You will advance in your professional career as a teacher, through a Innovation and Entrepreneurship in Education that will introduce you to Innovation and Entrepreneurship in Education"

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The speed required to respond to new challenges in the education sector, together with the incorporation of new techniques and technological tools in the classroom, forces teachers to be constantly on top of trends in their field. In addition, the design of educational programs aimed at Innovation and Entrepreneurship in Education, requires knowledge that awakens the entrepreneurial spirit and enhances specific skills from childhood.

An attractive challenge for teaching professionals, who currently have an excellent opportunity to implement initiatives aimed at the entrepreneurial culture and to apply new methodologies that enrich, through ICT, their students’ learning experience. This Professional Master’s Degree is in response to the demand of teachers requiring extensive knowledge in this emerging field, a necessity attended to by public and private institutions today.

Professionals are provided with a program taught exclusively online that offers them an immersion in entrepreneurship as agents of change, in classroom gamification, as well as in innovation and improvement of teaching practices. All this with state-of-the-art teaching material, in which TECH has used the latest technology applied to academic teaching.

An excellent opportunity to pursue a flexible specialization program that can be accessed conveniently whenever and wherever students want. They will only require an electronic device with internet connection, which will allow them to access the complete syllabus from the start of the program. With no classroom attendance or fixed class schedules, graduates are offered a flexible university education that gives them the opportunity to combine their professional and work responsibilities.

Integrate the most innovative approaches in education into your knowledge and apply the latest digital tools and techniques in the classroom"

This Professional Master’s Degree in Innovation and Entrepreneurship in Education contains the most complete and up-to-date program on the market. The most important features include:

  • Case studies presented by experts in Education Innovation
  • Graphic, schematic, and practical contents created to provide scientific and practical information on the disciplines that are essential for professional practice
  • Practical exercises where self-assessment can be used to improve learning
  • Special emphasis on innovative methodologies
  • 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

Enroll in a Professional Master’s Degree that will bring you closer to inclusive and bilingual educational programs in a practical and theoretical way, and with special emphasis on the most modern teaching methodologies"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious 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 immersion training programmed to train 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 student will be assisted by an innovative interactive video system created by renowned and experienced experts.  

It looks in-depth into the process of classroom gamification through virtual learning environments, augmented reality systems, QR codes and game-based learning"

maestria innovacion educativa emprendimiento

Access the most up-to-date knowledge on entrepreneurial culture and social entrepreneurship, from an educational perspective, with this program"


The Relearning system, used by Professional Master’s Degree in all its programs, enhances student progress through the syllabus in a much more natural way. Graduates who enter this program will be able to carry out in-depth studies and investigations in educational research, methodology of socio-educational action, teaching, design and management of education programs, in an efficient way. Specialized readings, video summaries and in-depth videos complement this 100% online program.maestria online innovacion educativa emprendimiento

A library of multimedia resources is available 24 hours a day for you to conveniently view the most up-to-date content on Educational Innovation" 

Module 1. Educational Research  Theory and Practice

1.1. Research and Innovation in Education

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

1.2. Research Process, Stages and Modalities

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

1.3. Educational Research Process: Keys to Design and Planning

1.3.1. Approach to Research Problems
1.3.2. Formulation of Research Question and Definition of Objectives
1.3.3. Planning and Research Development or Field Work

1.4. Importance of Bibliographic Research

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

1.5. Quantitative Designs: Scope of Research and Defining Hypotheses

1.5.1. 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 Design and Sample Selection

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

1.7. Qualitative Design

1.7.1. What is 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 and Qualitative Information

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 Qualitative Analysis?
1.9.7. General Process for 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 Professional Development of Educators: Current Possibilities and Challenges

1.10.1. Current Situation of Educational Research and the Vantage Point of the Educational Researcher
1.10.2. From Educational Research to Classroom Research
1.10.3. From Classroom Research to Evaluation of Educational Innovations
1.10.4. Educational Research, Ethics and Professional Development of Educators

Module 2. Economics of Education

2.1. Introduction to Economics

2.1.1. Concept of Economics
2.1.2. Defining Elements of Economics
2.1.3. How Economics Work
2.1.4. Economic Systems

2.2. Educational Economics

2.2.1. Education and Economics
2.2.2. History of Economics in Education
2.2.3. Economic Aspects of Education

2.3. Sources and Models of Educational Funding

2.3.1. Financial Mechanisms in Education
2.3.2. Financing of Compulsory Education
2.3.3. Financing of Post-Compulsory Education
2.3.4. Funding Models

2.4. Public Goods and Externalities of Educational Activity

2.4.1. Externalities in Education
2.4.2. Forms of Public Intervention in Education
2.4.3. Benefits of Education
2.4.4. Education as a Public or Private Good?
2.4.5. Reasons for Public Intervention in Education

2.5. Economic Development and Education

2.5.1. Education and Production
2.5.2. Education and Economic Convergence
2.5.3. Problems in the Definition and Estimation of Economics
2.5.4. Contribution of Education to Economic Growth

2.6. Analysis of Economic Welfare Determinants

2.6.1. Theoretical Background
2.6.2. Descriptive Analysis of World Economic and Social Development
2.6.3. Human Development and Its Determining Factors

2.7. Educational Production and Performance

2.7.1. Contextualization of Educational Production
2.7.2. Educational Production Role
2.7.3. Inputs in Production Process
2.7.4. Models for Measuring Educational Production and Performance
2.7.5. Design and Interpretation of Data in Educational Production
2.7.6. Educational Economic Value

2.8. Labor Market and Education

2.8.1. Basic Concepts
2.8.2. Technological Functionalism and Human Capital Theory
2.8.3. Credentialism and Correspondence Theory
2.8.4. Filter Theory
2.8.5. Global Economy and Employment

2.9. Labor Market and Teaching Staff

2.9.1. Labor Market in the 21st Century
2.9.2. Differences Between Labor Market and Education Labor Market
2.9.3. The Teaching Professional

2.10. Investment and Expenses in Education

2.10.1. OECD Education Systems
2.10.2. Expenses in Education
2.10.3. Education as Investment
2.10.4. Justification for Public Intervention

Module 3. Information and Communication Technologies for Education

3.1. ICTs, Literacy, and Digital Competencies

3.1.1. Introduction and Objectives
3.1.2. The School in the Knowledge Society
3.1.3. ICTs in the Teaching and Learning Process
3.1.4. Digital Literacy and Competencies
3.1.5. The Role of the Teacher in the Classroom
3.1.6. The Digital Competencies of the Teacher
3.1.7. Bibliographical References
3.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
3.1.9. Internet as an Educational Resource: Web 2.0 and M-Learning
3.1.10. Teachers as Part of the Web 2.0: How to Build their Digital Identity
3.1.11. Guidelines for the Creation of Teacher Profiles
3.1.12. Creating a Teacher Profile on Twitter
3.1.13. Bibliographical References

3.2. Creation of Instructional Content with ICTs and their Possibilities in the Classroom

3.2.1. Introduction and Objectives
3.2.2. Conditions for Participatory Learning
3.2.3. The Role of the Learner in the Classroom with ICTs: Prosumer
3.2.4. Content Creation in Web 2.0: Digital Tools
3.2.5. The Blog as a Classroom Instructional Resource
3.2.6. Guidelines for the Creation of an Educational Blog
3.2.7. Elements of the Blog to Make it an Educational Resource
3.2.8. Bibliographical References

3.3. Personal Learning Environments for Teachers

3.3.1. Introduction and Objectives
3.3.2. Teacher Training for the Integration of ICTs
3.3.3. Learning Communities
3.3.4. Definition of Personal Learning Environments
3.3.5. Educational Use of PLE and NLP
3.3.6. Design and Creation of our Classroom PLE
3.3.7. Bibliographical References

3.4. Collaborative Learning and Content Curation

3.4.1. Introduction and Objectives
3.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom.
3.4.3. Digital Tools for Collaborative Work
3.4.4. Content Curation
3.4.5. Content Curation as a Didactic Practice in the Promotion of Students’ Digital Competences
3.4.6. The Content Curator Teacher.
3.4.7. Bibliographical References

3.5. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

3.5.1. Introduction and Objectives
3.5.2. Principle of Connected Learning
3.5.3. Social Networks: Tools for the Creation of Learning Communities
3.5.4. Communication On Social networks: Management of the New Communicative Codes
3.5.5. Types of Social Networks
3.5.6. How to use Social Networks in the Classroom: Content Creation
3.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
3.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
3.5.9. Digital Identity
3.5.10. Risks for Minors on the Internet
3.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
3.5.12. Platforms for Promoting Safety on the Internet
3.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
3.5.14. Bibliographical References

3.6. Creation of Audiovisual Content with ICT tools. PBL and ICT

3.6.1. Introduction and Objectives
3.6.2. Bloom’s Taxonomy and ICTs
3.6.3. The Educational Podcast as a Didactic Element
3.6.4. Audio Creation
3.6.5. The Image as a Didactic Element
3.6.6. ICT Tools with Educational Use of Images
3.6.7. The Editing of Images with ICTs: Edition Tools
3.6.8. What is PBL?
3.6.9. Process of Working with PBLs and ICTs
3.6.10. Designing PBLs with ICTs
3.6.11. Educational Possibilities in Web 3.0
3.6.12. Youtubers and Instagrammers: Informal Learning through Digital Media
3.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
3.6.14. Platforms for the Dissemination of Audiovisual Materials
3.6.15. Guidelines for the Creation of an Educational Video
3.6.16. Bibliographical References

3.7. Regulations and Legislation Applicable to ICT

3.7.1. Guide of Recommendations for the Privacy of Minors on the Internet
3.7.2. Copyright Law: Copyright and Creative Commons
3.7.3. Use of Copyrighted Material
3.7.4. Bibliographical References

3.8. Gamification: Motivation and ICTs in the Classroom

3.8.1. Introduction and Objectives
3.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
3.8.3. Game-Based Learning (GBL)
3.8.4. Augmented Reality (AR) in the Classroom
3.8.5. Types of Augmented Reality and Classroom Experiences
3.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
3.8.7. Classroom Experiences
3.8.8. Bibliographical References

3.9. Media Competency in the Classroom Using ICTs

3.9.1. Introduction and Objectives
3.9.2. Promoting the Media Competence of Teachers
3.9.3. Mastering Communication for Motivating Teaching
3.9.4. Communicating Instructional Content Using ICTs
3.9.5. Importance of the Image as an Instructional Resource
3.9.6. Digital Presentations as a Didactic Resource in the Classroom
3.9.7. Working with Images in the Classroom
3.9.8. Sharing Images on Web 2.0
3.9.9. Bibliographical References

3.10. Assessment for Learning Through ICTs

3.10.1. Introduction and Objectives: Assessment for ICT-Enhanced Learning
3.10.2. Evaluation Tools: Digital Portfolio and Rubrics
3.10.3. Building an e-Portfolio with Google Sites
3.10.4. Generating Evaluation Rubrics
3.10.5. Evaluation and Self-Evaluation Design Using Google Forms
3.10.6. Bibliographical References

Module 4. Methodology of Socio-Educational Action

4.1. Methodology of Action and Socio-Educational Intervention

4.1.1. Social Pedagogy, Didactics and Socio-Educational Action
4.1.2. Socio-Educational Action Fields
4.1.3. Functionalities of Socio-Educational Action
4.1.4. The Socio-Educational Action Professional

4.2. Social Exclusion Phenomenon

4.2.1. Exclusion as a Social Phenomenon
4.2.2. Present Day Social Exclusion
4.2.3. Social Exclusion Factors
4.2.4. Risks of Social Exclusion

4.3. Intervention with Immigrant Population at Risk of Social Exclusion

4.3.1. Initial Reception Processes
4.3.2. Schooling Processes
4.3.3. Relational Processes
4.3.4. Labor Market Insertion Processes

4.4. Socio-Educational Intervention with Minors at Risk

4.4.1. Children at Social Risk
4.4.2. Socio-Educational Intervention Programs and Activities with Minors
4.4.3. Programs and Activities of Socio-Educational Intervention with Families

4.5 Women at Risk of Social Exclusion

4.5.1. Gender Inequality and Social Exclusion
4.5.2. Immigrant Women
4.5.3. Women in Single-Parent Families
4.5.4. Long-Term Unemployed Women
4.5.5. Young Women without Qualifications

4.6. Intervention with People with Disabilities

4.6.1. Disability and Social Exclusion
4.6.2. Socio-Educational Intervention Programs and Activities for People with Disabilities
4.6.3. Socio-Educational Intervention Programs and Activities with Families and Caregivers

4.7. Socio-Educational Intervention with Families

4.7.1. Introduction
4.7.2. Systemic Family Approach
4.7.3. Family Orientation

4.8. Community Social Revitalization

4.8.1. Introduction
4.8.2. Community and Communal Development
4.8.3. Methodology and Strategies for Community Action
4.8.4. Achievements of Participation
4.8.5. Participatory Evaluation

4.9. Socio-Intervention Programs

4.9.1. Socio-Educational Intervention for Childhood Care
4.9.2. Intervention with Adolescents at Risk of Social Exclusion
4.9.3. Socio-Educational Intervention in Correctional Institutions
4.9.4. Intervention with Women Victims of Gender Violence
4.9.5. Socio-Educational Intervention with Immigrants

4.10. Towards a Socio-Educational Pedagogy of Death

4.10.1. Concept of Death
4.10.2. Teaching Related to Death in School Settings
4.10.3. Education Proposal

Module 5. Teaching Methodologies and Educator Tutoring

5.1. Pedagogical and Didactic Tutoring for Improvement of Educational Tasks

5.1.1. Introduction to Pedagogical/Instructional Counseling
5.1.2. Strategies for Instructional Counseling
5.1.3. Models and Types of Pedagogical Accompaniment
5.1.4. Methodology of Accompaniment
5.1.5. Professional Profile of Educational Advisors

5.2. Teaching as a Creative Process

5.2.1. Notes on Creativity
5.2.2. Strategies to Stimulate Creativity
5.2.3.  Importance of Creativity in the Classroom

5.3. Educational Methodology: Ways to Vivify the Syllabus in the Classroom

5.3.1. Syllabus and Educational Achievement
5.3.2. Syllabus Theory and Practice
5.3.3. Connections between Didactics and Syllabus

5.4. Teaching as a Didactic Act

5.4.1. Models of Educational Events
5.4.2. Proposal for Didactic Acts
5.4.3. Analysis of Didactic Act Components
5.4.4. Communication and Interaction

5.5. Viewing Teaching from Different Perspectives: Alternative Pedagogies

5.5.1. Questioning the Traditional Model
5.5.2. Types of Alternative Pedagogies
5.5.3. School Continuation: Open Debate

5.6. Methods and Strategies for Active Learning

5.6.1. Active Participation as a Key Concept Introduction
5.6.2. Traditional Teaching vs. Active Learning
5.6.3. Strategies and Resources for Active Learning

5.7. Openness to the Community / Teaching in Relation to:

5.7.1. Environment and Surroundings
5.7.2. Community-Centered School
5.7.3. Learning Communities
5.7.4. Theories on the Environment and its Influence on Education

5.8. Teaching Methodologies and Educational Innovation

5.8.1. Educational Innovation
5.8.2. Active Methodologies
5.8.3. Research in Educational Innovation
5.8.4. Educational Innovation and ICTs

5.9. Service Learning

5.9.1. What is Service Learning?
5.9.2. Stages of Service Learning
5.9.3. Service Learning Outcomes in Education

5.10. New Methodologies and Counseling Challenges for Educators

5.10.1. Discursive Practice in Complex Societies
5.10.2. Challenges and Uncertainties in the School Context
5.10.3. The New Role of the Counseling Teacher

Module 6. Design and Management of Educational Programs

6.1. Design and Management of Educational Programs

6.1.1. Stages and Tasks in the Design of Educational Programs
6.1.2. Types of Educational Programs
6.1.3. Evaluation of Educational Program
6.1.4. Model of Competency-Based Education Program

6.2. Program Design in Formal and Non-Formal Educational Settings

6.2.1. Formal and Non-Formal Education
6.2.2. Model of Formal Education Program
6.2.3. Model of Non-Formal Education Program

6.3. Educational Programs and Information and Communication Technologies

6.3.1. Use of ICTs in Educational Programs
6.3.2. Advantages of ICTs in Education Program Development
6.3.3. Educational Practices and ICTs

6.4. Educational Program Design and Bilingualism

6.4.1. Advantages of Bilingualism
6.4.2. Aspects in the Design of Educational Programs in Bilingualism
6.4.3. Examples of Educational Programs and Bilingualism

6.5. Pedagogical Design of Educational Orientation Programs

6.5.1. Development of Educational Orientation Programs
6.5.2. Possible Contents of Educational Guidance Programs
6.5.3. Methodology for the Evaluation of Educational Guidance Programs
6.5.4. Aspects to Consider in Design

6.6. Educational Program Design for Inclusive Education

6.6.1. Theoretical Foundations of Inclusive Education
6.6.2. Aspects in the Syllabus Design of Inclusive Educational Programs
6.6.3. Examples of Inclusive Educational Programs

6.7. Management, Monitoring and Assessment of Educational Programs / Teaching Skills

6.7.1. Assessment as a Tool for Educational Improvement
6.7.2. Guidelines for Educational Program Evaluation
6.7.3. Educational Program Evaluation Techniques
6.7.4. Instructional Skills for Assessment and Improvement

6.8. Strategies for Communication and Dissemination of Educational Programs

6.8.1. The Educational Communication Process
6.8.2. Teacher Communication Strategies
6.8.3. Education Program Dissemination

6.9. Best Practices in the Design and Management of Educational Programs in Formal Education

6.9.1. Characterization of Best Teaching Practices
6.9.2. Influence of Best Practices on Program Design and Development
6.9.3. Educational Leadership and Best Practices

6.10. Best Practices in the Design and Management of Educational Programs in Non-Formal Contexts

6.10.1. Best Teaching Practices in Non-Formal Contexts
6.10.2. Influence of Best Practices on Program Design and Development
6.10.3. Example of Best Educational Practices in Non-Formal Contexts

Module 7. Educational Program Evaluation

7.1. Program Concept and Components Instructional Evaluation

7.1.1. Evaluation
7.1.2. Evaluation and Education
7.1.3. Evaluation Components in Education

7.2. Evaluation Models and Methodology

7.2.1. Evaluation Models in Education
7.2.3. Evaluation as a Process

7.3. Standards for Evaluative Research

7.3.1. General Standards Concept
7.3.2. Standards: Organisation and Content
7.3.3. Reflections on Standards

7.4. Principle of Complementarity Methods and Techniques

7.4.1. Definition of Principle of Complementarity
7.4.2. Methodology to Apply the Principle of Complementarity
7.4.3. Complementarity Techniques

7.5. Educational Evaluation Techniques and Instruments

7.5.1. Evaluation Strategies in Education
7.5.2. Educational Evaluation Techniques and Instruments
7.5.3. Examples of Evaluation in Educational

7.6. Available Data, Statistics, Files, Indicators Content Analysis

7.6.1. Content Analysis Conceptualization
7.6.2. First Methodological Proposals in Content Analysis
7.6.3. Data Analysis Components
7.6.4. Data Analysis Techniques

7.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

7.7.1. Concept of Educational Evaluation Instruments
7.7.2. Selection Criteria for Evaluation Instruments
7.7.3. Types of Evaluation Techniques and Instruments

7.8. Needs, Gaps and Demands Initial Evaluation and Program Design

7.8.1. Initial Evaluation Introduction
7.8.2. Needs Analysis
7.8.3. Program Design

7.9. Program Development Formative Evaluation of the Program

7.9.1. Introduction
7.9.2. Formative Evaluation Development
7.9.3. Conclusions

7.10. Program Conclusion Final, Summative Assessment

7.10.1. Introduction
7.10.2. Final, Summarizing Assessment
7.10.3. Conclusions

Module 8. Teaching and Learning in Family, Social and School Contexts

8.1. Education, Family and Society

8.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education
8.1.2. Concepts of Formal, Non-Formal and Informal Education
8.1.3. Current State of Formal and Non-formal Education
8.1.4. Areas of Non-formal Education

8.2. Family Education in a Changing World

8.2.1. Family and School: Two Educational Contexts
8.2.2. Family and School Relationships
8.2.3. Schools and Information Society
8.2.4. The Role of the Media

8.3. The Educating Family

8.3.1. Main Dimensions in the Study of Socialization
8.3.2. Socializing Agents
8.3.3. The Concept of Family and its Functions
8.3.4. Family Education

8.4. Education, Family and Community

8.4.1 Community and the Educating Family
8.4.2. Education in Values

8.5. School for Parents

8.5.1. Communication with Families
8.5.2. Parent Schools
8.5.3. Parent School Program
8.5.4. Methodology of Family Workshops

8.6. Family Education Practices

8.6.1. Family Characteristics
8.6.2. The Family: Its Social Changes and New Models
8.6.3. Family as a Social System
8.6.4. Family Discipline
8.6.5. Family Education Styles

8.7. The Media and their Educational Influence

8.7.1. Media Culture
8.7.2. Education Through the Media

8.8. Family Orientation

8.8.1. Educational Orientation
8.8.2. Educating in Social Skills and in Childhood

8.9. Social Change, Schools and Teachers

8.9.1. An Evolving Economy
8.9.2. Networked Organizations
8.9.3. New Family Configurations
8.9.4. Cultural and Ethnic Diversity
8.9.5. Knowledge with an Expiry Date
8.9.6. Teachers: Agents in Crisis
8.9.7. Teaching: The Profession of Knowledge

8.10. Some Constants in Teaching

8.10.1. Content Taught Generates Identity
8.10.2. Some Knowledge is More Valuable than Other
8.10.3. Learning to Teach through Teaching
8.10.4. “Every Teacher Has Their Own Book”
8.10.5. Students at the Core of Motivation
8.10.6. Those Who Leave the Classroom Don’t Return

Module 9. Entrepreneurship in Education

9.1. Entrepreneurship in Education

9.1.1. Definition and Aspects of Entrepreneurship
9.1.2. Relationship between Education and Entrepreneurship
9.1.3. The Entrepreneurial Teacher

9.2. Entrepreneurial Skills in Europe: An Educational Perspective

9.2.1. Definition of Entrepreneurial Skills
9.2.2. European Policies and Entrepreneurship
9.2.3. Challenges and Opportunities

9.3. Entrepreneurship in Formal Education

9.3.1. Development of the Entrepreneurial Spirit
9.3.2. Entrepreneurial Skills: Structure and Classification
9.3.3. Entrepreneurship Education
9.3.4. Entrepreneurship Programs in Formal Educational Contexts

9.4. Entrepreneurship in Non-Formal Education

9.4.1. Introduction
9.4.2. Strategies and Resources for Entrepreneurship in Non-Formal Education
9.4.3. Entrepreneurship Programs in Non-Formal Educational Contexts

9.5. Entrepreneurial Teaching

9.5.1. Creativity
9.5.2. Methodological Applications
9.5.3. Entrepreneurship in Schools

9.6. Factors to Consider in Undertaking a Socio-Educational Project

9.6.1. Key Factors in Entrepreneurship
9.6.2. Development of the Social Entrepreneurial Spirit
9.6.3. Conclusions

9.7. Resources and Financing for Educational Entrepreneurship

9.7.1. Introduction
9.7.2. Financing Resources and Mechanisms
9.7.3. Conclusions

9.8. Experiences in Educational Entrepreneurship

9.8.1. Introduction
9.8.2. Practical Experiences in Entrepreneurship
9.8.3. Entrepreneurship Education in the European Context
9.8.4. Conclusions

9.9. Encouraging Entrepreneurship in Childhood

9.9.1. Introduction Concept of Entrepreneurial Spirit Objectives of the Entrepreneurial Spirit Abilities it Enhances

9.9.2. Entrepreneurial Culture and Schools
9.9.3. Reference Policies for the Promotion of Entrepreneurship

9.10. Entrepreneurship as an Agent of Change

9.10.1. Social Entrepreneurship Concept Social Entrepreneur Characteristics

9.10.2. Social Possibilities for Entrepreneurship
9.10.3. Social Enterprises
9.10.4. Conclusions

Module 10. Innovation and Improvement of Teaching Practice

10.1. Innovation and Improvement of Teaching Practice

10.1.1. Introduction
10.1.2. Innovation, Change, Improvement, and Reform
10.1.3. Movement for Improvement of School Effectiveness
10.1.4. Nine Key Factors for Improvement
10.1.5. How is Change Made? The Phases of the Process
10.1.6. Final Reflection

10.2. Teaching Innovation and Improvement Projects

10.2.1. Introduction
10.2.2. Identification Data
10.2.3. Project Justification
10.2.4. Theoretical Framework
10.2.5. Objectives
10.2.6. Methodology
10.2.7. Resources
10.2.8. Timing
10.2.9. Results Evaluation
10.2.10. Bibliographical References
10.2.11. Final Reflection

10.3. School Management and Leadership

10.3.1. Objectives
10.3.2. Introduction
10.3.3. Different Concepts of Leadership
10.3.4. The Concept of Distributed Leadership
10.3.5. Approaches to Distributed Leadership
10.3.6. Resistance to Distributed Leadership
10.3.7. Final Reflection

10.4. The Training of Teaching Professionals

10.4.1. Introduction
10.4.2. Initial Teacher Training
10.4.3. Training Novice Teachers
10.4.4. Teacher Professional Development
10.4.5. Teaching Competencies
10.4.6. Reflective Practice
10.4.7. From Educational Research to the Professional Development of Educators

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

10.5.1. Introduction
10.5.2. The Four Elements that Define Creativity
10.5.3. Some Theses on Creativity Relevant to Didactics
10.5.4. Formative Creativity and Educational Innovation
10.5.5. Didactic or Pedagogical Considerations for the Development of Creativity
10.5.6. Some Techniques for the Development of Creativity
10.5.7. Final Reflection

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

10.6.1. Introduction
10.6.2. Why is Metacognition Necessary?
10.6.3. Teaching to Learn
10.6.4. Explicit Learning Strategies Teaching
10.6.5. Classification of Learning Strategies
10.6.6. Teaching Metacognitive Strategies
10.6.7. The Problem of Evaluation
10.6.8. Final Reflection

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

10.7.1. Introduction
10.7.2. The Concept of Emotional Intelligence
10.7.3. Emotional Competencies
10.7.4. Emotional Education and Social and Emotional Learning Programs
10.7.5. Techniques and Concrete Methods for the Training of Social Skills
10.7.6. Integrating Emotional and Social Learning into Formal Education
10.7.7. Final Reflection

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

10.8.1. Introduction
10.8.2. Active Strategies and Methodologies to Encourage Participation.
10.8.3. Problem-Based Learning
10.8.4. Project Work
10.8.5. Cooperative Learning
10.8.6. Thematic Immersion
10.8.7. Final Reflection

10.9. Evaluation of Learning

10.9.1. Introduction
10.9.2. A Renewed Assessment
10.9.3. Modalities of Evaluation
10.9.4. The Procedural Evaluation Through the Portfolio
10.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
10.9.6. Final Reflection

10.10. The Role of the Teacher in the Classroom

10.10.1. The Teacher as a Guide and Orientator
10.10.2. The Teacher as Class Director
10.10.3. Ways of Directing the Class
10.10.4. Leadership in the Classroom and in the Center
10.10.5. Coexistence in the Center

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