Create and implement innovative techniques in education, aimed at raising the quality of education.
Professional devoted to the study of the educational process in order to know and improve it, promoting its innovation and development.
Its objective is to steer the educational processes towards the discovery of new educational alternatives, new teaching-learning processes. Thus:
He understands the foundations of education from a philosophical, sociological, anthropological, political, economical, psychological and biological perspective.
He *manages the learning processes, delivering strategies of educational transformation and learning in order to give increased efficiency to the process and make possible a quality education and according to the time we live.
He is promoter and agent of change, counselor, researcher, administrator and enabler of learning experiences.
He can opt for master's and doctoral degrees.
Specific tasks or activities carried out in the profession
He participates along with all the educational agents in the definition of education policies of different levels.
He advises on the Institutional Education Project which seeks to answer the questions: Who are we? What do we expect? How do we organize ourselves?
He develops plans, programs and projects for the implementation of education policies.
He plans, organizes, conducts and assesses the academic-administrative systems which provide support to the educational process.
He performs research projects and development of educational projects that respond to the characteristics of the people and institutions served.
He evaluates educational processes, performing studies and troubleshooting in different situations of the educational reality.
He conducts and contributes to the debate and elaboration of solution proposals in the field of education.
He defines and develops improvement plans.
He designs, reviews, sets and evaluates *curricular proposals.
He studies the *strategies and *educational intervention techniques in the pedagogical, *didactic, psychosocial aspects, etc.
He structures, conducts and evaluates learning and teaching strategies that fit the characteristics of the groups, both in the classroom and in training.
He advises teachers and/or institutions on the organization, selection, design, development and use of media and new technologies for educational purposes.
He handles the available technological tools in order to spur and make learning and teaching productive in the different levels of education.
He develops and optimizes Distance Education projects to achieve a custom educational process, making use of new information and communications technologies.
He develops plans of Educational Guidance and Vocational Orientation.
He develops educational-social intervention strategies to confront the social vulnerability of marginalized and deprived students.
He addresses aspects related with teachers, parents and students regarding the organizational climate of the educational establishment as well as the relations of the educational institution with the community.
He plans, implements and evaluates training, updating and improvement programs for teachers.
He intervenes in arbitrations, scores and all those legal activities of the educational field.
He intervenes in the processes of dissemination of the pedagogical culture.
-In Educational Institutions, University Institutions, Professional Institutes as educational and Psychopedagogy advisor, as Administrator, as Advisor on Institutional and Classroom problems of the educational centers at all levels.
-In Training Centers or Departments.
-In Companies, Banks, Trade unions, etc., in the design and implementation of education systems, growth and constant development of personnel.
-In Educational technology Centers in the development of projects and distance education materials with printed, radio, TV and computer media.
-Advice and educational training center created by themselves.
Estimated time of College years
Main courses considered in the Curriculum
Professional Training Courses
*Philosophy of Education
*Sociology of Education
*History of Education
*Psychology of Education
*Evolutionary Psychology (2 semesters)
*Psychology of Learning
*Pedagogy (2 semesters)
*Didactic Method (2 semesters)
*Assessment for Learning
*Statistics and Educational Research
*Politics and Educational Legislation
*Administration and Supervision of Educational Institutions.
* Evaluation of Programs, Educational Systems, Institutions and Educational Policies.
Education Planning and Organization
Vocation, Skills and Interests required in the candidate to this career
-Special interest and appreciation for human development.
-Importance and awareness towards the relation of social phenomena with the education of the population.
-Interest in cultures and customs of other countries.
-Motivation for the organization and *management of social projects.
-Interest in planning and evaluating activities.
-Taste for working in contact with other people.
-Appreciation for universal values and family.
-Capacity of group work and abilities for interpersonal relations.
-Communication and Negotiation skills.
-Organizational and planning capacity.
-Leadership and problem-solving capacity and decision-making.
-Initiative and entrepreneurial spirit.
-*Reflection, *analysis and *synthesis capacity.
-Ease in the use of spoken and written language.
- Ability in the construction of arguments and Substantiation.
-Reading Comprehension skill.
-Vocation service oriented to human development and personal, familiar, school, community, organizational and social transformation.
Or any specific dream or longing which feels involved or oriented towards this direction.
Tolerance, equity and respect for individual differences.
Respect for cultural differences.
-Educational, Social Institutions and Companies.
-In high social contact.
-Pedagogies, Psychopedagogy, Educational Psychology, Educational Planning and Management, Social Education, Special Education.
*Glossary of Terms
*Analyze: An understanding method that starts by focusing the whole to finish decomposing it into its basic parts and then to see the relationship between those parts.
* Administration and Supervision of Educational Institutions (Course): Main processes of the educational activity.
-Duties of the educational administrator.
-Direction and *management of processes of educational institutions.
•Leadership and human relationships in the educational sphere:
-Creation of suitable climates for the establishment of interpersonal relations of coexistence that favor communication and motivation.
•Analysis and interpretation of the financial information of an educational entity:
-Attention to school budgets, maintenance of buildings and operational services of the school.
-Review of the budgetary and accounting policies in education, financial *management and the benefits.
-Coordination between the administrative and academic affairs division, administration and development of programs.
-Technology in the Organization and *Management of Centers.
•Administration of Information Systems:
-Role of the computer systems in organizations.
-Use of computer to minimize costs and optimize results.
-Computing resources *management to optimize performance.
-Supervision, Control and Assessment of educational institutions.
-Practical arrangements in different educational systems.
* Educational Anthropology (Course):
The subject focuses on topics such as:
-Values and cultural and social ways of life (the human being in each culture, of a particular time and place).
-Evolution of culture and education.
-Education with regard to *ethnography and culture of a people.
-Education in primitive societies. (According to the times and places, education has been interpreted in different ways; and the purposes of education demand constant adaptation to the individual and social needs of the moment).
-Pedagogical ideas of different peoples.
Education in current complex societies:
-Education and its relation to diversity and *multiculturality.
-Education and the transformations to which it is submitted.
-The instruction given by the educational institutions and its relationship with the social and cultural environment where it will be applied.
-Methods and tools of Anthropology which allow the teacher discovering, interpreting and understanding his daily activity for a better knowledge of the educational reality.
*Cognitive: Related to knowledge.
*Curriculum: Study plan.
*Didactic Method: Ways of transmitting knowledge.
*Didactic Method (Course): Didactical components of the teaching-learning process.
-Techniques, resources, methods, procedures and teaching strategies.
Lesson Plans: Set of activities which respond to what to teach (objectives and contents), when to teach (ordered sequence of activities and contents), how to teach (activities, organization of space and time, materials and teaching resources) and the assessment (criteria and instruments for assessment), all with the organization of space and time.
Classroom Environment: Standard setting, coexistence and discipline to achieve the proposed objectives.
Organization of Teaching: Establishment of organizational norms of the classroom.
Communication in the Classroom: Strategies to facilitate a good presentation, forms of communication.
Teaching to think and study: *metacognitive learning strategies, strategies for the self-regulation of learning.
*Curriculum Design (Course): Study of educational training needs.
-Elaboration of the curricular objective and competences of the graduate profile.
-Organization and structuring of the curricular content.
-Curriculum Design Models.
- Academic-administrative considerations for curricular implementation.
- Curriculum design of educational programs of different levels and modalities.
-Design, implementation and evaluation of teacher education and training programs.
*Virtual Education: Teaching and learning mainly through cybernetic media such as internet.
*E-learning: Electronic or distance education system in which the use of information technologies is integrated.
*Strategy: Art of projecting and directing. Set of actions that ensure an optimal decision in each moment.
* Statistics and Educational Research (Course): Statistic principles, models and techniques.
-Statistics in the different phases of the research process.
-Descriptive Statistics, to describe and characterize reality.
-Statistical Inference, for the knowledge of populations from the study of *samples.
-Specific Software to carry out the statistical analysis of data.
-Application of statistical data analysis techniques collected from the educational reality and the interpretation of its results, for the planning of teaching, teaching methodologies and the evaluation systems used.
-Analysis and assessment of educational situations in which certain type of questions are posed, for which the use of statistical techniques of data analysis should be used.
- Interpretation of statistical analysis results used in educational research reports.
*Ethnography: Study of a human community with its own identity, its customs, beliefs, myths, history and language.
Learning Assessment (Course):
Learning Assessment: What, How, Who, When and why to evaluate.
-Factors that affect learning.
-Procedures and instruments for learning assessment.
-Learning assessment models.
-Evaluation approaches: *quantitative and *qualitative.
-Assessment and promotion to the next school level.
*Evaluation of Programs, Educational Systems, Institutions and Educational Policies. (Course):
-Stages of the evaluation process.
-Evaluation Models and Designs.
Evaluation of Educational Institutions:
Evaluation of Educational Systems:
-Theoretical background of an evaluation.
-Processing of information and new technologies in the development of an evaluation process.
-Development of an evaluation report.
-Types of evaluation reports.
- Indicators of development and quality of education.
Philosophy of Education (Course):
-Basics of Education, The sense of what is done, why it is done and what it is done for.
-Relevant variables of human development.
-Theoretical bases of Education and its processes.
-Philosophy of Education in the different periods of history.
- Educational criteria, *reflection and critical judgment.
-Current educational issues and trends.
*Manage: Manage a company for hire or reward.
*Management: *Manage: Do proceedings to get something, either the achievement of a business or any desire.
*History of Education (Course):
Interrelation of the multiple aspects of social, economic, cultural and political life, and the location of the educational institutions in this process and the educational theories and their relation with social, economic, cultural and political aspects.
-Study of the means, modes of production, transmission, ownership and distribution of knowledge in a given space and time.
-Evolution of educational policies.
*Qualitative Research: Qualitative Research is focused in discovering the sense and meaning of social actions, such as *ethnographical studies.
*Quantitative Research: Quantitative research is focused on aspects that can be quantified, such as tests, surveys.
*Metacognitive: Knowledge and self-regulation of the own mental processes, for an adequate learning.
*Research Methods (Course):
-Tools of Scientific Research.
-Methods and techniques of scientific research in the study of the educational reality.
-*Qualitative and *Quantitative investigation techniques.
Approach to the Research Topic:
It involves the definition of the research topic, the objective, and the limits within which the project will be developed.
Formulation of Research Hypothesis:
It is an attempt to explain a phenomenon to be studied, which is formulated at the beginning of an investigation through a vaguely plausible conjecture intended to be proven with the verification of the facts.
Universe or population:
It is the group of elements, people or objects that you want to investigate.
Units of Analysis and *Sample:
Data collection instruments (It can be a questionnaire, an interview, a check list, etc).
-How to select a data collection instrument.
-Application of the instrument.
-Record and mediations obtained.
Plan or work plan and Timetable:
It corresponds to the planning of material and human resources the process of educational scientific research will need.
Definition of the type of study to be carried out:
-Descriptive, Correlational or Explanatory.
Descriptive: It analyzes how phenomenon is and how it manifests with its components. It identifies relevant aspects of reality.
Correlational: It displays how different phenomena relate to each other, or if on the contrary, there is no relation between them. How a variable can behave by knowing the behavior of another related variable (they evaluate the degree of relation between two variables).
Variable: It is an observable property or characteristic in a subject of study, which can adopt or acquire diverse values so this variation is measurable.
Explanatory: It seeks to find the reasons or causes which certain phenomena create.
Its final objective is to explain why a phenomenon occurs and under what conditions it occurs.
*Sample: It is a representation of the population.
*Multiculturality: Variety of cultures in human society.
*Educational Guidance (Course):
-Personal and Educational development of the student.
-Preservation of health and disease prevention, particularly those related to addiction to toxic substances.
-Sexuality: Anatomy and Physiology.
-Expression and sexual behavior.
-Sexual Initiation and consequences.
-Social adaptation or Problems of social environments.
-Development of personal goals.
*Paradigms: Model by which a discipline is guided.
-Theory and practice of human education.
-Problems of the educational reality.
-Present educational *paradigms.
- Contemporary pedagogical theories and practices.
-Planning, implementation and assessment of the educational process.
-Pedagogical Leading and Supervision.
-Teacher Training and Recycling.
-Media, Materials and Equipments.
*Educational Planning (Course):
-Theories of Planning.
-Lesson Plan Elements.
-Lesson Plan Models.
-Stages of Planning.
-Teaching models and their implications in the lesson plan.
-Elements and methodology required in the process of educational planning, such as: *didactical strategies, teaching skills, methods.
* Politics and Educational Legislation (Course):
-Education’s contribution to economic growth.
-Economic models and Educational policies.
-Evolution of educational policies.
-Organization structure of the Education Ministry.
-The legal framework of the educational system:
-Educational policy, human rights and constitutional rules.
-The right to education and Academic Freedom.
-The legislation regulating the operation of school centers.
-National and international educational policies.
* Evolutionary Psychology (Course):
-Physical, *cognitive and psychological characteristics of an individual throughout life:
-Variables which intervene in the process of fertilization until the first steps.
-Physical, cognitive and psychosocial development in early childhood stage (3 to 6 years old.)
-Development in middle childhood (7 – 11 years old.)
-Development in Adolescence (11 or 12, 19 or 20 years old).
-Development in adulthood.
-Development in late adulthood or old age.
-Individual differences in the development processes during adolescence, adulthood and old age.
-Main problems and methods of Evolutionary Psychology:
-Socio-emotional development; theories which explain the development of personality; behavioral analysis based on psychobiological and psychosocial factors; factors involved in development and its educational influence.
*Psychology of Education (Course):
- Biological and psychological variables that explain human behavior.
-Psychology and biology in education and development of people.
-Cognitive and affective processes, learning styles, development and personality.
-Psychological principles that underlie educational practices and learning at both individual and group level.
Psychology of Learning (Course):
-Approaches about how the human being learns.
-Understanding of the teaching and learning processes.
-Role of the teacher in the teaching and learning process.
-Variables related to learning:
-Individual, social and institutional variables.
-Theories about the learning process.
-Types of learning.
-Characteristics of a good apprenticeship.
-Special Educational Needs.
-Historic-Cultural Context of Learning.
*Reflection: To think carefully about something to discover causes and consequences; draw conclusions or issue a critical or value judgment.
*Synthesis: Mental operation which consist on the accumulation of diverse data to represent them under a single idea. -Summary.
*Sociology of Education (Course):
-The educational process and its importance in the socio-cultural sphere.
-Social factors in school performance.
-Linkages of education with social equality, equity, social mobility.
-Education and its links to economic and social structures.
-Education and its links to political and institutional structure.
*Technique: Procedure for obtaining a determined result.
*Educational Technology (Course):
-Analysis of the contents of media:
-Visual, audiovisual and multimedia communication.
-Socio-cultural effects of information and communication technologies.
-Application of technology in educational situations.
-Pedagogical features of the digital didactic materials.
- Basic theoretical knowledge of audiovisual, computer and telematic media and their use.
- Experiential learning of basic computer tools for the design and expression of contents.
-Design and creation of contents and didactic materials based on ICT (ICT: Information and Communications technology)
-Integration of new technologies in curricular designs.
-Distance education through computers: E-training,*e-learning, *virtual education.GO BACK