Docentes más especializados y conocedores de las herramientas didácticas más innovadoras equivalen a alumnos mejor capacitados”

La Postgraduate diploma en Educational Research and Innovation in Pre-School Education Infantil ha sido desarrollado para elevar las capacidades de los docentes que imparten sus lecciones en esta etapa educativa. Para ello, TECH Global University ha seleccionado el contenido más actualizado del mercado, de tal manera que los alumnos puedan estar al día con las principales herramientas educativas, lo que les permitirá aplicarlas en sus lecciones, logrando beneficios tanto en su práctica diaria como en el aprendizaje de sus alumnos.

En este sentido, el programa abarca desde la práctica de la investigación educativa, la innovación en la práctica docente, las habilidades profesionales o las tecnologías de la información y la comunicación aplicadas a la docencia, entre otros aspectos fundamentales para llevar la enseñanza infantil al primer nivel. nivel de capacitación educativa.

Esta Postgraduate diploma se distingue por poder cursar en un formato 100% online, adaptándose a las necesidades y obligaciones de los estudiantes, de forma asincrónica y completamente autogestionable. Los alumnos podrán 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.

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. Para ello, 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.

Una capacitación de nivel superior destinada a aquellos alumnos que desean rodearse de los mejores y competir para sobresalir en su profesión, no solo como una cuestión personal, sino también con el principal objetivo de querer marcar un plus en la educación de sus alumnos.  

Mejorar las habilidades de los docentes es fundamental para ofrecer a los alumnos capacitaciones de calidad”

Postgraduate diploma en Educational Research and Innovation in Pre-School Education contiene el programa más completo y actualizado. Sus características más destacadas de la capacitación 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 infantil
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje, así como las actividades en diferentes niveles de competencia
• Su especial énfasis 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

Sumérgete en el estudio de este completísimo programa, en el que encontrarás todo lo que necesitas para adquirir un nivel profesional superior y competir con los mejores”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Capacitación del Profesorado, 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 a los profesionales 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 los docentes deberán tratar de resolver las distintas situaciones de práctica profesional que se les planteen a lo largo del curso académico. Para ello, contarán con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la capacitación y orientación laboral y con gran experiencia docente. 

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

Te ofrecemos la mejor metodología docente con multitud de casos prácticos para que desarrolles tu estudio como si estuvieras enfrentándote a casos reales"

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

The best content to create the best teachers”

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. Approaches to Educational Research
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. Quantitative Information Analysis

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

1.10. Qualitative Information Analysis

1.10.1. What Is Meant by Qualitative Analysis?
1.10.2. General Process of Qualitative Data Analysis
1.10.3. Categorization and Coding
1.10.4. Criteria of Scientific Rigor for Qualitative Data Analysis

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

1.11.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers
1.11.2. From Educational Research to Research in the Classroom
1.11.3. From Classroom Research to the Evaluation of Educational Innovations
1.11.4. Educational Research, Ethics, and Professional Development of Educators

1.12. Keys to the Design of a Classroom Research or a Final Project

1.12.1. Writing in an Academic Paper
1.12.2. Main Components of an Academic Paper
1.12.3. The Oral Presentation of an Academic Paper

Module 2. Innovation and Improvement of Teaching Practice

2.1. Innovation and Improvement of Teaching Practice

2.1.1. Introduction
2.1.2. Innovation, Change, Improvement, and Reform
2.1.3. The school Effectiveness Improvement Movement
2.1.4. Nine Key Factors for Improvement
2.1.5. How is Change Made? The Phases of the Process
2.1.6. Final Reflection

2.2. Teaching Innovation and Improvement Projects

2.2.1. Introduction
2.2.2. Identification Data
2.2.3. Project Justification
2.2.4. Theoretical Framework
2.2.5. Objectives
2.2.6. Methodology
2.2.7. Resources
2.2.8. Timing
2.2.9. Results Evaluation
2.2.10. Bibliographical References
2.2.11. Final Reflection

2.3. School Management and Leadership

2.3.1. Objectives
2.3.2. Introduction
2.3.3. Different Concepts of Leadership
2.3.4. The Concept of Distributed Leadership
2.3.5. Approaches to Distributed Leadership
2.3.6. Resistance to Distributed Leadership
2.3.7. BORRAR
2.3.8. Final Reflection

2.4. The Training of Teaching Professionals

2.4.1. Introduction
2.4.2. Initial Teacher Training
2.4.3. The Training of Novice Teachers
2.4.4. Teacher Professional Development
2.4.5. Teaching Skills
2.4.6. Reflective Practice
2.4.7. From Educational Research to the Professional Development of Educators

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

2.5.1. Introduction
2.5.2. The Four Elements that Define Creativity
2.5.3. Some Theses on Creativity Relevant to Education
2.5.4. Formative Creativity and Educational Innovation
2.5.5. Educational or Pedagogical Considerations for the Development of Creativity
2.5.6. Some Techniques for the Development of Creativity
2.5.7. Final Reflection

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

2.6.1. Introduction
2.6.2. Why is Metacognition Necessary?
2.6.3. Teaching to Learn
2.6.4. Explicit Teaching of Learning Strategies
2.6.5. Classification of Learning Strategies
2.6.6. The teaching of Metacognitive strategies
2.6.7. The Problem of Evaluation
2.6.8. Final Reflection

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

2.7.1. Introduction
2.7.2. The Concept of Emotional Intelligence
2.7.3. Emotional Skills
2.7.4. Emotional Education and Social and Emotional Learning Programs
2.7.5. Techniques and Concrete Methods for the Training of Social Skills
2.7.6. Integrating Emotional and Social Learning into Formal Education
2.7.7. Final Reflection

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

2.8.1. Introduction
2.8.2. Active Strategies and Methodologies to Encourage Participation
2.8.3. Problem-Based Learning
2.8.4. Project Work
2.8.5. Cooperative Learning
2.8.6. Thematic Immersion
2.8.7. Final Reflection

2.9. Evaluation of Learning

2.9.1. Introduction
2.9.2. A Renewed Assessment
2.9.3. Modalities of Evaluation
2.9.4. The Procedural Evaluation Through the Portfolio
2.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
2.9.6. Final Reflection

2.10. The Role of the Teacher in the Classroom

2.10.1. The Teacher as a Guide and Orientator
2.10.2. The Teacher as Class Director
2.10.3. Ways of Directing the Class
2.10.4. Leadership in the Classroom and in the Center
2.10.5. Coexistence in the Center

Module 3. Teaching and Professional Skills

3.1. Strategies and Skills of the Pre-School Teacher Related to the Pedagogical Organization of the Educational Center

3.1.1. Analysis of the Elements of the Pre-School Education Syllabus Prioritized by the Educational Administration
3.1.2. Analysis of the Conclusions and Proposals of the Previous Year’s Report
3.1.3. Analysis of the Priorities of the School’s Annual General Program

3.2. Strategies and Skills of the Pre-School Teacher Related to the Educational Organization of the Student Body

3.2.1. Strategies for Collecting Information from Students Joining the School for the First Time
3.2.2. Strategies for the Transfer of Information of Students who are Promoted to a Higher Level in Pre-School Education

3.3. Educational Planning and Programming in Pre-School Education

3.3.1. Programming Units in Pre-School Education
3.3.2. Some Examples of Programming Units in Pre-school Education
3.3.3. Teaching Skills for Planning Project Work

3.4. Teaching Strategies for Learning in Pre-school Education. Pre-School Teacher’s Perspective

3.4.1. The Teaching-Learning Process in Pre-School Education
3.4.2. Psycho-Pedagogical Principles of Pre-School Education
3.4.3. Teaching and Professional Skills Related to Teaching and Learning Processes in Pre-School Education

3.5. Organization of Educational Resources, Spaces and Time in Pre-School Education

3.5.1. Organization of Educational and Curricular Materials in Pre-School Education
3.5.2. The Organization of the Space as an Educational Resource in Pre-School Education
3.5.3. The Classroom in Pre-School Education
3.5.4. Organization and Distribution of Time in Pre-School Education
3.5.5. Criteria for the Organization of Time in Pre-School Education

3.6. Professional Skills for Meeting Educational Needs in the Pre-School Classroom

3.6.1. Educational Needs: Useful Concepts for the Teaching and Professional Skills of the Pre-School Education Teacher
3.6.2. Learning Difficulties and Educational Intervention in Motor, Visual and Hearing Impairment: Educational Intervention and Teaching and Professional Skills
3.6.3. Learning Difficulties Resulting from ASD, ADHD, Intellectual Disabilities and High Intellectual Abilities: Related Teaching and Professional Skills
3.6.4. Conduct Disorders in Childhood: Teaching and Related Professional Skills

3.7. Teaching and Professional skills of the Pre-School Teacher for Conflict Management

3.7.1. Personal Relationships in Educational Centers
3.7.2. Discipline and Conflict in the Educational Centers
3.7.3. The Preventive Dimension of Discipline
3.7.4. Teaching Styles and School Discipline
3.7.5. Conflicts in Educational Organizations
3.7.6. Conflict Prevention in Educational Centers
3.7.7. Procedures for Dealing with Conflict Situations in Schools

3.8. Teaching and Professional Skills Related to Linking with the Environment in Pre-School Education

3.8.1. Teaching and Professional Skills Related to Linking with the Environment in Pre-School Education
3.8.2. Systems Theory and Ecological Model as a Base to Situate Ourselves in the Educational Relationships with the Environment
3.8.3. Pillars of Education and the School Environment
3.8.4. Learning Communities, an Inclusive Educational Response to School-Environment Relationships
3.8.5. Principles of Learning Communities
3.8.6. Interactive Groups: A Successful Experience. Dialogic Learning
3.8.7. Phases of Transformation into a Learning Community
3.8.8. Teaching and Professional Skills of the Pre-School Teacher

3.9. Teaching and Professional Skills Related to Leadership and Emotional Competencies

3.9.1. A First Approach to Educational Leadership
3.9.2. Emotional Competencies and Educational Leadership
3.9.3. Educational Leadership in the Field of Pre-School Education

3.10. Evaluation in Pre-School Education from the Perspective of the Pre-School Education Teacher

3.10.1. Recovering Key Concepts about Assessment in Pre-School Education
3.10.2. A Basic Teaching and Professional Skill: Observation
3.10.3. Post-Assessment
3.10.4. Learning, Playing and Assessment
3.10.5. Reports to Families

Module 4. Information Technologies Applied to Education

4.1. ICT, Literacy, and Digital Skills

4.1.1. Introduction and Objectives
4.1.2. The School in the Knowledge Society
4.1.3. ICT in the Teaching and Learning Process
4.1.4. Digital Literacy and Competencies
4.1.5. The Role of the Teacher in the Classroom
4.1.6. The Digital Competencies of the Teacher
4.1.7. Bibliographical References
4.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
4.1.9. Internet as an Educational Resource: Web 2.0 and m-Learning
4.1.10. Teachers as Part of the Web 2.0: How to Build Their Digital Identity
4.1.11. Guidelines for the Creation of Teacher Profiles
4.1.12. Creating a Teacher Profile on Twitter
4.1.13. Bibliographical References

4.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

4.2.1. Introduction and Objectives
4.2.2. Conditions for Participatory Learning
4.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
4.2.4. Content Creation in Web 2.0: Digital Tools
4.2.5. The Blog as a Classroom Pedagogical Resource
4.2.6. Guidelines for the Creation of an Educational Blog
4.2.7. Elements of the Blog to Make it an Educational Resource
4.2.8. Bibliographical References

4.3. Personal Learning Environments for Teachers

4.3.1. Introduction and Objectives
4.3.2. Teacher Education for the Integration of ICTs
4.3.3. Learning Communities
4.3.4. Definition of Personal Learning Environments (PLE)
4.3.5. Educational use of the PLE and the NLP
4.3.6. Design and Creation of our Classroom PLE
4.3.7. Bibliographic References

4.4. Collaborative Learning and Content Curation

4.4.1. Introduction and Objectives
4.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
4.4.3. Digital Tools for Collaborative Work
4.4.4. Content Curation
4.4.5. Content Curation as an Educational Practice in the Promotion of Students’ Digital Competences
4.4.6. The Content Curator Teacher. Scoop.it
4.4.7. Bibliographical References

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

4.5.1. Introduction and Objectives
4.5.2. Principle of Connected Learning
4.5.3. Social Networks: Tools for the Creation of Learning Communities
4.5.4. Communication On Social networks: Management of the New Communicative Codes
4.5.5. Types of Social Networks
4.5.6. How to use Social Networks in the Classroom: Content Creation
4.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
4.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
4.5.9. Digital Identity
4.5.10. Risks for Minors on the Internet
4.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
4.5.12. Platforms for Promoting Safety on the Internet
4.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
4.5.14. Bibliographical References

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

4.6.1. Introduction and Objectives
4.6.2. Bloom’s Taxonomy and ICT
4.6.3. The Educational Podcast as an Educational Element
4.6.4. Audio Creation
4.6.5. The Image as an Educational Element
4.6.6. ICT Tools with Educational Use of Images
4.6.7. The Editing of Images with ICT: Tools for Editing
4.6.8. What is ABP?
4.6.9. Process of Working with PBL and ICT
4.6.10. Designing PBL with ICT
4.6.11. Educational Possibilities in Web 3.0
4.6.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
4.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
4.6.14. Platforms for the Dissemination of Audiovisual Materials
4.6.15. Guidelines for the Creation of an Educational Video
4.6.16. Bibliographical References

4.7. Regulations and Legislation Applicable to ICT

4.7.1. Introduction and Objectives
4.7.2. Data Protection Laws
4.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
4.7.4. Copyright Rights: Copyright and Creative Commons
4.7.5. Use of Copyrighted Material
4.7.6. Bibliographical References

4.8. Gamification: Motivation and ICT in the Classroom

4.8.1. Introduction and Objectives
4.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
4.8.3. Game-Based Learning (GBL)
4.8.4. Augmented Reality (AR) in the Classroom
4.8.5. Types of Augmented Reality and Classroom Experiences
4.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
4.8.7. Classroom Experiences
4.8.8. Bibliographical References

4.9. Media Competency in the Classroom with ICT

4.9.1. Introduction and Objectives
4.9.2. Promoting the Media Competence of Teachers
4.9.3. Mastering Communication for Motivating Teaching
4.9.4. Communicating Pedagogical Content with ICT
4.9.5. Importance of the Image as a Pedagogical Resource
4.9.6. Digital Presentations as an Educational Resource in the Classroom
4.9.7. Working in the Classroom with Images
4.9.8. Sharing Images on Web 2.0
4.9.9. Bibliographical References

4.10. Assessment for Learning Through ICT

4.10.1. Introduction and Objectives
4.10.2. Assessment for Learning Through ICT
4.10.3. Evaluation Tools: Digital Portfolio and Rubrics
4.10.4. Building an E-Portfolio with Google Sites
4.10.5. Generating Evaluation Rubrics
4.10.6. Design Evaluations and Self-Evaluations with Google Forms
4.10.7. Bibliographical References

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