Online Master's Degree in Emotional Education and Pedagogical Accompaniment

Objectives

To produce written and oral presentations on the human being conceived as

‘person’

• To develop arguments on the importance of understanding the historical development of the

human being, based on the evolution of the concept of the person, as a

for teaching in the areas of support and emotional education.

• Acquire the ability to define the characteristics of the educational process

based on a specific conception of the human being.

• Design guided group activities tailored to the specific needs of students

to foster processes of openness and connection.

Prerequisites

None required

Skills

Core competences

• Adapt knowledge relating to the individual to enhance teaching practice

teaching practice.

• Demonstrate a proactive commitment to the assessment of the student, understood as

individual.

• Use the available theoretical and practical resources to foster

that encourage students to open up.

• Design strategies, based on the knowledge acquired, to foster

relationship-building processes with groups of students.

• Link the concept of the individual to strategies related to

and support.

• Assess the importance of the teacher in building meaningful relationships with

students.

Specific competences

• To understand the concept of the person as a unique individual who also has

the right to be treated with dignity.

• To understand the historical development of the human being, based on the evolution of the

concept of the person.

• To analyse the different approaches to understanding human beings based on the

sciences and philosophical anthropology.

• To analyse the various conceptions of the human being and their impact on

education.

• To compare the different conceptions of the faculties and dimensions of the

person.

• To assess the importance of holistic education.

• To analyse the importance of the process of openness for the personal and social development

of the student, understood as a person.

• Apply tools such as the sociogram and group dynamics to foster

relationship-building processes amongst the social actors involved in the educational process.

General competences (only for regulated professions)

• Assess the importance of the teacher in the secondary socialisation process.

• Analyse the fundamental role of the teacher in shaping future

citizens in societies facing crises.

• Understand the need to accept the diversity and differences that exist in

each student, viewed as an individual.

• To analyse the leading role of the teacher in providing educational support to the

individual students and people in general.

• To develop teaching skills to build relationships with students

within the context of the student’s emotions and affective life.

• To analyse the educational process as a social phenomenon.

Learning outcomes

• Produces written and oral presentations on the human being conceived as

‘person’

.

• Develop arguments on the importance of understanding the historical development of the

human being, based on the evolution of the concept of the person, as a

for teaching in the areas of support and emotional education.

• Acquires the ability to define the characteristics of the educational process

based on a specific conception of the human being.

• Designs guided group activities tailored to the

Description of the content

• The historical development of the human being

• Knowledge of the human being

• The faculties and dimensions of the person

• Holistic education

• The person’s capacity for openness

• Relationships as a key element

Formative activities

Forum

Feedback

Project

Assessment system and criteria

Your final mark will be based on the following assessment system:

• 40 per cent of your mark will come from your continuous assessment. This will

the following will be taken into account:

o Participation in forums, contributing your views, knowledge and

experiences: 10 per cent of the final mark.

o The course project: 30 per cent of the final mark. This is carried out in groups, but

may be completed individually.

• The final exam for the module will account for: 60 per cent of the final mark.

• The exams are multiple-choice, although they may include one essay question.

Ordinary examination session

To pass the module in the ordinary examination session, you must achieve a

mark of 5.0 or above out of 10.0 in the final face-to-face (weighted

) for the module and, in addition:

The average mark for all activities in each subject must be equal to or greater than

5.0 out of 10.0 to be included in the average with the exam. Similarly, the exam mark must

be 5.0 out of 10.0 or higher to be included in the average with the coursework.

Extraordinary examination session

To pass the module in the resit, students must achieve a

mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for

the module.

Assignments not passed during the ordinary assessment period must be submitted, after

receiving the relevant feedback on them from the lecturer, or those

that were not submitted.

Objectives

. To explain the fundamentals of Person-Centred Education and justify its

importance in professional practice.

• Relate the contributions of leading authors to the principles and pillars

of person-centred education.

• Select and apply appropriate strategies and methodologies to promote

person-centred learning.

• Critically evaluate the impact of person-centred education on the

the learner’s holistic development.

• Design innovative educational proposals that integrate support,

personalisation and the development of emotional and ethical skills.

• Rigorously analyse the current challenges facing education and propose solutions

from a humanistic and person-centred perspective.

Prerequisites

None required

Competencies

Core competences

• To understand the philosophical, pedagogical and psychological foundations of

Person-Centred Education and its relevance to teaching practice.

• Apply the knowledge acquired to the analysis and resolution of

real-life educational situations, whilst respecting the dignity and individuality of each pupil.

• Develop critical and reflective thinking that enables well-founded judgements

on current educational practices and their

.

• To communicate the main ideas of

the subject, in both academic and professional contexts.

• Foster autonomy and the capacity for lifelong learning, integrating

personal reflection and collaborative work.

Specific competences

• Understand the principles and foundations of Person-Centred Education and its

relationship with the personalist and humanist tradition.

• To identify strategies and methodologies consistent with a personalised educational

personalised approach, such as pedagogical support and active learning.

• To design educational programmes that promote the holistic development of the

the student (intellectual, emotional, social, ethical and spiritual).

• Analyse the impact of person-centred education on key dimensions

such as self-esteem, autonomy, self-regulation, critical thinking and

ethical and social awareness.

• Recognise the contemporary challenges affecting personalised education

personalised education and propose innovative, evidence-based responses.

Learning outcomes

. Explain the principles of Person-Centred Education and justify its

importance in professional practice.

• Relate the contributions of leading authors to the principles and pillars

of person-centred education.

• Select and apply appropriate strategies and methodologies to promote

person-centred learning.

• Critically evaluate the impact of person-centred education on the

the learner’s holistic development.

• Design innovative educational proposals that integrate support,

personalisation and the development of emotional and ethical skills.

• Rigorously analyse the current challenges facing education and propose solutions

from a humanistic and person-centred perspective.

Course description

• Introduction to person-centred education.

• Characteristics of person-centred education.

• The pillars of person-centred education.

• Strategies and methodologies for person-centred education

• The impact of person-centred education on student development.

• Challenges and difficulties in implementing person-centred education.

Training activities

Forum

Feedback

Group work

Assessment system and criteria

Your final mark will be based on the following assessment system:

• 100 per cent of your mark will be based on your continuous assessment. This will

the following will be taken into account:

o Participation in forums, contributing your views, knowledge and

experiences: 5 per cent of the final mark.

o Individual activities: 15 per cent of the final mark.

o Group activities: 20 per cent of the final mark.

• The final exam for the module will account for: 60 per cent of the final mark.

Ordinary examination session

To pass the module in the ordinary assessment period, you must achieve a

mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for

the module and, in addition:

The average mark for all activities in each module must be equal to or higher than

5.0 out of 10.0 to be included in the average with the exam. Similarly, the exam mark must

be 5.0 out of 10.0 or higher to be included in the average with the coursework.

Extraordinary examination session

To pass the module in the resit, students must achieve a

mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for

the module.

Assignments not passed during the ordinary assessment period must be submitted, after

receiving the relevant feedback on them from the lecturer, or those

that were not submitted.

Objectives

To explore the principles and techniques of effective communication

by analysing which expressive skills enable the development of clear and

coherent ideas that enhance teaching practice.

Master’s in Emotional Education and Pedagogical Support 2

Study Guide

Communication skills

Understanding the principles and functioning of

as a fundamental strategy for supporting and strengthening

based on collaboration and reflective dialogue.

Prerequisites

None required

Competencies

Core competences

• RC1. Understanding the needs, motivations and behaviours of

people in order to create a positive and productive working environment.

• RC2. Convey information clearly, concisely and persuasively, both

orally and in writing during the support process and in the development

a solid educational relationship that is focused and firm in its expectations.

Specific competencies

• RODS. Develop effective communication, teamwork,

analytical thinking, creativity and ethical leadership from a

and clearly inspired by democratic principles and values,

as well as the Sustainable Development Goals, in order to conduct oneself with

integrity in the professional sphere.

• RPAE. To apply, in a practical and integrated manner, the knowledge, skills and

competencies from the degree programme’s modules in the course of their

supervised professional placement at placement centres.

Learning outcomes

To gain a deeper understanding of the principles and techniques of effective communication

by analysing which expressive skills enable the development of clear and

coherent ideas that enhance teaching practice.

Master’s in Emotional Education and Pedagogical Support 2

Learning Guide

Communication skills

Understanding the principles and functioning of

as a fundamental strategy for supporting and strengthening teaching practice

Course content description

• Language and thought

• Communication in different contexts (adolescence, youth, teams, etc.)

• Intrapersonal and interpersonal communication

• Assertive communication

• Non-verbal communication

• Resources for developing communication skills

Training activities

Forum

Feedback

Project

Assessment system and criteria

Your final mark will be based on the following assessment system:

• 40 per cent of your mark will be based on your continuous assessment. This will

the following will be taken into account:

o Participation in forums, contributing your views, knowledge and

experiences: 10 per cent of the final mark.

o Individual and/or group activities: 10 per cent (individual activity) and 20 per cent

(group activity) of the final mark.

• The final exam for the module will account for: 60 per cent of the final mark.

Ordinary examination session

To pass the module in the ordinary assessment period, you must achieve a

mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for

the module and, in addition:

The average mark for all activities in each module must be equal to or higher than

5.0 out of 10.0 to be included in the average with the exam. Similarly, the exam mark must

be 5.0 out of 10.0 or higher to be included in the average with the coursework.

Extraordinary examination session

To pass the module in the resit, students must achieve a

mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for

the module.

Assignments not passed during the ordinary assessment period must be submitted, after

receiving the relevant feedback on them from the lecturer, or those

that were not submitted.

Objectives

. To identify the key processes involved in emotional development.

• Analyse the factors that influence emotional regulation.

• Apply educational intervention models focused on emotional support

.

• Design teaching approaches that integrate emotional skills into

teaching practice.

Prerequisites

None required

Competencies

Core competences

• Understanding knowledge in a field of study that provides an original basis

for application in educational contexts (CB6).

• Apply acquired knowledge and solve problems in new or

familiar settings (CB7).

• Integrate knowledge and deal with the complexity of making judgements based on

incomplete information (CB8).

• Communicate conclusions and knowledge to specialist and non-specialist

non-specialist audiences (CB9).

Specific competences

• CE1: understand the theoretical and practical foundations of emotional development

within the educational context.

• CE2: design pedagogical support strategies focused on

and self-regulation.

• CE3: evaluate educational programmes and initiatives from an emotional perspective.

Learning outcomes

. Identify the key processes of emotional development.

• Analyse the factors that influence emotional regulation.

• Apply educational intervention models focused on emotional support

emotional support.

• Design teaching approaches that integrate emotional skills into

teaching practice.

Course content description

• Education, motivation and learning

• Emotional intelligence

• Emotional regulation

• Self-esteem and self-confidence

• Positive psychology

• Emotional wellbeing and mental health

Training activities

Forum

Feedback

Group work

Assessment system and criteria

Your final mark will be based on the following assessment system:

• 40 per cent of your mark will be based on your continuous assessment. This will

the following will be taken into account:

o Participation in forums, contributing your views, knowledge and

experiences: 10 per cent of the final mark.

o Individual and/or group activities: 30 per cent of the final mark.

• The final exam for the module will account for: 60 per cent of the final mark.

Ordinary examination session

To pass the module in the ordinary assessment period, you must achieve a

mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for

the module and, in addition:

The average mark for all activities in each module must be equal to or higher than

5.0 out of 10.0 to be included in the average with the exam. Similarly, the exam mark must

be 5.0 out of 10.0 or higher to be included in the average with the coursework.

Extraordinary examination session

To pass the module in the resit, students must achieve a

mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for

the module.

Assignments not passed during the ordinary examination period must be submitted, after

receiving the relevant feedback on them from the lecturer, or those

that were not submitted.

Objectives

• To identify the key processes involved in pedagogical support.

• To analyse the factors that influence support.

• Apply educational intervention models focused on support.

• To design pedagogical proposals that integrate the appropriate competences into teaching practice.

Prerequisites

None required

Competencies

Core competences

• Understand knowledge in a field of study that provides an original basis for application in educational contexts (CB6).

• Apply acquired knowledge and solve problems in new or unfamiliar settings (CB7).

• Integrate knowledge and deal with the complexity of making judgements based on incomplete information (CB8).

• Communicate conclusions and knowledge to specialist and non-specialist audiences (CB9).

Specific competences

• CE1: Understand the theoretical and practical foundations of pedagogical support within the educational framework.

• CE2: Design strategies for pedagogical support.

• CE3: Evaluate educational programmes and initiatives from the perspective of pedagogical support.

Learning outcomes

• Identify the key processes involved in pedagogical support.

• Analyse the factors that influence support.

• Apply educational intervention models focused on support.

• Design teaching proposals that integrate the appropriate competences into teaching practice.

Course description

• What is pedagogical support?

• Models of pedagogical support

• The profile of the pedagogical support provider

• Pedagogical support in different educational contexts

• Challenges and opportunities in pedagogical support

• Competencies and skills for pedagogical support

Training activities

. Forum

. Feedback activity (individual)

. Group activity (project)

Assessment system and criteria

Your final mark will be based on the following assessment system:

• 40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

o Participation in forums, contributing your views, knowledge and experiences: 10 per cent of the final mark.

o Individual and/or group activities: 30 per cent of the final mark.

• The final exam for the module will account for: 60 per cent of the final mark.

Ordinary examination session

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module and, in addition:

The average mark for all activities in each module must be 5.0 out of 10.0 or higher to be included in the overall average with the exam. Similarly, the exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the activities.

Extraordinary examination session

To pass the module in the resit, students must achieve a final mark (weighted average) of 5.0 out of 10.0 or higher.

Students must submit any assignments that were not passed during the ordinary assessment period, after receiving the relevant feedback from the lecturer, or any assignments that were not submitted at all.