A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe” 

The transformation of the educational sector demands professionals who are prepared to face new challenges with innovative methodologies and advanced technological tools. The incorporation of Entrepreneurship in Education not only fosters creativity and critical thinking but also prepares students for an ever-evolving job market.

Aware of this reality, TECH presents this postgraduate certificate program that enables educators and education professionals to master strategies in educational innovation, leadership, and the application of emerging technologies in the classroom. Throughout the academic journey of this Master's Degree in Innovation and Entrepreneurship in Education, professionals will explore this discipline as a driver of change in education, gamification as a motivational tool, and ICT as facilitators of meaningful learning.

In this context, the importance of inclusion in pedagogical innovation will be addressed, ensuring that new strategies benefit all students equally. This academic opportunity is delivered through a 100% online methodology, with access to updated teaching materials and the latest technologies applied to education. Thanks to its flexible methodology and TECH’s pioneering Relearning learning system, graduates will be able to balance their knowledge update with their professional and personal responsibilities, accessing content from any device with an internet connection. As an added value, this program includes 10 exclusive Masterclasses taught by a renowned International Expert in Innovation and Entrepreneurship, providing a global and applied view of the latest trends in the sector.

Furthermore, thanks to TECH's membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities.

You will develop leadership and change management skills to drive educational innovation, applying advanced tools acquired in these exclusive TECH Masterclasses” 

This Master's Degree in Innovation and Entrepreneurship in 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 by experts in Innovation and Entrepreneurship in Education 
• 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 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Special emphasis on innovative methodologies in Innovation and Entrepreneurship in Education 
• 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 

You will have access to a resource library available 24/7, with high-quality materials that will allow you to delve into strategies for educational entrepreneurship” 

The teaching staff includes professionals from the field of Innovation and Entrepreneurship in Education, who share their work experience in this program, alongside recognized 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 an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will gain a comprehensive perspective on Innovation and Entrepreneurship in Education through a 100% online university qualification, designed to allow you to specialize at any time” 

Achieve your academic goals flexibly with TECH and its 100% online methodology, offering dynamic, up-to-date learning tailored to the needs of the education sector” 

The syllabus of this university qualification has been designed to provide education professionals with a deep understanding of innovation and entrepreneurship within the academic field. Throughout the academic journey, they will develop skills to implement advanced teaching methodologies, manage educational projects, and assess their impact. In addition, they will explore the use of ICT in learning, the design and management of educational programs, and the importance of economics in education. With a practical and up-to-date approach, this program will enable the application of transformative strategies in various academic environments. 

You will transform the teaching process, enhancing learning in classrooms and understanding its impact on access to and the quality of education” 

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. Analysis of Quantitative Data and Analysis of Qualitative Data 

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
1.9.6. What Is Meant by Qualitative Analysis?
1.9.7. General Process of Qualitative Data Analysis
1.9.8. Categorization and Coding
1.9.9. Criteria of Scientific Rigor for Qualitative Data Analysis

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

1.10.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers
1.10.2. From Educational Research to Research in the Classroom
1.10.3. From Classroom Research to the Evaluation of Educational Innovations
1.10.4. Educational Research, Ethics, and Professional Development of Educators 

Module 2. Education Economics

2.1. Introduction to Economics 

2.1.1. Concept of Economics 
2.1.2. Elements That Define the Economy 
2.1.3. Functioning of the Economy 
2.1.4. Economic Systems

2.2. Education Economics

2.2.1. Education and Economy 
2.2.2. History of Education Economics 
2.2.3. Economic Aspects of Education

2.3. Sources and Models of Education Financing 

2.3.1. Financial Mechanisms in Education 
2.3.2. The Financing of Compulsory Education 
2.3.3. The Financing of Post-Compulsory Education 
2.3.4. Financing Models

2.4. Public Goods and Externalities of Educational Activity 

2.4.1. Externalities in Education 
2.4.2. Forms of Public Intervention in Education 
2.4.3. The Benefits of Education 
2.4.4. Education as a Public or Private Good? 
2.4.5. Reasons that Justify Public Intervention in Education

2.5. Economic and Educational Development 

2.5.1. Education and Production 
2.5.2. Education and Economic Convergence 
2.5.3. Problems in Economic Definition and Estimation 
2.5.4. Contribution of Education to Economic Growth 

2.6. Analysis of the Determinants of Economic Welfare 

2.6.1. Theoretical Background 
2.6.2. Descriptive Analysis of World Economic and Social Development 
2.6.3. Human Development and Its Conditioning Factors 

2.7. Educational Production and Performance 

2.7.1. Contextualization of Educational Production 
2.7.2. Educational Production Function 
2.7.3. Inputs in the Production Process 
2.7.4. Models for Measuring Educational Production and Output 
2.7.5. Design and Interpretation of Data in Educational Production 
2.7.6. Economic Value of Education 

2.8. Labor Market and Education 

2.8.1. Basic Concepts 
2.8.2. Technological Functionalism and the Theory of Human Capital 
2.8.3. Credentialism and Correspondence Theory 
2.8.4. Filter Theory 
2.8.5. Globalized Economy and Employment

2.9. Labor Market and Teachers

2.9.1. Labor Market in the 21st Century 
2.9.2. Differences between the Labor Market and the Educational Labor Market
2.9.3. The Teaching Professional 

2.10. Investment and Expenditure in Education 

2.10.1. OECD Education Systems 
2.10.2. Education Spendin 
2.10.3. Education as an Investment 

Module 3. Information and Communication Technologies for Education 

3.1. ICT, Literacy and Digital Skills

3.1.1. Introduction and Objectives
3.1.2. The School in the Knowledge Society
3.1.3. ICT in the Teaching and Learning Process
3.1.4. Digital Literacy and Competencies
3.1.5. The Role of the Teacher in the Classroom
3.1.6. The Digital Competencies of the Teacher
3.1.7. Bibliographic References
3.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
3.1.9. The Internet as an Educational Resource: Web 2.0 and M-Learning
3.1.10    The Teacher as Part of Web 2.0: How to Build their Digital Identity?
3.1.11    Guidelines for the Creation of Teacher Profiles
3.1.12. Creating a Teacher Profile on Twitter
3.1.13. Bibliographic References

3.2. Creation of Pedagogical Content with ICT and Its Possibilities in the Classroom

3.2.1. Introduction and Objectives
3.2.2. Conditions for Participatory Learning
3.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
3.2.4. Content Creation in Web 2.0: Digital Tools
3.2.5. The Blog as a Classroom Pedagogical Resource
3.2.6. Guidelines for the Creation of an Educational Blog
3.2.7. Elements of the Blog to Make It an Educational Resource
3.2.8. Bibliographic References

3.3. Personal Learning Environments for Teachers

3.3.1. Introduction and Objectives
3.3.2. Teacher Training for the Integration of ICTs
3.3.3. Learning Communities
3.3.4. Definition of Personal Learning Environments
3.3.5. Educational Use of PLE and NLP
3.3.6. Design and Creation of Our Classroom PLE
3.3.7. Bibliographic References

3.4. Collaborative Learning and Content Curation

3.4.1. Introduction and Objectives
3.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
3.4.3. Digital Tools for Collaborative Work
3.4.4. Content Curation
3.4.5. Content Curation as an Educational Practice in the Promotion of Students’ Digital Competences
3.4.6. The Content Curator Teacher. Scoop.it
3.4.7. Bibliographic References

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

3.5.1. Introduction and Objectives
3.5.2. Principle of Connected Learning
3.5.3. Social Networks: Tools for the Creation of Learning Communities
3.5.4. Communication On Social networks: Management of the New Communicative Codes
3.5.5. Types of Social Networks
3.5.6. How to use Social Networks in the Classroom: Content Creation
3.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
3.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom 
3.5.9. Digital Identity
3.5.10. Risks for Minors on the Internet
3.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
3.5.12. Platforms for Promoting Safety on the Internet
3.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
3.5.14. Bibliographic References

3.6. Creation of Audiovisual Content with ICT Tools. PBL and ICT 

3.6.1. Introduction and Objectives
3.6.2. Bloom’s Taxonomy and ICT
3.6.3. The Educational Podcast as aTeaching Element
3.6.4. Audio Creation
3.6.5. The Image as an Educational Element
3.6.6. ICT Tools with Educational Use of Images
3.6.7. Editing Images with ICT: Tools for Editing
3.6.8. What Is PBL?
3.6.9. Process of Working with PBL and ICT
3.5.10. Designing PBL with ICT
3.5.11. Educational Opportunities in Web 3.0
3.5.12. Youtubers and Instagrammers: Informal Learning in Digital Media
3.5.13. The Video Tutorial as a Pedagogical Resource in the Classroom
3.5.14. Platforms for the Dissemination of Audiovisual Materials
3.6.15. Guidelines for the Creation of an Educational Video
3.6.16. Bibliographic References

3.7. Gamification: Motivation and ICT in the Classroom

3.7.1. Introduction and Objectives
3.7.2. Gamification Enters the Classroom Through Virtual Learning Environments
3.7.3. Game-Based Learning (GBL)
3.7.4. Augmented Reality (AR) in the Classroom
3.7.5. Types of Augmented Reality and Classroom Experiences
3.7.6. QR Codes in the Classroom: Generation of Codes and Educational Application
3.7.7. Classroom Experiences
3.7.8. Bibliographic References 

3.8. Media Competency in the Classroom with ICT

3.8.1. Introduction and Objectives
3.8.2. Promoting the Media Competence of Teachers
3.8.3. Mastering Communication for Motivating Teaching
3.8.4. Communicating Pedagogical Content with ICT
3.8.5. Importance of the Image as a Pedagogical Resource
3.8.6. Digital Presentations as an Educational Resource in the Classroom
3.8.7. Working in the Classroom with Images
3.8.8. Sharing Images on Web 2.0
3.8.9. Bibliographic References

3.9. Assessment for Learning Through ICT

3.9.1. Introduction and Objectives. Assessment for Learning Through ICT
3.9.2. Assessment Tools: Digital Portfolio and Rubrics
3.9.3. Building an ePortfolio with Google Sites
3.9.4. Creating Evaluation Rubrics
3.9.5. Design Evaluations and Self-Evaluations with Google Forms
3.9.6. Bibliographic References 

Module 4. Methodology of Socio-Educational Intervention 

4.1. Methodology of Action, Socio-Educational Intervention 

4.1.1. Social Pedagogy, Teaching and Socio-Educational Action 
4.1.2. Fields of Socio-Educational Intervention 
4.1.3. Functionalities of the Socio-Educational Intervention 
4.1.4. The Professional of the Socio-Educational Intervention 

4.2. The Phenomenon of Social Exclusion 

4.2.1. Exclusion as a Social Phenomenon 
4.2.2. Current Social Exclusion 
4.2.3. Factors of Social Exclusion 
4.2.4. Risks of Social Exclusion 

4.3. Intervention with Immigrant Population at Risk of Social Exclusion 

4.3.1. Initial Reception Processes 
4.3.2. Schooling Processes 
4.3.3. Relational Processes 
4.3.4. Labor Market Insertion Processes 

4.4. Socio-Educational Intervention with at-Risk Children 

4.4.1. Children at Social Risk 
4.4.3. Programs and Activities of Socio-Educational Intervention with Minors 
4.4.4. Programs and Activities of Socio-Educational Intervention with Families 

4.5. Women at Risk of Social Exclusion 

4.5.1. Gender Inequality and Social Exclusion 
4.5.2. Immigrant Women 
4.5.3. Women in Single-Parent Families 
4.5.4. Long-Term Unemployed Women 
4.5.5. Unqualified Young Women 

4.6. Intervention with People with Disabilities 

4.6.1. Disability and Social Exclusion 
4.6.2. Programs and Activities of Socio-Educational Intervention with People with Disabilities 
4.6.3. Socio-Educational Intervention Programs and Activities with Families and Caregivers 

4.7. Socio-Educational Intervention with Families 

4.7.1. Introduction 
4.7.2. Systemic Approach to the Family 
4.7.3. Family Counseling

4.8. Community Social Dynamization 

4.8.1. Introduction 
4.8.2. Community and Community Development 
4.8.3. Community Action Methodology and Strategies 
4.8.4. Achievements of Participation 
4.8.5. Participatory Assessment 

4.9. Socio-Educational Intervention Programs 

4.9.1. Socio-Educational Intervention for Child Care 
4.9.2. Intervention with Adolescents at Risk of Social Exclusion 
4.9.3. Socio-Educational Intervention in Prisons 
4.9.4. Intervention with Women Victims of Gender-Based Violence 
4.9.5. Socio-Educational Intervention with Immigrants 

4.10. Towards a Socio-Educational Pedagogy of Death 

4.10.1. Concept of Death 
4.10.2. Pedagogy of Death in the School Environment 
4.10.3. Teaching Proposal

Module 5. Teaching Methodologies and Educator Counseling 

5.1. Pedagogical and Teaching Counseling for the Improvement of the Educational Task 

5.1.1. Introduction to Pedagogical Counseling 
5.1.2. Strategies for Pedagogical Counseling 
5.1.3. Models and Types of Pedagogical Support 
5.1.4. Methodology of Accompaniment 
5.1.5. Professional Profile of the Pedagogical Advisors 

5.2. Teaching as a Creative Process 

5.2.1. Notes on Creativity 
5.2.2. Strategies to Stimulate Creativity 
5.2.3. The Importance of Creativity in the Classroom 

5.3. Educational Methodology: Ways to Vivify the Curriculum in the Classroom

5.3.1. Curriculum and Educational Achievement 
5.3.2. Curriculum Theory and Praxis 
5.3.3. Links between Teaching and Curriculum 

5.4. Teaching as a Didactic Act 

5.4.1. Models of Didactic Acts 
5.4.2. Proposal of Didactic Act 
5.4.3. Analysis of the Components of the Didactic Act 
5.4.4. Communication and Interaction 

5.5. Looking at Teaching from a Different Perspective: Alternative Pedagogies 

5.5.1. Questioning the Traditional Model 
5.5.2. Types of Alternative Pedagogies 
5.5.3. The Continuation of the School: Open Debate 

5.6. Methods and Strategies for Active Learning 

5.6.1. Active Participation as a Key Concept Introduction 
5.6.2. Traditional Teaching vs. Active Learning 
5.6.3. Resources and Strategies for Active Learning 

5.7. Openness to the Community, Teaching in Relationship 

5.7.1. Environment and Medium 
5.7.2. Community-Centered School 
5.7.3. Learning Communities 
5.7.4. Theories about the Environment and Influence on Education 

5.8. Teaching Methodologies and Educational Innovation 

5.8.1. Educational Innovation 
5.8.2. Active Methodologies 
5.8.3. Research in Educational Innovation 
5.8.4. Educational Innovation and ICT 

5.9. Service-Learning 

5.9.1. What is Service Learning? 
5.9.2. Stages of Service Learning 
5.9.3. Service Learning Outcomes in Education 

5.10. New Methodological and Counseling Challenges for Educators 

5.10.1. Discursive Practice in Complex Societies 
5.10.2. Challenges and Uncertainties in the School Context 
5.10.3. The New Role of the Teacher-Advisor

Module 6. Educational Program Design and Management 

6.1. Educational Program Design and Management

6.1.1. Stages and Tasks in the Design of Educational Programs 
6.1.2. Types of Educational Programs 
6.1.3. Evaluation of the Educational Program 
6.1.4. Competency-Based Educational Program Model 

6.2. Program Design in the Formal and Non-Formal Educational Sphere 

6.2.1. Formal and Non-Formal Education 
6.2.2. Formal Education Program Model 
6.2.3. Non-Formal Education Program Model 

6.3. Educational Programs and Information and Communication Technologies

6.3.1. Integration of ICT in Educational Programs 
6.3.2. Advantages of ICT in the Development of Educational Programs 
6.3.3. Educational Practices and ICT 

6.4. Educational Program Design and Bilingualism 

6.4.1. Advantages of Bilingualism 
6.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism
6.4.3. Examples of Educational Programs and Bilingualism 

6.5. Pedagogical Design of Educational Guidance Programs 

6.5.1. The Elaboration of Programs in Educational Guidance 
6.5.2. Possible Contents of Educational Guidance Programs 
6.5.3. Methodology for the Assessment of Educational Guidance Programs 
6.5.4. Aspects to Take into Account in the Design

6.6. Educational Programs Design for Inclusive Education 

6.6.1. Theoretical Fundamentals of Inclusive Education 
6.6.2. Curricular Aspects for the Design of Inclusive Educational Programs
6.6.3. Examples of Inclusive Educational Programs 

6.7. Management, Monitoring and Assessment of Educational Programs. Pedagogical Skills

6.7.1. Assessment as a Tool for Educational Improvement 
6.7.2. Guidelines for the Assessment of Educational Programs 
6.7.3. Techniques for the Assessment of Educational Programs 
6.7.4. Pedagogical Skills for Assessment and Improvement 

6.8. Strategies for Communication and Dissemination of Educational Programs 

6.8.1. Didactic Communication Process 
6.8.2. Teaching Communication Strategies 
6.8.3. Dissemination of Educational Programs 

6.9. Good Practice in the Design and Management of Educational Programs in Formal Education 

6.9.1. Characterization of Good Teaching Practices 
6.9.2. Influence of Good Practices on Program Design and Development 
6.9.3. Pedagogical Leadership and Good Practices 

6.10. Good Practices in the Design and Management of Educational Programs in Non-Formal Contexts 

6.10.1. Good Teaching Practices in Non-Formal Contexts 
6.10.2. Influence of Good Practices on Program Design and Development 
6.10.3. Example of Good Educational Practices in Non-Formal Contexts

Module 7. Evaluation of Educational Programs 

7.1. Concept and Components of the Program. Educational Evaluation

7.1.1. Evaluation 
7.1.2. The Assessment and Education 
7.1.3. Components of Educational Evaluation 

7.2. Models and Methodologies for the Assessment 

7.2.1. Models of Educational Assessment 
7.2.2. Assessment as a Process 

7.3. Standards for Evaluative Research 

7.3.1. General Concept of Standards 
7.3.2. Organization and Content of Standards 
7.3.3. Reflections on Standards 

7.4. Principle of Complementarity. Methods and Techniques 

7.4.1. Definition of the Principle of Complementarity 
7.4.2. Methodology for Applying the Principle of Complementarity 
7.4.3. Complementarity Techniques 

7.5. Techniques and Instruments of Educational Assessment 

7.5.1. Educational Assessment Strategies 
7.5.2. Techniques and Instruments of Educational Assessment 
7.5.3. Examples of Educational Assessment Techniques 

7.6. Available Data, Statistics, Files, Indicators. Content Analysis

7.6.1. Conceptualization of Content Analysis 
7.6.2. Early Methodological Proposals in Content Analysis 
7.6.3. Components of Data Analysis 
7.6.4. Data Analysis Techniques 

7.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

7.7.1. Concept of Educational Assessment Instrument 
7.7.2. Criteria for Selection of Assessment Instruments 
7.7.3. Types of Assessment Techniques and Instruments 

7.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

7.8.1. Initial Assessment. Introduction 
7.8.2. Needs Analysis 
7.8.3. Program Design 

7.9. Program Development. Formative Assessment of the Program 

7.9.1. Introduction 
7.9.2. Formative Assessment. Development 
7.9.3. Conclusions 

7.10. Program Conclusions. Final Summative Assessment

7.10.1. Introduction 
7.10.2. Final Summative Assessment 
7.10.3. Conclusions

Module 8. Teaching and Learning in the Family, Social and Educational Context 

8.1. Education, Family and Society 

8.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education 
8.1.2. Concepts of Formal, Non-Formal and Informal Education 
8.1.3. Latest Information of Formal and Non-Formal Education 
8.1.4. Fields of Non-Formal Education 

8.2. Family Education in a World of Change 

8.2.1. Family and School: Two Educational Contexts 
8.2.2. Family and School Relationships 
8.2.3. The School and the Information Society 
8.2.4. The Role of the Media 

8.3. The Educating Family 

8.3.1. Main Dimensions in the Study of Socialization 
8.3.2. Agents of Socialization 
8.3.3. The Concept of Family and Its Functions
8.3.4. Family Education 

8.4. Education, Family and Community 

8.4.1. Community and Family Educating 
8.4.2. Education in Values

8.5. Parenting School 

8.5.1. Communication with the Families
8.5.2. The School for Parents 
8.5.3. Program of a School of Parents 
8.5.4. The Methodology of Family Workshops 

8.6. Family Educational Practices 

8.6.1. Characteristics of the Family
8.6.2. The Family: Its Social Changes and New Models 
8.6.3. The Family as a Social System 
8.6.4. Discipline in the Family 
8.6.5. Family Educational Styles 

8.7. The Media and Its Educational Influence 

8.7.1. Media Culture 
8.7.2. Education through Media 

8.8. Family Counseling 

8.8.1. Educational Counselling 
8.8.2. Educating in Social Skills and in Childhood 

8.9. Social Change, School and Teachers 

8.9.1. An Evolving Economy
8.9.2. Network-Structured Organizations
8.9.3. New Family Configurations
8.9.4. Cultural and Ethnic Diversity
8.9.5. Knowledge with an Expiry Date
8.9.6. The Teacher: An Agent in Crisis
8.9.7. Teaching: The Profession of Knowledge 

8.10. Some Constants in Teaching 

8.10.1. The Content Taught Generates Identity
8.10.2. Some Knowledge Is Worth More Than Others
8.10.3. Teaching Is Learning to Teach 
8.10.4. Every Teacher Has Their Own Little Book
8.10.5. Students at the Center of Motivation
8.10.6. Whoever Leaves the Classroom Does Not Return

Module 9. Educational Entrepreneurship 

9.1. Education and Entrepreneurship 

9.1.1. Definition and Aspects of Entrepreneurship 
9.1.2. Relationship between Education and Entrepreneurship 
9.1.3. The Entrepreneurial Teacher 

9.2. Entrepreneurial Skills in Europe: Educational Perspective 

9.2.1. Definition of Entrepreneurial Skills 
9.2.2. European Policies and Entrepreneurship 
9.2.3. Challenges and Opportunities 

9.3. Entrepreneurship in Formal Education

9.3.1. Entrepreneurship Development 
9.3.2. Entrepreneurial Skills: Structuring and Classification
9.3.3. Education for Entrepreneurship 
9.3.4. Entrepreneurship Programs in Formal Educational Contexts 

9.4. Entrepreneurship in Non-Formal Education 

9.4.1. Introduction 
9.4.2. Resources and Strategies for Entrepreneurship in Non-Formal Education 
9.4.3. Entrepreneurship Programs in Non-Formal Educational Contexts 

9.5. Entrepreneurship Pedagogy 

9.5.1. Creativity 
9.5.2. Methodological Applications 
9.5.3. School-Based Entrepreneurship 

9.6. Factors to Be Taken into Consideration in Undertaking a Socio-Educational Project 

9.6.1. Key Factors in Entrepreneurship 
9.6.2. Development of Social Entrepreneurship
9.6.3. Conclusions

9.7. Conclusions 

9.7.1. Introduction 
9.7.2. Resources and Financing Mechanisms 
9.7.3. Conclusions 

9.8. Experiences of Educational Entrepreneurship 

9.8.1. Introduction 
9.8.2. Practical Experiences in Entrepreneurship 
9.8.3. Entrepreneurship Education in the European Context 
9.8.4. Conclusions 

9.9. Encouraging Entrepreneurship in Childhood 

9.9.1. Introduction 

9.9.1.1. Concept of Entrepreneurship 
9.9.1.2. Objectives of Entrepreneurship 
9.9.1.3. Skills That It Promotes 

9.9.2. Entrepreneurial Culture and School 

9.10. Entrepreneurship as an Agent of Change 

9.10.1. Social Possibilities of Entrepreneurship 
9.10.2. Social Enterprises 
9.10.3. Conclusions

Module 10. Innovation and Improvement of Teaching Practice 

10.1. Innovation and Improvement of Teaching Practice 

10.1.1. Introduction
10.1.2. Innovation, Change, Improvement, and Reform
10.1.3. The school Effectiveness Improvement Movement
10.1.4. Nine Key Factors for Improvement
10.1.5. How is Change Implemented? The Phases of the Process
10.1.6. Final Reflection 

10.2. Teaching Innovation and Improvement Projects

10.2.1. Introduction
10.2.2. Identification Data
10.2.3. Justification of the Project
10.2.4. Theoretical Framework
10.2.5. Objectives
10.2.6. Methodology
10.2.7. Resources
10.2.8. Timing
10.2.9. Results Evaluation
10.2.10. Bibliographic References
10.2.11. Final Reflection

10.3. School Management and Leadership 

10.3.1. Objectives
10.3.2. Introduction
10.3.3. Different Concepts of Leadership
10.3.4. The Concept of Distributed Leadership
10.3.5. Approaches to Distributed Leadership
10.3.6. Resistance to Distributed Leadership
10.3.7. Final Reflection

10.4. The Training of Teaching Professionals

10.4.1. Introduction
10.4.2. Initial Teacher Training
10.4.3. The Training of Novice Teachers
10.4.4. Teacher Professional Development
10.4.5. Teaching Skills
10.4.6. Reflective Practice
10.4.7. From Educational Research to the Professional Development of Educators

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

10.5.1. Introduction
10.5.2. The 4 Elements that Define Creativity
10.5.3. Some Theses on Creativity Relevant to Education
10.5.4. Formative Creativity and Educational Innovation 
10.5.5. Educational or Pedagogical Considerations for the Development of Creativity
10.5.6. Some Techniques for the Development of Creativity
10.5.7. Final Reflection

10.6. Towards a More Autonomous and Cooperative Learning I: Learning How to Learn 

10.6.1. Introduction
10.6.2. Why is Metacognition Necessary?
10.6.3. Teaching to Learn
10.6.4. Explicit Teaching of Learning Strategies
10.6.5. Classification of Learning Strategies 
10.6.6. The teaching of Metacognitive strategies
10.6.7. The Problem of Evaluation
10.6.8. Final Reflection

10.7. Towards a More Autonomous and Cooperative Learning II: Emotional and Social Learning 

10.7.1. Introduction
10.7.2. The Concept of Emotional Intelligence
10.7.3. Emotional Skills
10.7.4. Emotional Education and Social and Emotional Learning Programs
10.7.5. Techniques and Concrete Methods for the Training of Social Skills
10.7.6. Integrating Emotional and Social Learning into Formal Education
10.7.7. Final Reflection

10.8. Towards a More Autonomous and Cooperative Learning III: Learning by Doing

10.8.1. Introduction
10.8.2. Active Strategies and Methodologies to Encourage Participation
10.8.3. Problem-Based Learning
10.8.4. Project Work
10.8.5. Cooperative Learning
10.8.6. Thematic Immersion
10.8.7. Final Reflection

10.9. Evaluation of Learning

10.9.1. Introduction
10.9.2. A Renewed Assessment
10.9.3. Modalities of Evaluation
10.9.4. The Procedural Evaluation Through the Portfolio
10.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
10.9.6. Final Reflection 

10.10. The Role of the Teacher in the Classroom 

10.10.1. The Teacher as a Guide and Orientator
10.10.2. The Teacher as Class Director
10.10.3. Ways of Directing the Class
10.10.4. Leadership in the Classroom and in the Center 
10.10.5. Coexistence in the Center 

You will investigate and evaluate the role of ICT as a tool to personalize entrepreneurship and enhance the educational experience in the classroom”