A Master's Degree created to specialize geography and history professionals in quality High School teaching, which will provide students with the best education in this area of work”

With the creation of this Master's Degree, we intend to develop, both in active and future teachers, a knowledge of the reality of current social sciences and their link to education and academic life.

This program includes personalized tutoring and all kinds of help and advice in order to be successfully completed. The format of this Master's Degree is always an enormous advantage for those who take it, since it grants them access to the resources provided at any time and place, allowing them greater autonomy in learning and carrying out the proposed activities.

Teachers should be aware of the development of their discipline over time and of the various legislative changes that have taken place in the field of education, in order to improve their skills when teaching an everchanging and evolving student body.

It is precisely given this need to update that this program offers teachers a special treatment of ICT, extremely current tools in our education system that serve as attractive vehicles to engage students.

Moreover, as the program delves into different methodological and assessment techniques, educators will be able to develop the necessary capacity to establish a satisfactory teaching-learning process with their students.

Update your knowledge through the Master's Degree in Teaching History and Geography in High School”

This Master's Degree in Teaching History and Geography in High School contains the most complete and up-to-date program on the market. The most important features include:

• A large number of practical cases presented by experts in Teaching History and Geography in High School
• 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 news on Teaching History and Geography in High School
• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• With special emphasis on evidence-based methodologies in Teaching History and Geography in High School
• All of this will be complemented by 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 Master's Degree is the best investment you can make when selecting a refresher program for two reasons: in addition to updating your knowledge of Teaching History and Geography in High School, you will obtain a qualification from TECH Global University”

The teaching staff includes teaching professionals in the field of Teaching History and Geography in High School, who bring their experience to this training program, as well as renowned specialists belonging to leading societies and prestigious universities.

The multimedia content developed with the latest educational technology will provide students with situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the student will must try to solve the different professional practice situations that arise during the course. For this purpose, the professional will be assisted by an innovative, interactive video system developed by recognized experts in the field of Teaching History and Geography in High School who have extensive teaching experience.

We promote your professional and personal growth through the highest quality teaching systems”

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice”

The contents have been structured and designed by a team of professionals from the best educational centers, universities, and companies in the national territory, who are aware of the relevance of current specialization in order to intervene in the education and support of students, and who are committed to quality teaching through new educational technologies.

A complete and effective teaching program, which will take you through the most complete education in Teaching History and Geography in High School”

Module 1. Geography and History as Social Sciences

1.1.  Concept of Social Science

1.1.1.  Social Sciences
1.1.2.  Concept of History
1.1.3.  Concept of Geography

1.2.  Concept of History in Antiquity and the Middle Ages

1.2.1.  Myth and Its Written Record
1.2.2.  Greek and Roman Historians
1.2.3.  History in Medieval Christianity

1.3.  Renaissance, Baroque and Illustrated History

1.3.1.  Renaissance and Baroque
1.3.2.  The Enlightened Spirit
1.3.3.  Illustrated Historiography

1.4.  Academic Consecration of History (19th Century)

1.4.1.  History as an Academic Discipline: Romanticism and Historicism
1.4.2.  Positivism
1.4.3.  National Histories
1.4.4.  The Rankean Method
1.4.5.  Langlois Seignobos
1.4.6.  Historical Materialism

1.5.  20th Century History

1.5.1.  Macroteoritic Models
1.5.2.  The Annales School
1.5.3.  New Historiographical Proposals

1.6.  Geography in Antiquity

1.6.1.  Greece
1.6.2.  Rome
1.6.3.  The Eastern World

1.7.  Geography in the Middle Ages and Modernity

1.7.1.  Medieval Geography: Different Sources
1.7.2.  Modern Geography and Different Projections
1.7.3.  The Importance of Geography and Cartography

1.8.  Modern and Contemporary Geography

1.8.1.  Modern Geography and Different Projections
1.8.2.  Advances in Navigation
1.8.3.  New Places and Routes

1.9.  Historical Periodization

1.9.1.  The First Periodizations
1.9.2.  Cellarius and the Classical Division
1.9.3.  Other Periodization Proposals

1.10.  Categorization of Geography

1.10.1.  Physical Geography
1.10.2.  Human Geography
1.10.3.  Regional Geography
1.10.4.  Geopolitics

Module 2. The Importance of Teaching Geography and History

2.1.  The Path of History in Education

2.1.1.  History Emerges in Education
2.1.2.  Its Place in the Humanities
2.1.3.  Adapting History to Academic Life

2.2.  The Path of Geography in Education

2.2.1.  Geography in Education
2.2.2.  Its Ambiguous Place between the Humanities and Other Sciences
2.2.3.  Adapting Geography to Academic Life

2.3.  Historians as Teachers

2.3.1.  Academic Profile of Historians
2.3.2.  Historians as Researchers and Teachers
2.3.3.  The Importance of Knowing History

2.4.  Geographer as Teachers

2.4.1.  Academic Profile of Geographers
2.4.2.  Geography and Spatial Planning Degree White Book
2.4.3.  Professional Opportunities and the Importance of Geography Teachers

2.5.  Art History as an Academic Discipline

2.5.1.  Academic Profile of Art Historians
2.5.2.  Fundamental Discipline to Know Our History and Environment
2.5.3.  Professional Opportunities and the Importance of Knowing Art and Heritage

2.6.  Changes in the Conception of the Teaching Approach to Social Sciences

2.6.1.  Links between History and Geography
2.6.2.  From Memorization to More Didactic Teaching
2.6.3.  Changes in Workbooks and Textbooks

2.7.  Interdisciplinarity

2.7.1.  Auxiliary Sciences of History
2.7.2.  Auxiliary Sciences of Geography
2.7.3.  The Need for Cooperation between Different Subjects

2.8.  A Discipline of the Past, for the Present and the Future

2.8.1.  Historical Sources and Art as a Source of Knowledge
2.8.2.  The Importance of Art from an Early Age
2.8.3.  The Need to Expand the Discipline in Educational Curricula

2.9.  The Value of Humanistic Knowledge Today

2.9.1.  Crisis of the Humanities
2.9.2.  The Humanities and Their Work in Our Society
2.9.3.  Conclusion and Reflection on the Role of the Humanities in the Western World

Module 3. Current Methods

3.1.  Difficulties in Teaching History

3.1.1.  Social and Political Vision of History
3.1.2.  Nature as a Social Science
3.1.3.  Student Body Interest

3.2.  Difficulties in Teaching Geography

3.2.1.  Necessary Cognitive Development of the Student Body
3.2.2.  Necessary Use of Tools and Resources
3.2.3.  Learner's Need for a New Understanding of Their Environment

3.3.  Teaching Methodology

3.3.1.  Definition of Teaching Methodology
3.3.2.  Methodology Efficacy
3.3.3.  Traditional and Modern Methodologies

3.4.  Teaching-Learning Models

3.4.1.  Dimensions of Psychoeducational Knowledge
3.4.2.  Models for the Teaching-Learning Process
3.4.3.  Instructional Design

3.5.  Lectures and Teacher Role

3.5.1.  Positive Aspects of Lectures
3.5.2.  Negative Aspects of Lectures
3.5.3.  Lectures Today

3.6.  Behavioral Learning Theories

3.6.1.  Classical Conditioning
3.6.2.  Operant Conditioning
3.6.3.  Vicarious Conditioning

3.7.  Cognitive Theories and Constructivist Theories

3.7.1.  Classical Theories of School Learning
3.7.2.  Cognitive Theories of Information Processing
3.7.3.  Constructivism

3.8.  Methodologies for Developing Competencies

3.8.1.  Problem-Based Learning
3.8.2.  Case Studies
3.8.3.  Project-Based Learning.
3.8.4.  Cooperative Learning
3.8.5.  Didactic Contract

3.9.  Didactic Methodology Applied to Social Sciences

3.9.1.  Teachers as a Key Methodological Element
3.9.2.  Expository Strategies
3.9.3.  Inquiry Strategies

Module 4. Law for the Improvement of Educational Quality (LOMCE)

4.1.  History of Spanish Educational Legislation

4.1.1.  Chronological Explanation
4.1.2.  Different Curricula
4.1.3.  Future Previsions

4.2.  Comparison LOE/LOMCE

4.2.1.  Comparative Table
4.2.2.  Analyzing Differences and Similarities
4.2.3.  Reflection of the Different Laws in the Realities of the Classroom

4.3.  State Competences and Autonomous Community Competences

4.3.1.  State Competences
4.3.2.  Autonomous Communities Competences
4.3.3.  Education Inspector Work

4.4.  LOMCE Objectives

4.4.1.  Compulsory Secondary Education Objectives
4.4.2.  Baccalaureate Objectives
4.4.3.  LOMCE Educational Projects at the Center

4.5.  Key Competences

4.5.1.  Linguistic Competence
4.5.2.  Mathematical Competence and Basic Competences in Science and Technology
4.5.3.  Digital Competence
4.5.4.  Learning to Learn
4.5.5.  Social and Civic Competences
4.5.6.  Sense of Initiative and Entrepreneurship
4.5.7.  Cultural Awareness and Expressions

4.6.  How to Apply Competencies to the Social Sciences

4.6.1.  Each of the Competencies and Their Implications in the Discipline
4.6.2.  Difficulties in Applying Certain Competencies in the Humanities
4.6.3.  Difference between Basic Competencies and Key Competencies

4.7.  Contents of Each Academic Year

4.7.1.  ESO and Its Different Years
4.7.2.  Baccalaureate and Its Different Years and Modalities
4.7.3.  PAU and the Social Sciences

4.8.  Educational Projects

4.8.1.  How to Develop Educational Projects at the Center
4.8.2.  How the Project Affects Students
4.8.3.  Different Projects

4.9.  Unpacking LOMCE, Brief Summary

4.9.1.  LOMCE in Brief
4.9.2.  Important Points
4.9.3.  Table and Conclusions

Module 5. Student Motivation

5.1.  Motivation and Its importance to Learners

5.1.1.  The Reason to Seek Motivation
5.1.2.  The Promotion of Curiosity in Social Sciences
5.1.3.  Positive Reinforcement and Autonomy Reinforcement

5.2.  Teacher Role in the Motivational Task

5.2.1.  What to Do as Teachers to Become a Motivational Instrument
5.2.2.  Proposal of Activities or Projects of Interest
5.2.3.  Recourse to Current Events: Examples

5.3.  Cognitive Theories

5.3.1.  Conceptual and Procedural Knowledge
5.3.2.  Intellectual Abilities and General Strategies
5.3.3.  Rosenshine and Stevens

5.4.  Cognitive Theories II

5.4.1.  Different Opinions
5.4.2.  Activity Examples
5.4.3.  Situated Learning and Learner Engagement

5.5.  Learning and Self-Learning

5.5.1.  Research Work for the Students
5.5.2.  Students as Their Own Teachers
5.5.3.  Transversal Projects

5.6.  Motivation in Adolescence

5.6.1.  Understanding Adolescents
5.6.2.  Assessing the Classroom Situation
5.6.3.  Conflict Mediators

5.7.  New Technologies as a Key Element in Academic Motivation

5.7.1.  Using Social Media
5.7.2.  Understanding Students’ Social Reality and Their Motivations
5.7.3.  Evolution of the Youth

5.8.  Attributional Programs

5.8.1.  What Are They?
5.8.2.  Real Applications
5.8.3.  Advantages in Adolescence

5.9.  Self-Regulated Learning Theory

5.9.1.  What Is It?
5.9.2.  Real Applications
5.9.3.  Project-Based Education and Motivation

Module 6. Adapting to Different Classroom Situations and Multiple Intelligences

6.1.  Adolescence and High School Education

6.1.1.  Most Problematic Years
6.1.2.  Adolescents at Risk of Social Exclusion
6.1.3.  Teachers, but Also Educators

6.2.  Dysfunctions in Adolescence

6.2.1.  Different Problems
6.2.2.  Potential Solutions as Teachers and Educators
6.2.3.  Real Examples and Solutions

6.3.  School Maladjustment

6.3.1.  School Absenteeism and Causes
6.3.2.  School Failure
6.3.3.  Situation in Spain

6.4.  High-Capacity Students

6.4.1.  Additional Material
6.4.2.  Motivation and New Challenges
6.4.3.  On How to Avoid Exclusion

6.5.  Multiple Intelligences and Education

6.5.1.  Theory of Multiple Intelligences
6.5.2.  Types of Intelligence
6.5.3.  Project Zero

6.6.  Education Based on Multiple Teachings

6.6.1.  Galton
6.6.2.  Cattell
6.6.3.  Wechler

6.7.  Strategies, Guidelines and Activities

6.7.1.  According to Piaget
6.7.2.  Establish Student Abilities and Skills
6.7.3.  Skill Reinforcement

6.8.  Social Sciences and Multiple Intelligences

6.8.1.  Linguistic Intelligence and Reasoning in Learning History.
6.8.2.  Spatial Intelligence and Logic in Learning Geography
6.8.3.  Plastic and Artistic Intelligence

6.9.  Problems in a More Personalized Approach to Education

6.9.1.  Lack of Resources
6.9.2.  The Need for Greater Investment
6.9.3.  Required Resources

Module 7. ICT

7.1.  What Is ICT? Use in Education

7.1.1.  Definition of ICT
7.1.2.  Advantages
7.1.3.  Digital Competencies in Educational Settings

7.2.  ICT Use in High School

7.2.1.  Digital Tools
7.2.2.  Web-Based Tools
7.2.3.  Mobile Devices

7.3.  Social Networks

7.3.1.  Definition of Social Networks
7.3.2.  Main Social Networks
7.3.3.  Using Social Networks in Education

7.4.  Geographic Information System (GIS) and Its Importance in the Geography

7.4.1.  GIS: What Is It?
7.4.2.  GIS Organisation and Structures
7.4.3.  GIS in Education

7.5.  ICT in Teaching-Learning History and Geography

7.5.1.  Web Resources of Historical and Geographical Interest
7.5.2.  Interactive Websites
7.5.3.  Gamification

7.6.  Introduction to Developing Digital Teaching Material

7.6.1.  Creating and Editing Videos
7.6.2.  Creating Presentations
7.6.3.  Creating Educational Games (Gamification)
7.6.4.  Creating 3D Models
7.6.5.  Google Tools

7.7.  Use and publication of Digital Teaching Materials

7.7.1.  Means of Publishing Audiovisual Resources
7.7.2.  Means of Publishing Interactive Resources
7.7.3.  Augmented Reality in the Classroom

7.8.  Critical Spirit in the Use of Web Resources

7.8.1.  Student Education in the Use of New Technologies
7.8.2.  The Problem of Privacy Online
7.8.3.  Treating Information on the Internet Critically

7.9.  ICT Teaching Materials in Teaching History and Geography

7.9.1.  First Cycle of Secondary Education (Middle School)
7.9.2.  Second Cycle of Secondary Education (High School)
7.9.3.  Baccalaureate (High School)

Module 8. Educational Programming

8.1.  What Does Programming Consist of?

8.1.1.  Different Meanings
8.1.2.  Programming as a Teacher Guide
8.1.3.  Different Types of Programs according to Academic Year

8.2.  Educational Programming and Its Different Sections

8.2.1.  Objectives
8.2.2.  Contents
8.2.3.  Learning Standards

8.3.  Teaching Units and Sections

8.3.1.  Contents
8.3.2.  Objectives
8.3.3.  Sample Activities and Suggested Tasks
8.3.4.  Attention to Diversity: Spaces and Resources. Assessment Procedures. Assessment Tools

8.4.  Different Educational Curricula according to Autonomous Communities

8.4.1.  Comparison between Communities
8.4.2.  Common Elements in Curricula
8.4.3.  Differences between ESO and Bachillerato

8.5.  Useful Bibliography for Educational Programming

8.5.1.  Ausubel
8.5.2.  Piaget
8.5.3.  Combas Project

8.6.  Possible Strategies when Defending an Educational Program or Unit

8.6.1.  On How to Face the Presentation
8.6.2.  Defence Models
8.6.3.  Annexes and Materials that Can Be Enclosed

8.7.  Examinations, Possible Approaches

8.7.1.  Multiple-Choice Tests
8.7.2.  Examinations of Medium or Long Development
8.7.3.  Advantages and Disadvantages of Each and Elaborating Mixed Examinations

8.8.  Rubrics

8.8.1.  Examples and Templates
8.8.2.  Uses
8.8.3.  Templates or Rubrics as Tools for Improvement

8.9.  Activities, Exercises, Tasks and the Different Levels of Complexity

8.9.1.  Differences and Examples
8.9.2.  Self-Study
8.9.3.  Self-Assessment Exercise Plans

8.10.  Importance of the 2nd year in Baccalaureate

8.10.1.  A Decisive Year and What It Means for Students
8.10.2.  On How to Guide Students
8.10.3.  Features

Module 9. Assessment

9.1.  Assessment Objectives

9.1.1.  Search for Problems or Deficiencies
9.1.2.  Establish Solutions
9.1.3.  Improve the Teaching-Learning Process

9.2.  Criteria to be Followed

9.2.1.  Preliminary Assessment
9.2.2.  Establishing the Most Adequate System
9.2.3.  Extraordinary Tests

9.3.  Different Assessment Models

9.3.1.  Final Assessment
9.3.2.  Continuous Assessment
9.3.3.  Tests and Exams

9.4.  Cases and Practical Examples

9.4.1.  Different Exam Models
9.4.2.  Different Headings
9.4.3.  Cumulative or Percentage Grading

9.5.  The Importance of the Assessment System

9.5.1.  Different Systems according to the Features of the Student Body
9.5.2.  Function of Assessment Criteria
9.5.3.  List and Features of Assessment Techniques and Tools

9.6.  LOMCE Evaluation

9.6.1.  Assessment Criteria
9.6.2.  Standards
9.6.3.  Differences between Assessment in ESO and Baccalaureate

9.7.  Different Authors, Different Visions

9.7.1.  Zabalza
9.7.2.  Weiss
9.7.3.  Our Own Assessment Project

9.8.  Different Realities, Different Assessment Systems

9.8.1.  Preparing Initial Assessments: Examples and Templates
9.8.2.  Establishing Teaching Plans
9.8.3.  Checking Learning by Means of Tests

9.9.  Self-Assessment as Teachers

9.9.1.  Questions to Ask Ourselves
9.9.2.  Analyzing Our Own Results
9.9.3.  Improving for the Next Academic Year

Module 10. Teaching Outside the Classroom

10.1.  History and Archaeology Museums

10.1.1.  History in Museums
10.1.2.  Archaeology Museums
10.1.3.  History Museums

10.2.  Museums and Art Galleries

10.2.1.  Art in Museums
10.2.2.  Art Museums
10.2.3.  Art Galleries

10.3.  Museum Accessibility

10.3.1.  The Concept of Accessibility
10.3.2.  Eliminating Physical Barriers
10.3.3.  Visual and Cognitive Integration of Art and Heritage

10.4.  Archaeological Heritage

10.4.1.  Archaeological Objects
10.4.2.  Archaeological Sites
10.4.3.  The Value of Archaeological Heritage

10.5.  Artistic Heritage

10.5.1.  The Concept of Work of Art
10.5.2.  Movable Works of Art
10.5.3.  Historical-Artistic Monuments

10.6.  Historical and Ethnological Heritage

10.6.1.  Ethnological Heritage
10.6.2.  Historical Ensembles
10.6.3.  Historic Sites and Historic Gardens

10.7.  Museology, Museography and Teaching

10.7.1.  Concept of Museology
10.7.2.  Concept of Museography
10.7.3.  Museums and Teaching

10.8.  The School in the Museum

10.8.1.  School Visits to Museums
10.8.2.  Museums at School
10.8.3.  Coordination and Communication School-Museum

10.9.  Heritage and School

10.9.1.  Heritage Outside the Museum
10.9.2.  Adapting Visits
10.9.3.  Combination of Activities

10.10.  Teaching in Museums through New Technologies

10.10.1.  New Technologies in Museums
10.10.2.  Augmented Reality
10.10.3.  Virtual Reality

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