Updating the way of delivering classes is a fundamental task that teachers must perform in order to adapt to educational changes. We offer you the opportunity to specialize in a simple way with this Postgraduate certificate”

The main objective of this Postgraduate certificate in Teaching Practice Improvement in Primary Education is to offer teachers a higher education that will allow them to acquire the necessary skills to achieve progress in their daily work, so that their own students can benefit from these improvements. 

Therefore, this Postgraduate certificate will provide an understanding of the importance of continuing education throughout the teaching profession. At the same time, the need to learn how to teach and be up to date will be discussed, as well as the relationship between the identity that each person is forming as a person and as a teacher. 

In addition, the syllabus focuses on factors related to the role of the teacher as an agent of innovation, delving into the study of methodologies with an application in the classroom that improves educational teaching practice and the learning process of their students. 

Specifically, in TECH we have proposed to train teachers to handle with ease and accuracy in the teaching of this educational stage. To this end, the order and distribution of the subjects and their topics is specially designed to allow students to decide their dedication and self-manage their time. Additionally, they will have at their disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and practical cases, where they will be able to evoke in an orderly manner their knowledge and train the decision-making that demonstrates their skills within the field of teaching. 

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 student, in an asynchronous and completely self-manageable way. The student 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 skills and capabilities dedicated to it. 

TECH provides you with the main educational tools to qualify you to develop your work in the field of teaching”

This Postgraduate certificate in Teaching Practice Improvement in Primary 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 developments on the educational task of the primary school 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

If you want to acquire a higher professional level and compete with the best, do not think twice, TECH is your university”

It includes in its teaching staff professionals belonging to the field of Primary Education, who bring to this program their work experience, as well as recognized specialists from prestigious universities and reference societies. 

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 specialist will be assisted by an innovative interactive video system developed by renowned and experienced experts in social and family coexistence in schools.

In order to access our content you only need to have a fixed or mobile device with an Internet connection"

The program is an invitation 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 panorama, 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. Teaching Profile and Professional Profile of Teacher

1.1. A Changing Society with Constants in Education

1.1.1. Introduction
1.1.2. Evolution of Economy
1.1.3. New Family Structure 
1.1.4. Cultural and Ethics Diversity
1.1.5. Knowledge Work
1.1.6. Identity based on the Contents Taught
1.1.7. Students at the Center of Motivation

1.2. Identity and Education

1.2.1. Introduction
1.2.2. Personal and Collective Construction
1.2.3. Lack of Social Valuation
1.2.4. Identity Crisis
1.2.5. Teachers as Craftsmen and “Fast Food” Behavior
1.2.6. Teachers have Competitors

1.3. Becoming a Teacher. Effective Teachers

1.3.1. Introduction
1.3.2. Initial Training and Start-up
1.3.3. Routine and Adaptation
1.3.4. Different Needs are Created at Different Stages
1.3.5. “Value-Added Methods”
1.3.6. Observation and Intervention in the Classroom
1.3.7. Countries with Good Teachers, a Dream Come True

1.4. Beliefs and Change

1.4.1. Introduction
1.4.2. Analysis of Current Beliefs
1.4.3. Large Actions and Low Impacts
1.4.4. Looking for Models

1.5. Notions and Scopes

1.5.1. Introduction
1.5.2. Definition of Concepts
1.5.3. Complex and Multidimensional Phenomenon
1.5.4. What Does Not Work
1.5.5. Another Era, Another Point of View

1.6. Subjects and Contents

1.6.1. Introduction
1.6.2. What the Teacher Needs to Know
1.6.3. Recent Findings
1.6.4. Quality of Teaching
1.6.5. Practice and Learning
1.6.6. Knowledge Distribution and Connectivism

1.7. Teacher Evaluation

1.7.1. Introduction
1.7.2. Evolution and International References
1.7.3. United States: Models
1.7.4. Australia: Innovations
1.7.5. Latin America: Current Situation
1.7.6. Learning from the Process

1.8. Professional Development Programs

1.8.1. Introduction
1.8.2. Practice is for Learning
1.8.3. Principles of Effectiveness
1.8.4. Proposals that Work
1.8.5. Student as an Indicator
1.8.6. Program Improvements and Evaluation
1.8.7. Technologies as a Source of Feedback

1.9. Cases and Initiatives of Success and Teaching Professional Excellence

1.9.1. Introduction
1.9.2. OECD Countries
1.9.3. Germany
1.9.4. Australia
1.9.5. United States
1.9.6. Finland
1.9.7. Quebec (Canada)
1.9.8. Norway
1.9.9. Spain
1.9.10 Latin America
1.9.11. Latin American Reforms
1.9.12. Premises and Principles of Teaching Excellence
1.9.13. Components of a Good Teacher Professional Development
1.9.14. Policy Suggestions

1.10. Continuing Teacher Education

1.10.1. Introduction
1.10.2. Definition of Continuing Education
1.10.3. Research on Teachers
1.10.4. Methodology
1.10.5. Motivations for Taking Continuing Education
1.10.6. Level of Participation in Continuing Education Activities
1.10.7. Fields with the Highest Demand for Continuing Education
1.10.8. Recommendations

Module 2. Innovation and Improvement of Teaching Practice

2.1.  Innovation and Improvement of Teaching Practice 

2.1.1. Introduction 
2.1.2. Innovation, Change, Improvement, and Reform 
2.1.3. The school Effectiveness Improvement Movement 
2.1.4. Nine Key Factors for Improvement 
2.1.5. How is Change Made? The Phases of the Process 
2.1.6. Final Reflection 

2.2. Teaching Innovation and Improvement Projects 

2.2.1. Introduction 
2.2.2. Identification Data 
2.2.3. Project Justification 
2.2.4. Theoretical Framework 
2.2.5. Objectives 
2.2.6. Methodology 
2.2.7. Resources 
2.2.8. Timing 
2.2.9. Results Evaluation 
2.2.10 Bibliographical References 
2.2.11 Final Reflection 

2.3. School Management and Leadership 

2.3.1. Objectives 
2.3.2. Introduction 
2.3.3. Different Concepts of Leadership 
2.3.4. The Concept of Distributed Leadership 
2.3.5. Approaches to Distributed Leadership 
2.3.6. Resistance to Distributed Leadership 
2.3.7. Final Reflection 

2.4. The Training of Teaching Professionals 

2.4.1. Introduction 
2.4.2. Initial Teacher Training 
2.4.3. The Training of Novice Teachers 
2.4.4. Teacher Professional Development 
2.4.5. Teaching Skills 
2.4.6. Reflective Practice 
2.4.7. From Educational Research to the Professional Development of Educators 

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

2.5.1. Introduction 
2.5.2. The Four Elements that Define Creativity 
2.5.3. Some Theses on Creativity Relevant to Education 
2.5.4. Formative Creativity and Educational Innovation 
2.5.5. Educational or Pedagogical Considerations for the Development of Creativity 
2.5.6. Some Techniques for the Development of Creativity 
2.5.7. Final Reflection 

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

2.6.1. Introduction 
2.6.2. Why is Metacognition Necessary? 
2.6.3. Teaching to Learn 
2.6.4. Explicit Teaching of Learning Strategies 
2.6.5. Classification of Learning Strategies 
2.6.6. The teaching of Metacognitive strategies 
2.6.7. The Problem of Evaluation 
2.6.8. Final Reflection 

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

2.7.1. Introduction 
2.7.2. The Concept of Emotional Intelligence 
2.7.3. Emotional Skills 
2.7.4. Emotional Education and Social and Emotional Learning Programs 
2.7.5. Techniques and Concrete Methods for the Training of Social Skills 
2.7.6. Integrating Emotional and Social Learning into Formal Education 
2.7.7.  Final Reflection 

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

2.8.1. Introduction 
2.8.2. Active Strategies and Methodologies to Encourage Participation. 
2.8.3. Problem-Based Learning 
2.8.4. Project Work 
2.8.5. Cooperative Learning 
2.8.6. Thematic Immersion 
2.8.7.  Final Reflection 

2.9. Evaluation of Learning 

2.9.1. Introduction 
2.9.2. A Renewed Assessment 
2.9.3. Modalities of Evaluation 
2.9.4. The Procedural Evaluation Through the Portfolio 
2.9.5. The Use of Rubrics to Clarify the Evaluation Criteria 
2.9.6. Final Reflection 

2.10. The Role of the Teacher in the Classroom 

2.10.1. The Teacher as a Guide and Orientator 
2.10.2. The Teacher as Class Director 
2.10.3. Ways of Directing the Class 
2.10.4. Leadership in the Classroom and in the Center 
2.10.5. Coexistence in the Center  

A unique, key, and decisive educational experience to boost your professional development”