Effectively manage international orientation environments with a broader vision"

Making decisions on an individualized basis requires an approach focused on the capabilities and aptitudes of the person being targeted. Nowadays, young people are less and less familiar with the world of work, so it is important to have professionals capable of showing them and guiding them through all the options that may be presented to them. This is critical in developing skills that will prepare them for the future.

Likewise, it is of vital importance to evaluate socioeconomic differences, disabilities or differences in learning, in order to address with special interest a unique model to help in this pre-university stage. It is best that this process be done in a simple manner so as not to overwhelm adolescents who do not know what decision to make. 

This program is intended to show teachers how to apply their knowledge and understanding through problem-solving skills in new, unfamiliar environments within broader (multidisciplinary) concepts, to the practice of teaching in different secondary schools and related environments. Likewise, different knowledge will be sought in order to face the complexity of the teaching profession in secondary education; to reflect and make judgments in school and family environments on the social and ethical responsibility of this profession as a basis for correct decision making.

As the program progresses, teaching professionals will be able to understand the different approaches to guidance and apply them to all developmental stages. It is also expected to develop the tools for organizing ideas and motivational arguments, obtain results in students, lay the foundations for leadership and creativity, foster collaborative work and improve their communication results.

All the content is available in a 100% online modality that provides the student with the ease of being able to study it comfortably, wherever and whenever they want. All you need is a device with internet access to take your career one step further. A modality according to the current times with all the guarantees to position the professional in a highly demanded sector.

Establish an effective methodology for individual and group detection of personality variables, abilities, values and talents as a basis for choice"

This advanced master’s degree in Educational and Vocational Guidance contains the most comprehensive and up-to-date course on the university scene. The most important features include:

• Development of case studies presented by expert teachers in professional and vocational guidance
• The graphic, schematic, and eminently practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Special emphasis on innovative methodologies for management in audiovisual industry
• 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

Evaluate the advantages and disadvantages of models in other countries to adapt them to your professional reality"

Its teaching staff includes professionals from the field of journalism, who bring to this program the experience of their work, as well as renowned specialists from reference societies and prestigious 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 an immersive training experience designed to train for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise during the academic year. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

Effectively manage international orientation environments with a broader vision"

Detect the weaknesses, threats, strengths and opportunities of the new orientation models that may arise in the future"

For this advanced master’s degree, a program has been designed that seeks to guide the development of students, with the mission of offering learning that drives excellence. In this sense, a series of general and specific objectives have been established that will accompany future graduates at all times. This will provide a new vision of professional and vocational guidance focused on the individual, enhancing the role of the counselor as a facilitator of the transition to the current labor market.

Performs the functions of tutoring and mentoring students in a collaborative and coordinated manner"

General Objectives

• Provide future teachers with the acquisition of specialized training that will increase their performance level and update their knowledge in teaching in compulsory secondary education
• Acquire the necessary knowledge to act as a support for students' decision making regarding their vocation and vocational orientation
• Act appropriately in the different personal contexts of the student body
• Know the most effective and useful orientation strategies

Specific Objectives

• Possess and understand knowledge that provides them with a basis or opportunity to be original in the development and application of ideas in the context of creating educational content 
• Be able to apply their knowledge and understanding through problem-solving skills in new, unfamiliar environments within broader (multidisciplinary) concepts, to the practice of teaching in different secondary schools and related environments
• Integrate the different knowledge acquired throughout the Advanced Master’s Degree, to face the complexity of the teaching profession in secondary education; to reflect and make judgments in school and family environments on the social and ethical responsibility of this profession as a basis for correct decision making
• Know how to communicate conclusions to specialized and non-specialized audiences, students, families and professionals related to education, in a clear and unambiguous manner
• Develop the learning skills that will enable them to continue studying and training as teachers in an autonomous and team-based manner
• Apply the knowledge acquired and their ability to solve broader (or multidisciplinary) problems related to their area of study 
• Integrate knowledge and face the complexity of making judgments based on incomplete or limited information, including reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments 
• Communicate its conclusions and the ultimate knowledge and rationale behind them to specialized and non-specialized audiences in a clear and unambiguous manner 
• Acquire the learning skills that will enable them to continue studying in a manner that will be largely self-directed or autonomous 
• Study the concept of educational guidance 
• Present the fields of action of educational guidance 
• Know the role of the educational psychologist in the guidance department 
• Explain the role of the counselor in tutorial action 
• Show the main social and personal situations that have an impact on school coexistence 
• Identify the resources and strategies for the management of coexistence at the school 
• Provide tools for the orientation of students who are promoted from kindergarten to elementary school and from elementary school to secondary school 
• Provide tools for vocational guidance to students who finish secondary school and enter post-compulsory studies 
• Show the processes of educational guidance and psycho-pedagogical counseling in the educational system 
• Know the areas and strategies of psycho-pedagogical counseling 
• Expose techniques and instruments of psycho-pedagogical diagnosis 
• Explain the collaborative work of the counselor with teachers and members of the school community 
• Identify the models of psycho-pedagogical intervention in guidance 
• Provide tools for academic and professional orientation 
• Provide tools for the prevention of violence and bullying in schools 
• Present the strategies and the script for conducting the psycho-pedagogical evaluation 
• Show a historical approach to diversity and education 
• Comment on the principles of prevention 
• Expose the models of intervention in educational guidance 
• Present the information collection procedures 
• Know, detect and identify students with high abilities 
• Understand the importance of mentoring: shared and/or peer-to-peer 
• Detail strategies for psycho-pedagogical evaluation 
• Explain the content of the Guidance and Tutorial Action Plan 
• Discuss the concepts of educational innovation, change, reform and educational improvement 
• Know the areas of innovation in the educational context 
• Show process models to generate educational innovation 
• Expose the components for the design of an intervention project for educational improvement 
• Strategies and resources for the assessment of educational innovation and improvement projects 
• Present shared teaching as a strategy for learning improvement 
• Provide strategies to guide evaluation towards learning 
• List the functions of educational research 
• Provide education professionals with the practical tools, social skills and techniques that will enable them to resolve these situations and prevent behavioral and disciplinary problems 
• Develop strategies for the prevention and peaceful resolution of conflicts 
• Understand overexcitability and its likely incidence in high abilities 
• Differentiate between the types of overexcitability and their manifestations 
• Understand divergent thinking and creativity as a differentiating feature 
• Review practical cases in which specific educational needs derived from high capacity are met 
• Identify successful educational responses based on the analysis of cases of specific educational needs 
• Learn about the intervention focused on the improvement of self-esteem and self-knowledge of the individual 
• Define the principles of neuroeducation 
• Explain the main neuromyths
• Explain strategies for early stimulation and interventions. 
• Define the theory of attention
• Explain emotion from a neurological point of view
• Explain learning from a neurological point of view
• Explain memory from a neurological point of view
• Communicate effectively with all members of the classroom
• Use images and videos as support material in the classroom 
• Know how to solve communication problems
• Give a new vision of professional and vocational guidance focused on the individual
•  Train in the latest classroom trends in vocational and career guidance with effective and practical resources
•  Enhance the role of the guidance counselor as a facilitator of the transition to the current labor market
•  Train in various inclusion techniques for different individual profilee
•  Promote the use and knowledge of ICTs in the centers
•  Awaken in the student the sensitivity towards a new guidance model based on successful cases both in organizational aspects and classroom implementation

Acquire an international perspective on guidance to implement innovative models"