Specialize now in Teaching Methodology in History and Geography Secondary Education in High School with the most complete and up-to-date Postgraduate diploma in the online academic market and learn with the best theoretical and practical content” 

This Postgraduate diploma includes personalized tutoring and all manner of help and advice in order to be successfully completed. The modality of a Postgraduate diploma 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 in 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 Postgraduate diploma offers teachers a special treatment of ICTs, 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 skills to improve your professional future. Wait no longer, the time is now”

This Postgraduate diploma in Teaching Methodology in History and Geography Secondary Education in High School contains the most complete and up-to-date program on the market. The most important features include:

• A large amount of case studies presented by experts in Teaching History and Geography in High School. Their graphic, schematic and eminently practical contents with which they are conceived, gather 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 

A specialization program designed to offer you personal and professional growth that will allow you to teach with confidence and success, backed by the latest teaching techniques” 

The program’s teaching staff includes professionals from sector who contribute their work experience to this 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 immersive specialization programmed to learn 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. 

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

A program that will optimize your effort and turn it into performance with the best learning system on the market"

The contents have been structured and designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies. 

A comprehensive and effective program created to elevate you to the highest proficiency”

Module 1. The Importance of Teaching Geography and History

1.1. History as a School Subject

1.1.1. History Emerges in Education
1.1.2. Its Place in the Humanities
1.1.3. Adapting History to Academic Life

1.2. The Background of Geography in Education

1.2.1. Geography in Education
1.2.2. Its Ambiguous Place between the Humanities and Other Sciences
1.2.3. Adapting Geography to Academic Life

1.3. Historians as Teachers

1.3.1. Academic Profile of Historians
1.3.2. Historians as Researchers and Teachers
1.3.3. The Importance of Knowing History

1.4. Geographer as Teachers

1.4.1. Academic Profile of Geographers
1.4.2. White Paper on the Degree in Geography and Spatial Planning
1.4.3. Professional Opportunities and the Importance of Geography Teachers

1.5. Art History as an Academic Discipline

1.5.1. Academic Profile of Art Historians
1.5.2. Fundamental Discipline to Know Our History and Environment
1.5.3. Professional Opportunities and the Importance of Knowing Art and Heritage

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

1.6.1. Links between History and Geography
1.6.2. From Memorization to More Didactic Teaching
1.6.3. Changes in Workbooks and Textbooks

1.7. Interdisciplinarity

1.7.1. Auxiliary Sciences of History
1.7.2. Auxiliary Sciences of Geography
1.7.3. The Need for Cooperation between Different Subjects

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

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

1.9. The Value of Humanistic Knowledge Today

1.9.1. Crisis of the Humanities
1.9.2. The Humanities and Their Work in Our Society
1.9.3. Conclusion and Reflection on the Role of the Humanities in the Western World

Module 2. Current Methods

2.1. Difficulties in Teaching History

2.1.1. Social and Political Vision of History
2.1.2. Nature as a Social Science
2.1.3. Student Body Interest

2.2. Difficulties in Teaching Geography

2.2.1. Necessary Cognitive Development of the Student Body
2.2.2. Necessary Use of Tools and Resources
2.2.3. Learner’s Need for a New Understanding of Their Environment

2.3. Teaching Methodology

2.3.1. Definition of Teaching Methodology
2.3.2. Methodology Efficacy
2.3.3. Traditional and Modern Methodologies

2.4. Teaching and Learning Models

2.4.1. Dimensions of Psychoeducational Knowledge
2.4.2. Models for Teaching and Learning Processes
2.4.3. Instructional Design

2.5. Lectures and Teacher Role

2.5.1. Positive Aspects of Lectures
2.5.2. Negative Aspects of Lectures
2.5.3. Lectures Today

2.6. Behavioral Learning Theories

2.6.1. Classical Conditioning
2.6.2. Operant Conditioning
2.6.3. Vicarious Conditioning

2.7. Cognitive Theories and Constructivist Theories

2.7.1. Classical Theories of School Learning
2.7.2. Cognitive Theories of Information Processing
2.7.3. Constructivism

2.8. Methodologies for Developing Competencies

2.8.1. Problem-Based Learning
2.8.2. Case Studies
2.8.3. Project-Based Learning
2.8.4. Cooperative Learning
2.8.5. Didactic Contract

2.9. Didactic Methodology Applied to Social Sciences

2.9.1. Teachers as a Key Methodological Element
2.9.2. Expository Strategies
2.9.3. Inquiry Strategies

Module 3. Teaching Outside the Classroom

3.1. History and Archeology Museums

3.1.1. History in Museums
3.1.2. Archaeology Museums
3.1.3. History Museums

3.2. Museums and Art Galleries

3.2.1. Art in Museums
3.2.2. Art Museums
3.2.3. Art Galleries

3.3. Museum Accessibility

3.3.1. The Concept of Accessibility
3.3.2. Eliminating Physical Barriers
3.3.3. Visual and Cognitive Integration of Art and Heritage

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