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Master's Degree in Secondary Education Teaching by the University of Valencia

Access requirements for Educational Guidance specialisation

Holders of a licenciatura (Spanish former Undergraduate Degree) or undergraduate degree in Pedagogy, Psychology or Psychopedagogy can access this specialisation with no need of taking the admission test.

Those licenciados or graduates (with a diplomatura it is not possible) who do not prove having taken any of the qualifications previously mentioned will have to pass a test that confirms their knowledge – on a university level – of the competences related to this specialisation. The test will be about the contents included in the following syllabus.

 

Syllabus for Educational Guidance

specialisation's admission test

 

1) Psychological and pedagogical foundation of the curriculum. Contributions of Psychology and Education Sciences to the curriculum development in its different levels.

2) Learning proceedings: conditioning, learning through observation, higher learnings, information processing, attention and memory's role, metacognitive skills.

3) Educational principles in the teaching and learning proceeding. Meaningful learning. Abilities and previous knowledge's role. Personalisation of the teaching-learning proceedings.

4) Development in Secondary Education age (I): Adolescence and youth. Changes that enclose puberty. Educational implications.

5) Development in Secondary Education age (ll): cognitive development; the formal abstract thinking. Educational implications.

6) Socialisation and learning. School as socialising institution: transmission of social patterns and values. Tradition and cultural heritage in the educational transmission.

7) The act of tutoring as element of the teaching function. Tutor's functions in Primary and Secondary School Education. Contributions of Psychology and Education Sciences to the development of these functions.

8) Aspects of the variety of personal conditions of the relevant students for education and learning: abilities, motivation, cognitive styles, other individual differences.

9) Guidance as an educational activity. Basic principles common to the diverse models of educational guidance. The most frequently used techniques.

10) Organisation of the guidance system and support in Spain in the diverse educational Administrations.

11) Guidance in Secondary Education. Intervention model and functions.

12) Personalised counselling for the students: general principles, models and techniques.

13) Professional guidance and proceedings of the vocational decision making. Vocational maturity, self-knowledge and choice of studies and professions.

14)  Theory-practice relation in education. Educational research. Professors as researchers of their own practice. Principles and methods of research in the action.

15) Psycho-pedagogical assessment: evaluation of the intelectual ability, the basic abilities and other personal features related to learning. Instruments and techniques of this evaluation.

16) Teaching proceeding assessment: evaluation of the educational projects, the programme, the educational materials, the teaching activities, the school organisation.

17)  Learning assessment: evaluation of proceedings and learning results in the students. Evaluation of the educational competence.

18)  Educational experimentation and innovation. Problems and strategies in the introduction and spreading of educational innovation in the school.

19)  Special Education: from the deficit model to the special educational needs model. General principles of educational intervention in these needs.

20) Organisation of the special education: classrooms and specific centres; integration of students with special educational needs in the ordinary school. Principles and methods of school integration. School attendance criteria.

21)  Educational adaptations: concepts and general principles. Significant educational adaptations for students with special educational needs and their different types: access to curriculum; methodological adaptations, in contents, in assessment.

22) Behavioural alterations and asocial behaviours in adolescence. Programmes on prevention, intervention and treatment against personality development problems in Secondary Education.

23) Difficulties and problems in basic aspects.

24) Professional training and preparation for the transition to active life in the students who do not reach the objectives of the compulsory education. Social Guarantee Programmes.

 

 

 
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