Knowing and understanding the elements, processes and values of education and their impact on integral training will be one of your objectives during the program of this Master's Degree”

TECH's Master's Degree aims to boost the career of education professionals focused on the training of other teachers, deepening their knowledge of teaching at a higher level. It is a program that stands out for the scope of its content, as it includes an up-to-date and quality syllabus, focused on enhancing the capabilities of the professional and their students. 

From the psychology of learning to the design of new educational programs and their planning, this program directs the student to higher performance in their profession, and in teaching in general, advocating for an improved educational system. In this sense, those studying this program learn to structure the information in an adequate way, allowing their students to assimilate the knowledge in a correct manner. At the same time, they will reflexively delve into the aspects of verbal and non-verbal communication appropriate for teacher development. 

During this program, the education professional will delve into everything related to the teaching of other colleagues, involving all types of actors that make the teaching process a fruitful learning process. In addition, due to the current social demand, the syllabus emphasizes an inclusive and diverse teaching method, so that the student can orient the discourse according to a broad group of people, thereby acquiring a differential value and up-to-date competencies.  

The program presents the main theoretical perspectives on diversity in the classroom, as well as the issue of exclusion in schools and the main factors of school failure, a direct consequence of discrimination. It also addresses the issue of inclusive schooling and intercultural education, as well as digital exclusion in the new knowledge society. It considers ICT in schools to ensure professional development aimed at managing digital sources for teaching use, communication in digital networks for pedagogical purposes, with the ability to create teaching materials using digital tools and problem management, as well as knowledge of security areas for the correct use of ICT in the classroom. 

You will learn to identify complex situations with special attention given to diversity and social inclusion”

This Master's Degree in Training of Trainers contains the most complete and up-to-date program on the market. The most important features include: 

• Practical cases presented by experts in Pedagogy
• 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 the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies
• 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 Master's Degree focuses on reflecting on the aspects of verbal and non-verbal communication suitable for successful teaching development”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this 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 immersive learning programmed to train 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 professional will be assisted by an innovative interactive video system created by renowned and experienced experts.  

You will learn to identify people's needs and possibilities for development in order to create a base for educational actions"

You will become aware of the need for lifelong learning as a frame of reference for the entire educational system"

The syllabus of this program has been designed based on the education requirements applied to education, following a theoretical and practical course with which you can master the techniques for training professionals in their specialization as trainers. Therefore, the syllabus has been created with modules that offer a broad perspective of the learning processes that must be known when teaching other teaching professionals. In this way, the student will learn about communication and oral expression techniques for the teacher and for the teaching and professional profile of the educator, among others, enabling them to develop their professional skills.

Learning to learn: master this methodology knowing the contributions from the theory of multiple intelligences, metacognition and neuroeducation” 

Module 1. Psychology of Learning

1.1. The Three Brains

1.1.1. The Reptilian Brain
1.1.2. The Mammal Brain
1.1.3. The Human Brain

1.2. Reptilian Brain Intelligence

1.2.1. Basic Intelligence
1.2.2. Pattern Intelligence
1.2.3. Parameter Intelligence

1.3. The Intelligence of the Limbic System
1.4. The Intelligence of the Neocortex
1.5. Evolutionary Development
1.6. The Stress Response or Flight Attack
1.7. What Is the World? The Learning Process
1.8. Learning Schemes
1.9. The Importance of the Link
1.10. Attachment and Parenting Styles
1.11. Basic Desires, Primary Desires
1.12. Secondary Desires
1.13. Different Contexts and their Influence on Development
1.14. Emotional Schemes and Limiting Beliefs

Module 2. General Teaching. Design and Development of the Syllabus

2.1. Foundations of Didactics as an Applied Pedagogical Discipline

2.1.1. Foundations, Origin, and Evolution of Didactics
2.1.2. The Concept of Didactics
2.1.3. The Object and the Purpose of Didactics
2.1.4. Personalization of the Teaching-Learning Process
2.1.5. Didactics as Theory, Practice, Science and Art
2.1.6. Didactic Models

2.2. Learning to Learn. Contributions from the Theory of Multiple Intelligences, Metacognition, and Neuroeducation

2.2.1. An Approach to the Concept of Intelligence
2.2.2. Metacognition and its Application in the Classroom
2.2.3. Neuroeducation and its Application to Learning

2.3. Didactic Principles and Methodology

2.3.1. Didactic Principles
2.3.2. Didactic Strategies and Types
2.3.3. Didactic Methods

2.4. Educational Design and Planning

2.4.1. Approach to the Concept of Syllabus
2.4.2. Levels of Syllabus Concreteness

2.5. Competence Objectives and Contents

2.5.1. Educational Objectives
2.5.2. Objectives in the Linear Model. What Is the Purpose of Teaching? 
2.5.3. Objectives in the p-Process Model
2.5.4. Competencies. Why Teach? 
2.5.5. Contents. What to Teach

2.6. Didactic Procedures and Teaching Techniques

2.6.1. Representation Procedures and Codes
2.6.2. Teaching Techniques

2.7. Activities, Teaching Media, Teaching Resources and ICT

2.7.1. Activities
2.7.2. Means and Resources from a Curriculum Perspective
2.7.3. Classification of Resources and Didactic Means
2.7.4. Teaching Means and ICT

2.8. Motivation in the Classroom and Strategies for its Achievement

2.8.1. What Is Classroom Motivation? 
2.8.2. Different Types of Motivation
2.8.3. Main Theories of Motivation

2.9. Educational Evaluation

2.9.1. Approach to the Concept of Evaluation
2.9.2. Evaluation Systems
2.9.3. Content of the Evaluation: What to Evaluate 
2.9.4. Evaluation Techniques and Instruments: How to Evaluate 
2.9.5. Evaluation Moments
2.9.6. Evaluation Sessions
2.9.7. Syllabus Adaptations

2.10. Communication in the Teaching-Learning Process

2.10.1. The Communication Process in the Classroom
2.10.2. Communication from the Learner's Perspective
2.10.3. Communication from the Teacher's Perspective

Module 3. Information and Communication Technologies for Education

3.1. ICT, Literacy and Digital Competencies

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. Classroom Hardware: Interactive Whiteboards, Tablets, and Smartphones
3.1.9. The Internet as an Educational Resource: Web 2.0 and M-Learning
3.1.10. The Teacher as a Part of Web 2.0: How to Build a 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 Educational 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 Learner 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. Guidelines for the Creation of an Educational Blog
3.2.7. Elements of the Blog to Make it an Educational Resource
3.2.8. 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 PLN
3.3.6. Design and Creation of our Classroom PLE
3.3.7. Bibliographical References

3.4. Collaborative Learning and Content Curation

3.4.1. Introduction and Objectives
3.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
3.4.3. Digital Tools for Collaborative Work
3.4.4. Content Curation
3.4.5. Content Curation as a Didactic Practice in the Promotion of Students' Digital Competencies
3.4.6. The Content Curator Teacher. Scoop.it 
3.4.7. Bibliographical References

3.5. Educational Use of Social Media. Safety in the Use of ICTs in the Classroom

3.5.1. Introduction and Objectives
3.5.2. Principle of Connected Learning
3.5.3. Social Media: Tools for the Creation of Learning Communities
3.5.4. Communication On Social Media: Management of the New Communicative Codes
3.5.5. Types of Social Media
3.5.6. How to use Social Media in the Classroom: Content Creation
3.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
3.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
3.5.9. Digital Identity
3.5.10. Risks for Minors on the Internet
3.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT Resources
3.5.12. Platforms for Promoting Safety on the Internet
3.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
3.5.14. Bibliographical References

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

3.6.1. Introduction and Objectives
3.6.2. Bloom's Taxonomy and ICT
3.6.3. The Educational Podcast as a Teaching Element
3.6.4. Audio Creation
3.6.5. The Image as a Didactic Element
3.6.6. ICT Tools with Educational Use of Images
3.6.7. Image Editing with ICT: Editing Tools
3.6.8. What is PBL? 
3.6.9. Process of Working with PBL and ICT
3.6.10. Designing PBL with ICT
3.6.11. Educational Possibilities in Web 3.0
3.6.12. YouTubers and Instagrammers: Informal Learning in Digital Media
3.6.13. The Video Tutorial as an Educational Resource in the Classroom
3.6.14. Platforms for the Dissemination of Audiovisual Materials
3.6.15. Guidelines for the Creation of an Educational Video
3.6.16. Bibliographical References

3.7. Regulations and Legislation Applicable to ICT

3.7.1. Introduction and Objectives
3.7.2. Data Protection Laws
3.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
3.7.4. The Author's Rights: Copyright and Creative Commons
3.7.5. Use of Copyrighted Material
3.7.6. Bibliographical References

3.8. Gamification: Motivation and ICT in the Classroom

3.8.1. Introduction and Objectives
3.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
3.8.3. Game-Based Learning (GBL)
3.8.4. Augmented Reality (AR) in the Classroom
3.8.5. Types of Augmented Reality and Classroom Experiences
3.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
3.8.7. Classroom Experiences
3.8.8. Bibliographical References

3.9. Media Competency in the Classroom with ICT

3.9.1. Introduction and Objectives
3.9.2. Promoting the Media Competence of Teachers
3.9.3. Mastering Communication for Motivating Teaching
3.9.4. Communicating Pedagogical Content with ICT
3.9.5. Importance of the Image as a Pedagogical Resource
3.9.6. Digital Presentations as a Didactic Resource in the Classroom
3.9.7. Working in the Classroom with Images
3.9.8. Sharing Images on Web 2.0
3.9.9. Bibliographical References

3.10. Assessment for Learning Through ICT

3.10.1. Introduction and Objectives
3.10.2. Assessment for Learning Through ICT
3.10.3. Evaluation Tools: Digital Portfolio and Rubrics 
3.10.4. Building an e-Portfolio with Google Sites
3.10.5. Generating Evaluation Rubrics
3.10.6. Design Evaluations and Self-Evaluations with Google Forms
3.10.7. Bibliographical References

Module 4. Diagnostic Techniques and Instruments

4.1. Diagnostic Techniques and Instruments

4.1.1. Introduction and Basic Concepts of Educational Diagnostic
4.1.2. The Process and the Variables in Educational Diagnosis
4.1.3. Evaluation Techniques and Procedures
4.1.4. Scope of Application

4.2. Code of Ethics. Teachers’ Professional Guide

4.2.1. Evolution Over Time
4.2.2. On the Professionalization of Teachers
4.2.3. Code of Ethics of the Teaching Profession
4.2.4. Possibilities of the Teachers’ Code of Ethics

4.3. The Report as a Tool in Evaluation and Diagnosis 

4.3.1. Concept of the Report as a Diagnostic Tool
4.3.2. Parts of the Education Report
4.3.3. Report Characteristics

4.4. Observation Techniques

4.4.1. Observation as a Method
4.4.2. Functions of the Observation
4.4.3. Object of the Observation
4.4.4. Designs in Observational Research
4.4.5. Types of Observation

4.5. Interrogation Techniques. The Interview

4.5.1. The Interview in Educational Diagnosis 
4.5.2. Characteristics of the Interview in the Educational Environment
4.5.3. Data Previous to the Interview
4.5.4. Types of Interviews

4.6. Theoretical Foundations of Psychometric Techniques

4.6.1. Basic Principles of Psychological Measuring Techniques 
4.6.2. Techniques for the Construction of Attitude Scales
4.6.3. Theory of Tests
4.6.4. Interpretation of Scores
4.6.5. Item Analysis
4.6.6. Technical and Ethical Recommendations

4.7. Standardized Tests: Evaluation and Diagnosis in Attention and Memory

4.7.1. Introduction
4.7.2. Types of Tests for Evaluating Attention
4.7.3. Types of Tests for Evaluating Memory

4.8. Standardized Tests: Evaluation and Diagnosis in Literacy and Mathematics

4.8.1. Dyslexia
4.8.2. Literacy and Dyslexia Evaluation Tools
4.8.3. Standardized Tests in Mathematics

4.9. Standardized Tests: Evaluation and Diagnosis of Intelligence

4.9.1. Test on the Concept of Intelligence and Education
4.9.2. Types of Standardized Tests in Diagnosis of Intelligence
4.9.3. Theory of Multiple Intelligences

4.10. Standardized Tests: Evaluation and Diagnosis in Attention ASD

4.10.1. Definition and Types of ASD
4.10.2. Evaluation of the Level of Development
4.10.3. Rapid Assessment of Autism
4.10.4. Extensive Assessment of Autism

Module 5.  Oral Expression and Communication Techniques for Teachers

5.1. Communicative Teaching Skills

5.1.1. Communicative Teaching Competencies 
5.1.2. Aspects of Communication of a Good Teacher
5.1.3. Voice: Characteristics and Use
5.1.4. Characteristics of the Message

5.2. Oral Expression in the Educational Environment

5.2.1. Oral Interaction
5.2.2. The Message in Oral Expression
5.2.3. Communication Strategies in Oral Expression

5.3. Written Expression in the Educational Environment

5.3.1. Written Expression
5.3.2. Written Expression Development
5.3.3. Learning Methods and Strategies

5.4. Lexical Precision and Terminology

5.4.1. Concept of Lexical Precision
5.4.2. Receptive and Productive Vocabulary
5.4.3. Importance of Lexicon and Vocabulary in the Transmission of Knowledge 

5.5. Teaching Resources I. ICT

5.5.1. Key Concepts on Digital Education Resources
5.5.2. Integration and Possibilities of ICT in Teaching Work
5.5.3. ICT and Communication in the Classroom

5.6. Teaching Resources II. Oral Communication

5.6.1. Speaking 
5.6.2. Teaching Oral Communication
5.6.3. Teaching Resources for Oral Communication
5.6.4. Design of Educational Material
5.6.5. Evaluation and Correction of Oral Expression

5.7. Teaching Resources II. Written Communication

5.7.1. The Epistemic Function of Writing and Models of Writing Processes
5.7.2. Text Composition Models and Strategies and Activities of Written Expression
5.7.3. Evaluation and Correction of Written Expression

5.8. Appropriate Environments for Teaching Learning

5.8.1. Introduction
5.8.2. Conceptualizing the Appropriate Environment of Teaching and Learning
5.8.3. Learning Spaces. Elements
5.8.4. Types of Learning Environments

5.9. New Communication Techniques and ICT

5.9.1. Communication and ICT
5.9.2. New Communication Techniques
5.9.3. Options, Limitations and Effects of ICT in Teaching 

5.10. Education and Communication Theories

5.10.1. Introduction. Educational Communication

5.10.1.1. Education as a Communication Tool

5.10.2. Educational Interaction Models
5.10.3. Mass Media Communication and Education

Module 6. Educational Programs Design and Management

6.1. Educational Programs Design and Management

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

6.2. Design of Programs in the Formal and Informal Educational Environment

6.2.1. Formal and Informal Education
6.2.2. Formal Educational Program Model
6.2.3. Informal Educational Program Model

6.3. Educational Programs and Information and Communication Technologies

6.3.1. Integrating ICT into Educational Processes
6.3.2. Advantages of ICT in Education Program Development
6.3.3. Educational Practices and ICT

6.4. Design of Educational and Bilingual Programs

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 and Bilingual Programs

6.5. Pedagogical Design of Programs in Educational Orientation

6.5.1. Creation of Programs in Educational Orientation
6.5.2. Possible Content of Educational Orientation Programs
6.5.3. Methodology for the Evaluation of Educational Orientation Programs
6.5.4. Aspects to Consider in the Design

6.6. Educational Programs Design for Inclusive Education

6.6.1. Theoretical Fundamentals of Inclusive Education
6.6.2. Syllabus Aspects for the Design of Inclusive Educational Programs
6.6.3. Examples of Inclusive Educational Programs

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

6.7.1. Assessment as an Educational Improvement Instrument
6.7.2. Steps for the Evaluation of Educational Programs
6.7.3. Educational Program Evaluation Techniques
6.7.4. Pedagogical Skills for Evaluation and Improvement

6.8. Communication Strategies and Diffusion of Educational Programs

6.8.1. Teaching Communication Process 
6.8.2. Teaching Communication Strategies
6.8.3. Diffusion of Educational Programs

6.9. Good Practice 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 Practice in the Design and Development of the Program
6.9.3. Pedagogical Leadership and Good Practices

6.10. Good 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 Practice in the Design and Development of the Program
6.10.3. Example of Good Educational Practices in Non-Formal Contexts

Module 7. Continuing Education

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

7.1.1. Fundamental Aspects of Continuing Education
7.1.2. Fields and Contexts of Continuing Education
7.1.3. Contributions of Continuing Learning in International Organizations and the Digital Society

7.2. Theoretical Bases of Continuing Education

7.2.1. Origin and Evolution of Continuing Education
7.2.2. Continuing Education Models
7.2.3. Types of Teachers: Philosophical-Educational Paradigms

7.3. Continuing Education Assessment Models

7.3.1. Introduction
7.3.2. Types of Assessment in Continuing Education
7.3.3. The Importance of Assessing Continuing Education
7.3.4. Conclusions

7.4. The Teacher and Continuing Education

7.4.1. Professional Profile of Teachers Who Teach Adults
7.4.2. Skills of Teachers Who Teach Adults
7.4.3. Training of Teachers Who Teach Adults

7.5. Training in the Company. The Training Department

7.5.1. Function of In-Company Training. Concepts and Terminology
7.5.2. Historical Vision of the Training Department in the Company
7.5.3. Importance of Training in the Company

7.6. Continuing Training and Occupational Training 

7.6.1. Definitions and Differences of Continuing and Occupational Training
7.6.2. Benefits of Continuing Training for the Company
7.6.3. Importance of the Occupational Training in the Current Context

7.7. Professional Training. Recognition, Certifications and Accreditations

7.7.1. Professional Training for Work

7.7.1.1. Human Resources in Economic Development

7.7.2. Human Resources Qualification
7.7.3. Certifications and Accreditations in Professional Training
7.7.4. Importance of Professional Training

7.8. Training and Work

7.8.1. Work and its Evolution
7.8.2. Current Labor Context
7.8.3. Skill-Based Training

7.9. Continuing Education in the European Union

7.9.1. Evolution of Continuing Education in the European Union
7.9.2. Education, Work and Employability
7.9.3. European Framework of Qualifications
7.9.4. New Focus on Higher Education
7.9.5. Actions and Programs

7.10. Open and Distance Education in Digital Contexts

7.10.1. Features of Distance Education
7.10.2. Virtual Education, E-Learning
7.10.3. ICT, its Role and Importance of Distance Education
7.10.4. Distance Education and Higher Education

Module 8. Teaching and Professional Profile of Educators

8.1. Figure of the Teacher: Identity and Profession

8.1.1. Fundamental Role of the Teacher
8.1.2. Teacher Profiles
8.1.3. Teacher Skills
8.1.4. Challenges for Teachers in the 21st Century

8.2. Skills of Effective and Quality Teachers

8.2.1. Definition of Competencies
8.2.2. Teaching Competencies
8.2.3. Teacher Performance and Quality 

8.3. Initial Training and Insertion into Teaching

8.3.1. The Process of Becoming a Teacher
8.3.2. Adaptation and Teaching
8.3.3. Problems for Newly-Qualified Teachers
8.3.4. New Teachers and Professional Culture

8.4. Teacher Professional Development

8.4.1. Teacher Professional Development as Academic Development
8.4.2. Teaching Career and Professional Development Policies
8.4.3. Continuous Teacher Training

8.5. Assessment, Excellence and Continuous Training of the Teaching Staff

8.5.1. Areas of Assessment of Teacher Training
8.5.2. Collaborative Working as a Training Tool for Teachers
8.5.3. Professional Teacher Excellence

8.6. Innovation in Teacher Professional Development

8.6.1. Educational Innovation and Use of ICT
8.6.2. Changes, New Developments and Innovation Processes
8.6.3. Innovation in Training and Professional Development of Teachers

8.7. Skills-Based Teaching Profile 

8.7.1. Traditional Teaching vs. Competency-Based Teaching
8.7.2. Implications of Competency-Based Practice
8.7.3. Competency-Based Syllabus

8.8. Professional Teaching Competencies in the Society of the 21st Century

8.8.1. Revision of the Teacher Profile in the 21st Century
8.8.2. Functions of the New Teacher Role
8.8.3. New Implications in Professional Development

8.9. Models for Assessing Teaching Practice

8.9.1. Introduction
8.9.2. The Importance of Teacher Assessment
8.9.3. How Are Teachers Assessed?
8.9.4. Steps for Teacher Assessment

8.9.4.1. Areas of Teaching Practice
8.9.4.2. Procedures for Assessing Teaching Practice
8.9.4.3. Assessment Results

8.9.5. Conclusions

8.10. Current Challenges for Teachers and Educators

8.10.1. The Teaching Profession in the New Educational Environment
8.10.2. Learning to Learn
8.10.3. Developing New Competencies and Skills

Module 9. Equality and Diversity in the Classroom

9.1. Basic Concepts in Terms of Equality and Diversity

9.1.1. Equality, Diversity, Differences, Justice and Equity
9.1.2. Diversity as Something Positive and Intrinsic to Life
9.1.3. Relativism and Ethnocentrism
9.1.4. Human Dignity and Human Rights
9.1.5. Theoretical Perspectives on Diversity in the Classroom
9.1.6. Bibliographical References

9.2. Evolution from Special Education to Inclusive Education in Early Childhood Education

9.2.1. Key Concepts from Special Education to Inclusive Education
9.2.2. Conditions of the Inclusive School
9.2.3. Encouraging Inclusive Education in Early Childhood Education

9.3. Characteristics and Needs in Early Childhood 

9.3.1. Acquisition of Motor Skills
9.3.2. Acquisition of Psychological Development
9.3.3. Development of Subjectivity

9.4. Exclusion in Schools

9.4.1. The Hidden Syllabus
9.4.2. Intolerance and Xenophobia
9.4.3. How to Detect Bullying in the Classroom
9.4.4. Bibliographical References

9.5. Main Factors of School Failure

9.5.1. Stereotypes and Prejudices
9.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
9.5.3. Other Influencing Factors in School Failure
9.5.4. Bibliographical References

9.6. Inclusive and Intercultural School

9.6.1. School as an Open Entity
9.6.2. Dialogue
9.6.3. Intercultural Education and Attention to Diversity
9.6.4. What Is an Intercultural School?
9.6.5. Problems in the School Environment
9.6.6. Performance
9.6.7. Proposals on Interculturality to Work on in the Classroom
9.6.8. Bibliographical References

9.7. Digital Exclusion in the Knowledge Society

9.7.1. Transformations in the Information and Knowledge Society
9.7.2. Access to Information
9.7.3. Web 2.0: From Consumers to Creators
9.7.4. Risks of the Use of ICTs
9.7.5. Digital Breach: A New Type of Exclusion
9.7.6. Education in the Face of Digital Exclusion
9.7.7. Bibliographical References

9.8. The Inclusion of ICT in Diverse Schools

9.8.1. School Inclusion and Digital Inclusion
9.8.2. Digital Inclusion in the School, Advantages and Requirements
9.8.3. Changes in the Conception of the Education Process
9.8.4. Transformations of the Roles of Teachers and Students 
9.8.5. ICT as an Element of Attention to Diversity
9.8.6. Use of ICT for Students with Special Educational Needs
9.8.7. Bibliographical References

9.9. Active Methodologies for Learning With ICT

9.9.1. Introduction and Objectives
9.9.2. ICT and the New Educational Paradigm: Personalized Education
9.9.3. Active Methodologies for Effective Learning With ICT
9.9.4. Learning Through Research
9.9.5. Collaborative and Cooperative Learning
9.9.6. Problem-Based and Project-Based Learning
9.9.7. Flipped Classroom
9.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
9.9.9. Bibliographical References

9.10. Collaborative Learning and Flipped Classroom

9.10.1. Introduction and Objectives
9.10.2. Definition of Collaborative Learning
9.10.3. Differences with Cooperative Learning 
9.10.4. Tools for Cooperative and Collaborative Learning: Padlet
9.10.5. Definition of Flipped Classroom
9.10.6. Teaching Actions for Programming the Flipped Classroom
9.10.7. Digital Tools for Creating Your Flipped Class
9.10.8. Flipped Classroom Experiences
9.10.9. Bibliographical References

Module 10. Personalized Education. Theoretical, Philosophical and Anthropological Fundamentals of Education

10.1. The Human Person

10.1.1. Educating with the Learner in Mind
10.1.2. Person and Human Nature
10.1.3. Attributes or Radical Properties of the Person
10.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
10.1.5. The Human Person as a Dynamic System
10.1.6. The Person and the Meaning That They Can Give to their Life

10.2. Pedagogical Foundations of Personalized Education

10.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
10.2.2. What is and What is Not Personalized Education?
10.2.3. Purposes of Personalized Education
10.2.4. The Personal Teacher-Student Encounter
10.2.5. Protagonists and Mediators
10.2.6. The Principles of Personalized Education

10.3. Learning Situations in Personalized Education

10.3.1. The Personalized Vision of the Learning Process
10.3.2. Operational and Participatory Methodologies and their General Characteristics
10.3.3. Learning Situations and their Personalization
10.3.4. Role of Materials and Resources
10.3.5. Evaluation as a Learning Situation
10.3.6. The Personalized Educational Style and its Five Manifestations
10.3.7. Promoting the Five Manifestations of the Personalized Educational Style

10.4. Motivation: A Key Aspect of Personalized Learning

10.4.1. Influence of Affectivity and Intelligence in the Learning Process
10.4.2. Definition and Types of Motivation
10.4.3. Motivation and Values
10.4.4. Strategies to Make the Learning Process More Attractive
10.4.5. The Playful Aspect of Schoolwork

10.5. Metacognitive Learning

10.5.1. What Should Students Be Taught in Personalized Education?
10.5.2. Meaning of Metacognition and Metacognitive Learning
10.5.3. Metacognitive Learning Strategies
10.5.4. Consequences of Learning in a Metacognitive Way
10.5.5. The Evaluation of the Significant Learning of the Learner
10.5.6. Keys To Educate in Creativity

10.6. Personalizing the Organization of the School Center

10.6.1. Factors in the Organization of a School
10.6.2. The Personalized School Environment
10.6.3. The Student Body
10.6.4. The Teaching Staff
10.6.5. The Families
10.6.6. The School Center as an Organization and as a Unit
10.6.7. Indicators to Evaluate the Educational Personalization of a School Center

10.7. Identity and Profession

10.7.1. Personal Identity: A Personal and Collective Construction
10.7.2. Lack of Social Valuation
10.7.3. Cracking and Identity Crisis
10.7.4. Professionalization Under Debate
10.7.5. Between Vocation and Expert Knowledge
10.7.6. Teachers as Artisans
10.7.7. Fast Food Behavior
10.7.8. Unrecognized Good Guys and Unknown Bad Guys
10.7.9. Teachers Have Competitors

10.8. The Process of Becoming a Teacher

10.8.1. Initial Training Matters
10.8.2. At the Beginning, the More Difficult, the Better
10.8.3. Between Routine and Adaptation
10.8.4. Different Stages, Different Needs

10.9. Characteristics of Effective Teachers

10.9.1. The Literature on Effective Teachers
10.9.2. Value-Added Methods
10.9.3. Classroom Observation and Ethnographic Approaches
10.9.4. The Dream of Having Countries with Good Teachers

10.10. Beliefs and Change

10.10.1. Analysis of Beliefs in the Teaching Profession
10.10.2. Many Actions and Little Impact
10.10.3. The Search for Models in the Teaching Profession

Thanks to this program you will master the strategies to favor the unfolding of each person's own attributes, focusing on personalized education”