This program makes professionals in this field increase their ability to succeed, which results in better practice and performance that will have a direct impact on educational treatment in the classroom"

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

This qualification 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 skills and capabilities 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.

TECH presents the Professional master’s degree in Mathematics Teacher Training in High School Education with the highest quality in the university educational panorama”

This Professional master’s degree in Mathematics Teacher Training in High 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 scenarios in simulated scenarios by experts in each area of study, where the student will effectively put their learning into practice and demonstrate skills acquisition
• 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 100% online Professional master’s degree will allow you to balance your studies with your professional work while increasing your knowledge in this field”

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.

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 study 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 teacher will be assisted by an innovative interactive video system developed by recognized experts in the field of Mathematics Teaching and with great teaching experience.

Increase your decision-making confidence by updating your knowledge through this Professional master’s degree"

Update your knowledge of the subject from professionals with years of teaching experience"

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 Personality

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
1.2.2.2. Freud’s Theory
1.2.2.3. Erikson's Psychosocial Theory

1.2.3. Behaviorist Theories

1.2.3.1. Pavlov's Classical Conditioning Theory
1.2.3.2. Skinner's Operant Conditioning Theory. Cognitive Theories
1.2.3.3. Information Processing Theory

1.2.3.3.1. Robert Gagné's Instructional Theory
1.2.3.3.2. Constructivism
1.2.3.3.3. Verbal-Meaningful Learning Theory of David Ausubel
1.2.3.3.4. Jean Piaget's Genetic Epistemology
1.2.3.3.5. Lev Vygotsky's Sociocultural Cognitive Theory
1.2.3.3.6. Jerome Bruner's Discovery Learning
1.2.3.3.7. Socio-Cognitive Theories
1.2.3.3.8. Bandura's social-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. Adolescence

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. Hypothetic-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 Didactic 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 Career Training and Guidance

2.2.4. Guidance and Tutorial Action in Career 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. Webquests
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. Social Emotional 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 of Mathematics

3.1. The Formative and Cultural Value of Mathematics in High School Education

3.1.1. The Cultural Importance of Mathematics throughout History
3.1.2. The importance of the Conceptual Contents of Mathematics (its Laws, Principles and Theories) for the Training and Education of the High School Student
3.1.3. Teaching Principles that can be Derived from History
3.1.4. Teaching Principles that can be Derived from the History of Mathematics

3.2. Cognitive and Metacognitive Processes in Mathematics

3.2.1. Cognitive Processes in Mathematics
3.2.2. Metacognitive Processes in Mathematics

3.3. Language and Mathematics

3.3.1. Language Development and Mathematics
3.3.2. Mathematical Language

3.4. Observation, Art and Mathematics

3.4.1. The Golden Number and Proportionality
3.4.2. Other Contributions of Mathematics to Art
3.4.3. Proposal for the Teaching of Geometry through Art

3.5. History in the Mathematics Classroom. Ancient Mathematics: Babylon and Egypt

3.5.1. Relevance of History in Science and Mathematics Education
3.5.2. What is the Most Appropriate Role for the Inclusion of the History of Mathematics in Teaching?
3.5.3. Genetic Method of Teaching Mathematics
3.5.4. The First Historical Records of Mathematics
3.5.5. Numbers in Egypt
3.5.6. Numbers in Babylon

3.6. Mathematics in Greece

3.6.1. The Greeks: Miletus
3.6.2. Schools of Thought: Thales and the Ionian School, Pythagoras and the Eleatic school
3.6.3. Athens
3.6.4. Euclid
3.6.5. Apollonius
3.6.6. The Alexandrians
3.6.7. Archimedes
3.6.8. Heron
3.6.9. Trigonometry
3.6.10. Algebra and Arithmetic

3.7. Mathematics in Asia, the Middle Ages and the Renaissance

3.7.1. Chinese Mathematics
3.7.2. Mathematics in India
3.7.3. The Arab Influence
3.7.4. Romans
3.7.5. The European Middle Ages
3.7.6. Medieval Mathematics
3.7.7. The Mathematics of the Renaissance
3.7.8. The Outlook
3.7.9. Maps
3.7.10. Astronomy and Mathematics
3.7.11. Trigonometry
3.7.12. Arithmetic and Algebra
3.7.13. Logarithms
3.7.14. A New Relationship

3.8. The Scientific Method and the New Geometry

3.8.1. Bacon
3.8.2. Descartes
3.8.3. Galileo
3.8.4. Universities and Scientific Societies
3.8.5. Projective Geometry
3.8.6. Coordinate Geometry
3.8.7. Algebra and Geometry

3.9. Infinitesimal Calculus and Euler Geometry

3.9.1. Towards Calculus
3.9.2. Newton and Leibniz
3.9.3. Mathematics in the 18th Century
3.9.4. The Bernouilli
3.9.5. Euler

3.10. Gamification of Mathematics

Module 4. Mathematics Syllabus Design

4.1. Syllabus and its Structure

4.1.1. School Syllabus: Concept and Components
4.1.2. Syllabus Design: Concept, Structure and Functioning
4.1.3. Levels of Syllabus Specification
4.1.4. Models of Syllabus
4.1.5. Educational Programming as a Working Tool in the Classroom

4.2. Legislation as a Guide to Syllabus Design and Key Competencies

4.2.1. Review of Current National Educational Legislation
4.2.2. What are Competencies?
4.2.3. Types of Skills
4.2.4. Key Competencies
4.2.5. Description and Components of Key Competencies

4.3. The Teaching Programming I: Curricular Elements

4.3.1. Subjects Taught in the Specialty
4.3.2. What Is a Teaching Plan? Characteristics and Functions
4.3.3. Basic Elements of a Teaching Plan
4.3.4. Description of the Elements of a Teaching Plan
4.3.5. Cross-cutting Elements

4.4. Teaching Plan II: Methodology, Resources, Evaluation and Attention to Diversity

4.4.1. General Considerations on the Methodology
4.4.2. Learning Models
4.4.3. Active Learning Methodologies
4.4.4. Methodology as a Section of the Teaching Plan
4.4.5. Teaching Resources
4.4.6. Complementary and Extracurricular Activities
4.4.7. General Considerations for Scheduling the Evaluation Process
4.4.8. Procedures and Instruments for the Evaluation of Student Learning
4.4.9. Qualification Criteria
4.4.10 Recovery of Subjects Pending from Previous Courses
4.4.11. Attention to Diversity Measures
4.4.12 Evaluation of the Program and Teaching Practice

4.5. Design of a Teaching Unit: Objectives, Contents and Competences

4.5.1. Introduction to the Teaching Unit
4.5.2. Contextualization
4.5.3. Teaching Objectives
4.5.4. Skills
4.5.5. Contents
4.5.6. Relation of Objectives, Contents, Competencies, Evaluation Criteria and Evaluable Learning Standards

4.6. Creation of the Mathematics Teaching Unit
4.7. Recommendations and Common Syllabus Design Errors. The Teaching Plan in Career Training

4.7.1. Layout of the Elements of a Teaching Plan
4.7.2. Layout of the Elements of a Teaching Unit
4.7.3. Most Common Errors in the Teaching Plans and Teaching Units
4.7.4. Planning in Career Training

4.8. Example of a Teaching Plan for the 1st Year of High School Education

4.8.1. Context
4.8.2. General Stage Objectives and Competencies
4.8.3. Contents, Evaluation Criteria and Evaluable Learning Standards
4.8.4. Specification of the Cross-Cutting Elements
4.8.5. Methodology and Activities
4.8.6. Materials and Resources
4.8.7. Evaluation Procedures and Instruments and Grading Criteria
4.8.8. Attention to Diversity

4.9. Example of a Teaching Unit for the 1st year of High School Education

4.9.1. Context
4.9.2. Teaching Objectives, Contents, Evaluation Criteria, Evaluable Learning Standards and Competencies
4.9.3. Methodology, Activities and Resources
4.9.4. Assessment
4.9.5. Attention to Diversity Measures

Module 5. Teaching of Mathematics

5.1. Types of Learning

5.1.1. Conductism Applied to Mathematics
5.1.2. Cognitivism Applied to Mathematics
5.1.3. Constructivism Applied to Mathematics

5.2. Learning Strategies in Mathematics
5.3. Flipped Classroom Applied to Mathematics

5.3.1. The Traditional Class
5.3.2. What Is the Flipped Classroom?
5.3.3. Advantages of the Flipped Classroom applied to Mathematics
5.3.4. Disadvantages of the Flipped Classroom applied to Mathematics
5.3.5. Example of a Flipped Classroom applied to Mathematics

5.4. Innovative Pedagogical Methodologies in Mathematics

5.4.1. Gamification in Mathematics
5.4.2. Portfolios/e-Portfolios applied to Mathematics
5.4.3. The Learning Landscape Applied to Mathematics
5.4.4. Problem-Based Learning (PBL) in Mathematics
5.4.5. Cooperative Learning in Mathematics
5.4.6. Comprehension Projects applied to Mathematics
5.4.7. Metacognitive Learning and Mathematics
5.4.8. Flipped Classroom Applied to Mathematics
5.4.9. Peer Mentoring in Mathematics
5.4.10. Conceptual Jigsaw Puzzles Applied to Mathematics
5.4.11. Digital Murals Applied to Mathematics

5.5. Math and Its Difficulties

5.5.1. Definition of Learning Difficulties in Mathematics
5.5.2. Learning Difficulties in Mathematics Related to: The Nature of Math Itself, The Organization and Methodology of Teaching, Related to the Student
5.5.3. Common Errors: Problem Solving, In the Steps of the Algorithm
5.5.4. Dyscalculia as a Specific Learning Difficulty: Semativ, Perceptive, Procedural
5.5.5. Causes of Mathematical Learning Difficulty (MLD)

5.5.5.1. Contextual Factors
5.5.5.2. Cognitive Factors
5.5.5.3. Neurobiological Factors

5.6. Structure of the Student's Mathematics e-Portfolio

5.6.1. Introduction
5.6.2. Objectives and Goals to be Achieved
5.6.3. Evidence of Learning in Mathematics
5.6.4. Selected Mathematics Work Samples

5.6.4.1. Mathematics Digital Works
5.6.4.2. Non-Digital Mathematics Work
5.6.4.3. Selection of Opinions
5.6.4.4. Mathematics Exams and Tests
5.6.4.5. Mathematics Notes
5.6.4.6. Mathematics Footnotes
5.6.4.7. Journal of Reflection on the Mathematics Learning Process

5.6.5. Personal Reflection on Mathematics Work Completed
5.6.6. Assessment of Portfolio in Mathematics

5.7. Conceptual Jigsaw Puzzles applied to Mathematics

5.7.1. Definition of Jigsaw Puzzles
5.7.2. What is a Conceptual Jigsaw Puzzle?
5.7.3. Advantages of Conceptual Jigsaw Puzzles in Mathematics
5.7.4. Disadvantages of Conceptual Jigsaw Puzzles in Mathematics
5.7.5. Example of Conceptual Jigsaw Puzzle Applied to Mathematics

5.8. Games in Adolescence (High School Students)
5.9. Evaluation and the Teaching-Learning Process

5.9.1. Evaluation and Teaching-Learning
5.9.2. Concept of Learning Evaluation
5.9.3. Headings
5.9.4. Evaluation of the Mathematical Methodology
5.9.5. Evaluation of Mathematical Talent

5.10. Teaching to Think in Mathematics

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 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

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. Inclusive Education and Attention to Diversity

7.1. Concept of Inclusive Education and its Key Elements

7.1.1. Conceptual Approach
7.1.2. Difference Between Integration and Inclusion

7.1.2.1. Integration Concept
7.1.2.2. Inclusion Concept
7.1.2.3. Difference Between Integration and Inclusion

7.1.3. Key Elements of Educational Inclusion

7.1.3.1. Key Strategic Aspects

7.1.4. The Inclusive School and the Education System

7.1.4.1. The Challenges of the Education System

7.2. Inclusive Education and Attention to Diversity

7.2.1. Concept of Attention to Diversity

7.2.1.1. Types of Diversity

7.2.2. Diversity and Educational Inclusion Measures

7.2.2.1. Methodological Guidelines

7.3. Multilevel Teaching and Cooperative Learning

7.3.1. Key Concepts

7.3.1.1. Multilevel Teaching
7.3.1.2. Cooperative Learning

7.3.2. Cooperative Teams

7.3.2.1. Conceptualization of Cooperative Teams
7.3.2.2. Functions and Principles
7.3.2.3. Essential Elements and Advantages

7.3.3. Benefits of Multilevel Teaching and Cooperative Learning

7.3.3.1. Benefits of Multilevel Teaching
7.3.3.2. Benefits of Cooperative Learning

7.3.4. Barriers to the Implementation of Inclusive Schools

7.3.4.1. Political Barriers
7.3.4.2. Cultural Barriers
7.3.4.3. Didactic Barriers
7.3.4.4. Strategies to Overcome Barriers

7.4. Social Inclusion

7.4.1. Inclusion and Social Integration

7.4.1.1. Definition of Integration and Elements
7.4.1.2. Concept of Social Inclusion
7.4.1.3. Inclusion vs. Integration

7.4.2. Inclusion in Education

7.4.2.1. Social Inclusion at School

7.5. Inclusive School Assessment

7.5.1. Assessment Parameters

7.6. ICT and UDL in Inclusive Schools

7.6.1. Traditional Teaching Methods
7.6.2. ICT

7.6.2.1. Concept and Definition of ICT
7.6.2.2. Characteristics of ICT
7.6.2.3. Telematics Applications and Resources
7.6.2.4. ICT in the Inclusive School

7.6.3. Universal Design for Learning

7.6.3.1. What is UDL?
7.6.3.2. UDL Principles
7.6.3.3. The Application of the UDL to the Curriculum
7.6.3.4. Digital Resources and UDL

7.6.4. Digital Media to Individualize Classroom Learning

Module 8. Creativity and Emotional Education in the Classroom

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

8.2.1. Emotional Competence Models
8.2.2. Social Competence Models
8.2.3. Multiple Models

8.3. Socio-Emotional Skills and Creativity According to Level of Intelligence
8.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities
8.5. Concept of Hyperemotivity
8.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

8.6.1. Neuroscientific Studies
8.6.2. Applied Studies

8.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
8.8. Standardized Tests to Assess Emotions and Creativity

8.8.1. Creativity Tests and Quizzes
8.8.2. Assessing Emotions
8.8.3. Laboratories and Valuation Experiences

8.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 9. Neuroeducation

9.1. Introduction to Neuroeducation
9.2. Main Neuromyths
9.3. Attention
9.4. Emotion
9.5. Motivation
9.6. The Learning Process
9.7. Memory
9.8. Stimulation and Early Interventions
9.9. Importance of Creativity in Neuroeducation
9.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 10. Communication in the Classroom

10.1. Learning to Teach

10.1.1. Communication Processes
10.1.2. Teaching Transmission Processes

10.2. Oral Communication

10.2.1. Voice in the Classroom
10.2.2. Voice Care in the Classroom

10.3. Communication Support Systems

10.3.1. The Use of the Blackboard
10.3.2. The Use of Projectors

10.4. The Use of Images in Teaching

11.4.1. Images and Licenses for Use
10.4.2. Author Images

10.5. The Use of Video in Teaching

10.5.1. Video as a Support Material
10.5.2. Teaching through Videos

10.6. Written Communication

10.6.1. The Reports and Written Assignments
10.6.2. Blogs and Forums

10.7. Communication Difficulties

10.7.1. Teaching Difficulties
10.7.2. Classroom Difficulties

10.8. Collaborative Processes vs. Competition

10.8.1. Advantages and Disadvantages of Collaborative Learning
10.8.2. Advantages and Disadvantages of Competency-Based Learning

10.9. Development of Support Materials

10.9.1. Classroom Supplies
10.9.2. Consultation Material

10.10. Development of Network Teaching

10.10.1. Teaching Resources on the Internet
10.10.2. Wikis and Reference Material on the Internet

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