Here, you have the opportunity you were waiting for to expand your knowledge as a teacher, put into practice the skills acquired in the classroom and collaborate in the learning process of high school students"

The program in Training and Career Guidance in High School Education is designed to improve the student's skills as a future teacher through the most innovative educational technology and on a hybrid learning basis. 

This program is distinguished by the fact that its contents can be taken 100% online, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and for how long to dedicate to the course of the contents of the program. Always in tune with the capabilities and skills 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. 

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

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

• Practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will demonstrate in an orderly manner the knowledge learned and demonstrate the skills acquired
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments on the educational task of the high school teacher
• Practical exercises where to perform the self-assessment process to improve learning, as well as activities at different levels of competence, according to Miller's model
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an internet connection

This Professional master’s degree may be the best investment you can make when selecting a refresher program, for two reasons: in addition to expanding your knowledge in teaching, you will obtain a qualification endorsed by TECH Global University" 

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

Its 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 education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the teacher must try to solve the different professional practice situations that arise throughout the program. For this purpose, the teacher will be assisted by an innovative interactive video system created by leading experts in the field of Training and Career Guidance with extensive teaching experience. 

Choose your specialty and take the program that will lead you to professional excellence"

Thanks to this program, you will be able to achieve the necessary skills to be a successful professional"

The structure of the contents has been designed by the best professionals in the Teacher Training sector, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed and studied, and with extensive knowledge of new technologies applied to teaching.

We offer you the most complete and up-to-date educational program on the market. We strive for excellence and for you to achieve it too"  

Module 1. Learning and Development of Personalities

1.1. Introduction: Relationship between Learning and Development, Education and Culture 

1.1.1. Introduction
1.1.2. The Common Concept of Psychological Development
1.1.3. An Alternative to the Common Concept of Psychological Development: The Social and Cultural Nature of Development
1.1.4. The Role of Education in Psychological Development
1.1.5. Schooling as an Essential Context for Psychological Development
1.1.6. Essential Social Factors in Learning
1.1.7. Stages of Development
1.1.8. Key Developmental Processes

1.2. Conceptions of Learning and Learner Development

1.2.1. Concept of Learning
1.2.2. Main Theories of Learning and Development

1.2.2.1. Theories of Psychoanalysis

1.2.2.1.1. Freud’s Theory
1.2.2.1.2. Erikson’s Psychosocial Theory

1.2.2.2. Behaviorist Theories

1.2.2.2.1. Pavlov’s Classical Conditioning Theory
1.2.2.2.2. Skinner’s Operating Conditioning Theory

1.2.2.3. Cognitive Theories

1.2.2.3.1. Information Processing Theory

1.2.2.3.1.1. Robert Gagné’s Instructional Theory

1.2.2.3.2. Constructivism

1.2.2.3.2.1. Verbal-Meaningful Learning Theory of David Ausubel
1.2.2.3.2.2. Jean Piaget’s Genetic Epistemology
1.2.2.3.2.3. Lev Vygotsky’s Sociocultural Cognitive Theory
1.2.2.3.2.4. Jerome Bruner’s Discovery Learning

1.2.2.4. Socio-Cognitive Theories

1.2.2.4.1. Bandura’s Socio-Cognitive Theory

1.3. Characterization of the Adolescence Stage: Physical and Sexual Development

1.3.1. Puberty and Adolescence

1.3.1.1. Puberty
1.3.1.2. Cardiac Catheterization

1.3.2. Psychological Effects of Puberty
1.3.3. Early Developing Adolescents and Late Developing Adolescents

1.3.3.1. Precocious Puberty
1.3.3.2. Delay of Puberty

1.3.4. Changing Patterns of Sexual Behavior
1.3.5. The Context and Timing of Adolescent Sexual Behavior
1.3.6. Love Affair and Intimacy

1.4. Psychological Dimensions related to School Learning: Social and Moral Development

1.4.1. Main Socializing Agents

1.4.1.1. The Family

1.4.1.1.1. The Concept of Family
1.4.1.1.2. The Adolescent and their Family

1.4.1.2. The Peer Group
1.4.1.3. Educational Centers
1.4.1.4. The Media

1.4.2. Risks of Social Media
1.4.3. Development of Moral Concepts. Various Theoretical Models

1.4.3.1. Piaget
1.4.3.2. Kohlberg

1.4.4. Factors Influencing Adolescent Moral Development

1.4.4.1. Differences Between Genders
1.4.4.2. Intelligence
1.4.4.3. At Home
1.4.4.4. Friends

1.5. Psychological Dimensions related to School Learning: Intelligence

1.5.1. The Advent of Formal Thinking

1.5.1.1. Characteristics of Formal Thinking
1.5.1.2. Hypothetico-Deductive Thinking and Propositional Reasoning

1.5.2. Criticisms to Piaget’s View
1.5.3. Cognitive Changes

1.5.3.1. The Development of Memory

1.5.3.1.1. Sensory Memory
1.5.3.1.2. Short-Term Memory (STM)
1.5.3.1.3. Long-Term Memory (LTM)

1.5.3.2. The Development of Memory Strategies
1.5.3.3. The Development of Metacognition

1.5.3.3.1. The Development of Metacognition
1.5.3.3.2. Knowledge and Metacognitive Control

1.5.4. Intelligence

1.5.4.1. Cattell’s Fluid and Crystallized Intelligence
1.5.4.2. Sternberg Triarchic Theory
1.5.4.3. Gardner’s Multiple Intelligences
1.5.4.4. Goleman’s Emotional Intelligence
1.5.4.5. Wechsler Scale

1.6. Psychological Dimensions related to School Learning: Identity, Self-Concept, and Motivation

1.6.1. Self-Concept

1.6.1.1. Definition of Self-Concept
1.6.1.2. Factors Associated with the Development of Self-Concept

1.6.2. Self-Esteem
1.6.3. Theoretical Approaches to Identity Development

1.6.3.1. Different Ways of Elaborating Identity

1.6.4. Motivation and Learning

1.7. The Teaching-Learning Process in Adolescence: General Principles

1.7.1. Ausubel’s Theory of Meaningful Verbal Learning

1.7.1.1. Types of Learning in the School Context
1.7.1.2. What is Already Known and the Desire to Learn: Conditions for Constructing Meaning
1.7.1.3. The Processes of Assimilation of New Contents
1.7.1.4. A Review of the Theory Thirty Years Later

1.7.2. Processes of Knowledge Construction: The Constructivist Theory of Teaching and Learning

1.7.2.1. School Education: A Social and Socializing Practice
1.7.2.2. The Construction of Knowledge in the School Context: The Interactive Triangle
1.7.2.3. The Processes of Knowledge Construction and the Mechanisms of Educational Influence

1.7.3. Why Do Only Humans Have Teaching?

1.8. The Teaching-Learning Process in Adolescence: Knowledge Construction in the Classroom and Teacher/Student Interaction

1.8.1. Teacher Effectiveness
1.8.2. Teaching Styles
1.8.3. Teaching Models
1.8.4. The Role of the Teacher
1.8.5. Expectations of the Teacher and the Student

1.9. The Teaching-Learning Process in Adolescence. Processes of Knowledge Construction and Peer-to-Peer Interaction

1.9.1. Peer Interaction and Cognitive Development
1.9.2. Cooperative Learning

1.9.2.1. The Use of Cooperative Learning as a Teaching Method

1.10. Attention to Diversity and Educational Needs in the Adolescence Stage 

1.10.1. Historical Background
1.10.2. The Warnock Report
1.10.3. The Concept of Special Educational Needs
1.10.4. The Causes of SEN
1.10.5. Classification of SEN
1.10.6. Learning Difficulties derived from Motor, Visual and Hearing Impairment. Educational Intervention
1.10.7. Learning Difficulties derived from Autism (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disabilities (IDD) and High Abilities. Educational Intervention
1.10.8. Behavioral Disorders in Childhood and Adolescence

1.10.8.1. Epidemiology and Risk Factors for Behavioral Disorders
1.10.8.2. Clinical Features and Forms of Presentation

1.10.9. Main Manifestations of Behavioral Disorders

1.10.9.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.9.2. Dissocial Disorder (DD)
1.10.9.3. Oppositional Defiant Disorder (ODD)

1.10.10. An Example of an Instrument to Detect Behavioral Disorders in the Classroom
1.10.11. Proposals for Therapeutic Intervention in the Classroom

1.10.11.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.11.2. Oppositional Defiant Disorder (ODD) and Dissocial Disorder (DD)

1.11. Relationships in Adolescence and Conflict Management in the Classroom 

1.11.1. What is Mediation

1.11.1.1. Types of Mediation

1.11.1.1.1. School Mediation
1.11.1.1.2. Family Mediation 

1.11.1.2. Insight Theory 
1.11.1.3. The Enneagram

1.11.2. Strengths and Weaknesses of Implementing a Mediation Program

1.12. Principle of Personalized Education and Forms of Action

1.12.1. Historical Evolution of Special Education

1.12.1.1. The United Nations (UN)
1.12.1.2. The Universal Declaration of Human Rights (UDHR)

1.12.2. The Localization Dilemma
1.12.3. Educational Inclusion
1.12.4. The Dilemma of Differences
1.12.5. Personalized Education
1.12.6. Personal Learning Design
1.12.7. Conclusions

1.12.7.1. Learning by Doing

Module 2. Society, Family and Education 

2.1. The Guidance Function of the Educational Center

2.1.1. Educational Counselling

2.1.1.1. Introduction
2.1.1.2. Concept of Educational Guidance
2.1.1.3. Guidance Functions in the Educational Center
2.1.1.4. Origin of Educational Guidance
2.1.1.5. Areas of Intervention

2.1.1.5.1. Professional Guidance
2.1.1.5.2. Development Guidance
2.1.1.5.3. School Guidance
2.1.1.5.4. Guidance in the Attention to Diversity

2.1.1.6. Intervention Models

2.1.1.6.1. Counseling Model
2.1.1.6.2. Services Model
2.1.1.6.3. Program Model
2.1.1.6.4. Consultation Model
2.1.1.6.5. Technological Model 

2.1.2. Principles of Guiding Action

2.2. The Tutor-Teacher and the Tutorial Action

2.2.1. The Tutor’s Profile and Competences
2.2.2. Tutorial Action
2.2.3. The Guidance Department

2.2.3.1. Organization of the Guidance Department
2.2.3.2. Composition of the Guidance Department
2.2.3.3. Functions of the Guidance Department
2.2.3.4. Functions of the Members of the Guidance Department

2.2.3.4.1. Functions of the Head of the Guidance Department
2.2.3.4.2. Functions of the Support Teacher
2.2.3.4.3. Functions of the Therapeutic Pedagogy and Hearing and Language Teachers 
2.2.3.4.4. Functions of the Teacher of Occupational Training and Guidance

2.2.4. Guidance and Tutorial Action in Occupational Training
2.2.5. The Holland Typology’s Model

2.3. Tutorial Action Tools

2.3.1. Introduction
2.3.2. The Tutorial Action Plan (TAP)

2.3.2.1. Modalities of Autonomy

2.3.2.1.1. Pedagogical Autonomy
2.3.2.1.2. Managerial Autonomy
2.3.2.1.3. Organizational Autonomy

2.3.3. Information and Communication Technologies (ICT) in Tutorial Action

2.3.3.1. Social Changes
2.3.3.2. Changes in Education
2.3.3.3. ICT used in Tutorial Action

2.3.3.3.1. Webquest
2.3.3.3.2. Blogs
2.3.3.3.3. Webinars
2.3.3.3.4. Wikis
2.3.3.3.5. E-mail
2.3.3.3.6. Discussion Forums

2.3.3.4. Advantages of Using ICT in Tutorial Action
2.3.3.5. Disadvantages of the Use of ICT in Tutorial Action

2.4. The Relationship of the Teacher-Tutor with the Student

2.4.1. The Individualized Interview as the Main Tool

2.4.1.1. Importance of Communication
2.4.1.2. Interview between the Tutor-Teacher and the Student
2.4.1.3. The Interview in the Aid Relationship
2.4.1.4. Interviewer Skills
2.4.1.5. Types of Interviews

2.4.1.5.1. According to the Number of Participants
2.4.1.5.2. According to the Format
2.4.1.5.3. According to the Mode or Channel

2.4.2. Group Dynamics

2.4.2.1. Group Dynamics: Some Examples of Techniques

2.4.2.1.1. Discussion Groups
2.4.2.1.2. Role-Playing
2.4.2.1.3. Dialogical Pedagogical Discussion
2.4.2.1.4. Cineforum

2.4.2.2. Benefits of Applying Group Dynamics

2.4.3. Techniques for the Management of Coexistence

2.4.3.1. Learning Values and Norms
2.4.3.2. Socioemotional Education and Classroom Climate
2.4.3.3. Strategies that Facilitate School Coexistence
2.4.3.4. Programs to Educate in Coexistence

2.5. Family and School Centers

2.5.1. Introduction
2.5.2. The Evolution of the Family and Society
2.5.3. Demands Made by the Family to the Educational Center and Vice-Versa 2.5.3.1. Demands from the School to the Family

2.5.3.2. Demands from the Family to the School

2.5.4. Family-Educational Center Communication Channels: The School for Parents

2.5.4.1. School for Parents

2.6. The Family Interview

2.6.1. Introduction

2.6.1.1. The Ecological Theory of Bronfenbrenner

2.6.2. The Family Interview

2.6.2.1. Keys to an Effective Interview
2.6.2.2. Emotional Education
2.6.2.3. Classification of Interviews

2.6.3. Structure of Interviews
2.6.4. Factors Involved in Family Interview
2.6.5. Steps in Family Interview
2.6.6. Interview Techniques

2.6.6.1. Educational Coaching
2.6.6.2. Context
2.6.6.3. Origins of Coaching
2.6.6.4. Principles of Coaching
2.6.6.5. Models of Coaching
2.6.6.6. Agents Involved in the Coaching Process
2.6.6.7. Benefits of Coaching

Module 3. Complements for the Disciplinary Training in Training and Career Guidance 

3.1. Historical Development of Professional and Vocational Guidance 

3.1.1. Ideological Period
3.1.2. Empiricist Period
3.1.3. Observational Period
3.1.4. Empirical Stage Guidance as Adjustment
3.1.5. Empirical Stage Guidance as Education
3.1.6. Theoretical Stage
3.1.7. Technological Stage
3.1.8. Psychopedagogical Stage
3.1.9. From a Psychometric Model to a Humanistic Approach
3.1.10. Expansion of Counseling

3.2. Career Guidance: Concept and Scope of Action 

3.2.1. What Is Career Guidance?
3.2.2. Differences with Educational Guidance
3.2.3. Institutional Framework
3.2.4. Training Centers
3.2.5. The Family
3.2.6. Guidance Team
3.2.7. The Individual
3.2.8. The Group
3.2.9. The Company
3.2.10. Special Collectives

3.3. Levels of Intervention in Career Guidance

3.3.1. Professional Vs Occupational Guidance
3.3.2. Intervention and Its Justification
3.3.3. Program Model
3.3.4. Collaborative Model
3.3.5. Clinical Model
3.3.6. Didactic Models
3.3.7. Consulting Models
3.3.8. Resource Model
3.3.9. Reactive/Proactive Intervention
3.3.10. Group/Individual Intervention

3.4. Career Opportunities of the Educational Options

3.4.1. The New Professional Opportunities of the 21st Century
3.4.2. Importance of the Socioeconomic Context
3.4.3. The Study of Career Opportunities Based on Educational Options
3.4.4. New Market Trends in Traditional Careers
3.4.5. Employability of Educational Options
3.4.6. Employability of Career Opportunities
3.4.7. Access to the Different Professional Opportunities
3.4.8. Classroom Resources for Researching Career Opportunities
3.4.9. Integration in the CCP Model

3.5. From Educational Pathways to Professional Pathways: Developing a Professional Life Project

3.5.1. Accompanying Our Students to Find their Ikigai
3.5.2. Accompaniment in Self-Knowledge (I): Self-Concept
3.5.3. Accompaniment in Self-Knowledge (II): Self-Competence and Self-Esteem
3.5.4. Accompaniment in the Search and Knowledge of the Educational Offer (I): Itineraries and Modalities
3.5.5. Accompaniment in the Search and Knowledge of the Educational Offer II: Certificates
3.5.6. Accompaniment in the Search and Knowledge of the Educational Offer III: Study Plans
3.5.7. Accompaniment in the Search and Knowledge of the Professional Offer I: Qualifications
3.5.8. Accompaniment in the Search and Knowledge of the Professional Offer II: Professional Competencies
3.5.9. Accompaniment in Making Vocational Decisions
3.5.10. Vocational PLE: Development of the Personal Learning Environment (PLE) Related to the Students’ Vocation or Future Profession

3.6. Individual Vocational Selection

3.6.1. SWOT Methodology for Individual Decision-Making
3.6.2. Student Strengths
3.6.3. Student Weaknesses
3.6.4. Threats of Valued Professions
3.6.5. Career Options Opportunities
3.6.6. Individual Reflection
3.6.7. Assessment of the Degree of Certainty in Vocational Decision-Making
3.6.8. Interview with the Student and the Role of the Counselor
3.6.9. Integration in the CCP Model

3.7. Building of Educational and Vocational Guidance Plan

3.7.1. Introduction of Educational and Vocational Guidance Plan
3.7.2. Basic Principles of the Introduction of Educational and Vocational Guidance Plan
3.7.3. Objectives of the Educational and Vocational Guidance Plan
3.7.4. Activities and Timing of the Educational and Vocational Guidance Plan
3.7.5. Bibliographic Resources to Carry Out the Educational and Vocational Guidance Plan
3.7.6. Digital Resources to Carry Out the Educational and Vocational Guidance Plan
3.7.7. Audiovisual Resources to Carry Out the Educational and Vocational Guidance Plan
3.7.8. Human Resources to Carry Out the Educational and Vocational Guidance Plan
3.7.9. Examples for Improvement of the Educational and Vocational Guidance Plan
3.7.10. Examples of Good Practices in Educational and Vocational Guidance Plan

3.8. Development of Active Information Seeking Competence

3.8.1. The Digital Era and the Internet
3.8.2. Young People and New Technologies
3.8.3. Critical Thinking
3.8.4. Active Learning
3.8.5. Ten Skills to Develop this Competency
3.8.6. Classroom Resources
3.8.7. Technical Resources
3.8.8. The Importance of Information in Vocational Selection
3.8.9. Integration with the CCP Model

3.9. Entrepreneurship

3.9.1. Personal Business Models
3.9.2. Startups
3.9.3. Strategic Business Planning
3.9.4. Lean Canvas
3.9.5. Lean Startup Method
3.9.6. Internet Strategy (Digital Business, Digital Marketing)
3.9.7. Entrepreneurship Skills
3.9.8. Social Entrepreneurship
3.9.9. Corporate Enterprise
3.9.10. The Concept of Value Contribution

3.10. Theories in Decision-Making

3.10.1. Introduction
3.10.2. Decision-Making Concept
3.10.3. Approaches to Decision-Making
3.10.4. Explanatory Models of How Decisions are Made
3.10.5. Individual Variables in Decision-Making
3.10.6. Learning How to Make Decisions
3.10.7. Teaching How to Make Decisions
3.10.8. Programs to Teach Decision-Making
3.10.9. Group Decision-Making
3.10.10. The Non-Decision

Module 4. Syllabus Design of Training and Career Guidance    

4.1. Vocational Training in the Educational System 

4.1.1. Vocational Training Organization and Structure 
4.1.2. Vocational Training in the Educational System 
4.1.3. Vocational Training Centers 
4.1.4. Vocational Training in Europe: Instruments 
4.1.5. Access and Pathways to Professional Qualification 
4.1.6. Modalities of Vocational Training in the Educational System: On-Site, Distance Learning, Achievement Test, Dual 
4.1.7. The National System of Qualifications and Vocational Training 

4.2. Towards a Syllabus for Vocational and Career Guidance in the School Environment 

4.2.1. Let’s Build Vocations from the School Environment
4.2.2. The Educational Counselor as a Curator of Relevant Content in Vocational and Career Guidance
4.2.3. Tools for the Curation of Content Related to Vocational and Career Guidance
4.2.4. Students’ Concerns and Interests in Vocational and Career Guidance
4.2.5. Towards a School Curriculum on Vocational Guidance I: Objectives
4.2.6. Towards a School Curriculum on Vocational Guidance II: Contents
4.2.7. Towards a School Curriculum on Vocational Guidance III: Key Competencies
4.2.8. Towards a School Curriculum on Vocational Guidance IV: Standards and Assessment Criteria
4.2.9. The Curriculum of Vocational Guidance within the Tutoring Action
4.2.10. Vocational and Professional Guidance as Cross-Cutting Content
4.2.11. Spaces and Times for Guidance in the School Day

4.3. Educational Programming I

4.3.1. Teaching Programming in Career Training: Syllabus Elements
4.3.2. The Justification in the Teaching Program
4.3.3. The Context: Central Axis of the Programming 
4.3.4. The Objectives in Career Training 
4.3.5. Competencies in Career Training 
4.3.6. Contents 

4.4. Educational Programming II

4.4.1. Methodology. Methodological Guidelines 
4.4.2. Learning Activities and Strategies 
4.4.3. Teaching Resources 
4.4.4. Organizational Resources 
4.4.5. Material Resources 
4.4.6. Human Resources 

4.5. Educational Programming III

4.5.1. Competencies in Career Training 
4.5.2. Assessment Criteria 
4.5.3. Evaluation Instruments 
4.5.4. Evaluation Criteria 
4.5.5. Attention to Pending and Recovery Measures 
4.5.6. The Evaluation of the Teaching Practice 
4.5.7. Attention to Diversity and students with SEN 

4.6. The Work Unit I

4.6.1. The Work Unit: Elements 
4.6.2. Objectives 
4.6.3. Skills 
4.6.4. Contents 
4.6.5. Methodology 
4.6.6. Assessment 

4.7. The Work Unit II 

4.7.1. Types of Work Units 
4.7.2. Work Unit: Training and Career Guidance 
4.7.3. Work Unit: Business and Entrepreneurship

4.8. Classroom Programming

4.8.1. Classroom Programming: Elements
4.8.2. Headings
4.8.3. Other Planning Documents 

4.9. The Internet Applied to Guidance: Webquest, Wikis y Blogs

4.9.1. Webquest
4.9.2. Concept, Origin and Characteristics
4.9.3. Structure of a Webquest
4.9.4. Wikis
4.9.5. Concept, Origin and Characteristics
4.9.6. Structure of a Wiki
4.9.7. Weblogs
4.9.8. Concept, Origin and Characteristics
4.9.9. Structure of a Webquest

Module 5. Teaching of Training and Career Guidance 

5.1. General Teaching and Learning Theories

5.1.1. Teaching Communication
5.1.2. Teaching Planning 

5.2. The Tutoring Action: The Tutors of Workplace Training and Vocational Training 

5.2.1. Functions of the Workplace Training Tutors Established in the Current Regulations
5.2.2. Functions of the Vocational Training Tutors Established in the Current Regulations
5.2.3. Workplace Training Face-To-Face Tutoring
5.2.4. The Current Problems of the Workplace Training (Withdrawal of Financial Resources from Collaborating Companies)
5.2.5. Company Recruitment and Visits Prior to the Signing of Agreements
5.2.6. The Signing of Agreements and the Assignment of Internships Based on Transcript of Records or Other Criteria 
5.2.7. The Tutor’s Follow-up of the Work Carried Out in the Company 
5.2.8. Training Agreements in Dual Vocational Training
5.2.9. The Tutoring of Internships in Dual Vocational Training and its Problems

5.3. Theory, Approaches and Models of Vocational Guidance

5.3.1. Non-Psychological Approaches: Chance Theory
5.3.2. Economic factors
5.3.3. Sociological Factors
5.3.4. Psychological Approaches: Trait and Factor Approach
5.3.5. Psychodynamic Model
5.3.6. Need-Based Approaches
5.3.7. Approach to Self-Concept
5.3.8. Socio-Psychological Model of P.M. Blan
5.3.9. J.L. Holland Model
5.3.10. Dowald E. Super’s Phenomenological Approach
5.3.11. Krumboltz’s Social Learning Model
5.3.12. Dennis Pelletier’s Activation Model

5.4. Vocational and Career Guidance in High School

5.4.1. Brief Review of Legislation
5.4.2. Current Situation
5.4.3. Career Guidance in High School from the Perspective of Parents and Guidance Counselors
5.4.4. High School Itineraries
5.4.5. Gender and Guidance in High School
5.4.6. Equity and Guidance in High School
5.4.7. Self-Guidance
5.4.8. The Role of the Counselor in High School
5.4.9. The Role of the Family in High School
5.4.10. Future Perspectives

5.5. Training in the Digital Competence of Guidance Practitioners

5.5.1. Introduction
5.5.2. The Education and Guidance Professional in the 21st Century
5.5.3. Digital Literacy; from a Need to an Emerging Reality
5.5.4. Definition of Digital Competence
5.5.5. Common Framework for Digital Competence
5.5.6. Areas and Competences
5.5.7. Contextualization of the Framework of Digital Competence in Education
5.5.8. Digital Competence Portfolio for Teachers
5.5.9. Some Resources to Achieve Digital Competence in Teaching
5.5.10. Other Frameworks on Digital Competition

5.6. The Individual Context. Reality Itself

5.6.1. Family Socioeconomic Context
5.6.2. Levels of Autonomy
5.6.3. Level of Motivation and Effort
5.6.4. Capabilities and Skills
5.6.5. Level of Vocational Maturity
5.6.6. Personality
5.6.7. Personal Variables: The Diversity
5.6.8. Information Gathering and the Role of the Counselor
5.6.9. Integration in the CCP Model

5.7. Some Digital Resources for Education Guidance

5.7.1. Introduction
5.7.2. Associations and Portals of Interest in the Field Guidance
5.7.3. Blogs
5.7.4. Wikis
5.7.5. Professional Social Networks or Educational Occupational Guidance Institutions
5.7.6. Facebook Groups
5.7.7. Guidance Apps
5.7.8. Interesting Hashtags
5.7.9. Other ICT Resources
5.7.10. Personal Learning Environments in Guidance: OrientaPLE 

5.8. Design and Development of Multimedia Materials for Training and Guidance

5.8.1. Introduction
5.8.2. Multimedia Technology
5.8.3. Definition of Multimedia Concept
5.8.4. Qualities of Multimedia Resources and Materials
5.8.5. Classification
5.8.6. Contributions and Limitations
5.8.7. Materials Development
5.8.8. Some Quality Criteria
5.8.9. Video as a Resource for Guidance and Training
5.8.10. Social Networks as a Resource for Guidance

5.9. Assessment and Improvement of the Educational and Career Guidance Plan

5.9.1. Change, Innovation and Improvement in Guidance
5.9.2. Who Assesses the Educational and Professional Guidance Plan? Hetero-Assessment, Co-Assessment and Self-Assessment
5.9.3. Formative or Summative Assessment of the Educational and Professional Guidance Plan?
5.9.4. What Indexes Can Assess the Effectiveness of the Educational and Professional Guidance Plan
5.9.5. Checklists for the Educational and Professional Guidance Plan
5.9.6. Rubrics to Assess the Educational and Professional Guidance Plan
5.9.7. Targets to Assess the Educational and Professional Guidance Plan
5.9.8. Surveys and Written Forms to Assess the Educational and Professional Guidance Plan
5.9.9. Surveys and Digital Forms to Assess the Educational and Professional Guidance Plan
5.9.10. The Vocational Portfolio as an Assessment of Educational and Professional Guidance Plan

5.10. Soft Skills through Training and Career Guidance and Business and Entrepreneurship Modules

5.10.1. The Training and Career Guidance Module and the Contents Related to Soft Skills (Background in the Missing Relationships in the Work Environment Module)
5.10.2. Communication, Leadership, Negotiation and Teamwork as Essential Contents in the Training and Career Guidance Module
5.10.3. Coaching as an Ally of the Training and Career Guidance Module
5.10.4. Digital Skills through the Training and Career Guidance Module
5.10.5. Learning and Employment Opportunities in Europe
5.10.6. Training for the Selection Process for Training and Career Guidance Teachers
5.10.7. The Teaching Use of Recommended Readings to Work on Skills and Attitudes in the Training and Career Guidance Module
5.10.8. Film and Training and Career Guidance, a Very Useful Relationship for Working on Emotional Skills
5.10.9. Entrepreneurship Contests and their Impact on Students

Module 6. Teaching Innovation and Initiation to Educational Research 

6.1. Educational Innovation as a Process and School Improvement

6.1.1. Education and the New Scenarios of the Global and Local Context
6.1.2. Key Concepts: Educational Innovation, Change, Reform and Educational Improvement
6.1.3. Educational Paradigms and Innovation Purposes
6.1.4. Why Innovate, the Meaning of Innovation
6.1.5. Process Models to Generate Educational Innovation
6.1.6. The Importance of a Strategic Approach to Incorporate Educational Innovations
6.1.7. Challenges of Educational Innovation: The Need for a Paradigm Shift and the Role of Research for Educational Improvement

6.2. Teaching Innovation: Perspectives, Challenges and Professional Learning

6.2.1. Areas of Innovation in the Educational Context
6.2.2. The Case of Learning Communities
6.2.3. The Obstacles and Challenges of Innovation in the Educational Context
6.2.4. How Do Teachers Learn? From Transmitting Teachers to Inquiring and Creative Teachers
6.2.5. Factors to Promote Learning and Professional Development
6.2.6. From Collective Learning to the Professional Development of the Teaching Staff
6.2.7. Spaces for Meeting and Professional Learning: Congresses, Innovation Conferences, Professional Networks, Communities of Practice and MOOCS

6.3. The Design of a Good Practice of Teaching Innovation

6.3.1. From Professional Learning to Good Teaching Practices
6.3.2. Good Practices and the Necessary Conceptual Change
6.3.3. Aspects to be Taken into Account in the Design of Good Teaching Practice
6.3.4. One More Step: Designing and Self-Evaluating Innovative Projects and Practices

6.4. Innovative Learning-Centered Designs to Promote Learner Ownership: Innovative Strategies and Practices

6.4.1. The Learner is the Protagonist of its Learning
6.4.2. Rationale for Selecting Learning-Centered Teaching Strategies: Situated Cognition
6.4.3. Rationale for Selecting Learning-Centered Teaching Strategies: The Learning Approach
6.4.4. Generalization and Transfer of Learning: Keys to Promote Learner Protagonism 
6.4.5. Teaching Strategies to Encourage Students’ Engagement with their Learning
6.4.6. Design of Innovative Practices Focused on Learning: Service-Learning

6.5. Innovative Use of Didactic Resources and Means

6.5.1. Paradigm Shift: From Solid Knowledge to Liquid Information
6.5.2. Metaphors on Web 2.0 and their Educational Implications
6.5.3. New Literacies: Educational Visions and Consequences
6.5.4. Digital Literacy and the Development of Competencies
6.5.5. The Meaning and Practices of Digital Literacy in Schools
6.5.6. Literacy and Citizenship: More than ICT Integration
6.5.7. Good Practices in the Innovative Use of Technological Resources

6.6. Learning-Oriented Evaluation: Orientation and Design of Good Practices 

6.6.1. Evaluation as a Learning Opportunity
6.6.2. Characteristics of Innovative Evaluation
6.6.3. The Dimensions of Evaluation: The Ethical and the Technical-Methodological Question
6.6.4. Innovative Evaluation: How to Plan the Evaluation to Orient it to Learning
6.6.5. Quality Criteria for Developing a Learning-Oriented Evaluation Process
6.6.6. How to Foster Improvement and Learning from Evaluation Results

6.7. Teacher Self-Assessment and Learning Improvement: The Challenge of Educational Innovation

6.7.1. Educational Improvement Makes it Essential to Self-Evaluate the Teaching Task
6.7.2. The Self-Evaluation of Teaching Practice as a Process of Reflection and Formative Accompaniment
6.7.3. Areas of Self-Evaluation of the Teaching Task
6.7.4. Self-Evaluation of Schools for the Improvement of their Educational Processes from an Inclusive Perspective. Educational Processes from an Inclusive Perspective

6.8. New Technologies and Educational Research: Tools for Educational Improvement

6.8.1. Educational Research has its Own Character
6.8.2. The Research Process and the Educational Researcher’s Viewpoint
6.8.3. Educational Research in the Current Context
6.8.4. Technological Tools for the Development of Educational Research

6.8.4.1. Searching and Updating Information on the Internet
6.8.4.2. Organizing Information
6.8.4.3. Collection of Information in the Field Work
6.8.4.4. Analysis of the Information: Quantitative and Qualitative
6.8.4.5. Report Writing and Publication of Information

6.9. From Educational Research to Classroom Research: Improving the Teaching-Learning Process

6.9.1. Educational Research Functions
6.9.2. From Educational Research to Research in the Classroom
6.9.3. Classroom Research and Teachers’ Professional Development
6.9.4. Ethical Considerations for the Development of Educational Research

6.10. Educational Challenges for the Research and Improvement of Teaching Practice of the Specialty

6.10.1. Educational Challenges for the 21st Century
6.10.2. Research, Innovation and Best Practices in the Specialty
6.10.3. Deontological Framework for Teaching Practice

Module 7. Educational Processes and Contexts 

7.1. Introduction

7.1.1. White Paper
7.1.2. What is a White Paper?

7.2. The Organization of the Institutions

7.2.1. Concept of School
7.2.2. Components of the School Center
7.2.3. Characteristics of Educational Centers

7.2.3.1. Autonomy of the Centers
7.2.3.2. Functions of The School

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

7.3.1. Management of the Educational Institution

7.3.1.1. Conceptions of the Term Management

7.3.2. Leadership

7.3.2.1. Concept of Leader
7.3.2.2. Gestation of the Leader
7.3.2.3. The Authentic Leader

7.3.3. Leadership in Today’s Organizations

7.3.3.1. Importance of Authentic Leadership
7.3.3.2. The Need for Authentic Leadership in Education
7.3.3.3. Types of Leadership

7.3.4. Leadership in the Management of Educational Institutions and Initiatives

7.3.4.1. Leadership of the Management Team
7.3.4.2. Pedagogical Leadership of the Director
7.3.4.3. Leadership of the Head of Studies

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

7.4.1. Teaching Team: Functions and Rights of the Teaching Staff
7.4.2. Teachers Organization

7.4.2.1. Teamwork

7.4.2.1.1. Working Groups

7.4.2.2. The Teacher as Tutor

7.4.2.2.1. The Profile of the Tutor
7.4.2.2.2. Duties of the Tutor

7.4.2.3. The Teacher-Coach

7.4.2.3.1. Conceptualization and Characteristics
7.4.2.3.2. The Coach

7.4.2.4. Networking

7.4.3. Leadership of the Teaching Staff

7.4.3.1. The Leadership of the Tutor
7.4.3.2. Teacher Leadership

7.5. The Guidelines of a School Center

7.5.1. School-Based Education Project

7.5.1.1. The Content of School-Based Education Project
7.5.1.2. Development of School-Based Education Project
7.5.1.3. Implementation of School-Based Education Project
7.5.1.4. Evaluation of School-Based Education Project

7.5.2. Internal Rules

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

7.5.3. Specific Plans

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

7.5.4. Annual Report

7.5.4.1. Guidelines for the Preparation of an Educational Center’s Annual Report

7.5.5. Autonomy as a Requirement

7.6. The Organizational Structure of a Center and Communication Instruments

7.6.1. Collegiate Bodies

7.6.1.1. The School Council

7.6.1.1.1. Composition
7.6.1.1.2. Election and Renewal of the School Board
7.6.1.1.3. Skills

7.6.1.2. The Teaching Staff

7.7.2. Educational Coordination Bodies

7.7.2.1. Teaching Departments
7.7.2.2. Guidance Department in Compulsory Secondary Education
7.7.2.3. Complementary and Extracurricular Activities Department
7.7.2.4. Pedagogical Coordination Commission

7.7. Curriculum Management 

7.7.1. The School Space: The Organization of the Classroom
7.7.2. Assessment of the Spatial Design of the Classroom

7.7.2.1. Systematic Observation of Users in the Course of Using the Space
7.7.2.2. Self-Application and Evaluation

7.7.3. The School Space as a Dynamic Creation of the Teacher
7.7.4. School Time
7.7.5. Student Organization

7.7.5.1. Vertical Organization of the Student Body

7.7.5.1.1. Graduate School
7.7.5.1.2. The Ungraded School
7.7.5.1.3. The Multigrade School

7.7.5.2. Horizontal Organization of the Student Body

7.7.5.2.1. The Autonomous Class
7.7.5.2.2. Departmentalization
7.7.5.2.3. Team Teaching by Teachers

7.6. Change and Innovation in the School 

7.6.1. Improvement in Education

7.6.1.1. From Change as a Necessity to Change as an Opportunity
7.6.1.2. Global Changes vs. Partial Changes
7.6.1.3. Organizational Changes vs. Social Changes
7.6.1.4. Towards Successful Change

7.7.2. Institutional Innovation
7.7.3. The Creation and Management of Collective Knowledge

7.7.3.1. Departments and Educational Teams as Structures for Innovation
7.7.3.2. Strategies for Intervention in Collaborative Contexts

7.7.4. Teachers and Managers as Agents of Change

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

7.8.1. The Planning Process for the Improvement of the Spatial Context of Learning
7.8.2. The Imperatives for Change and the School in its Environment 
7.8.3. The Traditional Model
7.8.4. Spatial Context and Didactic Project
7.8.5. Infrastructure of the New Learning Contexts
7.8.6. Strategies for the Improvement of the Quality of Life in the School Center

7.8.6.1. Search for Correspondence between the Designs of the Building and the Furniture
7.8.6.2. Development of a New Conception of the Workplace of the Student
7.8.6.3. Redistribution of the Work Areas by Means of the Furniture
7.8.6.4. The Participation of Students in the Appropriation of Space
7.8.6.5. The Urban Planning Dimension

Module 8. Inclusive Education and Attention to Diversity 

8.1. Concept of Inclusive Education and its Key Elements

8.1.1. Conceptual Approach
8.1.2. Difference Between Integration and Inclusion

8.1.2.1. Integration Concept
8.1.2.2. Inclusion Concept
8.1.2.3. Difference Between Integration and Inclusion

8.1.3. Key Elements of Educational Inclusion

8.1.3.1. Key Strategic Aspects

8.1.4. The Inclusive School and the Education System

8.1.4.1. The Challenges of the Education System

8.2.  Inclusive Education and Attention to Diversity

8.2.1. Concept of Attention to Diversity

8.2.1.1. Types of Diversity

8.2.2. Diversity and Educational Inclusion Measures

8.2.2.1. Methodological Guidelines

8.3. Multilevel Teaching and Cooperative Learning

8.3.1. Key Concepts

8.3.1.1. Multilevel Teaching
8.3.1.2. Cooperative Learning

8.3.2. Cooperative Teams

8.3.2.1. Conceptualization of Cooperative Teams
8.3.2.2. Functions and Principles
8.3.2.3. Essential Elements and Advantages

8.3.3. Benefits of Multilevel Teaching and Cooperative Learning

8.3.3.1. Benefits of Multilevel Teaching
8.3.3.2. Benefits of Cooperative Learning

8.3.4. Barriers to the Implementation of Inclusive Schools

8.3.4.1. Political Barriers
8.3.4.2. Cultural Barriers
8.3.4.3. Didactic Barriers
8.3.4.4. Strategies to Overcome Barriers

8.4. Social Inclusion

8.4.1. Inclusion and Social Integration

8.4.1.1. Definition of Integration and Elements
8.4.1.2. Concept of Social Inclusion
8.4.1.3. Inclusion vs. Integration

8.4.2. Inclusion in Education

8.4.2.1. Social Inclusion at School

8.5. Inclusive School Assessment

8.5.1. Assessment Parameters

8.6. ICT and UDL in Inclusive Schools

8.6.1. Traditional Teaching Methods
8.6.2. ICT

8.6.2.1. Concept and Definition of ICT
8.6.2.2. Characteristics of ICT
8.6.2.3. Telematics Applications and Resources
8.6.2.4. ICT in the Inclusive School

8.6.3. Universal Design for Learning

8.6.3.1. What is DUA?
8.6.3.2. UDL Principles
8.6.3.3. The Application of the UDL to the Curriculum
8.6.3.4. Digital Resources and UDL

8.6.4. Digital Media to Individualize Classroom Learning

Module 9. Creativity and Emotional Education in the Classroom 

9.1. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model
9.2. Other Emotional Intelligence Models and Emotional Transformation

9.2.1. Emotional Competence Models
9.2.2. Social Competence Models
9.2.3. Multiple Models

9.3. Social-Emotional Competencies and Creativity by Level of Intelligence
9.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities
9.5. Concept of Hyperemotivity
9.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

9.6.1. Neuroscientific Studies
9.6.2. Applied Studies

9.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
9.8. Standardized Tests to Assess Emotions and Creativity

9.8.1. Creativity Tests and Quizzes
9.8.2. Assessing Emotions
9.8.3. Laboratories and Valuation Experiences

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 10. Neuroeducation 

10.1. Introduction to Neuroeducation 
10.2. Main Neuromyths
10.3. Attention
10.4. Emotion
10.5. Motivation
10.6. The Learning Process
10.7. Memory
10.8. Stimulation and Early Interventions
10.9. Importance of Creativity in Neuroeducation
10.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 11. Communication in the Classroom 

11.1. Learning to Teach

11.1.1. Communication Processes
11.1.2. Teaching Transmission Processes

11.2. Oral Communication

11.2.1. Voice in the Classroom
11.2.2. Voice Care in the Classroom

11.3. Communication Support Systems

11.3.1. The Use of the Blackboard
11.3.2. The Use of Projectors

11.4. The Use of Images in Teaching

11.4.1. Images and Licenses for Use
11.4.2. Author Images

11.5. The Use of Video in Teaching

11.5.1. Video as a Support Material
11.5.2. Teaching through Videos

11.6. Written Communication

11.6.1. The Reports and Written Assignments
11.6.2. Blogs and Forums

11.7. Communication Difficulties

11.7.1. Teaching Difficulties
11.7.2. Classroom Difficulties

11.8. Collaborative Processes vs. Competition

11.8.1. Advantages and Disadvantages of Collaborative Learning
11.8.2. Advantages and Disadvantages of Competency-Based Learning

11.9. Development of Support Materials

11.9.1. Classroom Supplies
11.9.2. Consultation Material

11.10. Development of Network Teaching

11.10.1. Teaching Resources on the Internet
11.10.2. Wikis and Reference Material on the Internet

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