At TECH Global University, we offer you the most complete training on Family Educational Guidance, so that you can acquire the necessary skills for the effective development of your work"  

All the agents that influence the school institution must be protagonists of the educational and guidance process: management team, teachers, guidance department, administration staff, students and families. All of them are part of an indispensable stage in the life of children, such as education, and that is why it is necessary that there is a good relationship and coordination among all of them.

Guidance therefore becomes the axis of school organization and planning, from the most specific actions, such as tutorial action, to other more global ones, such as the center's educational project. Yet, without leaving aside the role of the family, which is fundamental for education outside the classroom. 

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of the students, asynchronously and completely self-manageable. Students will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program, always in tune with the abilities 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. 

A higher-level program aimed at those students who wish to surround themselves with the best and compete to excel in their profession, not only as a personal matter, but also with the main objective of wanting to make a difference in the education of their students.

Improving teachers' skills is critical to providing students with quality education"

This Postgraduate certificate in School-Based Family Counseling in Pre-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 news on the educational task of the pre-school education teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• 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

Immerse yourself in the study of this complete program in which you will find everything you need to acquire a higher professional level and compete with the best"

Its teaching staff includes professionals belonging to the field of teacher education, who bring to this program their work experience, as well as renowned specialists from prestigious reference societies and universities. 

Its multimedia content, developed with the latest educational technology, will allow professionals to learn in a contextual and situated learning environment, i.e., a simulated environment that will provide immersive education programmed to prepare in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which teachers must try to solve the different professional practice situations that are presented to them throughout the program. For this purpose, they will be assisted by an innovative interactive video system developed by renowned experts in the field of School-Based Family Counseling in Pre-School Education, with extensive teaching experience.

We offer you the best teaching methodology with a multitude of practical cases so that you can develop your study as if you were facing real cases"

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"

The structure of the contents has been designed by top level professionals within the educational field, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching. 

The best content to create the best teachers”

Module 1. Family Guidance and Mentoring 

1.1. Family Guidance and Mentoring

1.1.1. Definition of Family Guidance and Mentoring 
1.1.2. Objectives of Family Guidance
1.1.3. Guidance Legislation 

1.2. The Mentoring Action Plan and its Application 

1.2.1. Definition and Composition of the Mentoring Action Plan
1.2.2. Some Related Practical Cases 

1.3. The Mentor Teacher 

1.3.1. The Profile of the Mentor Teacher
1.3.2. Competencies of the Mentor Teacher
1.3.3. The Functions of the Mentor Teacher and their Relationship with the Families 

1.4. The Training of Mentor Teachers 

1.4.1. Initial Mentor Teacher Training 
1.4.2. Continued Training of Mentor Teachers
1.4.3. Mediation as a Professional Tool 

1.5. The Family Interview from the School Center 

1.5.1. Different Family Models 
1.5.2. First Contact with Families
1.5.3. Phases of the Interview 
1.5.4. Practical Aspects to be Taken into Account in Conducting Interviews
1.5.5. Interview Techniques 

1.6. Social Collaboration from the School Center

1.6.1. Service-Learning as a Methodology for the School-Family-Society Connection
1.6.2. Types of Service-Learning Programs 
1.6.3. Steps for the Elaboration of a Service-Learning Program 

1.7. Family Schools 

1.7.1. Definition of Family Schools 
1.7.2. Objectives of Family Schools
1.7.3. Content of Family Schools
1.7.4. Development Methods and Techniques 
1.7.5. Some Related Practical Cases 

1.8. Professional Coordination 

1.8.1. Teamwork 
1.8.2. Union Between Education and Non-Education Professionals 
1.8.3. Different Agents, Classes and Functions

1.9. Teaching Material and Content

1.9.1. The Knowledge of the Teachers 
1.9.2. The Quality of Teaching and the Content 
1.9.3. Practice and Learning Communities  
1.9.4. Knowledge Distribution and Connectivism  

1.10. Teacher Assessment  

1.10.1. Evolution in Recent Decades
1.10.2. International References
1.10.3. Models in the USA 
1.10.4. Innovations in Australia
1.10.5. The Situation in Latin America
1.10.6. Final Reflections 

Module 2. Education and Coexistence in and out of the Classroom 

2.1. School Coexistence 

2.1.1. Definition of Coexistence 
2.1.2. Models on School Coexistence
2.1.3. Development of Basic Skills for Good Coexistence 
2.1.4. School Spaces for Coexistence 

2.2. Coexistence and Equality Plan

2.2.1. The Coexistence and Equality Plan 
2.2.2. Objectives of the Coexistence and Equality Plan 
2.2.3. Phases of the Coexistence and Equality Plan 
2.2.4. Actions of the Coexistence and Equality Plan 
2.2.5. Evaluation of the Monitoring of the Coexistence and Equality Plan 

2.3. Discrimination at School

2.3.1. Concept of Discrimination
2.3.2. Types of Discrimination
2.3.3. Causes of Discrimination and How to Detect It
2.3.4. Guidelines for Detecting Situations of Discrimination 

2.4. School Conflict 

2.4.1. The Definition of Conflict 
2.4.2. Causes of the Conflict
2.4.3. Characteristics of the Conflict 
2.4.4. Types of School Conflict 
2.4.5. Forms of Positive Conflict Resolution 

2.5. Preventive Strategies and Intervention Techniques

2.5.1. School Conflict Prevention Programs
2.5.2. Negotiation at School 
2.5.3. School Mediation 
2.5.4. Intervention in Cases Detected

2.6. Family and School 

2.6.1. Family-School Relationship
2.6.2. Influence of the Family on School Coexistence 
2.6.3. Conflict Between the Family and the Education Center 
2.6.4. Action Protocol for School Conflict
2.6.5. Recommendations for Families

2.7. Influence of the Media and Technology

2.7.1. The Technological Era and its Influence on Social Relationships
2.7.2. Advantages and Disadvantages of ICTs for Coexistence
2.7.3. Influence of ICT on School Conflict 
2.7.4. Cyber Risks in the Student Body 
2.7.5. Educational Tools for the Responsible Use of ICT 

2.8. Teacher Professional Development Programs   

2.8.1. Learning by Doing 
2.8.2. Principles Guiding Effectiveness  
2.8.3. Utilitas, Firmitas and Venustas
2.8.4. Proposals that Work
2.8.5. The Student as an Indicator  
2.8.6. Program Evaluation and Program Improvement  
2.8.7. Feedback through Technologies  

2.9. Towards Excellence in Teachers’ Professional Development  

2.9.1. Premises and Basic Principles of Teacher Professional Development 
2.9.2. The Ingredients for Excellence
2.9.3. Some Policy Suggestions  

2.10. In-service Teacher Training: Motivations, Achievements and Needs  

2.10.1. Concept of Lifelong Learning 
2.10.2. The Teacher as an Object of Research 
2.10.3. Methodological Approach
2.10.4. Motivations for Continuing Education Activities
2.10.5. Level of Participation in Training Activities 
2.10.6. Fields in which Training is Most in Demand 

This will provide key education to advance in your career"