La Orientación Educativa es imprescindible para mejorar el proceso educativo de los alumnos. Especialízate en este campo y ayuda a los escolares a avanzar en su aprendizaje” 

La labor docente va mucho más allá de enseñar una serie de materias a sus alumnos. La orientación educativa es un proceso imprescindible de este trabajo, ya que todos los alumnos no cuentan con las mismas características, por lo que habrá estudiantes que precisen un trabajo de asistencia y orientación en el que debe participar toda la comunidad educativa: equipo directivo, equipo docente, departamento de orientación, personal de administración, alumnado y familias.  

Pensando en esta necesidad de los estudiantes, TECH ha diseñado este completísimo programa, que tiene como finalidad capacitar a los docentes para que adquieran las habilidades precisas que le permitan realizar, de manera efectiva, la orientación a alumnos con necesidades específicas. Pero, además, esta capacitación se complementa con información novedosa sobre la organización de centros escolares y la normativa específica en materia educativa.  

En nuestro programa, el orden y distribución de las asignaturas y sus temas está especialmente diseñado para permitir que cada estudiante decida su dedicación y autogestione su tiempo. Además, dispondrá de materiales teóricos presentados mediante textos enriquecidos, presentaciones multimedia, ejercicios y actividades prácticas guiadas, vídeos motivacionales, clases magistrales y casos prácticos, donde podrá evocar de forma ordenada el conocimiento y entrenar la toma de decisiones que demuestre su capacitación dentro del ámbito de la enseñanza. 

Esta capacitación se distingue por poder cursarse en un formato 100% online, adaptándose a las necesidades y obligaciones del estudiante, de forma asincrónica y completamente autogestionable. El alumno podrá elegir qué días, a qué hora y cuánto tiempo dedicarle al estudio de los contenidos del programa. Siempre en sintonía con las capacidades y aptitudes dedicadas al mismo. 

Te ofrecemos una oportunidad única de estudio en la que podrás encontrar el mejor material docente sobre organización y orientación educativa”

Esta Postgraduate diploma en Educational Organization and Guidance in Primary Education contiene el programa más completo y actualizado. Las características más destacadas son:

• El desarrollo de casos prácticos presentados en escenarios simulados por expertos en el área de conocimiento, donde el estudiante evocará de forma ordenada el conocimiento aprendido y demuestre la adquisición de las competencias
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las últimas novedades sobre la tarea educativa del docente de Educación Primaria
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje, así como las actividades en diferentes niveles de competencia
• Su especial hincapié en metodologías innovadoras e investigación docente
• 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

TECH pone a tu disposición las principales herramientas educativas para que te capacites para desarrollar tu labor en el ámbito de la docencia”

Incluye, en su cuadro docente, a profesionales pertenecientes al ámbito de la Educación Primaria, 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 un estudio inmersivo programado para entrenarse ante situaciones reales. 

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

Dispondrás de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet, también desde tu móvil"

El programa invita a aprender y a crecer, a desarrollarnos como docentes, a conocer herramientas y estrategias educativas en relación a las necesidades más habituales en nuestras aulas"

The structure of the contents has been designed by top-level professionals within the educational panorama, with extensive experience and recognized prestige in the profession, endorsed by their experience, and with a solid command of new technologies applied to teaching. 

The best content for training the best teachers”

Module 1. Personalized Education: Anthropological, Philosophical, and Psychological Foundations

1.1. The Human Person

1.1.1. Educating Taking Into Account The Person
1.1.2. Person and Human Nature
1.1.3. Attributes or Radical Properties of the Person
1.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
1.1.5. The Human Person as a Dynamic System
1.1.6. The Person and the Meaning That They Can Give to their Life

1.2. Pedagogical Foundations of Personalized Education

1.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
1.2.2. What is and What is Not Personalized Education?
1.2.3. Purposes of Personalized Education
1.2.4. The Personal Teacher-Student Encounter
1.2.5. Protagonists and Mediators
1.2.6. The principles of Personalized Education

1.3. Learning situations in Personalized Education

1.3.1. The Personalized Vision of the Learning Process
1.3.2. Operational and Participatory Methodologies and their General Characteristics
1.3.3. Learning Situations and their Personalization
1.3.4. Role of Materials and Resources
1.3.5. Evaluation as a Learning Situation
1.3.6. The Personalized Educational Style and its Five Manifestations
1.3.7. Promoting the Five Manifestations of the Personalized Educational Style

1.4. Motivation: A Key Aspect of Personalized Learning

1.4.1. Influence of Affectivity and Intelligence in the Learning Process
1.4.2. Definition and Types of Motivation
1.4.3. Motivation and Values
1.4.4. Strategies to Make the Learning Process More Attractive
1.4.5. The Playful Aspect of Schoolwork

1.5. Metacognitive Learning

1.5.1. What Should Students Be Taught in Personalized Education?
1.5.2. Meaning of Metacognition and Metacognitive Learning
1.5.3. Metacognitive Learning Strategies
1.5.4. Consequences of Learning in a Metacognitive Way
1.5.5. The Evaluation of the Significant Learning of the Learner
1.5.6. Keys To Educate in Creativity

1.6. Personalizing the Organization of the School Center

1.6.1. Factors in the Organization of a School
1.6.2. The Personalized School Environment
1.6.3. The Student Body
1.6.4. The Teaching Staff
1.6.5. The Families
1.6.6. The School Center as an Organization and as a Unit
1.6.7. Indicators to Evaluate the Educational Personalization of a School Center

1.7. Identity and Profession

1.7.1. Personal Identity: A Personal and Collective Construction
1.7.2. Lack of Social Valuation
1.7.3. Cracking and Identity Crisis
1.7.4. Professionalization Under Debate
1.7.5. Between Vocation and Expert Knowledge
1.7.6. Teachers as Artisans
1.7.7. Fast Food Behavior
1.7.8. Unrecognized Good Guys and Unknown Bad Guys
1.7.9. Teachers Have Competitors

1.8. The Process of Becoming a Teacher

1.8.1. Initial Training Matters
1.8.2. At the Beginning, the More Difficult, the Better
1.8.3. Between Routine and Adaptation
1.8.4. Different Stages, Different Needs

1.9. Characteristics of Effective Teachers

1.9.1. Literature in Reference to Effective Teachers
1.9.2. Value-Added Methods
1.9.3. Classroom Observation and Ethnographic Approaches
1.9.4. The Dream of Having Countries with Good Teachers

1.10. Beliefs and Change

1.10.1. Analysis of Beliefs in the Teaching Profession
1.10.2. Many Actions and Little Impact
1.10.3. The Search for Models in the Teaching Profession

Module 2. Educational Legislation and Organization of Centers

2.1. Education in the European Union Framework

2.1.1. General Conceptions of the European Union and Education
2.1.2. The European Higher Education Area and its Elements
2.1.3. Other Educational Systems of the European Union

2.2. Fundamental Aspects of School Centers

2.2.1. Calendar and School Timetable
2.2.2. School Building and its Classrooms

2.3. Other Essential Ideas About Organization in School Centers

2.3.1. Organization of Students
2.3.2. School Promotion
2.3.3. Attention to Diversity
2.3.4. Mentoring
2.3.5. Evaluation of School Centers
2.3.6. Educational Environment

Module 3. Family Counseling and Mentoring

3.1. Family Counseling and Mentoring

3.1.1. Definition of Family Counseling and Mentoring
3.1.2. Objectives of Family Counseling

3.2. The Tutorial Action Plan and its Applications

3.2.1. Definition and Composition of the Tutorial Action Plan
3.2.2. Some Related Practical Cases

3.3. The Mentor Teacher

3.3.1. The Profile of the Mentor Teacher
3.3.2. Competencies of the Mentor Teacher
3.3.3. The Functions of the Mentor Teacher and their Relationship with the Families

3.4. The Training of Mentor Teachers

3.4.1. Initial Mentor Teacher Training
3.4.2. Continued Training of Mentor Teachers
3.4.3. Mediation as a Professional Tool

3.5. The Family Interview from the School Center

3.5.1. Different Family Models
3.5.2. First Contact with Families
3.5.3. Phases of the Interview
3.5.4. Practical Aspects to be Taken into Account in Conducting Interviews
3.5.5. Interview Techniques

3.6. Social Collaboration from the School Center

3.6.1. Service-Learning as a Methodology for the School-Family-Society Connection
3.6.2. Types of Service-Learning Programs
3.6.3. Steps for the Elaboration of a Service-Learning Program

3.7. Family Schools

3.7.1. Definition of Family Schools
3.7.2. Objectives of Family Schools
3.7.3. Content of Family Schools
3.7.4. Development Methods and Techniques
3.7.5. Some Related Practical Cases

3.8. Professional Coordination

3.8.1. Teamwork
3.8.2. Union Between Education and Non-Education Professionals
3.8.3. Different Agents, Classes and Functions

3.9. Teaching Material and Content

3.9.1. The Knowledge of the Teachers
3.9.2. The Quality of Teaching and the Content
3.9.3. Practice and Learning Communities
3.9.4. Knowledge Distribution and Connectivism

3.10. Teacher Assessment

3.10.1. Evolution in Recent Decades
3.10.2. International References
3.10.3. Models in the USA
3.10.4. Innovations in Australia
3.10.5. The Situation in Latin America
3.10.6. Final Reflections

Module 4. Education and Coexistence Inside and Outside the Classroom

4.1. School Coexistence

4.1.1. Definition of Coexistence
4.1.2. School Coexistence Models
4.1.3. Development of Basic Skills for a Good Coexistence
4.1.4. School Spaces for Coexistence

4.2. Coexistence and Equality Plan

4.2.1. Coexistence and Equality Plan
4.2.2. Objectives of the Coexistence and Equality Plan
4.2.3. Phases  of the Coexistence and Equality Plan
4.2.4. Coexistence and Equality Plan Actions
4.2.5. Assessment of the Coexistence and Equality Plan

4.3. Discrimination at School

4.3.1. Concept of Discrimination
4.3.2. Types of Discrimination
4.3.3. Causes of Discrimination and How to Detect Them
4.3.4. Steps to Detect Discrimination Situations

4.4.  School Conflict

4.4.1. The Definition of Conflict
4.4.2. Causes of the Conflict
4.4.3. Characteristics of the Conflict
4.4.4. Types of School Conflict
4.4.5. Positive Forms of Conflict Resolution

4.5. Preventative Strategies and Intervention Techniques

4.5.1. Prevention Programs for School Conflict
4.5.2. Negotiation at School
4.5.3. School Mediation
4.5.4. Intervention in Detected Cases

4.6. Family and School

4.6.1. Family and School Relationships
4.6.2. Influence of the Family on School Coexistence
4.6.3. Conflict Between the Family and Education Center
4.6.4. Action Protocols in Cases of School Conflict
4.6.5. Guidelines for Families

4.7. Influence of the Media and Technology

4.7.1. The Technological Era and its Influence in Social Relationships
4.7.2. Advantages and Disadvantages of ICT on Coexistence
4.7.3. Influence of ICT on School Conflict
4.7.4. Cyber Risks in Students
4.7.5. Educational Tools for the Responsable Use of ICT

4.8. Teacher Professional Development Programs

4.8.1. Learn from Practice
4.8.2. Principles that Guide Effectiveness
4.8.3. Utilitas, Firmitas and Venustas
4.8.4. Proposals that Work
4.8.5. The Student as an Indicator
4.8.6. Assessment of Programs and their Improvement
4.8.7. Feedback Through Technology

4.9. Towards Excellence in Teacher Professional Development

4.9.1. Premises and Basic Principles of Teacher Professional Development
4.9.2. The Ingredients for Achieving Success
4.9.3. Some Suggestions for Politicians

4.10.  Ongoing Teacher Training: Motivations, Achievements, and Needs

4.10.1. Continuing Education Concept
4.10.2. The Teacher as an Object of Research
4.10.3. Methodological Planning
4.10.4. Motivations for Carrying Out Continuing Education Activities
4.10.5. Level of Participation in Educational Activities
4.10.6. Fields in Which Education is in Higher Demand   

This program is the key to advancing your professional career, don't let this opportunity pass you by"