Having a detailed knowledge of the pedagogical tools to develop innovative and effective educational projects will allow you to offer your students the opportunity to be educated based on the latest developments in the industry"

Education is a primordial institution that intervenes mainly in the cultural development of society. The early stages of education are, in turn, fundamental for this projection, since it is at this time that students work on their critical, inquiry, communication and reflection skills. In this sense, in recent decades there has been a huge evolution in terms of educational intervention techniques and protocols, so that today it is common to find, for example, centers that use tablets or digital boards in their classrooms, something unthinkable less than two decades ago. 

Pedagogical methodologies also change in parallel to society, so education professionals must be continuously updating their knowledge based on these advances, in order to be able to offer an educational quality according to the latest developments in the sector. To facilitate this task, TECH has developed this Advanced master’s degree in Innovation, Development and Entrepreneurship in Educational Projects, a 100% online qualification distributed over 24 months that will help you get up to date with the most cutting-edge strategies and protocols. 

Thanks to the comprehensiveness with which this program has been designed, you will be able to delve into the importance of the use of ICT in the classroom and its intervention in modern literacy, in the methodologies of current socio-educational action and in the design, management and evaluation of inclusive and quality educational programs. In addition, it will delve into innovation and entrepreneurship in teaching practice, with special emphasis on communication and oral expression techniques for teachers.

Through a multidisciplinary content and developed based on the relearning methodology, the graduate will be able to expand their knowledge in a progressive and natural way. In addition, thanks to the possibility of accessing the virtual classroom 24 hours a day and from any device with an Internet connection, you will be able to study this program on a personalized schedule, allowing you to combine this academic activity with your working day.

Implementing the latest communication and expression techniques in the education sector to your professional profile will allow you to reach your students in a more effective and precise way"

Este Advanced master’s degree in Innovation, Development and Entrepreneurship in Educational Projects contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by experts in education
• 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
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies in the development of dynamic and avant-garde educational projects
• 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 qualification will help you to perfect your skills in managing the family, social and school context, as well as to develop an educational strategy adapted to different scenarios"

The teaching staff includes professionals from the education sector, who bring their experience to this educational program, as well as renowned specialists from leading 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 learning experience designed to prepare for real-life 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 professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will be up to date on the new key factors for the improvement of teaching practice and learn in detail the phases of the process to adapt your classes to the most innovative pedagogical concepts"

This program delves into entrepreneurship in formal and non-formal education, as well as the resources and strategies to take into account to guarantee the educational success of your students"

The fact that the target audience for this qualification is education professionals has been a real challenge for TECH and its team of experts, since these are graduates who are dedicated to teaching and who, therefore, will be more critical when evaluating an academic program. That is why this particular Advanced master’s degree has been developed to exceed the very high-quality criteria that define this university, so that you will find in it the most avant-garde and dynamic content in the sector, accompanied by hundreds of hours of additional material to ensure an experience tailored to the academic demand of each one.

Inquire into the basic concepts around equality and diversity will help you create inclusive and open educational contexts, perfect for your students to develop academically comfortably and successfully” 

Module 1. Theory and Practice of Educational Research 

1.1. Research and Innovation in Education 

1.1.1. The Scientific Method 
1.1.2. Research in Education 
1.1.3. Approaches to Educational Research 
1.1.4. The Need for Research and Innovation in Education 
1.1.5. Ethics in Educational Research

1.2. The Research Process, Stages and Modalities 

1.2.1. Modalities of Educational Research and Innovation 
1.2.2. Stages of the Research and Innovation Process 
1.2.3. Differences between Quantitative and Qualitative Approaches 
1.2.4. The Approach to Research Problems 
1.2.5. Planning and Development of the Research or Field Work

1.3. The Educational Research Process: Keys to Design and Planning 

1.3.1. The Approach to Research Problems 
1.3.2. The Approach to Research Problems 
1.3.3. Planning and Development of the Research or Field Work

1.4. The Importance of Bibliographic Research 

1.4.1. Selection and Justification of the Research Topic 
1.4.2. Possible Areas of Research in Education 
1.4.3. The Search for Information and Databases 
1.4.4. Rigor in the Use of Information Sources (Avoidance of Plagiarism)
1.4.5. Keys to Elaborate the Theoretical Framework 

1.5. Quantitative Designs: Scope of the Research and Definition of Hypotheses 

1.5.1. The Scope of Quantitative Research 
1.5.2. Hypotheses and Variables in Educational Research 
1.5.3. Classification of Hypotheses 

1.6. Quantitative Designs: Types of Designs and Sample Selection 

1.6.1. Experimental Designs
1.6.2. Quasi-Experimental Designs 
1.6.3. Non-Experimental (Ex Post Facto) Studies Sample Selection 

1.7. Qualitative Designs 

1.7.1. What Is Understood by Qualitative Research? 
1.7.2. Ethnographic Research 
1.7.3. The Case Study 
1.7.4. Biographical-narrative Research 
1.7.5. Grounded Theory 
1.7.6. Action Research 

1.8. Techniques and Instruments for Educational Research 

1.8.1. The Collection of Information: Measurement and Evaluation in Education 
1.8.2. Data Collection Techniques and Instruments 
1.8.3. Reliability and Validity: Technical Requirements for Instruments 

1.9. Analysis of Quantitative Data and Analysis of Qualitative Data 

1.9.1. Statistical Analysis 
1.9.2. Research Variables 
1.9.3. Concept and Characteristics of Hypotheses 
1.9.4. Approach to Descriptive Statistics 
1.9.5. Approach to Inferential Statistics 
1.9.6. What Is Meant by Qualitative Analysis? 
1.9.7. General Process of Qualitative Data Analysis 
1.9.8. Categorization and Coding 
1.9.9. Criteria of Scientific Rigor for Qualitative Data Analysis 

1.10. From Educational Research to the Professional Development of Educators: Possibilities and Challenges Today 

1.10.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers 
1.10.2. From Educational Research to Research in the Classroom 
1.10.3. From Classroom Research to the Evaluation of Educational Innovations 
1.10.4. Educational Research, Ethics, and Professional Development of Educators 

Module 2. Education Economics

2.1. Introduction to Economics

2.1.1. Concept of Economics
2.1.2. Elements That Define the Economy
2.1.3. Functioning of the Economy
2.1.4. Economic Systems

2.2. Education Economics

2.2.1. Education and Economy 
2.2.2. History of Education Economics 
2.2.3. Economic Aspects of Education

2.3. Sources and Models of Education Financing 

2.3.1. Financial Mechanisms in Education 
2.3.2. The Financing of Compulsory Education 
2.3.3. The Financing of Post-Compulsory Education 
2.3.4. Funding Models

2.4. Public Goods and Externalities of Educational Activity 

2.4.1. Externalities in Education 
2.4.2. The Benefits of Education 
2.4.3. Education as a Public or Private Good? 
2.4.4. Reasons that Justify Public Intervention in Education

2.5. Economic and Educational Development 

2.5.1. Education and Production 
2.5.2. Education and Economic Convergence 
2.5.3. Problems in Economic Definition and Estimation 
2.5.4. Contribution of Education to Economic Growth 

2.6. Analysis of the Determinants of Economic Welfare 

2.6.1. Theoretical Background 
2.6.2. Descriptive Analysis of World Economic and Social Development 
2.6.3. Human Development and Its Conditioning Factors 

2.7. Educational Production and Performance 

2.7.1. Contextualization of Educational Production 
2.7.2. Educational Production Function 
2.7.3. Inputs in the Production Process 
2.7.4. Models for Measuring Educational Production and Output 
2.7.5. Design and Interpretation of Data in Educational Production 
2.7.6. Economic Value of Education 

2.8. Labor Market and Education 

2.8.1. Basic Concepts 
2.8.2. Technological Functionalism and the Theory of Human Capital 
2.8.3. Credentialism and Correspondence Theory
2.8.4. Filter Theory
2.8.5. Globalized Economy and Employment

2.9. Labor Market and Teachers

2.9.1. Labor Market in the 21st Century 
2.9.2. Differences between the Labor Market and the Educational Labor Market
2.9.3. The Teaching Professional 

2.10. Investment and Expenditure in Education 

2.10.1. OECD Education Systems 
2.10.2. Education Spending 
2.10.3. Education as an Investment 

Module 3. Information and Communication Technologies for Education 

3.1. ICT, Literacy, and Digital Skills 

3.1.1. Introduction and Objectives
3.1.2. The School in the Knowledge Society 
3.1.3. ICT in the Teaching and Learning Process
3.1.4. Digital Literacy and Competencies 
3.1.5. The Role of the Teacher in the Classroom 
3.1.6. The Digital Competencies of the Teacher 
3.1.7. Bibliographical References 
3.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
3.1.9. Internet as an Educational Resource: Web 2.0 and M-Learning 
3.1.10. The Teacher as Part of Web 2.0: How to Build their Digital Identity? 
3.1.11. Guidelines for the Creation of Teacher Profiles 
3.1.12. Creating a Teacher Profile on Twitter 
3.1.13. Bibliographical References 

3.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom 

3.2.1. Introduction and Objectives
3.2.2. Conditions for Participatory Learning 
3.2.3. The Role of the Student in the Classroom with ICTs: Prosumer 
3.2.4. Content Creation in Web 2.0: Digital Tools 
3.2.5. The Blog as a Classroom Pedagogical Resource
3.2.6. Elements of the Blog to Make it an Educational Resource 
3.2.7. Bibliographical References

3.3. Personal Learning Environments for Teachers 

3.3.1. Introduction and Objectives 
3.3.2. Teacher Training for the Integration of ICTs
3.3.3. Learning Communities
3.3.4. Definition of Personal Learning Environments 
3.3.5. Educational Use of PLE and NLP 
3.3.6. Design and Creation of our Classroom PLE 
3.3.7. Bibliographical References

3.4. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

3.4.1. Introduction and Objectives 
3.4.2. Principle of Connected Learning 
3.4.3. Social Networks: Tools for the Creation of Learning Communities 
3.4.4. Communication On Social networks: Management of the New Communicative Codes 
3.4.5. Types of Social Networks 
3.4.6. How to use Social Networks in the Classroom: Content Creation 
3.4.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom 
3.4.8. Introduction and Objectives of Security in the Use of ICT in the Classroom 
3.4.9. Digital Identity 
3.4.10. Risks for Minors on the Internet 
3.4.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources 
3.4.12. Platforms for Promoting Safety on the Internet 
3.4.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICT in the Classroom
3.4.14. Bibliographical References 

3.5. Creation of Audiovisual Content with ICT tools. PBL and ICT 

3.5.1. Introduction and Objectives 
3.5.2. Bloom's Taxonomy and ICT 
3.5.3. The Educational Podcast as a Didactic Element 
3.5.4. Audio Creation 
3.5.5. The Image as a Didactic Element 
3.5.6. ICT Tools with Educational Use of Images 
3.5.7. The Editing of Images with ICT: Tools for Editing 
3.5.8. What is ABP? 
3.5.9. Process of Working with PBL and ICT 
3.5.10. Designing PBL with ICT 
3.5.11. Educational Possibilities in Web 3.0 
3.5.12. Youtubers and Instagrmamers: Informal Learning in Digital Media 
3.5.13. The Video Tutorial as a Pedagogical Resource in the Classroom 
3.5.14. Platforms for the Dissemination of Audiovisual Materials 
3.5.15. Guidelines for the Creation of an Educational Video 
3.5.16. Bibliographical References 

3.6. Gamification: Motivation and ICT in the Classroom 

3.6.1. Introduction and Objectives 
3.6.2. Gamification Enters the Classroom Through Virtual Learning Environments
3.6.3. Game-Based Learning (GBL) 
3.6.4. Augmented Reality (AR) in the Classroom 
3.6.5. Types of Augmented Reality and Classroom Experiences 
3.6.6. QR Codes in the Classroom: Generation of Codes and Educational Application 
3.6.7. Classroom Experiences 
3.6.8. Bibliographical References 

3.7. Media Competency in the Classroom with ICT 

3.7.1. Introduction and Objectives 
3.7.2. Promoting the Media Competence of Teachers 
3.7.3. Mastering Communication for Motivating Teaching 
3.7.4. Communicating Pedagogical Content with ICT 
3.7.5. Importance of the Image as a Pedagogical Resource 
3.7.6. Digital Presentations as a Didactic Resource in the Classroom 
3.7.7. Working in the Classroom with Images 
3.7.8. Sharing Images on Web 2.0 
3.7.9. Bibliographical References 

3.8. Assessment for Learning Through ICT 

3.8.1. Introduction and Objectives Assessment for Learning Through ICT 
3.8.2. Evaluation tools: Digital Portfolio and Rubrics 
3.8.3. Building an e-Portfolio with Google Sites 
3.8.4. Generating Evaluation Rubrics 
3.8.5. Design Evaluations and Self-Evaluations with Google Forms 
3.8.6. Bibliographical References 

Module 4. Methodology of Socio-Educational Action 

4.1. Methodology of Action, Socio-Educational Intervention 

4.1.1. Social Pedagogy, Teaching and Socio-Educational Action 
4.1.2. Fields of Socio-Educational Action 
4.1.3. Functionalities of the Socio-Educational Action 
4.1.4. The Professional of the Socio-Educational Action 

4.2. Intervention with Immigrant Population at Risk of Social Exclusion 

4.2.1. Initial Reception Processes 
4.2.2. Schooling Processes 
4.2.3. Relational Processes 
4.2.4. Labor Market Insertion Processes 

4.3. Socio-Educational Intervention with at-Risk Children 

4.3.1. Children at Social Risk 
4.3.2. Programs and Activities of Socio-Educational Intervention with Minors
4.3.3. Programs and Activities of Socio-Educational Intervention with Families 

4.4. Women at Risk of Social Exclusion 

4.4.1. Gender Inequality and Social Exclusion 
4.4.2. Immigrant Women 
4.4.3. Women in Single-Parent Families 
4.4.4. Long-Term Unemployed Women 
4.4.5. Unqualified Young Women 

4.5. Intervention with People with Disabilities 

4.5.1. Disability and Social Exclusion 
4.5.2. Programs and Activities of Socio-Educational Intervention with People with Disabilities 
4.5.3. Socio-Educational Intervention Programs and Activities with Families and Caregivers 

4.6. Socio-Educational Intervention with Families 

4.6.1. Introduction 
4.6.2. Systemic Family Approach 
4.6.3. Family Counselling

4.7. Community Social Dynamization 

4.7.1. Introduction 
4.7.2. Community and Community Development 
4.7.3. Community Action Methodology and Strategies 
4.7.4. Achievements of Participation 
4.7.5. Participatory Assessment 

4.8. Socio-Educational Intervention Programs 

4.8.1. Socio-Educational Intervention for Child Care 
4.8.2. Intervention with Adolescents at Risk of Social Exclusion 
4.8.3. Socio-Educational Intervention in Prisons 
4.8.4. Intervention with Women Victims of Gender-Based Violence 
4.8.5. Socio-Educational Intervention with Immigrants 

4.9. Towards a Socio-Educational Pedagogy of Death 

4.9.1. Concept of Death 
4.9.2. Pedagogy of Death in the School Environment 
4.9.3. Teaching Proposal

Module 5. Teaching Methodologies and Educator Consulting

5.1. Pedagogical and Teaching Advice for the Improvement of the Educational Task 

5.1.1. Introduction to Pedagogical Counseling 
5.1.2. Strategies for Pedagogical Counseling 
5.1.3. Models and Types of Pedagogical Support 
5.1.4. Methodology of Accompaniment 
5.1.5. Professional Profile of the Pedagogical Advisors 

5.2. Teaching as a Creative Process 

5.2.1. Notes on Creativity 
5.2.2. Strategies to Stimulate Creativity 
5.2.3. The Importance of Creativity in the Classroom 

5.3. Educational Methodology: Ways to Vivify the Curriculum in the Classroom

5.3.1. Curriculum and Educational Achievement 
5.3.2. Curriculum Theory and Praxis 
5.3.3. Links between Teaching and Curriculum 

5.4. Teaching as a Didactic Act 

5.4.1. Models of Didactic Acts 
5.4.2. Proposal of Didactic Act 
5.4.3. Analysis of the Components of the Didactic Act 
5.4.4. Communication and Interaction 

5.5. Looking at Teaching from a Different Perspective: Alternative Pedagogies 

5.5.1. Questioning the Traditional Model 
5.5.2. Types of Alternative Pedagogies 
5.5.3. The Continuation of the School: Open Debate 

5.6. Methods and Strategies for Active Learning 

5.6.1. Active Participation as a Key Concept Introduction 
5.6.2. Traditional Teaching vs. Active Learning 
5.6.3. Resources and Strategies for Active Learning 

5.7. Openness to the Community, Teaching in Relationship 

5.7.1. Environment and Medium 
5.7.2. Community-Centered School 
5.7.3. Learning Communities 
5.7.4. Theories about the Environment and Influence on Education 

5.8. Teaching Methodologies and Educational Innovation 

5.8.1. Educational Innovation 
5.8.2. Active Methodologies 
5.8.3. Research in Educational Innovation 
5.8.4. Educational Innovation and ICT 

5.9. Service Learning 

5.9.1. What Is Service Learning? 
5.9.2. Stages of Service Learning 
5.9.3. Service Learning Outcomes in Education 

5.10. New Methodological and Counseling Challenges for Educators 

5.10.1. Discursive Practice in Complex Societies 
5.10.2. Challenges and Uncertainties in the School Context 
5.10.3. The New Role of the Teacher-Advisor

Module 6. Design and Management of Educational Programs 

6.1. Design and Management of Educational Programs

6.1.1. Stages and Tasks in the Design of Educational Programs 
6.1.2. Types of Educational Programs 
6.1.3. Evaluation of the Educational Program 
6.1.4. Competency-Based Educational Program Model 

6.2. Program Design in the Formal and Non-Formal Educational Sphere 

6.2.1. Formal and Non-Formal Education 
6.2.2. Formal Education Program Model 
6.2.3. Non-Formal Education Program Model 

6.3. Educational Programs and Information and Communication Technologies 

6.3.1. Integration of ICT in Educational Programs 
6.3.2. Advantages of ICT in the Development of Educational Programs 
6.3.3. Educational Practices and ICT 

6.4. Educational Program Design and Bilingualism 

6.4.1. Advantages of Bilingualism 
6.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism 
6.4.3. Examples of Educational Programs and Bilingualism 

6.5. Pedagogical Design of Educational Guidance Programs 

6.5.1. The Elaboration of Programs in Educational Guidance 
6.5.2. Possible Contents of Educational Guidance Programs 
6.5.3. Methodology for the Assessment of Educational Guidance Programs 
6.5.4. Aspects to Take into Account in the Design 

6.6. Design of Educational Programs for Inclusive Education 

6.6.1. Theoretical Foundations of Inclusive Education 
6.6.2. Curricular Aspects for the Design of Inclusive Educational Programs
6.6.3. Examples of Inclusive Educational Programs 

6.7. Management, Monitoring and Assessment of Educational Programs. Pedagogical Skills

6.7.1. Assessment as a Tool for Educational Improvement 
6.7.2. Guidelines for the Assessment of Educational Programs 
6.7.3. Techniques for the Assessment of Educational Programs 
6.7.4. Pedagogical Skills for Assessment and Improvement 

6.8. Strategies for Communication and Dissemination of Educational Programs 

6.8.1. Didactic Communication Process 
6.8.2. Teaching Communication Strategies 
6.8.3. Dissemination of Educational Programs 

6.9. Good Practices in the Design and Management of Educational Programs in Formal Education 

6.9.1. Characterization of Good Teaching Practices 
6.9.2. Influence of Good Practices on Program Design and Development 
6.9.3. Pedagogical Leadership and Best Practices 

6.10. Best Practices in the Design and Management of Educational Programs in Non-Formal Contexts 

6.10.1. Good Teaching Practices in Non-Formal Contexts 
6.10.2. Influence of Good Practices on Program Design and Development 
6.10.3. Example of Good Educational Practices in Non-Formal Contexts

Module 7: Assessment of Educational Programs 

7.1. Concept and Program Components Pedagogical Evaluation

7.1.1. Evaluation 
7.1.2. The Assessment and Education 
7.1.3. Components of the Educational Assessment 

7.2. Models and Methodologies for the Assessment 

7.2.1. Models of Educational Assessment 
7.2.2. Assessment as a Process 

7.3. Standards for Evaluative Research 

7.3.1. General Concept of Standards 
7.3.2. Organization and Content of Standards 
7.3.3. Reflections on Standards 

7.4. Principle of Complementarity Methods and Techniques

7.4.1. Definition of the Principle of Complementarity 
7.4.2. Methodology for Applying the Principle of Complementarity
7.4.3. Complementarity Techniques 

7.5. Techniques and Instruments of Educational Assessment 

7.5.1. Educational Assessment Strategies 
7.5.2. Techniques and Instruments of Educational Assessment 
7.5.3. Examples of Educational Assessment Techniques 

7.6. Available Data, Statistics, Files, Indicators. Content Analysis

7.6.1. Conceptualization of Content Analysis 
7.6.2. Early Methodological Proposals in Content Analysis 
7.6.3. Components of Data Analysis 
7.6.4. Data Analysis Techniques 

7.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

7.7.1. Concept of Educational Assessment Instrument 
7.7.2. Criteria for Selection of Assessment Instruments 
7.7.3. Types of Assessment Techniques and Instruments 

7.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

7.8.1. Initial Assessment Introduction 
7.8.2. Needs Analysis 
7.8.3. Program Design 

7.9. Program Development Formative Assessment of the Program 

7.9.1. Introduction 
7.9.2. Formative Assessment Development 
7.9.3. Conclusions 

7.10. Program Conclusions Final Summative Assessment

7.10.1. Introduction 
7.10.2. Final Summative Assessment 
7.10.3. Conclusions

Module 8. Teaching and Learning in the Family, Social and School Context 

8.1. Education, Family and Society 

8.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education
8.1.2. Concepts of Formal Education, Non-Formal Education and Informal Education 
8.1.3. Current Status of Formal and Non-Formal Education 
8.1.4. Areas of Non-Formal Education 

8.2. Family Education in a Changing World 

8.2.1. Family and School: Two Educational Contexts 
8.2.2. Family and School Relationships 
8.2.3. The School and the Information Society 
8.2.4. The Role of the Media 

8.3. The Educating Family 

8.3.1. Main Dimensions in the Study of Socialization 
8.3.2. Agents of Socialization 
8.3.3. The Concept of Family and Its Functions
8.3.4. Family Education 

8.4. Education, Family and Community 

8.4.1. Community and Family Educating 
8.4.2. Education in Values 

8.5. School for Parents 

8.5.1. Communication with the Families 
8.5.2. The School for Parents 
8.5.3. Program of a School of Parents 
8.5.4. The Methodology of Family Workshops 

8.6. Family Educational Practices 

8.6.1. Family Characteristics
8.6.2. The Family: Its Social Changes and New Models 
8.6.3. The Family as a Social System 
8.6.4. Discipline in the Family 
8.6.5. Family Educational Styles 

8.7. The Media and Its Educational Influence 

8.7.1. Media Culture 
8.7.2. Education through the Media 

8.8. Family Counselling 

8.8.1. Educational Counselling 
8.8.2. Educating in Social Skills and in Childhood 

8.9. Social Change, School and Teachers 

8.9.1. An Evolving Economy
8.9.2. Networked Organizations
8.9.3. New Family Configurations
8.9.4. Cultural and Ethnic Diversity
8.9.5. Knowledge with an Expiry Date
8.9.6. The Teacher: An Agent in Crisis
8.9.7. Teaching: The Profession of Knowledge

8.10. Some Constants in Teaching

8.10.1. The Content Taught Generates Identity
8.10.2. Some Knowledge Is Worth More Than Others
8.10.3. Teaching Is Learning to Teach
8.10.4. ”Every Teacher Has Their Own Little Book”
8.10.5. Students at the Center of Motivation
8.10.6. Whoever Leaves the Classroom Does Not Return

Module 9. Educational Entrepreneurship 

9.1. Education and Entrepreneurship 

9.1.1. Definition and Aspects of Entrepreneurship 
9.1.2. Relationship between Education and Entrepreneurship 
9.1.3. The Entrepreneurial Teacher 

9.2. Entrepreneurial Skills in Europe: Educational Perspective 

9.2.1. Definition of Entrepreneurial Skills 
9.2.2. European Policies and Entrepreneurship 
9.2.3. Challenges and Opportunities 

9.3. Entrepreneurship in Formal Education 

9.3.1. Entrepreneurship Development 
9.3.2. Entrepreneurial Skills: Structuring and Classification
9.3.3. Education for Entrepreneurship 
9.3.4. Entrepreneurship Programs in Formal Educational Contexts 

9.4. Entrepreneurship in Non-Formal Education 

9.4.1. Introduction 
9.4.2. Resources and Strategies for Entrepreneurship in Non-Formal Education
9.4.3. Entrepreneurship Programs in Non-Formal Educational Contexts 

9.5. Entrepreneurship Pedagogy 

9.5.1. Creativity 
9.5.2. Methodological Applications 
9.5.3. School-Based Entrepreneurship 

9.6. Factors to Be Taken into Consideration in Undertaking a Socio-Educational Project 

9.6.1. Key Factors in Entrepreneurship 
9.6.2. Development of Social Entrepreneurship
9.6.3. Conclusions

9.7. Conclusions 

9.7.1. Introduction 
9.7.2. Resources and Financing Mechanisms 
9.7.3. Conclusions 

9.8. Experiences of Educational Entrepreneurship 

9.8.1. Introduction 
9.8.2. Practical Experiences in Entrepreneurship 
9.8.3. Entrepreneurship Education in the European Context 
9.8.4. Conclusions 

9.9. Encouraging Entrepreneurship in Childhood 

9.9.1. Introduction 

9.9.1.1. Concept of Entrepreneurship 
9.9.1.2. Objectives of Entrepreneurship 
9.9.1.3. Skills That It Promotes 

9.9.2. Entrepreneurial Culture and School 

9.10. Entrepreneurship as an Agent of Change 

9.10.1. Social Entrepreneurship 

9.10.1.1. Concept
9.10.1.2. Characteristics of Social Entrepreneurship

9.10.2. Social Possibilities of Entrepreneurship 
9.10.3. Social Enterprises 
9.10.4. Conclusions

Module 10. Innovation and Improvement of Teaching Practice 

10.1. Innovation and Improvement of Teaching Practice 

10.1.1. Introduction  
10.1.2. Innovation, Change, Improvement, and Reform  
10.1.3. The school Effectiveness Improvement Movement  
10.1.4. Nine Key Factors for Improvement  
10.1.5. How is Change Made? The Phases of the Process  
10.1.6. Final Reflection 

10.2. Teaching Innovation and Improvement Projects  

10.2.1. Introduction  
10.2.2. Identification Data  
10.2.3. Project Justification  
10.2.4. Theoretical Framework  
10.2.5. Objectives  
10.2.6. Methodology  
10.2.7. Resources  
10.2.8. Timing  
10.2.9. Results Evaluation  
10.2.10. Bibliographical References  
10.2.11. Final Reflection  

10.3. School Management and Leadership 

10.3.1. Objectives  
10.3.2. Introduction  
10.3.3. Different Concepts of Leadership  
10.3.4. The Concept of Distributed Leadership  
10.3.5. Approaches to Distributed Leadership  
10.3.6. Resistance to Distributed Leadership  
10.3.7. Final Reflection  

10.4. The Training of Teaching Professionals  

10.4.1. Introduction  
10.4.2. Initial Teacher Training  
10.4.3. The Training of Novice Teachers  
10.4.4. Teacher Professional Development  
10.4.5. Teaching Skills  
10.4.6. Reflective Practice  
10.4.7. From Educational Research to the Professional Development of Educators

10.5. Formative Creativity: The Principle of Educational Improvement and Innovation 

10.5.1. Introduction  
10.5.2. The Four Elements that Define Creativity  
10.5.3. Some Theses on Creativity Relevant to Didactics  
10.5.4. Formative Creativity and Educational Innovation  
10.5.5. Didactic or Pedagogical Considerations for the Development of Creativity  
10.5.6. Some Techniques for the Development of Creativity  
10.5.7. Final Reflection  

10.6. Towards a More Autonomous and Cooperative Learning (I): Learning How to Learn 

10.6.1. Introduction  
10.6.2. Why Is Metacognition Necessary?  
10.6.3. Teaching to Learn  
10.6.4. Explicit Teaching of Learning Strategies  
10.6.5. Classification of Learning Strategies 
10.6.6. The Teaching of Metacognitive Strategies  
10.6.7. The Problem of Evaluation  
10.6.8. Final Reflection  

10.7. Towards a More Autonomous and Cooperative Learning (II): Emotional and Social Learning

10.7.1. Introduction 
10.7.2. The Concept of Emotional Intelligence
10.7.3. Emotional Skills  
10.7.4. Emotional Education and Social and Emotional Learning Programs  
10.7.5. Techniques and Concrete Methods for the Training of Social Skills  
10.7.6. Integrating Emotional and Social Learning into Formal Education  
10.7.7. Final Reflection

10.8. Towards a More Autonomous and Cooperative Learning (III): Learning by Doing

10.8.1. Introduction  
10.8.2. Active Strategies and Methodologies to Encourage Participation
10.8.3. Problem-based Learning  
10.8.4. Project Work  
10.8.5. Cooperative Learning  
10.8.6. Thematic Immersion  
10.8.7. Final Reflection

10.9. Evaluation of Learning

10.9.1. Introduction  
10.9.2. A Renewed Assessment  
10.9.3. Modalities of Evaluation  
10.9.4. The Procedural Evaluation Through the Portfolio  
10.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
10.9.6. Final Reflection 

10.10. The Role of the Teacher in the Classroom 

10.10.1. The Teacher as a Guide and Orientator  
10.10.2. The Teacher as Class Director  
10.10.3. Ways of Directing the Class  
10.10.4. Leadership in the Classroom and in the Center 
10.10.5. Coexistence in the Center

Module 11. Communication and Oral Expression Techniques for Teachers

11.1. Communication Abilities of the Teacher

11.1.1. Communication Skills of Teachers
11.1.2. Aspects of Good Teacher Communication
11.1.3. The Voice: Characteristics and Use
11.1.4. Characteristics of the Message

11.2. Oral Expression in the Educational Environment

11.2.1. Oral Interaction
11.2.2. The Message in Oral Expression
11.2.3. Communication Strategies in Oral Expression

11.3. Written Expression in Education

11.3.1. Written Expression
11.3.2. Development of Written Expression
11.3.3. Learning Methods and Strategies

11.4. Lexical Precision and Terminology

11.4.1. Concept of Lexical Precision
11.4.2. Receptive and Productive Vocabulary
11.4.3. Importance of Lexicon and Vocabulary in the Transmission of Knowledge

11.5. Teaching Resources I: Oral Communication

11.5.1. Orality
11.5.2. Teaching of Oral Communication
11.5.3. Teaching Resources for Oral Communication
11.5.4. Design of Teaching Material
11.5.5. Assessment and Correction of Oral Expression

11.6. Teaching Resources II: Written Communication

11.6.1. The Epistemic Function of Writing and Models of Writing Processes
11.6.2. The Models of Text Composition and the Strategies and Activities of Written Expression
11.6.3. Assessment and Correction of Written Expression

11.7. Appropriate Environments for Teaching and Learning

11.7.1. Introduction
11.7.2. Conceptualizing an Appropriate Teaching-Learning Environment
11.7.3. Learning Spaces. Components
11.7.4. Types of Learning Environments

Module 12. Social Exclusion and Policies for Inclusion

12.1. Basic Concepts of Equality and Diversity

12.1.1. Diversity and Equal Opportunities
12.1.2. Social Cohesion, Exclusion, Inequality and Education
12.1.3. Exclusion Processes in the Field of Formal and Non-Formal Education: Differential Aspects and Images of Diversity

12.2. Nature and Origin of the Main Causes of Social Exclusion and Inequalities in Modern and Contemporary Societies

12.2.1. Current Context of Social Exclusion
12.2.2. New Sociodemographic Reality
12.2.3. New Labor Reality
12.2.4. Crisis of the Welfare State
12.2.5. New Relational Forms and New Social Ties

12.3. Exclusion in Schools

12.3.1. Epistemological Preamble
12.3.2. Sociological References
12.3.3. Social Context that Generates Inequalities
12.3.4. Social Exclusion and Integration
12.3.5. Schooling and Educational Exclusion
12.3.6. Meritocracy and Democratization of Secondary Education
12.3.7. Neoliberal Discourse and the Effects of Power

12.4. Main Factors of School Failure

12.4.1. Definition of School failure
12.4.2. Causes of School Failure
12.4.3. Difficulties Associated with Failure
12.4.4. Methods of Diagnosing School Failure

12.5. Inclusive School and Interculturality

12.5.1. Pluricultural Society and Intercultural Education
12.5.2. Inclusive Education as a Response
12.5.3. Democratic Coexistence in the Classroom
12.5.4. Methodological Proposals for Inclusive Education

12.6. Practical Approaches in Attention to Diversity

12.6.1. Inclusive Education in France
12.6.2. Inclusive Education in Latin America

12.7. Digital Exclusion in the Digital Information Society

12.7.1. ICTs and the Digital Divide
12.7.2. The Possibilities of ICTs for Labor Market Insertion
12.7.3. How to Improve the Contribution of ICT to Social Inclusion?

12.8. The Inclusion of ICT in the Diverse School

12.8.1. ICT as an Inclusive Resource
12.8.2. Teacher Training, ICT and Attention to Diversity
12.8.3. Adaptation of ICT to the Students' Needs

12.9. Social Exclusion and Pedagogical Innovation

12.9.1. Inclusion, a New Paradigm
12.9.2. The Denaturalization of School Failure
12.9.3. The Defence of Diversity
12.9.4. Questioning Homogeneity
12.9.5. Resignification of the Teacher's Role

12.10. Needs and Practices in Social Policies for Inclusion

12.10.1. Anticipating Social Problems
12.10.2. Social Participation
12.10.3. Multilevel Articulation

Module 13. Pedagogical Advice to Social Institutions

13.1. Pedagogy, Counseling and the Third Social Sector

13.1.1. Third Sector and Education
13.1.2. Keys to Pedagogical Counseling and the Third Social Sector
13.1.3. Example of Pedagogical Counseling Programs for the Third Social Sector

13.2. The Figure of the Pedagogical Advisor for Social Organizations

13.2.1. Characteristics of the Educational Advisor
13.2.2. Pedagogical Advisor and Social Entities
13.2.3. Roles of the Educational Advisor outside the Formal Education Context

13.3. Contexts and Social Entities for Pedagogical Counseling

13.3.1. Introduction
13.3.2. Non-Educational Contexts for Pedagogical Counseling
13.3.3. Social Entities and Pedagogical Counseling
13.3.4. Conclusions

13.4. Design of Social Projects and Pedagogical Counseling

13.4.1. Current Concept of Social Project Planning and Counseling
13.4.2. Phases to Elaborate a Social Project
13.4.3. Conclusions

13.5. Sustainability of Social Entities and Pedagogical Counseling

13.5.1. Introduction to Sustainability of Social Organizations
13.5.2. Professional Learning Communities
13.5.3. External Counseling to the School on Sustainable Innovation
13.5.4. Continuous Improvement and Participation in Pedagogical Counseling

13.6. Pedagogical Counseling to Social Institutions in the Field of Education

13.6.1. Introduction
13.6.2. The Pedagogical Counselor in Educational Matters
13.6.3. Example of Educational Counseling

13.7. Pedagogical Counseling to Social Institutions in the Field of Employment and Social and Labor Inclusion Projects

13.7.1. Introduction
13.7.2. The Educational Counselor for Employment
13.7.3. Example of Employment Counseling

13.8. Pedagogical Counseling to Social Institutions in the Field of Entrepreneurship and Social Innovation

13.8.1. Introduction
13.8.2. The Pedagogical Counselor in the Field of Entrepreneurship
13.8.3. Example of Entrepreneurship Counseling

13.9. Pedagogical Counseling to Social Institutions on Equal Opportunities, Sustainability and the Environment

13.9.1. Introduction
13.9.2. The Pedagogical Advisor on Equality
13.9.3. Example of Entrepreneurship Counseling

13.10. Good Practices in Pedagogical Counseling for Social Entities

13.10.1. Counseling and Improvement
13.10.2. Strategies for Good Counseling
13.10.3. Conclusions

Module 14. Continuing Education

14.1. Nature, Origin, Evolution and Purpose of Continuing Education

14.1.1. Fundamental Aspects of Continuing Education
14.1.2. Spheres and Contexts of Continuing Education
14.1.3. Contributions of Continuing Education in International Organizations and the Digital Society

14.2. Theoretical Bases of Continuing Education

14.2.1. Origin and Evolution of Continuing Education
14.2.2. Models of Lifelong Education
14.2.3. Types of Teachers: Philosophical-Educational Paradigms

14.3. Continuing Education Assessment Models

14.3.1. Introduction
14.3.2. Types of Assessments in Continuing Education
14.3.3. The Importance of Continuing Education Assessment
14.3.4. Conclusions

14.4. The Pedagogue and Continuing Education

14.4.1. Professional Profile of the Adult Educator
14.4.2. Skills of the Adult Educator
14.4.3. Adult Teacher Training

14.5. In-Company Training. The Training Department

14.5.1. Function of Company Training. Concepts and Terminology
14.5.2. Historical View of the Training Department in the Company
14.5.3. Importance of Training in the Company

14.6. Continuous Training and Occupational Training

14.6.1. Definitions and Differences between Ongoing and Occupational Training
14.6.2. Benefits for the Company of Ongoing Training
14.6.3. Importance of Occupational Training in the Current Context

14.7. Professional Training Recognitions, Certifications and Accreditations

14.7.1. Vocational and On-the-Job Training

14.7.1.1. Human Resources in Economic Development

14.7.2. Qualification of Human Resources
14.7.3. Certifications and Accreditations in Vocational Training
14.7.4. Importance of Vocational Training

14.8. Training and Work

14.8.1. Work and Its Evolution
14.8.2. Current Labor Context
14.8.3. Skill-Based Training

14.9. Continuing Learning in the European Union

14.9.1. Evolution of Continuing Education in the European Union
14.9.2. Education, Work and Employability
14.9.3. European Qualifications Framework
14.9.4. New Approach to Higher Education
14.9.5. Actions and Programs

14.10. Open and Distance Education in Digital Contexts

14.10.1. Characteristics of Distance Education
14.10.2. Virtual Education - E-Learning
14.10.3. ICT, Its Role and Importance in Distance Education
14.10.4. Distance Education and Higher Education

Module 15. Equality and Diversity in the Classroom

15.1. Basic Concepts of Equality and Diversity

15.1.1. Equality, Diversity, Difference, Justice and Fairness
15.1.2. Diversity as Something Positive and Essential to Life
15.1.3. Relativism and Ethnocentrism
15.1.4. Human Dignity and Human Rights
15.1.5. Theoretical Perspectives on Diversity in the Classroom
15.1.6. Bibliographical References

15.2. Evolution from Special Needs Education to Inclusive Education in Pre-School Education

15.2.1. Key Concepts from Special Education to Inclusive Education
15.2.2. Inclusive School Conditions
15.2.3. Promoting Inclusive Education in Early Childhood Education

15.3. Characteristics and Needs in Early Childhood

15.3.1. Acquisition of Motor Skills
15.3.2. Acquisition of Psychological Development
15.3.3. Development of Subjectivation

15.4. Exclusion in Schools

15.4.1. The Hidden Syllabus
15.4.2. Intolerance and Xenophobia
15.4.3. How to Detect Bullying in the Classroom?
15.4.4. Bibliographical References

15.5. Main Factors of School Failure

15.5.1. Stereotypes and Prejudices
15.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
15.5.3. Other Factors Influencing School Failure
15.5.4. Bibliographical References

15.6. Inclusive and Intercultural School

15.6.1. The School as an Open Entity
15.6.2. Dialogue
15.6.3. Intercultural Education and Attention to Diversity
15.6.4. What is Intercultural Schooling?
15.6.5. Problems in the School Environment
15.6.6. Performance
15.6.7. Proposals on Interculturality to Work in the Classroom
15.6.8. Bibliographical References

15.7. Digital Exclusion in the Digital Information Society

15.7.1. Transformations in the Digital Information Society
15.7.2. Access to Information
15.7.3. Web 2.0: from Consumers to Creators
15.7.4. Risks Associated with the Use of ICTs
15.7.5. The Digital Divide: A New Type of Exclusion
15.7.6. Education in the Face of Digital Exclusion
15.7.7. Bibliographical References

15.8. The Inclusion of ICT in the Diverse School

15.8.1. School Inclusion and Digital Inclusion
15.8.2. Digital Inclusion at School, Advantages and Requirements
15.8.3. Changes in the Conception of the Educational Process
15.8.4. Transformations in Teacher and Student Roles
15.8.5. ICT as an Element of Attention to Diversity
15.8.6. The Use of ICTs for Students with Educational Developmental Support Needs
15.8.7. Bibliographical References

15.9. Active Learning Methodologies with ICTs

15.9.1. Introduction and Objectives
15.9.2. ICT and the New Educational Paradigm: Personalization of Learning
15.9.3. Active Methodologies for Effective ICT Learning
15.9.4. Learning by Research
15.9.5. Collaborative and Cooperative Learning
15.9.6. Problem- and Project-Based Learning
15.9.7. Flipped Classroom
15.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
15.9.9. Bibliographical References

15.10. Collaborative Learning and Flipped Classroom

15.10.1. Introduction and Objectives
15.10.2. Definition of Collaborative Learning
15.10.3. Differences with Cooperative Learning
15.10.4. Tools for Cooperative and Collaborative Learning: Padlet
15.10.5. Definition of Flipped Classroom
15.10.6. Teaching Actions for Flipped Programming
15.10.7. Digital Tools to Create your Flipped Classroom
15.10.8. Reversed Classroom Experiences
15.10.9. Bibliographical References

Module 16. Personalized Education. Theoretical, Philosophical, and Anthropological Foundations of Education

16.1. The Human Person

16.1.1. Educating Taking Into Account The Person
16.1.2. Person and Human Nature
16.1.3. Attributes or Radical Properties of the Person
16.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
16.1.5. The Human Person as a Dynamic System
16.1.6. The Person and the Meaning That They Can Give to their Life

16.2. Pedagogical Foundations of Personalized Education

16.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
16.2.2. What Is and What Is Not Personalized Education?
16.2.3. Objectives of Personalized Education
16.2.4. The Personal Teacher-Student Encounter
16.2.5. Protagonists and Mediators
16.2.6. The principles of Personalized Education

16.3. Learning Situations in Personalized Education

16.3.1. The Personalized Vision of the Learning Process
16.3.2. Operational and Participatory Methodologies and their General Characteristics
16.3.3. Learning Situations and their Personalization
16.3.4. Role of Materials and Resources
16.3.5. Evaluation as a Learning Situation
16.3.6. The Personalized Educational Style and its Five Manifestations
16.3.7. Promoting the Five Manifestations of the Personalized Educational Style

16.4. Motivation: A Key Aspect of Personalized Learning

16.4.1. Influence of Affectivity and Intelligence in the Learning Process
16.4.2. Definition and Types of Motivation
16.4.3. Motivation and Values
16.4.4. Strategies to Make the Learning Process More Attractive
16.4.5. The Playful Aspect of Schoolwork

16.5. Metacognitive Learning

16.5.1. What Should Students Be Taught in Personalized Education?
16.5.2. Meaning of Metacognition and Metacognitive Learning
16.5.3. Metacognitive Learning Strategies
16.5.4. Consequences of Learning in a Metacognitive Way
16.5.5. The Evaluation of the Significant Learning of the Learner
16.5.6. Keys To Educate in Creativity

16.6. Personalizing the Organization of the School Center

16.6.1. Factors in the Organization of a School
16.6.2. The Personalized School Environment
16.6.3. The Student Body
16.6.4. The Teaching Staff
16.6.5. The Families
16.6.6. The School Center as an Organization and as a Unit
16.6.7. Indicators to Evaluate the Educational Personalization of a School Center

16.7. Identity and Profession

16.7.1. Personal Identity: A Personal and Collective Construction
16.7.2. Lack of Social Valuation
16.7.3. Cracking and Identity Crisis
16.7.4. Professionalization Under Debate
16.7.5. Between Vocation and Expert Knowledge
16.7.6. Teachers as Artisans
16.7.7. Fast Food Behavior
16.7.8. Unrecognized Good Guys and Unknown Bad Guys
16.7.9. Teachers Have Competitors

16.8. The Process of Becoming a Teacher

16.8.1. Initial Training Matters
16.8.2. At the Beginning, the More Difficult, the Better
16.8.3. Between Routine and Adaptation
16.8.4. Different Stages, Different Needs

16.9. Characteristics of Effective Teachers

16.9.1. The Literature on Effective Teachers
16.9.2. Value-Added Methods
16.9.3. Classroom Observation and Ethnographic Approaches
16.9.4. The Dream of Having Countries with Good Teachers

16.10. Beliefs and Change

16.10.1. Analysis of Beliefs in the Teaching Profession
16.10.2. Many Actions and Little Impact
16.10.3. The Search for Models in the Teaching Profession

An educational experience that will exceed all your expectations and that will bring to your professional practice a distinctive educational edge in the academic sector”