Conviértete en un asesor experto para la mejora de la Práctica Docente, gracias a un programa 100% online, gracias a TECH”

Los constantes avances en el ámbito educativo vuelven esencial una transformación en este sector con la figura del docente como principal objetivo. La necesidad de formación pedagógica actualizada en los centros escolares hace imprescindible que el maestro o profesor se convierta en un agente de innovación y que las Metodologías de Enseñanza se mejoren para potenciar el proceso de aprendizaje del alumno.

Esta es la razón por la que TECH ha diseñado un completísimo Postgraduate diploma en Counseling for the Improvement of Teaching Practice que busca potenciar las habilidades del asesor en la mejora de la Práctica Docente, para que pueda ejercer su labor con la máxima calidad en sus trabajos. Así, a través de los contenidos teóricos, prácticos y adicionales más completos del mercado, el alumno podrá profundizar en las técnicas y herramientas para la Investigación Educativa, ahondando en las Metodologías de Enseñanza y asimilando el nuevo rol del asesor docente.

Todo ello, en una cómoda modalidad 100% online que permite al alumno compaginar sus estudios con sus otras obligaciones, sin necesidad de desplazamientos y sin limitaciones horarias. Además, con los contenidos multimedia más dinámicos, la información más actualizada del sector y las últimas tecnologías en materia de enseñanza.

Del mismo modo, los egresados contarán con un acceso exclusivo a una selección de Masterclasses complementarias, diseñadas por un prestigioso experto de renombre internacional en Innovación y Emprendimiento. Esta valiosa oportunidad les facilitará mantener sus conocimientos al día y fortalecer sus competencias, en un área clave que continúa creciendo a un ritmo acelerado en el presente. 

¡Fortalece tu especialización en Innovación y Emprendimiento con TECH! Tendrás acceso a Masterclasses únicas y adicionales, dirigidas por un reconocido docente de prestigio internacional” 

Esta Postgraduate diploma en Counseling for the Improvement of Teaching Practice contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Asesoramiento para la Mejora de la Práctica Docente
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Profundiza en aspectos como la convivencia en el Centro o el papel del profesor en el aula, gracias a un programa completo e innovador” 

El programa incluye en su cuadro docente a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Adéntrate aún más en el mundo de la educación y alcanza tu máximo potencial como asesor en solo 6 meses"

Accede las 24 horas del día a la biblioteca de recursos multimedia de TECH y potencia tus conocimientos sobre dirección y liderazgo escolar"

The content and structure of this program have been designed by professionals who are experts in Counseling for the Improvement of Teaching Practice. These specialists have poured their excellent background and extensive experience into each and every one of the materials, in order to guarantee a successful future for the student. And all this under the most efficient pedagogical methodology, TECH Relearning. 

A syllabus created to enhance your skills and to help you achieve the promising professional future you have always deserved" 

Module 1. Theory and Practice of Educational Research

1.1. Research and Innovation in Education

1.1.1. The Scientific Method
1.1.2. Research in Education
1.1.3. Educational Research Approaches
1.1.4. The need for Research and Innovation in Education
1.1.5. Ethics in Educational Research

1.2. The Research Process, Stages and Modalities

1.2.1. Modalities of Educational Research and Innovation
1.2.2. Stages of the Research and Innovation Process
1.2.3. Differences between Quantitative and Qualitative Approaches
1.2.4. The Approach to Research Problems
1.2.5. Planning and Development of the Research or Field Work

1.3. The Educational Research Process: Keys to Design and Planning

1.3.1. The Approach to Research Problems
1.3.2. The Approach to Research Problems
1.3.3. Planning and Development of the Research or Field Work

1.4. The Importance of Bibliographic Research

1.4.1. Selection and Justification of the Research Topic
1.4.2. Possible Areas of Research in Education
1.4.3. The Search for Information and Databases
1.4.4. Rigor in the Use of Information Sources (Avoidance of Plagiarism).
1.4.5. Keys to Elaborate the Theoretical Framework

1.5. Quantitative Designs: Scope of the Research and Definition of Hypotheses

1.5.1. The Scope of Quantitative Research
1.5.2. Hypotheses and Variables in Educational Research
1.5.3. Classification of Hypotheses

1.6. Quantitative Designs: Types of Designs and Sample Selection

1.6.1. Experimental Designs
1.6.2. Quasi-Experimental Designs
1.6.3. Non-Experimental (Ex Post Facto) Studies Sample Selection

1.7. Qualitative Designs

1.7.1. What Is Understood by Qualitative Research?
1.7.2. Ethnographic Research
1.7.3. The Case Study
1.7.4. Biographical-narrative Research
1.7.5. Grounded Theory
1.7.6. Action Research

1.8. Techniques and Instruments for Educational Research

1.8.1. Data Collection: Measurement and Evaluation in Education
1.8.2. Data Collection Techniques and Instruments
1.8.3. Reliability and Validity: Technical Requirements for Instruments

1.9. Analysis of Quantitative Data and Analysis of Qualitative Data

1.9.1. Statistical Analysis
1.9.2. Research Variables
1.9.3. Concept and Characteristics of Hypotheses
1.9.4. Approach to Descriptive Statistics
1.9.5. Approach to Inferential Statistics
1.9.6. What Is Meant by Qualitative Analysis?
1.9.7. General Process of Qualitative Data Analysis
1.9.8. Categorization and Coding
1.9.9. Criteria of Scientific Rigor for Qualitative Data Analysis

1.10. From Educational Research to the Professional Development of Educators: Possibilities and Challenges Today

1.10.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers
1.10.2. From Educational Research to Research in the Classroom
1.10.3. From Classroom Research to the Evaluation of Educational Innovations
1.10.4. Educational Research, Ethics, and Professional Development of Educators

Module 2. Teaching Methodologies and Educator Consulting

2.1. Pedagogical and Teaching Advice for the Improvement of the Educational Task

2.1.1. Introduction to Pedagogical Counseling
2.1.2. Strategies for Pedagogical Counseling
2.1.3. Models and Types of Pedagogical Support
2.1.4. Methodology of Accompaniment
2.1.5. Professional Profile of the Pedagogical Advisors

2.2. Teaching as a Creative Process

2.2.1. Notes on Creativity
2.2.2. Strategies to Stimulate Creativity
2.2.3. The Importance of Creativity in the Classroom

2.3. Educational Methodology: Ways to Vivify the Curriculum in the Classroom.

2.3.1. Curriculum and Educational Achievement
2.3.2. Curriculum Theory and Praxis
2.3.3. Links between Teaching and Curriculum

2.4. Teaching as a Didactic Act

2.4.1. Models of Didactic Acts
2.4.2. Proposal of Didactic Act
2.4.3. Analysis of the Components of the Didactic Act
2.4.4. Communication and Interaction

2.5. Looking at Teaching from a Different Perspective: Alternative Pedagogies

2.5.1. Questioning the Traditional Model
2.5.2. Types of Alternative Pedagogies
2.5.3. The Continuation of the School: Open Debate

2.6. Methods and Strategies for Active Learning

2.6.1. Active Participation as a Key Concept Introduction
2.6.2. Traditional Teaching vs. Active Learning
2.6.3. Resources and Strategies for Active Learning

2.7. Openness to the Community, Teaching in Relationship

2.7.1. Environment and Medium
2.7.2. Community-Centered School
2.7.3. Learning Communities
2.7.4. Theories about the Environment and Influence on Education

2.8. Teaching Methodologies and Educational Innovation

2.8.1. Educational Innovation
2.8.2. Active Methodologies
2.8.3. Research in Educational Innovation
2.8.4. Educational Innovation and ICT

2.9. Service Learning

2.9.1. What Is Service Learning?
2.9.2. Service Learning Stages
2.9.3. Results of Service-Learning in Education

2.10. New Methodological and Counseling Challenges for Educators

2.10.1. Discursive Practice in Complex Societies
2.10.2. Challenges and Uncertainties in the School Context
2.10.3. The New Role of the Teacher-Advisor

Module 3. Innovation and Improvement of Teaching Practice

3.1. Innovation and Improvement of Teaching Practice

3.1.1. Introduction
3.1.2. Innovation, Change, Improvement, and Reform
3.1.3. The school Effectiveness Improvement Movement
3.1.4. Nine Key Factors for Improvement
3.1.5. How is Change Made? The Phases of the Process
3.1.6. Final Reflection

3.2. Teaching Innovation and Improvement Projects

3.2.1. Introduction
3.2.2. Identification Data
3.2.3. Project Justification
3.2.4. Theoretical Framework
3.2.5. Objectives
3.2.6. Methodology
3.2.7. Resources
3.2.8. Timing
3.2.9. Results Evaluation
3.2.10. Bibliographical References
3.2.11. Final Reflection

3.3. School Management and Leadership

3.3.1. Objectives
3.3.2. Introduction
3.3.3. Different Concepts of Leadership
3.3.4. The Concept of Distributed Leadership
3.3.5. Approaches to Distributed Leadership
3.3.6. Resistance to Distributed Leadership
3.3.7. Final Reflection

3.4. The Training of Teaching Professionals

3.4.1. Introduction
3.4.2. Initial Teacher Training
3.4.3. The Training of Novice Teachers
3.4.4. Teacher Professional Development
3.4.5. Teaching Skills
3.4.6. Reflective Practice
3.4.7. From Educational Research to Professional Development of Educators

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

3.5.1. Introduction
3.5.2. The Four Elements that Define Creativity
3.5.3. Some Theses on Creativity Relevant to Education
3.5.4. Formative Creativity and Educational Innovation
3.5.5. Educational or Pedagogical Considerations for the Development of Creativity
3.5.6. Some Techniques for the Development of Creativity
3.5.7. Final Reflection

3.6. Towards a More Autonomous and Cooperative Learning I: Learning How to Learn

3.6.1. Introduction
3.6.2. Why is Metacognition Necessary?
3.6.3. Teaching to Learn
3.6.4. Explicit Teaching of Learning Strategies
3.6.5. Classification of Learning Strategies
3.6.6. The Teaching of Metacognitive Strategies
3.6.7. The Problem of Evaluation
3.6.8. Final Reflection

3.7. Towards a More Autonomous and Cooperative Learning II: Emotional and Social Learning

3.7.1. Introduction
3.7.2. The Concept of Emotional Intelligence
3.7.3. Emotional Skills
3.7.4. Emotional Education and Social and Emotional Learning Programs
3.7.5. Techniques and Concrete Methods for the Training of Social Skills
3.7.6. Integrating Emotional and Social Learning into Formal Education
3.7.7. Final Reflection

3.8. Towards a More Autonomous and Cooperative Learning III: Learning by Doing

3.8.1. Introduction
3.8.2. Active Strategies and Methodologies to Encourage Participation.
3.8.3. Problem-Based Learning
3.8.4. Project Work
3.8.5. Cooperative Learning
3.8.6. Thematic Immersion
3.8.7. Final Reflection

3.9. Evaluation of Learning

3.9.1. Introduction
3.9.2. A Renewed Assessment
3.9.3. Modalities of Evaluation
3.9.4. The Procedural Evaluation Through the Portfolio
3.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
3.9.6. Final Reflection

3.10. The Role of the Teacher in the Classroom 

3.10.1. The Teacher as a Guide and Orientator 
3.10.2. The Teacher as Class Director 
3.10.3. Ways of Directing the Class 
3.10.4. Leadership in the Classroom and in the Center 
3.10.5. Coexistence in the Center 

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