A quality program, created by experts in the field who , will put their professional and teaching experience at your service to accompany you throughout your Training" 

The Technology and Computer Science Teacher Training Program in  High School Education is designed to improve the student's competencies as a future teacher through the most innovative educational technology and on a hybrid learning basis. 

This degree is distinguished by the fact that its contents can be taken 100% online, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and for how long to dedicate to the course of the contents of the program. Always in tune with the skills and capabilities dedicated to it. 

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and work on decision making that demonstrates your high level education within this field of teaching. 

TECH presents the Professional master’s degree in Technology and Computer Teacher Training in High School Education with the highest quality in the university market”

This Professional master’s degree in Technology and Computer Science Teacher Training in High School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competencies
• 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 developments on the educational task of the high school teacher
• Practical exercises where to perform the self-assessment process to improve learning, as well as activities at different levels of competence, according to Miller's model
• Special emphasis on innovative methodologies and teaching research
• 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 program is the best investment you can make in selecting a refresher program for two reasons: in addition to updating your knowledge as a High School, you will obtain a qualification from TECH Global University” 

It includes in its teaching staff professionals belonging to the field of teacher training, who bring to this training the experience of their work, as well as recognized specialists from reference 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 education programmed to learn in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which the teacher must try to solve the different situations of professional practice that arise throughout the Professional master’s degree. For this purpose, the teacher will be assisted by an innovative interactive video system created by leading experts in the field of Training and Career Guidance with extensive teaching experience.

Choose your specialty and take the program that will lead you to in your area of knowledge"

This 100% online program will allow you to combine your studies with your professional work while increasing your knowledge in this field"

The structure of the contents has been designed by the best professionals in the Teacher Preparation field, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed and studied, and with extensive knowledge of new technologies applied to teaching.    

We offer you the most complete and up-to-date educational program on the market. We strive for excellence and for you to achieve it too"  

Module 1. Learning and Development of Personalities

1.1. Introduction: Relationship between Learning and Development, Education and Culture

1.1.1. Introduction
1.1.2. The Common Concept of Psychological Development
1.1.3. An Alternative to the Common Concept of Psychological Development: the Social and Cultural Nature of Development
1.1.4. The Role of Education in Psychological Development
1.1.5. Schooling as an Essential Context for Psychological Development
1.1.6. Essential Social Factors in Learning
1.1.7. Stages of Development
1.1.8. Key Developmental Processes 

1.2. Conceptions of Learning and Learner Development 

1.2.1. Concept of Learning
1.2.2. Main Theories of Learning and Development 

1.2.2.1.Theories of psychoanalysis

1.2.2.1.1. Freud’s Theory
1.2.2.1.2. Erikson's Psychosocial Theory

1.2.2.2. Behaviorist Theories

1.2.2.2.1. Pavlov's Classical Conditioning Theory
1.2.2.2.2. Skinner's Operating Conditioning Theory

1.2.2.3. Cognitive Theories

1.2.2.3.1. Information Processing Theory

1.2.2.3.1.1. Robert Gagné's Instructional Theory

1.2.2.3.2. Constructivism

1.2.2.3.2.1. Verbal-Meaningful Learning Theory of David Ausubel
1.2.2.3.2.2. Jean Piaget's Genetic Epistemology
1.2.2.3.2.3. Lev Vygotsky's Sociocultural Cognitive Theory
1.2.2.3.2.4. Jerome Bruner's Discovery Learning 

1.2.2.4. Socio-Cognitive Theories

1.2.2.4.1. Bandura's social-Cognitive Theory

1.3. Characterization of the Adolescence Stage: Physical and Sexual Development 

1.3.1. Puberty and Adolescence

1.3.1.1. Puberty
1.3.1.2. Cardiac Catheterization

1.3.2. Psychological Effects of Puberty
1.3.3. Early Developing Adolescents and Late Developing Adolescents

1.3.3.1. Precocious Puberty
1.3.3.2. Delay of Puberty

1.3.4. Changing Patterns of Sexual Behavior
1.3.5. The Context and Timing of Adolescent Sexual Behavior
1.3.6. Love Affair and Intimacy

1.4. Psychological Dimensions related to School Learning: Social and Moral Development 

1.4.1. Main Socializing Agents

1.4.1.1. The Family

1.4.1.1.1. The Concept of Family
1.4.1.1.2. The Adolescent and their Family

1.4.1.2. The Peer Group
1.4.1.3. Educational Centers
1.4.1.4. The media

1.4.2. Risks of Social Media
1.4.3. Development of Moral Concepts. Various Theoretical Models

1.4.3.1. Piaget
1.4.3.2. Kohlberg

1.4.4. Factors Influencing Adolescent Moral Development

1.4.4.1. Differences Between Genders
1.4.4.2. Intelligence
1.4.4.3. At Home
1.4.4.4. Friends

1.5. Psychological Dimensions Related to School Learning: Intelligence

1.5.1. The Advent of Formal Thinking

1.5.1.1. Characteristics of Formal Thinking
1.5.1.2. Hypothetic-Deductive Thinking and Propositional Reasoning

1.5.2. Criticisms to Piaget's View
1.5.3. Cognitive Changes

1.5.3.1. The Development of Memory

1.5.3.1.1. Sensory Memory
1.5.3.1.2. Short-Term Memory (STM)
1.5.3.1.3. Long-Term Memory (LTM)

1.5.3.2. The Development of Memory Strategies
1.5.3.3. The Development of Metacognition

1.5.3.3.1. The Development of Metacognition
1.5.3.3.2. Knowledge and Metacognitive Control

1.5.4. Intelligence

1.5.4.1. Cattell's Fluid and Crystallized Intelligence
1.5.4.2. Sternberg Triarchic Theory
1.5.4.3. Gardner's Multiple Intelligences
1.5.4.4. Goleman's Emotional Intelligence
1.5.4.5. Wechsler Scale

1.6.  Psychological Dimensions related to School Learning: Identity, Self-Concept, and Motivation

1.6.1. Self-Concept

1.6.1.1. Definition of Self-Concept
1.6.1.2. Factors Associated with the Development of Self-Concept

1.6.2. Self-esteem
1.6.3. Theoretical Approaches to Identity Development

1.6.3.1. Different Ways of Elaborating Identity

1.6.4. Motivation and Learning

1.7. The Teaching-Learning Process in Adolescence: General Principles 

1.7.1. Ausubel's Theory of Meaningful Verbal Learning 

1.7.1.1. Types of Learning in the School Context
1.7.1.2. What is Already Known and the Desire to Learn: Conditions for Constructing Meaning
1.7.1.3. The Processes of Assimilation of New Contents.
1.7.1.4. A Review of the Theory Thirty Years Later

1.7.2. Processes of Knowledge Construction: The Constructivist Theory of Teaching and Learning

1.7.2.1. School Education: A Social and Socializing Practice
1.7.2.2. The Construction of Knowledge in the School Context: The Interactive Triangle
1.7.2.3. The Processes of Knowledge Construction and the Mechanisms of Educational Influence

1.7.3. Why Do Only Humans Have Teaching?

1.8. The Teaching-Learning Process in Adolescence: Construction of Knowledge in the Classroom and Teacher/Student Interaction

1.8.1. Teacher Effectiveness
1.8.2. Teaching Styles
1.8.3. Teaching Models
1.8.4. The Role of the Teacher
1.8.5. Expectations of the Teacher and the Student

1.9. The Teaching-Learning Process in Adolescence. Processes of Knowledge Construction and Peer-to-Peer Interaction

1.9.1. Peer Interaction and Cognitive Development
1.9.2. Cooperative Learning

1.9.2.1. The Use of Cooperative Learning as a Didactic Method

1.10. Attention to Diversity and Educational Needs in the Adolescence Stage 

1.10.1. Historical Background
1.10.2. The Warnock Report
1.10.3. The Concept of Special Educational Needs
1.10.4. The Causes of SEN
1.10.5. Classification of SEN
1.10.6. Learning Difficulties derived from Motor, Visual and Hearing Impairment. Educational Intervention
1.10.7. Learning Difficulties derived from Autism (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disabilities (IDD) and High Abilities. Educational Intervention
1.10.8. Behavioral Disorders in Childhood and Adolescence

1.10.8.1. Epidemiology and Risk Factors for Behavioral Disorders
1.10.8.2. Clinical Features and Forms of Presentation

1.10.9. Main Manifestations of Behavioral Disorders

1.10.9.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.9.2. Dissocial Disorder (DD)
1.10.9.3. Oppositional Defiant Disorder (ODD)

1.10.10. An Example of an Instrument to Detect Behavioral Disorders in the Classroom
1.10.11. Proposals for Therapeutic Intervention in the Classroom

1.10.11.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.11.2. Oppositional Defiant Disorder (ODD) and Dissocial Disorder (DD)

1.11. Relationships in Adolescence and Conflict Management in the Classroom

1.11.1. What is Mediation

1.11.1.1. Types of Mediation

1.11.1.1.1. School Mediation
1.11.1.1.2. Family Mediation 

1.11.1.2. Insight Theory 
1.11.1.3. The Enneagram

1.11.2. Strengths and Weaknesses of Implementing a Mediation Program

1.12. Principle of Personalized Education and Forms of Action

1.12.1. Historical Evolution of Special Education

1.12.1.1. The United Nations (UN)
1.12.1.2. The Universal Declaration of Human Rights (UDHR)

1.12.2. The Localization Dilemma
1.12.3. Educational Inclusion
1.12.4. The Dilemma of Differences
1.12.5. Personalized Education
1.12.6. Personal Learning Design
1.12.7. Conclusions

1.12.7.1. Learning by Doing

Module 2. Society, Family and Education 

2.1. The Guidance Function of the Educational Center 

2.1.1. Educational Counselling

2.1.1.1. Introduction
2.1.1.2. Concept of Educational Guidance
2.1.1.3. Guidance Functions in the Educational Center
2.1.1.4. Origin of Educational Guidance
2.1.1.5. Areas of Intervention

2.1.1.5.1. Professional Guidance
2.1.1.5.2. Development Guidance
2.1.1.5.3. School Guidance
2.1.1.5.4. Guidance in the Attention to Diversity

2.1.1.6. Intervention Models

2.1.1.6.1. Counseling Model
2.1.1.6.2. Services Model
2.1.1.6.3. Program Model
2.1.1.6.4. Consultation Model
2.1.1.6.5. Technological Model 

2.1.2. Principles of Guiding Action

2.2. The Tutor-Teacher and the Tutorial Action 

2.2.1. The Tutor's Profile and Competences 
2.2.2. Tutorial Action
2.2.3. The Guidance Department

2.2.3.1. Organization of the Guidance Department
2.2.3.2. Composition of the Guidance Department
2.2.3.3. Functions of the Guidance Department
2.2.3.4. Functions of the Members of the Guidance Department

2.2.3.1.1. Functions of the Head of the Guidance Department
2.2.3.1.2. Functions of the Support Teacher
2.2.3.1.3. Functions of the Therapeutic Pedagogy and Hearing and Language Teachers
2.2.3.1.4. Functions of the Teacher of Occupational Training and Guidance

2.2.4. Guidance and Tutorial Action in Occupational Training
2.2.5. The Holland Typology’s Model

2.3. Tutorial Action Tools 

2.3.1. Introduction
2.3.2. The Tutorial Action Plan (TAP)

2.3.2.1. Modalities of Autonomy

2.3.2.1.1. Pedagogical Autonomy
2.3.2.1.2. Managerial Autonomy
2.3.2.1.3. Organizational Autonomy

2.3.3. Information and Communication Technologies (ICT) in Tutorial Action

2.3.3.1. Social Changes
2.3.3.2. Changes in Education
2.3.3.3. ICT used in Tutorial Action

2.3.3.3.1. WebQuests
2.3.3.3.2. Blogs
2.3.3.3.3. Webinars
2.3.3.3.4. Wikis
2.3.3.3.5. E-mail
2.3.3.3.6. Discussion Forums

2.3.3.4. Advantages of Using ICT in Tutorial Action
2.3.3.5. Disadvantages of the Use of ICT in Tutorial Action

2.4. The Relationship of the Teacher-Tutor with the Student

2.4.1. The Individualized Interview as the Main Tool

2.4.1.1. Importance of Communication
2.4.1.2. Interview between the Tutor Teacher and the Student
2.4.1.3. The Interview in the Aid Relationship
2.4.1.4. Interviewer Skills
2.4.1.5. Types of Interviews

2.4.1.5.1. According to the Number of Participants
2.4.1.5.2. According to the Format
2.4.1.5.3.Depending on the mode or channel

2.4.2. Group Dynamics

2.4.2.1. Group Dynamics: Some Examples of Techniques

2.4.2.1.1. Discussion Groups
2.4.2.1.2. Role-Playing
2.4.2.1.3. Dialogical Pedagogical Discussion
2.4.2.1.4. Cineforum

2.4.2.2. Benefits of Applying Group Dynamics

2.4.3. Techniques for the Management of Coexistence

2.4.3.1. Learning Values and Norms
2.4.3.2. Social Emotional Education and Classroom Climate
2.4.3.3. Strategies that Facilitate School Coexistence
2.4.3.4. Programs to Educate in Coexistence

2.5. Family and School Centers

2.5.1. Introduction
2.5.2. The Evolution of the Family and Society
2.5.3. Demands Made by the Family to the Educational Center and Vice-Versa

2.5.3.1. Demands from the School to the Family
2.5.3.2. Demands from the Family to the School

2.5.4. Family-Educational Center Communication Channels: the School for Parents

2.5.4.1. School for Parents

2.6. The Family Interview

2.6.1. Introduction

2.6.1.1. The Ecological Theory of Bronfenbrenner

2.6.2. The Family Interview

2.6.2.1. Keys to an Effective Interview
2.6.2.2. Emotional Education.
2.6.2.3. Classification of Interviews

2.6.3. Structure of Interviews
2.6.4.  Factors Involved in Family Interview
2.6.5.  Steps in Family Interview
2.6.6. Interview Techniques

2.6.6.1. Educational Coaching
2.6.6.2. Context
2.6.6.3. Origins of Coaching
2.6.6.4. Principles of Coaching
2.6.6.5. Models of Coaching
2.6.6.6. Agents Involved in the Coaching Process
2.6.6.7. Benefits of Coaching

Module 3. Supplements for the disciplinary training of technology and computer science. 

3.1. Technology in society. Evolution of technology education 

3.1.1. Previous Concepts
3.1.2. Importance of Technologies in society
3.1.3. Technological renovation
3.1.4. Importance of teaching technological and computer science development in society
3.1.5. Historical Evolution of Educational Technology
3.1.6. Conceptualization of Educational Technology

3.2. Professional Formation 

3.2.1. Fields of Vocational Training
3.2.2. The demand for technology professionals
3.2.3. Competencies to create technological solutions
3.2.4. Best practices in the promotion of STEM vocations

3.3. Information and Knowledge Management

3.3.1. Searching and retrieving information: search engines, social bookmarking and aggregators
3.3.2. Databases and repositories for teachers and students
3.3.3. Knowledge management resources

3.4. Generating and distributing knowledge with ict. Communication with ict in technology

3.4.1. Tools for content generation
3.4.2. Means for content distribution
3.4.3. Production and editing of multimedia material
3.4.4. Social Media. Microblogging
3.4.5. Content Curation
3.4.6. The teacher as community manager

3.5. Evolution of technology education

3.5.1. What are PLE and What Are They For? 
3.5.2. Applications and tools
3.5.3. Digital identity and its management

3.6. Tools for the creation and management of educational virtual communities

3.6.1. Building collective intelligence: virtual communities
3.6.2. Types and examples of virtual communities

3.7. Free software in education. E-learning platforms. Mobile and ubiquitous pedagogy

3.7.1. Free Software. Educational Applications
3.7.2. E-learning platforms. Examples of Use
3.7.3. B-learning in Secondary and Vocational Training
3.7.4. Mobile learning
3.7.5. Tablets and smartphones
3.7.6. Learning management with an app. Creation of mobile applications
3.7.7. Strengths and weaknesses of the use of mobile applications in the classroom

3.8. Criteria for the selection of educational tools. Instructional design with ICT

3.8.1. Design of educational tools
3.8.2. Main criteria for the selection of educational tools
3.8.3. Essential aspects of instructional design
3.8.4. Design of an ICT-supported classroom training proposal.
3.8.5. Design of materials and resources: tools

3.9. Managing creativity and emotional intelligence in technology

3.9.1. Creative thinking
3.9.2. Creativity and problem solving in technology
3.9.3. Methods for the development of creativity
3.9.4. Some resources
3.9.5. Emotional intelligence, its elements and ways of manifestation
3.9.6. Importance of emotional intelligence management
3.9.7. Implications of the development of emotional intelligence in the teaching profession.
3.9.8. Techniques and strategies for the development of emotional intelligence inside and outside the technology classroom.

3.10.  Nature as an inspiration for technological development

3.10.1. Nature as an inspiration for technological development
3.10.2. Planned Obsolescence
3.10.3. Examples and best practices with technology

Module 4. Technology and computer science syllabus design 

4.1. Curriculum and its Structure

4.1.1. School Curriculum: Concept and Components
4.1.2. Curriculum Design: Concept, Structure and Functioning
4.1.3. Levels of Curriculum Specification
4.1.4. Curriculum’s Model
4.1.5. Educational Programming as a Working Tool in the Classroom.

4.2. Legislation as a Guide to Curriculum Design and Key Competencies 

4.2.1. Review of Current National Educational Legislation
4.2.2. What are Competencies?
4.2.3. Types of Skills
4.2.4. Key Competencies
4.2.5. Description and Components of Key Competencies

4.3. The Spanish Education System. Teaching Levels and Modalities

4.3.1. Education System: Interaction between Society, Education and the School System
4.3.2. The Educational System: Factors and Elements
4.3.3. General Characteristics of the Spanish Educational System
4.3.4. Configuration of the Spanish Educational System
4.3.5. Secondary Education
4.3.6. Baccalaureate
4.3.7. Artistic Education
4.3.8. Language Teaching
4.3.9. Sports Education Adult Education

4.4. An analysis of the curriculum for technology and computer science 

4.4.1. PGA Aspects in Technology and Information Technology
4.4.2. Subject Blocks by Educational Stages
4.4.3. Blocks of Contents by Subject

4.5. Didactic Programming: Basic Elements

4.5.1. Context
4.5.2. Objectives Key Competencies
4.5.3. Contents

4.6. Teaching Programming: Methodology, Expected Results, subjects, Evaluation and Complementary Elements

4.6.1. Evaluation Criteria and Learning Results
4.6.2. Methodology
4.6.3. Materials, Resources
4.6.4. Evaluation: procedures and grading criteria other sections: ICT and sociocultural activities, measures for attention to diversity and curricular adaptations.

4.7. Didactic unit in high school.

4.7.1. Definition of Teaching Unit
4.7.2. Elements that Make Up a Teaching Unit
4.7.3. Methodology

4.8. Teaching Unit in Vocational Training and Adult Education

4.8.1. Definition of Working Unit
4.8.2. Elements that Make Up a Teaching Unit
4.8.3. Methodology

4.9. Programming of a Teaching Unit in High School, Vocational Training and Adult Education

4.9.1. How to Program a Teaching Unit in High School Education?
4.9.2. How to Program a Teaching Unit in High School (High School
4.9.3. How to Program a Work Unit in Vocational Training?
4.9.4. How to Program a Teaching Unit in Adult Education 

4.10. Examples of Didactic Unit

4.10.1. Methods
4.10.2. Typology of Activities
4.10.3. Grouping
4.10.4. Resources to be Used
4.10.5. Work Unit in Basic Vocational Training
4.10.6. Teaching Unit in High School Education for Adults

Module 5. Technology and computer science didactics 

5.1. General Didactics and Learning Theories 

5.1.1. Concept
5.1.2. Learning Theories
5.1.3. Learning Theories for the Digital Age
5.1.4. Social Learning Theories

5.2. Learning Techniques and Strategies scientific-technological

5.2.1. Inquiring Learning and ICT
5.2.2. Learning Techniques and Strategies scientific-technological

5.3. Learning techniques and strategies Activate applied to the specialty.

5.3.1. Collaborative- Learning Cooperative Learning
5.3.2. Learning by doing
5.3.3. Learning by participating

5.4. Teaching methodologies for technology education and innovative methodologies. 

5.4.1. Academic-expository model
5.4.2. Problem-Solving Models
5.4.3. Project-Solving Models
5.4.4. Discovery Difficulties Model
5.4.5. Incidentally learning models
5.4.6. Interdisciplinary model
5.4.7. Model with specific didactic materials
5.4.8. Research or Inquiry Model
5.4.9. Profitability Analysis Models
5.4.10. Game-Based Learning (GBL)
5.4.11. Online applications: Clash of clans Clash of clans Flipped Classroom

5.5. Mainly Theoretical Focus of Learning Difficulties

5.5.1. Neurobiological or Organic Theories
5.5.2. Theories of Cognitive Deficit Processes
5.5.3. Psycholinguistic Theories
5.5.4. Psychogenic Theories
5.5.5. Environmentalist Theories

5.6. Activities for learning the subject covers new trends 

5.6.1. Introduction to Product Learning
5.6.2. Tradition vs. innovation
5.6.3. Mentoring in technology, computer science and training classrooms
5.6.4. Event-Based Learning
5.6.5. Design Thinking

5.7. Didactic resources in technology, computer science and vocational training

5.7.1. Didactic resources in technology, computer science and vocational training
5.7.2. Workshop/computer science classroom/machinery and equipment
5.7.3. Software and simulators

5.8. Teaching resources: programming, robotics and 3D printers. Emerging trends

5.8.1. Programming
5.8.2. Robotics
5.8.3. 3D Printing
5.8.4. Augmented Reality
5.8.5. QR Codes
5.8.6. Video games and simulators

5.9. Evaluation in technology, computer science and vocational training

5.9.1. Assess learning outcomes with active methodologies.
5.9.2. Standard evaluation, customized evaluation
5.9.3. Formative and summative evaluation/self-evaluation/co-evaluation-evaluation
5.9.4. Advantages of continuous assessment and acquisition of competencies
5.9.5. Evaluation of teaching with ICT
5.9.6. ICT evaluation indicators
5.9.7. Evaluation tools: e-portfolios and e-rubrics

5.10. Teachers in the Classroom: How to Create an Appropriate Place for Teaching-Learning? 

5.10.1. Skills Development in the Classroom
5.10.2. Classroom Difficulties

Module 6. Teaching Innovation and Initiation to Educational Research 

6.1. Educational Innovation as a Process and School Improvement

6.1.1. Education and the New Scenarios of the Global and Local Context
6.1.2. Key Concepts: Educational Innovation, Change, Reform and Educational Improvement
6.1.3. Educational Paradigms and Innovation Purposes
6.1.4. Why Innovate, the Meaning of Innovation
6.1.5. Process Models to Generate Educational Innovation
6.1.6. The Importance of a Strategic Approach to Incorporate Educational Innovations
6.1.7. Challenges of Educational Innovation: the Need for a Paradigm Shift and the Role of Research for Educational Improvement 

6.2. Teaching Innovation: Perspectives, Challenges and Professional Learning 

6.2.1. Areas of Innovation in the Educational Context
6.2.2. The Case of Learning Communities
6.2.3. The Obstacles and Challenges of Innovation in the Educational Context
6.2.4. How Do Teachers Learn? From Transmitting Teachers to Inquiring and Creative Teachers
6.2.5. Factors to Promote Learning and Professional Development
6.2.6. From Collective Learning to the Professional Development of the Teaching Staff
6.2.7. Spaces for Meeting and Professional Learning: Congresses, Innovation Conferences, Professional Networks, Communities of Practice and MOOCS

6.3. The Design of a Good Practice of Teaching Innovation

6.3.1. From Professional Learning to Good Teaching Practices
6.3.2. Good Practices and the Necessary Conceptual Change
6.3.3. Aspects to be Taken into Account in the Design of Good Teaching Practice
6.3.4. One More Step: Designing and Self-Evaluating Innovative Projects and Practices

6.4. Innovative Learning-Centered Designs to Promote Learner Ownership: Innovative Strategies and Practices

6.4.1. The Learner is the Protagonist of its Learning
6.4.2. Rationale for Selecting Learning-Centered Teaching Strategies: Situated Cognition
6.4.3. Rationale for Selecting Learning-Centered Teaching Strategies: The Learning Approach
6.4.4. Generalization and Transfer of Learning: Keys to Promote Learner Protagonism
6.4.5. Teaching Strategies to Encourage Students' Engagement with their Learning
6.4.6. Design of Innovative Practices Focused on Learning: Service-Learning

6.5. Innovative Use of Didactic Resources and Means

6.5.1. Paradigm Shift: From Solid Knowledge to Liquid Information
6.5.2. Metaphors on WEB 2.0 and their Educational Implications
6.5.3. New Literacies: Educational Visions and Consequences
6.5.4. Digital Literacy and the Development of Competencies
6.5.5. The Meaning and Practices of Digital Literacy in Schools
6.5.6. Literacy and Citizenship: More than ICT Integration
6.5.7. Good Practices in the Innovative Use of Technological Resources

6.6. Learning-Oriented Evaluation: Orientation and Design of Good Practices 

6.6.1. Evaluation as a Learning Opportunity
6.6.2. Characteristics of Innovative Evaluation
6.6.3. The Dimensions of Evaluation: the Ethical and the Technical-Methodological Question
6.6.4. Innovative Evaluation: How to Plan the Evaluation to Orient it to Learning
6.6.5. Quality Criteria for Developing a Learning-Oriented Evaluation Process
6.6.6. How to Foster Improvement and Learning from Evaluation Results

6.7. Teacher Self-Assessment and Learning Improvement: The Challenge of Educational Innovation

6.7.1. Educational Improvement Makes it Essential to Self-Evaluate the Teaching Task
6.7.2. The Self-Evaluation of Teaching Practice as a Process of Reflection and Formative Accompaniment
6.7.3. Areas of Self-Evaluation of the Teaching Task
6.7.4. Self-Evaluation of Schools for the Improvement of their Educational Processes from an Inclusive Perspective.

6.8. New Technologies and Educational Research: Tools for Educational Improvement

6.8.1. Educational Research has its Own Character
6.8.2. The Research Process and the Educational Researcher's Viewpoint
6.8.3. Educational Research in the Current Context
6.8.4. Technological Tools for the Development of Educational Research

6.8.4.1. Searching and Updating Information on the Internet
6.8.4.2. Organizing Information
6.8.4.3. Collection of Information in the Field Work
6.8.4.4. Analysis of the Information: Quantitative and Qualitative
6.8.4.5. Report Writing and Publication of Information

6.9. From Educational Research to Classroom Research: Improving the Teaching-Learning Process 

6.9.1. Educational Research Functions
6.9.2. From Educational Research to Research in the Classroom
6.9.3. Classroom Research and Teachers' Professional Development
6.9.4. Ethical Considerations for the Development of Educational Research

6.10. Educational Challenges for the Research and Improvement of Teaching Practice of the Specialty 

6.10.1. Educational Challenges for the 21st Century
6.10.2. Research, Innovation and Best Practices in the Specialty
6.10.3. Deontological Framework for Teaching Practice

Module 7. Educational Processes and Contexts 

7.1.  The White Paper and the 1970 Education Law 

7.1.1. Introduction
7.1.2. White Paper

7.1.2.1. What is a White Paper? 
7.1.2.2. White Paper. Educational in Spain: Bases for an Educational Policy

7.1.3. The General Education Law of 1970: Preamble and Goals

7.1.3.1. Preamble
7.1.3.2. Purposes

7.1.4. The General Law of Education of 1970: Educational Levels

7.1.4.1. Preschool Education
7.1.4.2. General Basic Education
7.1.4.3. Baccalaureate
7.1.4.4. University Education
7.1.4.5. Professional Formation

7.1.5.  The General Education Law of 1970: Schools and Teachers

7.1.5.1. Educational Centers
7.1.5.2. Professors

7.2. The LODE of 1985 and the LOGSE of 1990

7.2.1. Introduction

7.2.4.1. Early Childhood Education
7.2.4.2. Primary Education
7.2.4.3. High School
7.2.4.4. Baccalaureate
7.2.4.5. Professional Training
7.2.4.6. Special Education

7.3. The Organic Law on Education (LOE)

7.3.1. Introduction
7.3.2. Organic Law on Education (LOE):Principles
7.3.3.  Organic Law on Education (LOE): Teaching

7.3.3.1. Early Childhood Education
7.3.3.2. Primary Education
7.3.3.3. Secondary Education
7.3.3.4. Baccalaureate
7.3.3.5. Professional Formation

7.3.4. Organic Law on Education (LOE): Itineraries

7.4. The Organic Law for the Improvement of the Quality of Education (LOMCE) 

7.4.1. Introduction
7.4.2. LOMCE: Currículum
7.4.3. LOMCE: Secondary Education
7.4.4. LOMCE: Baccalaureate
7.4.5. LOMCE: Professional Training

7.4.5.1. Basic Vocational Training
7.4.5.2. Intermediate Vocational Training
7.4.5.3. Higher Vocational Training
7.4.5.4. Dual Vocational Training

7.4.6. LOMCE: Educational System Itineraries
7.4.7. LOMCE: Key Skills

7.5. The Organization of the Institutions

7.5.1. Concept of School
7.5.2. Components of the School Center
7.5.3. Characteristics of Educational Centers

7.5.3.1. Autonomy of the Centers
7.5.3.2. Functions of The School

7.6. Management and Leadership Applied to the Educational Institution: Management Team 

7.6.1. Management of the Educational Institution
7.6.1. 1. Conceptions of the Term Management
7.6.2.  Leadership.

7.6.2.1. Concept of Leader
7.6.2.2. Gestation of the Leader
7.6.2.3. The Authentic Leader

7.6.3. Leadership in Today's Organizations

7.6.3.1. Importance of Authentic Leadership
7.6.3.2. The Need for Authentic Leadership in Education
7.6.3.3. Types of Leadership

7.6.4. Leadership in the Management of Educational Institutions and Initiatives

7.6.4.1. Leadership of the Management Team
7.6.4.2. Pedagogical Leadership of the Director
7.6.4.3. Leadership of the Head of Studies

7.7. Management and Leadership Applied to the Educational Institution: Teaching Team

7.7.1. Teaching Team: Functions and Rights of the Teaching Staff
7.7.2. Teachers Organization 

7.7.2.1. Teamwork

7.7.2.1.1. Working Groups

7.7.2.2. The Teacher as Tutor

7.7.2.2.1. The Profile of the Tutor
7.7.2.2.2. Duties of the Tutor

7.7.2.3. The Teacher-Coach

7.7.2.3.1. Conceptualization and Characteristics
7.7.2.3.2. The Coach

7.7.2.4. Networking

7.7.3. Leadership of the Teaching Staff

7.7.3.1. The Leadership of the Tutor
7.7.3.2. Teacher Leadership

7.8.  The Guidelines of a School Center

7.8.1. School-Based Education Project

7.8.1.1. The Content of School-Based Education Project
7.8.1.2. Development of School-Based Education Project
7.8.1.3. Implementation of School-Based Education Project
7.8.1.4. Evaluation of School-Based Education Project

7.8.2. Internal Rules

7.8.2.1. The Content School-Based Education Project, a Discretionary Matter

7.8.3. Specific Plans

7.8.3.1. Purpose, Typology and Content
7.8.3.2. Another Way of Expressing the School-Based Education Project

7.8.4. Annual Report

7.8.4.1. Guidelines for the Preparation of an Educational Center's Annual Report

7.8.5. Autonomy as a Requirement

7.9.  The Organizational Structure of a Center and Communication Instruments

7.9.1. Collegiate Bodies

7.9.1.1. The School Council

7.9.1.1.1. Composition
7.9.1.1.2. Election and Renewal of the School Board
7.9.1.1.3. Competencies

7.9.1.2. The Teaching Staff

7.9.2. Educational Coordination Bodies

7.9.2.1. Teaching Departments
7.9.2.2. Guidance Department in Compulsory Secondary Education
7.9.2.3. Complementary and Extracurricular Activities Department
7.9.2.4. Pedagogical Coordination Commission

7.10. Curriculum Management

7.10.1. The School Space: the Organization of the Classroom
7.10.2. Assessment of the Spatial Design of the Classroom

7.10.2.1. Systematic Observation of Users in the Course of Using the Space
7.10.2.2. Self-Application and Evaluation

7.10.3. The School Space as a Dynamic Creation of the Teacher
7.10.4. School Time
7.10.5. Student Organization

7.10.5.1. Vertical Organization of the Student Body

7.10.5.1.1. Graduate School
7.10.5.1.2. The Ungraded School
7.10.5.1.3. The Multigrade School

7.10.5.2. Horizontal Organization of the Student Body

7.10.5.2.1. The Autonomous Class
7.10.5.2.2. Departmentalization
7.10.5.2.3. Team Teaching by Teachers

7.11. Change and Innovation in the School

7.11.1. Improvement in Education

7.11.1.1. From Change as a Necessity to Change as an Opportunity
7.11.1.2. Global Versus Partial Change
7.11.1.3. Organizational Versus Social Change
7.11.1.4. Towards Successful Change

7.11.2. Institutional Innovation
7.11.3. The Creation and Management of Collective Knowledge

7.11.3.1. Departments and Educational Teams as Structures for Innovation
7.11.3.2. Strategies for Intervention in Collaborative Contexts

7.11.4. Teachers and Managers as Agents of Change

7.12. Change and Innovation in the School Center: Spatial Context and Didactic Project

7.12.1. The Planning Process for the Improvement of the Spatial Context of Learning
7.12.2. The Imperatives for Change and the School in its Environment
7.12.3. The Traditional Model
7.12.4. Spatial Context and Didactic Project
7.12.5. Infrastructure of the New Learning Contexts
7.12.6. Strategies for the Improvement of the Quality of Life in the School Center

7.12.6.1. Search for Correspondence between the Designs of the Building and the Furniture
7.12.6.2. Development of a New Conception of the Workplace of the Student
7.12.6.3. Redistribution of the Work Areas by Means of the Furniture
7.12.6.4. The Participation of Students in the Appropriation of Space
7.12.6.5. The Urban Planning Dimension

Module 8. Inclusive Education and Attention to Diversity 

8.1.  Concept of Inclusive Education and its Key Elements

8.1.1.  Conceptual Approach
8.1.2.  Difference Between Integration and Inclusion

8.1.2.1. Integration Concept
8.1.2.2. Inclusion Concept
8.1.2.3. Difference Between Integration and Inclusion

8.1.3.  Key Elements of Educational Inclusion

8.1.3.1. Key Strategic Aspects

8.1.4.  The Inclusive School and the Education System

8.1.4.1. The Challenges of the Education System

8.2.  Inclusive Education and Attention to Diversity

8.2.1. Concept of Attention to Diversity

8.2.1.1. Types of Diversity

8.2.2.  Diversity and Educational Inclusion Measures

8.2.2.1. Methodological guidelines

8.3.  Multilevel Teaching and Cooperative Learning

8.3.1.  Key Concepts

8.3.1.1. Multilevel Teaching
8.3.1.2. Cooperative Learning

8.3.2.  Cooperative Teams

8.3.2.1. Conceptualization of Cooperative Teams
8.3.2.2. Functions and Principles
8.3.2.3. Essential Elements and Advantages

8.3.3.  Benefits of Multilevel Teaching and Cooperative Learning

8.3.3.1. Benefits of Multilevel Teaching
8.3.3.2. Benefits of Cooperative Learning

8.3.4.  Barriers to the Implementation of Inclusive Schools

8.3.4.1. Political Barriers
8.3.4.2. Cultural Barriers
8.3.4.3. Didactic Barriers
8.3.4.4. Strategies to Overcome Barriers

8.4.  Social Inclusion

8.4.1.  Inclusion and Social Integration

8.4.1.1. Definition of Integration and Elements
8.4.1.2. Concept of Social Inclusion
8.4.1.3. Inclusion vs. Integration

8.4.2.  Inclusion in Education

8.4.2.1. Social Inclusion at School

8.5.  Inclusive School Assessment

8.5.1.  Assessment Parameters

8.6. ICT and UDL in Inclusive Schools

8.6.1.  Traditional Teaching Methods
8.6.2.  ICT

8.6.2.1. Concept and Definition of ICT
8.6.2.2. Characteristics of ICT
8.6.2.3. Telematics Applications and Resources
8.6.2.4. ICT in the Inclusive School

8.6.3.  Universal Design for Learning

8.6.3.1. What is DUA?
8.6.3.2. UDL Principles
8.6.3.3. The Application of the UDL to the Curriculum
8.6.3.4. Digital Resources and UDL

8.6.4.  Digital Media to Individualize Classroom Learning

Module 9. Creativity and Emotional Education in the Classroom 

9.1.  Emotional Intelligence and the Education of Emotions according to the Mayer and Salovey Model
9.2.  Other Models of Emotional Intelligence and Emotional Transformation

9.2.1.  Emotional Competence Models
9.2.2.  Social Competence Models
9.2.3.  Multiple Models

9.3. Socio-Emotional Skills and Creativity According to Level of Intelligence
9.4.  Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities
9.5.  Concept of Hyperemotivity
9.6.  Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

9.6.1.  Neuroscientific Studies
9.6.2.  Applied Studies

9.7.  Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
9.8.  Standardized Tests to Assess Emotions and Creativity

9.8.1.  Creativity Tests and Quizzes
9.8.2.  Assessing Emotions
9.8.3.  Laboratories and Valuation Experiences

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 10. Neuroeducation 

10.1.  Introduction to Neuroeducation.
10.2.  Main Neuromyths.
10.3.  Attention
10.4.  Emotion
10.5.  Motivation
10.6.  The Learning Process.
10.7.  Memory
10.8.  Stimulation and Early Interventions.
10.9. Importance of Creativity in Neuroeducation.
10.10. Methodologies that allow the Transformation of Education in Neuroeducation

Module 11. Communication in the Classroom 

11.1.  Learning to Teach

11.1.1.  Communication Processes
11.1.2.  Teaching Transmission Processes

11.2.  Oral Communication

11.2.1.  Voice in the Classroom
11.2.2.  Voice Care in the Classroom

11.3.  Communication Support Systems

11.3.1.  The Use of the Blackboard
11.3.2.  The Use of Projectors

11.4.  The Use of Images in Teaching

11.4.1.  Images and Licenses for Use
11.4.2. Author Images

11.5.  The Use of Video in Teaching

11.5.1.  Video as a Support Material
11.5.2.  Teaching through Videos

11.6.  Written Communication

11.6.1.  The Reports and Written Assignments
11.6.2.  Blogs and Forums

11.7.  Communication Difficulties

11.7.1.  Teaching Difficulties
11.7.2.  Classroom Difficulties

11.8.  Collaborative Processes vs. Competition

11.8.1.  Advantages and Disadvantages of Collaborative Learning
11.8.2.  Advantages and Disadvantages of Competency-Based Learning

11.9.  Development of Support Materials

11.9.1.  Classroom Supplies
11.9.2.  Consultation Material

11.10.  Development of Network Teaching

11.10.1.  Teaching Resources on the Internet
11.10.2.  Wikis and Reference Material on the Internet

The teaching materials of this program, elaborated by these specialists, have contents that are completely applicable to your professional experiences"