. Political economy in the English classical school

3.4.1. Delimitation of the classical school: Adam Smith
3.4.2. Adam Smith's philosophical foundations
3.4.3. Wage Theory. Land rent and grain laws
3.4.4. Classical monetary theory
3.4.5. Classical theories of international trade

3.5. Karl Marx and his critique of classical economics

3.5.1. Marx's economic theories
3.5.2. Marx's Analysis of Capitalism

3.6. The world economy and economic thought of the 20th century

3.6.1. The Population
3.6.2. Resources
3.6.3. Technology
3.6.4. Institutions
3.6.5. The predominance of Keynesian Ideas
3.6.6. The new macroeconomics: monetarism, rational expectations
3.6.7. Some of the main secondary streams
3.6.8. New research programs in economics

3.7. The entrepreneur. Tthe process of creating a new company

3.7.1. Concept and Types of Entrepreneurs
3.7.2. capabilities, qualities and attributes of entrepreneur
3.7.3. Myths about entrepreneurs
3.7.4. The most frequent mistakes made by entrepreneurs
3.7.5. Entrepreneurial failure and success
3.7.6. Entrepreneurial behavior
3.7.7. Access routes to entrepreneurial activity
3.7.8. Creation of a Company Innovation
3.7.9. The franchise
3.7.10. The associated trade
3.7.11. The process of creating a new company

3.8. To the idea and its feasibility plan

3.8.1. Importance of Idea
3.8.2. Sources of ideas
3.8.3. New business fields
3.8.4. Structure of PVI
3.8.5. Check and choice
3.8.6. Justification and Development
3.8.7. Contrasts
3.8.8. SWOT analysis and conclusions

3.9. The Strategic Plan

3.9.1. Purpose and contents
3.9.2. Trade name and legal form
3.9.3. Corporate purpose and objectives
3.9.4. Products and Brands
3.9.5. Target market. Customers and consumers
3.9.6. Image and positioning. Competitive advantages of the company
3.9.7. Location, facilities and size of the company
3.9.8. Organizational structure, corporate culture and other elements

3.10. The marketing and feasibility plan of the new company as an investment

3.10.1. Purpose and contents
3.10.2. Product Policy
3.10.3. Sales policy
3.10.4. Pricing Policies
3.10.5. Communication policy
3.10.6. Distribution policy
3.10.7. Variables
3.10.8. Economic viability of the company as an investment
3.10.9. Financial viability of the new company as an investment

Module 4. Curricular design of Economics and Business

4.1. Curriculum and its Structure

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

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

4.2.1. Review of Current National Educational Legislation
4.2.2. What are Competencies?
4.2.3. Types of Skills
4.2.4. Key Competencies
4.2.5. Description and Components of Key Competencies

4.3. The Spanish Education System. Teaching Levels and Modalities

4.3.1. Education System: Interaction between Society, Education and the School System
4.3.2. The Educational System: Factors and Elements
4.3.3. General Characteristics of the Spanish Educational System
4.3.4. Configuration of the Spanish Educational System
4.3.5. Secondary Education
4.3.6. Baccalaureate
4.3.7. Artistic Education
4.3.8. Language Teaching
4.3.9. Sports Education
4.3.10. Adult Education

4.4. Curricular programming applied to economics and business. Department programming

4.4.1. Applicable Legislation
4.4.2. Organic Law on Education and Organic Law for the Improvement of the Quality of Education
4.4.3. Royal Decree 1105/2014, which establishes the Basic Curriculum for Compulsory High School Education
4.4.4. General: Elements of a of Department Plan
4.4.5. General elements of departmental programming
4.4.6. The specific objectives of a subject

4.5. Contents, methodology and teaching resources

4.5.1. Content specification
4.5.2. Content Distribution
4.5.3. Description of Methodology
4.5.4. Materials and Resources Specifications

4.6. Evaluation procedures, attention to diversity and complementary activities

4.6.1. Evaluation procedures
4.6.2. Attention to Diversity
4.6.3. Complementary Activities

4.7. The Didactic Unit in Programming. Theoretical and practical Aspects to be Taken into Account

4.7.1. Aspects derived from legislation applicable to the didactic unit: standards, competencies, curriculum, contents, etc
4.7.2. Methodological aspects: ages and integration of competencies and standards in the curriculum. Activities
4.7.3. Elements of a Didactic Unit
4.7.4. Practical Aspects

4.8. Development of a secondary school program: entrepreneurial initiative

4.8.1. Elements of Educational Programming
4.8.2. Elements of a Teaching Unit

4.9. Curricular programming of vocational training: economics and entrepreneurship

4.9.1. Elements that make up a subject program
4.9.2. Elements that make up a subject program

4.10. Didactic programs: practical examples

4.10.1. Elements that make up the didactic unit classroom program
4.10.2. Aspects to emphasize of the Classroom Scheduling
4.10.3. Fundamental aspects of didactic programming based on selected autonomous community legislation

Module 5. Didactics of Economics and Business

5.1. General Didactics and Learning Theories

5.1.1. Didactics as communication of knowledge
5.1.2. Knowledge as a source and need for communication
5.1.3. From existing subjectivity to desired objectivity
5.1.4. From teacher activity to student learning
5.1.5. Procedure to the effect in the educational activity
5.1.6. Method as a procedure

5.2. Theories of Learning Applied to the Specialty

5.2.1. The school-based research model. Areas of research
5.2.2. Knowledge of the economic system
5.2.3. Contents of the procedural system
5.2.4. Attitudinal content
5.2.5. Plot of problems in the field of research of the economic system

5.3. Learning techniques and strategies applied to the specialty

5.3.1. The psychological analysis of effective teaching: the functions of learning
5.3.2. Activation phase
5.3.3. Instructional or developmental phase
5.3.4. Feedback phase
5.3.5. Cooperation as a form of pedagogical action
5.3.6. Competitiveness, individuality and cooperation in learning
5.3.7. Delimitation of the concept of cooperative learning
5.3.8. The educational potential of cooperative interaction

5.4. Teaching Methodologies

5.4.1. Towards an operational and participatory methodology
5.4.2. Scientific assumptions of the operational methodology
5.4.3. Scientific assumptions of participatory methodology
5.4.4. Methodological approaches to teaching economics
5.4.5. Educational visits
5.4.6. The economics workshop
5.4.7. Activities related to the use of audiovisual information
5.4.8. Activities mobilizing various sources of information
5.4.9. Group Dynamic Activities Based
5.4.10. Simulation games

5.5. Learning Difficulties

5.5.1. What do we know about how we and our ancestors lived?
5.5.2. Obstacles in the construction of notions related to the labor market
5.5.3. Difficulties in the construction of economic knowledge

5.6. Activities for learning the subject

5.6.1. Importance of Activities
5.6.2. Criteria for the choice of student activities
5.6.3. Techniques for directing student activities
5.6.4. Learner activities based on learning situations
5.6.5. Learner activities based on learning situations
5.6.6. Guidelines for establishing the student's activities according to the characteristics of the person
5.6.7. Teachers Activities
5.6.8. Extracurricular Activities

5.7. Didactic Resources

5.7.1. Definition of resource and didactic material
5.7.2. Types of resources and materials and teaching
5.7.3. Different views on the functions of teaching resources and materials
5.7.4. Different types of media and their educational application
5.7.5. Use and selection of videos in education
5.7.6. Use of multimedia at school

5.8. Teaching Resources TIC

5.8.1. Digital Resources
5.8.2. Web 2.0
5.8.3. Social media
5.8.4. Blog
5.8.5. Wiki
5.8.6. Twitter
5.8.7. Chat and forum
5.8.8. CMap Tools

5.9. Assessment

5.9.1. Initial Assessment
5.9.2. Continuous evaluation
5.9.3. Final evaluation
5.9.4. Formative and summative evaluations
5.9.5. Normative, criterial and personalizing evaluations
5.9.6. Other evaluation modalities
5.9.7. Other evaluation modalities

5.10. Teachers in the Classroom: How to Create an Appropriate Place for Teaching-Learning?

5.10.1. The teacher as a facilitator of learning
5.10.2. The teacher as a guide and manager of the group coexistence
5.10.3. The teacher as a member of an organization

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 MOOCS

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. The White Paper and the 1970 Education Law

7.1.1. Introduction
7.1.2. White Paper

7.1.2.1. What is a White Paper?
7.1.2.2. White Paper. Educational in Spain: Bases for an Educational Policy

7.1.3. The General Education Law of 1970: Preamble and Goals

7.1.3.1. Preamble
7.1.3.2. Purposes

7.1.4. The General Law of Education of 1970: Educational Levels

7.1.4.1. Preschool Education
7.1.4.2. General Basic Education
7.1.4.3. Baccalaureate
7.1.4.4. University Education
7.1.4.5. Professional Formation

7.1.5. The General Education Law of 1970: Schools and Teachers

7.1.5.1. Educational Centers
7.1.5.2. Professors

7.2. The LODE of 1985 and the LOGSE of 1990

7.2.1. Introduction

7.2.2.1. Early Childhood Education
7.2.2.2. Primary Education
7.2.2.3. High School
7.2.2.4. Baccalaureate
7.2.2.5. Professional Training
7.2.2.6. Special Education

7.3. The Organic Law on Education (LOE)

7.3.1. Introduction
7.3.2. Organic Law on Education (LOE):Principles
7.3.3. Organic Law on Education (LOE): Teaching

7.3.3.1. Early Childhood Education
7.3.3.2. Primary Education
7.3.3.3. Secondary Education
7.3.3.4. Baccalaureate
7.3.3.5. Professional Formation

7.3.4. Organic Law on Education (LOE): Itineraries

7.4. The Organic Law for the Improvement of the Quality of Education (LOMCE)

7.4.1. Introduction
7.4.2. LOMCE: Currículum
7.4.3. LOMCE: Secondary Education
7.4.4. LOMCE: Baccalaureate
7.4.5. LOMCE: Professional Training

7.4.5.1. Basic Vocational Training
7.4.5.2. Intermediate Vocational Training
7.4.5.3. Higher Vocational Training
7.4.5.4. Dual Vocational Training

7.4.6. LOMCE: Educational System Itineraries
7.4.7. LOMCE: Key Skills

7.5. The Organization of the Institutions

7.5.1. Concept of School
7.5.2. Components of the School Center
7.5.3. Characteristics of Educational Centers

7.5.3.1. Autonomy of the Centers
7.5.3.2. Functions of The School

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

7.6.1. Management of the Educational Institution

7.6.1.1. Conceptions of the Term Management

7.6.2. Leadership

7.6.2.1. Concept of Leader
7.6.2.2. Gestation of the Leader
7.6.2.3. The Authentic Leader

7.6.3. Leadership in Today's Organizations

7.6.3.1. Importance of Authentic Leadership
7.6.3.2. The Need for Authentic Leadership in Education
7.6.3.3. Types of Leadership

7.6.4. Leadership in the Management of Educational Institutions and Initiatives

7.6.4.1. Leadership of the Management Team
7.6.4.2. Pedagogical Leadership of the Director
7.6.4.3. Leadership of the Head of Studies

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

7.7.1. Teaching Team: Functions and Rights of the Teaching Staff
7.7.2. Teachers Organization

7.7.2.1. Teamwork

7.7.2.1.1. Working Groups

7.7.2.2. The Teacher as Tutor

7.7.2.2.1. The Profile of the Tutor
7.7.2.2.2. Duties of the Tutor

7.7.2.3. The Teacher-Coach

7.7.2.3.1. Conceptualization and Characteristics
7.7.2.3.2. The Coach

7.7.2.4. Networking

7.7.3. Leadership of the Teaching Staff

7.7.3.1. The Leadership of the Tutor
7.7.3.2. Teacher Leadership

7.8. The Guidelines of a School Center

7.8.1. School-Based Education Project

7.8.1.1. The Content of School-Based Education Project
7.8.1.2. Development of School-Based Education Project
7.8.1.3. Implementation of School-Based Education Project
7.8.1.4. Evaluation of School-Based Education Project

7.8.2. Internal Rules

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

7.8.3. Specific Plans

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

7.8.4. Annual Report

7.8.4.1. Guidelines for the Preparation of an Educational Center's Annual Report

7.8.5. Autonomy as a Requirement

7.9. The Organizational Structure of a Center and Communication Instruments

7.9.1. Collegiate Bodies

7.9.1.1. The School Council

7.9.1.1.1. Composition
7.9.1.1.2. Election and Renewal of the School Board
7.9.1.1.3. Competencies

7.9.1.2. The Teaching Staff

7.9.2. Educational Coordination Bodies

7.9.2.1. Teaching Departments
7.9.2.2. Guidance Department in Compulsory Secondary Education
7.9.2.3. Complementary and Extracurricular Activities Department
7.9.2.4. Pedagogical Coordination Commission

7.10. Curriculum Management

7.10.1. The School Space: the Organization of the Classroom
7.10.2. Assessment of the Spatial Design of the Classroom

7.10.2.1. Systematic Observation of Users in the Course of Using the Space
7.10.2.2. Self-Application and Evaluation

7.10.3. The School Space as a Dynamic Creation of the Teacher
7.10.4. School Time
7.10.5. Student Organization

7.10.5.1. Vertical Organization of the Student Body

7.10.5.1.1. Graduate School
7.10.5.1.2. The Ungraded School
7.10.5.1.3. The Multigrade School

7.10.5.2. Horizontal Organization of the Student Body

7.10.5.2.1. The Autonomous Class
7.10.5.2.2. Departmentalization
7.10.5.2.3. Team Teaching by Teachers

7.11. Change and Innovation in the School

7.11.1. Improvement in Education

7.11.1.1. From Change as a Necessity to Change as an Opportunity
7.11.1.2. Global Versus Partial Change
7.11.1.3. Organizational Versus Social Change
7.11.1.4. Towards Successful Change

7.11.2. Institutional Innovation
7.11.3. The Creation and Management of Collective Knowledge

7.11.3.1. Departments and Educational Teams as Structures for Innovation
7.11.3.2. Strategies for Intervention in Collaborative Contexts

7.11.4. Teachers and Managers as Agents of Change

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

7.12.1. The Planning Process for the Improvement of the Spatial Context of Learning
7.12.2. The Imperatives for Change and the School in its Environment
7.12.3. The Traditional Model
7.12.4. Spatial Context and Didactic Project
7.12.5. Infrastructure of the New Learning Contexts
7.12.6. Strategies for the Improvement of the Quality of Life in the School Center

7.12.6.1. Search for Correspondence between the Designs of the Building and the Furniture
7.12.6.2. Development of a New Conception of the Workplace of the Student
7.12.6.3. Redistribution of the Work Areas by Means of the Furniture
7.12.6.4. The Participation of Students in the Appropriation of Space
7.12.6.5. 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 Design for Learning

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. Socio-Emotional Skills and Creativity According to Level of Intelligence
9.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony 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 in 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

This will provide key education to advance in your career”