Study of the pedagogical model of Flipped Classroom for its implementation in Secondary School
Authorship
D.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
D.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.12.2024 11:00
09.12.2024 11:00
Summary
This Master's Thesis focuses on the study of the Flipped Classroom model, in the context of Secondary Education, developing a didactic proposal based on this methodology. This pedagogical approach promotes active and meaningful learning by moving direct instruction outside the classroom, allowing students to access content through digital resources such as videos and readings before each face-to-face session. Thus, it seeks to maximize classroom time for collaborative activities, in-depth discussions, and problem-solving, facilitating more meaningful interaction between students and teachers. Although the initial plan was to implement and analyze the results of this proposal, the implementation could not be carried out. Instead, the document discusses possible improvements and analyzes hypothetical challenges that might arise, such as the lack of student engagement with video viewing, proposing adjustments to the proposal to encourage greater participation and better development of the methodology for future implementations.
This Master's Thesis focuses on the study of the Flipped Classroom model, in the context of Secondary Education, developing a didactic proposal based on this methodology. This pedagogical approach promotes active and meaningful learning by moving direct instruction outside the classroom, allowing students to access content through digital resources such as videos and readings before each face-to-face session. Thus, it seeks to maximize classroom time for collaborative activities, in-depth discussions, and problem-solving, facilitating more meaningful interaction between students and teachers. Although the initial plan was to implement and analyze the results of this proposal, the implementation could not be carried out. Instead, the document discusses possible improvements and analyzes hypothetical challenges that might arise, such as the lack of student engagement with video viewing, proposing adjustments to the proposal to encourage greater participation and better development of the methodology for future implementations.
Direction
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
Deepening the genetic bases in secondary education for the resolution of socio-scientific conflicts
Authorship
D.V.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
D.V.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 11:00
07.12.2024 11:00
Summary
Currently, biotechnology and genetic engineering are protagonists of a novel revolution that directly impacts society, constituting information susceptible to hoaxes and fake news. Therefore, secondary education must cover these contents and train citizens to face, interpret and challenge this reality. The objective of this qualitative research is to improve knowledge in biotechnology, identifying its benefits and risks. For this, a didactic sequence was evaluated among 28 4th year ESO students that attempts to address these contents, highlighting the value of practices such as modelling and argumentation. The analysis of results shows how the students evolve their previous ideas, with limited knowledge in this branch, towards a remarkable explanation of its utilities, more representative techniques and the construction of a consolidated position based on scientific and contrasted arguments. In addition, the students also explain the risks associated with genetically modified organisms, relating them to the One Health concept. Finally, part of these teachings are used to adequately contrast the veracity of information from different news items. It is concluded that the sequence offers positive results and allows the acquisition of some essential skills for the students' lives.
Currently, biotechnology and genetic engineering are protagonists of a novel revolution that directly impacts society, constituting information susceptible to hoaxes and fake news. Therefore, secondary education must cover these contents and train citizens to face, interpret and challenge this reality. The objective of this qualitative research is to improve knowledge in biotechnology, identifying its benefits and risks. For this, a didactic sequence was evaluated among 28 4th year ESO students that attempts to address these contents, highlighting the value of practices such as modelling and argumentation. The analysis of results shows how the students evolve their previous ideas, with limited knowledge in this branch, towards a remarkable explanation of its utilities, more representative techniques and the construction of a consolidated position based on scientific and contrasted arguments. In addition, the students also explain the risks associated with genetically modified organisms, relating them to the One Health concept. Finally, part of these teachings are used to adequately contrast the veracity of information from different news items. It is concluded that the sequence offers positive results and allows the acquisition of some essential skills for the students' lives.
Direction
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Court
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Design and implementation of a didactic sequence on genetics in Baccalaureate based on a fictitious forensic case through the participation in scientific practices.
Authorship
M.D.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.D.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 16:00
07.11.2024 16:00
Summary
This research study presents the design of a didactic sequence and analyses the results of its implementation in two classes, one in the 1st and the other in the 2nd year of Baccalaureate. The sequence deals with teaching in genetics, based on learning through student participation in scientific practices. This proposal focuses on the resolution of a fictional case of forensic genetics to teach molecular genetics through modelling and argumentation. In the analysis carried out in this work, a qualitative methodology is used, examining the students' products and the field notes recorded during the sessions. The importance of addressing the subject of genetic engineering lies in the fact that it influences various fields, from human health to agriculture and species conservation. In addition, the sequence aims to encourage problem-solving and prepare students to face real-world challenges. The results indicate that, following their participation in the sequence, students exhibit a more sophisticated knowledge of genetic engineering and their opinion on socio-scientific issues evolved, supported by a greater number of arguments.
This research study presents the design of a didactic sequence and analyses the results of its implementation in two classes, one in the 1st and the other in the 2nd year of Baccalaureate. The sequence deals with teaching in genetics, based on learning through student participation in scientific practices. This proposal focuses on the resolution of a fictional case of forensic genetics to teach molecular genetics through modelling and argumentation. In the analysis carried out in this work, a qualitative methodology is used, examining the students' products and the field notes recorded during the sessions. The importance of addressing the subject of genetic engineering lies in the fact that it influences various fields, from human health to agriculture and species conservation. In addition, the sequence aims to encourage problem-solving and prepare students to face real-world challenges. The results indicate that, following their participation in the sequence, students exhibit a more sophisticated knowledge of genetic engineering and their opinion on socio-scientific issues evolved, supported by a greater number of arguments.
Direction
Brocos Mosquera, Pablo (Tutorships)
Brocos Mosquera, Pablo (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Discovering microorganisms from a critical perspective in 1st year of high school
Authorship
L.G.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.G.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 17:00
07.11.2024 17:00
Summary
Given the indiscriminate use of antibiotics in today's society, it was decided to bring this problem to the classroom through a proposal that seeks to encourage critical and responsible action regarding the use of antibiotics through a One Health approach. The research questions are 1) What is the level of prior knowledge of the students about antibiotics, the problems of their resistance and to what extent the designed proposal allows these difficulties to be resolved? 2) How do the students justify the actions that should be taken? account for the proper use of antibiotics and which agents give them more responsibility? and 3) How do students interpret the impact of antibiotic use in the three spheres of the One Health model? The methodology of this research is qualitative, in which a case study was carried out in a Galician institute with 14 first year Baccalaureate students, in which the responses to the activities were analyzed, identifying relevant information to answer the research questions. The main conclusions drawn reflect the need to continue influencing student training regarding AR.
Given the indiscriminate use of antibiotics in today's society, it was decided to bring this problem to the classroom through a proposal that seeks to encourage critical and responsible action regarding the use of antibiotics through a One Health approach. The research questions are 1) What is the level of prior knowledge of the students about antibiotics, the problems of their resistance and to what extent the designed proposal allows these difficulties to be resolved? 2) How do the students justify the actions that should be taken? account for the proper use of antibiotics and which agents give them more responsibility? and 3) How do students interpret the impact of antibiotic use in the three spheres of the One Health model? The methodology of this research is qualitative, in which a case study was carried out in a Galician institute with 14 first year Baccalaureate students, in which the responses to the activities were analyzed, identifying relevant information to answer the research questions. The main conclusions drawn reflect the need to continue influencing student training regarding AR.
Direction
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Cochlea Domus: Project for Learning Concepts in Ecology and Zoology in 4th ESO PDC
Authorship
D.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
D.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 18:00
07.11.2024 18:00
Summary
Environmental education should be a key element in higher education, as it is currently one of the most relevant problems for humanity and it also could have a major impact on future generations. For this reason, it is crucial to understand how anthropogenic activities affect the environment, such as the proliferation of invasive species or pollution due to biocides. This Master's Thesis (TFM) aims to implement the “Cochlea Domus” project, a constructivist didactic proposal based on Project-Based Learning (PBL). This proposal was carried out using a terrarium with common snails (Cornu aspersum). During its development, the students were responsible for the daily maintenance these animals required, as well as for designing an experiment to find an alternative to the use of pesticides to combat gastropod pests, all of which was reinforced with expository classes. Initially, an analysis of the students' knowledge and prior ideas was conducted through a preliminary questionnaire or pre-test. Once the project was completed, the students' responses and the level of knowledge they acquired were analysed, obtaining positive results in both cases.
Environmental education should be a key element in higher education, as it is currently one of the most relevant problems for humanity and it also could have a major impact on future generations. For this reason, it is crucial to understand how anthropogenic activities affect the environment, such as the proliferation of invasive species or pollution due to biocides. This Master's Thesis (TFM) aims to implement the “Cochlea Domus” project, a constructivist didactic proposal based on Project-Based Learning (PBL). This proposal was carried out using a terrarium with common snails (Cornu aspersum). During its development, the students were responsible for the daily maintenance these animals required, as well as for designing an experiment to find an alternative to the use of pesticides to combat gastropod pests, all of which was reinforced with expository classes. Initially, an analysis of the students' knowledge and prior ideas was conducted through a preliminary questionnaire or pre-test. Once the project was completed, the students' responses and the level of knowledge they acquired were analysed, obtaining positive results in both cases.
Direction
RODRIGUEZ GACIO, MARIA DEL CARMEN (Tutorships)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Analysis of the tutorial action. The particular example of an IES
Authorship
A.L.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.L.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 19:00
07.11.2024 19:00
Summary
Due to the importance attributed to tutorial action for the integral development of students, it is considered appropriate to conduct an analysis of the reality and obstacles that arise in this area, generally in Spain and Galicia, and specifically in the case of a high school in the province of A Coruña. To address this topic, a descriptive study is conducted through field research using a mixed methodology. This involves administering a questionnaire to 3rd-year secondary students and conducting interviews with two teachers from the school. The aim is to analyze the situation of tutorial action and approach a concrete reality by delving into the perspectives of different members of the educational community. In general terms, it is evident that the current implementation of tutoring faces several barriers, such as a lack of time and resources and insufficient psychopedagogical training for teachers, resulting in a tutorial activity that fails to meet all the students' needs.
Due to the importance attributed to tutorial action for the integral development of students, it is considered appropriate to conduct an analysis of the reality and obstacles that arise in this area, generally in Spain and Galicia, and specifically in the case of a high school in the province of A Coruña. To address this topic, a descriptive study is conducted through field research using a mixed methodology. This involves administering a questionnaire to 3rd-year secondary students and conducting interviews with two teachers from the school. The aim is to analyze the situation of tutorial action and approach a concrete reality by delving into the perspectives of different members of the educational community. In general terms, it is evident that the current implementation of tutoring faces several barriers, such as a lack of time and resources and insufficient psychopedagogical training for teachers, resulting in a tutorial activity that fails to meet all the students' needs.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
PARADELO NUÑEZ, REMIGIO (Secretary)
TORRON CASAL, CAROLINA (Member)
Didactic application of social media and its influence in secondary education students’ motivation. A systematic review.
Authorship
M.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 19:00
07.04.2024 19:00
Summary
Social media plays a fundamental role in students' lives, through the possibilities of interaction and the establishment and maintainment of interpersonal relationships. The application of active methodologies based on them could increase students' academic motivation by integrating tools and platforms that are part of the students' social reality. In this work, as a documentary research, the aim is to explore this topic in depth, firstly by the elaboration of a theoretical framework in which these questions are presented, and then, through a systematic review, we explore the current situation of this topic by analysing academic works that relate the application of social networks in the classroom with student motivation, establishing a series of categories that allow for a more detailed analysis of the different dimensions of these works.
Social media plays a fundamental role in students' lives, through the possibilities of interaction and the establishment and maintainment of interpersonal relationships. The application of active methodologies based on them could increase students' academic motivation by integrating tools and platforms that are part of the students' social reality. In this work, as a documentary research, the aim is to explore this topic in depth, firstly by the elaboration of a theoretical framework in which these questions are presented, and then, through a systematic review, we explore the current situation of this topic by analysing academic works that relate the application of social networks in the classroom with student motivation, establishing a series of categories that allow for a more detailed analysis of the different dimensions of these works.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
Analysis of the teaching of matrix algebra in the second year of bachillerato through textbooks.
Authorship
A.F.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.F.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.12.2024 12:00
09.12.2024 12:00
Summary
The objective of this work is to analyse how second-year Bachillerato textbooks contribute to the learning of matrix algebra. We will conduct a literature review, studying the aspects that most affect this learning, and establish criteria for analysing a set of textbooks. We will analyse their content, structure, contextualization, as well as the activities they propose and the illustrations they use. Our preliminary analysis shows that the analysed books largely meet the criteria we are looking for.
The objective of this work is to analyse how second-year Bachillerato textbooks contribute to the learning of matrix algebra. We will conduct a literature review, studying the aspects that most affect this learning, and establish criteria for analysing a set of textbooks. We will analyse their content, structure, contextualization, as well as the activities they propose and the illustrations they use. Our preliminary analysis shows that the analysed books largely meet the criteria we are looking for.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
Bridges over time: a proposal for addresing aging in philosophy lessons
Authorship
R.P.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
R.P.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 10:00
07.10.2024 10:00
Summary
The increasing atomization of family units combined with the lack of specific public policies determine that part of the elderly population spends the last stage of their life in loneliness or retirement homes. Additionally, the trend towards demographic aging contrasts with a burdened social narrative of stereotypes and prejudices towards old age that we can encompass under the terms ageism and gerontophobia. This situation poses a series of problems and challenges that, by their nature, allow and demand a philosophical treatment. The study of these issues with high school students fills a gap in the teaching of philosophy and, at the same time, promotes a critical view of this social issue. This educational proposal explores the possibilities of a philosophical approach to the phenomenon of old age in philosophy classes through the combination of different active methodologies. The core of the proposal is a service-learning activity that promotes intergenerational dialogue. The results obtained in its partial implementation confirm the relevance and timeliness of the project and the educational potential of intergenerational encounters.
The increasing atomization of family units combined with the lack of specific public policies determine that part of the elderly population spends the last stage of their life in loneliness or retirement homes. Additionally, the trend towards demographic aging contrasts with a burdened social narrative of stereotypes and prejudices towards old age that we can encompass under the terms ageism and gerontophobia. This situation poses a series of problems and challenges that, by their nature, allow and demand a philosophical treatment. The study of these issues with high school students fills a gap in the teaching of philosophy and, at the same time, promotes a critical view of this social issue. This educational proposal explores the possibilities of a philosophical approach to the phenomenon of old age in philosophy classes through the combination of different active methodologies. The core of the proposal is a service-learning activity that promotes intergenerational dialogue. The results obtained in its partial implementation confirm the relevance and timeliness of the project and the educational potential of intergenerational encounters.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
GARCIA SOTO, LUIS MODESTO (Chairman)
Criado Boado, Cecilia (Secretary)
IGLESIAS AMORIN, ALFONSO (Member)
GARCIA SOTO, LUIS MODESTO (Chairman)
Criado Boado, Cecilia (Secretary)
IGLESIAS AMORIN, ALFONSO (Member)
Francoist represión in the Ribeira Sacra: recovery of historical memory through critical heritage education
Authorship
L.V.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
L.V.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2024 12:00
07.09.2024 12:00
Summary
Critical heritage education is a didactic approach that facilitates students to reconsider their relationship with heritage. It seeks to promote a sense of belonging, empathy, and respect for the diversity of perspectives, empowering students as agents of social change, through the exercise of democratic citizenship. In this way, it favours the questioning of dominant narratives and the recovery of democratic memory, giving voice to all those stories hidden and subjected to oblivion. This paper aims to contribute to repairing difficult pasts through a learning situation that employs active teaching and learning methods and is carried out in the Baccalaureate classrooms of a rural educational centre, located in the Ribeira Sacra ourensana. The results seem to indicate that through this it was possible not only to recover the democratic memory of the area but also to reach its patrimonialization. Along with this, it improved intergenerational dialogue and critical thinking among the students.
Critical heritage education is a didactic approach that facilitates students to reconsider their relationship with heritage. It seeks to promote a sense of belonging, empathy, and respect for the diversity of perspectives, empowering students as agents of social change, through the exercise of democratic citizenship. In this way, it favours the questioning of dominant narratives and the recovery of democratic memory, giving voice to all those stories hidden and subjected to oblivion. This paper aims to contribute to repairing difficult pasts through a learning situation that employs active teaching and learning methods and is carried out in the Baccalaureate classrooms of a rural educational centre, located in the Ribeira Sacra ourensana. The results seem to indicate that through this it was possible not only to recover the democratic memory of the area but also to reach its patrimonialization. Along with this, it improved intergenerational dialogue and critical thinking among the students.
Direction
Castro Fernández, Belén María (Tutorships)
Castro Fernández, Belén María (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
The educational potential of video games in secondary education history classes: A study of the matter.
Authorship
P.V.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
P.V.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2024 19:00
09.11.2024 19:00
Summary
Through the review of a variety of studies of different nature (quantitative, qualitative, learning situations…) this project was elaborated with the intention of measuring the potential of video games as a didactic tool, putting special attention on the field of history. Through the resulting research, it was discovered that there is a significant number of arguments defending their educational use, in addition, the majority of criticisms that are made to them, quite the opposite to what they seek, justify the need for their presence in the classrooms. By developing a study of the experiences that have been carried out with video games in classrooms, specifically in the field of history, it was discovered that didactic experiences of this type are affected by the scarce tradition in the use of this resource in education and by the limited communication of contributions that are made between scholars from other disciplines (in this case history). Moreover, educational experts who research into this topic, demand more interdisciplinary investigative work and an increase of practices, in which original and distinctive approaches should be tested with the intention of developing and expanding the whole potential of video games and being able to make a delimitation of its capacities to educate.
Through the review of a variety of studies of different nature (quantitative, qualitative, learning situations…) this project was elaborated with the intention of measuring the potential of video games as a didactic tool, putting special attention on the field of history. Through the resulting research, it was discovered that there is a significant number of arguments defending their educational use, in addition, the majority of criticisms that are made to them, quite the opposite to what they seek, justify the need for their presence in the classrooms. By developing a study of the experiences that have been carried out with video games in classrooms, specifically in the field of history, it was discovered that didactic experiences of this type are affected by the scarce tradition in the use of this resource in education and by the limited communication of contributions that are made between scholars from other disciplines (in this case history). Moreover, educational experts who research into this topic, demand more interdisciplinary investigative work and an increase of practices, in which original and distinctive approaches should be tested with the intention of developing and expanding the whole potential of video games and being able to make a delimitation of its capacities to educate.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
Intercultural competence in Secondary Education teaching staff: an educational proposal through art
Authorship
R.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
R.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2024 10:00
07.09.2024 10:00
Summary
Intercultural Education emerges in contemporary educational settings as an inclusive and respectful alternative to cultural diversity, a phenomenon increasingly present in classrooms throughout the Spanish state. Its implementation is fundamental for the improvement of educational communities, but for this to happen, it is necessary for the teaching staff to be trained in it. With the objectives of identifying the existing reality in the education system regarding inclusion, analyzing the extent of intercultural competence among teachers, and valuing art as an inclusive educational resource, this work examines the issues affecting the introduction of interculturality in classrooms, such as the educational difficulties of foreign students or family participation in the school, and focuses on artistic practices as valid educational strategies. Understood the need to train teachers in this area, a study is conducted at the Galician level on the presence of the intercultural issue both in the Teacher Training Master's programs and in the courses offered by CAFI. Based on the results, a training proposal is designed, which aims to develop intercultural competence among teachers, while at the same time valuing art as an appropriate educational resource for the development of the intercultural issue. The study concludes the usefulness of artistic mediation as a strategy adaptable to the demands of Intercultural Education, as well as the need to expand teacher training processes in this area.
Intercultural Education emerges in contemporary educational settings as an inclusive and respectful alternative to cultural diversity, a phenomenon increasingly present in classrooms throughout the Spanish state. Its implementation is fundamental for the improvement of educational communities, but for this to happen, it is necessary for the teaching staff to be trained in it. With the objectives of identifying the existing reality in the education system regarding inclusion, analyzing the extent of intercultural competence among teachers, and valuing art as an inclusive educational resource, this work examines the issues affecting the introduction of interculturality in classrooms, such as the educational difficulties of foreign students or family participation in the school, and focuses on artistic practices as valid educational strategies. Understood the need to train teachers in this area, a study is conducted at the Galician level on the presence of the intercultural issue both in the Teacher Training Master's programs and in the courses offered by CAFI. Based on the results, a training proposal is designed, which aims to develop intercultural competence among teachers, while at the same time valuing art as an appropriate educational resource for the development of the intercultural issue. The study concludes the usefulness of artistic mediation as a strategy adaptable to the demands of Intercultural Education, as well as the need to expand teacher training processes in this area.
Direction
NUÑEZ GARCIA, JESICA (Tutorships)
NUÑEZ GARCIA, JESICA (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Proposal for teaching rural areas in Compulsory Secondary Education
Authorship
J.F.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.F.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 10:00
07.10.2024 10:00
Summary
This Master's Thesis (TFM) contains a teaching proposal that takes as a reference the specific deficiencies observed in the curriculum of the subject of Geography and History, in the first cycle of Compulsory Secondary Education (ESO), in the 3rd year of Compulsory Secondary Education (ESO). The aim is to prepare students to understand the richness and opportunities of rural areas with respect to urban areas, in an interdisciplinary perspective of the educational opportunities that emerge in both. In the first part of the paper, a theoretical review of the concept of 'need', of the characterisation of the target group of the proposal, and of that which emanates from the current curriculum will be addressed. In the second part, from the investigation of the opportunities derived from the most outstanding strengths of the rural environment, the planning, development and evaluation of the proposal: objectives, contents, activities, methodology, timing and evaluation. Finally, the conclusions reached and some recommendations derived from the critical reflection made throughout the design process are included.
This Master's Thesis (TFM) contains a teaching proposal that takes as a reference the specific deficiencies observed in the curriculum of the subject of Geography and History, in the first cycle of Compulsory Secondary Education (ESO), in the 3rd year of Compulsory Secondary Education (ESO). The aim is to prepare students to understand the richness and opportunities of rural areas with respect to urban areas, in an interdisciplinary perspective of the educational opportunities that emerge in both. In the first part of the paper, a theoretical review of the concept of 'need', of the characterisation of the target group of the proposal, and of that which emanates from the current curriculum will be addressed. In the second part, from the investigation of the opportunities derived from the most outstanding strengths of the rural environment, the planning, development and evaluation of the proposal: objectives, contents, activities, methodology, timing and evaluation. Finally, the conclusions reached and some recommendations derived from the critical reflection made throughout the design process are included.
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
Women across History of Art: challenging silence. A lesson plan for 2nd Bacharelato
Authorship
T.C.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
T.C.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 18:00
07.10.2024 18:00
Summary
This essay develops a proposal for a teaching unit in History of Art for 2nd Bacharelato. The history of female artists has always been a ‘second rate’ history and it has started being taken into account and considered as part of the curriculum not so long ago. Therefore, the justification for this proposal lies in the interest of showing the importance of this specific content and of offering accurate teaching units in relation to gender studies. As a result, the main objective of this teaching proposal Challenging Silence is the recovery of female artists throughout the History of Art. The importance of working on this issue resides in the necessity of demonstrating the neglects and gender biases in the official historical accounts. The invisibility and forgetfulness of a good deal of female artists demands for some action, which will be more efficient if it is done at schools, where we should motivate the students and make them become aware of this negligence.
This essay develops a proposal for a teaching unit in History of Art for 2nd Bacharelato. The history of female artists has always been a ‘second rate’ history and it has started being taken into account and considered as part of the curriculum not so long ago. Therefore, the justification for this proposal lies in the interest of showing the importance of this specific content and of offering accurate teaching units in relation to gender studies. As a result, the main objective of this teaching proposal Challenging Silence is the recovery of female artists throughout the History of Art. The importance of working on this issue resides in the necessity of demonstrating the neglects and gender biases in the official historical accounts. The invisibility and forgetfulness of a good deal of female artists demands for some action, which will be more efficient if it is done at schools, where we should motivate the students and make them become aware of this negligence.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
Death in the city. Philosophical-educational treatment of an invisibilized fatality.
Authorship
B.G.H.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
B.G.H.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2024 18:00
09.11.2024 18:00
Summary
This work consists of the description of the project of a learning situation that deals with the problem of death from its understanding within the framework of the city's own way of life. It offers an exposition of the circumstances surrounding the creation of the work, which justify some of its orientations. Afterwards, the presentations and justifications of its bibliographical foundation and its methodology consisting of the discourse on the visibilization of death in the city and other possible understandings of it through dialogue, work with texts and the elaboration of a creative diary of one's own thoughts on the subject are discussed. Finally, the internal possibilities of the work and the alternatives to complement it are explored.
This work consists of the description of the project of a learning situation that deals with the problem of death from its understanding within the framework of the city's own way of life. It offers an exposition of the circumstances surrounding the creation of the work, which justify some of its orientations. Afterwards, the presentations and justifications of its bibliographical foundation and its methodology consisting of the discourse on the visibilization of death in the city and other possible understandings of it through dialogue, work with texts and the elaboration of a creative diary of one's own thoughts on the subject are discussed. Finally, the internal possibilities of the work and the alternatives to complement it are explored.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
History learning and critical thinking: an interdisciplinary aproachment to the climate change in first grade of ESO
Authorship
X.I.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
X.I.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.11.2024 11:00
07.11.2024 11:00
Summary
Starting from the theoretical postulates of Critical Physical Geography, the topic of climate change is addressed in a first-year ESO classroom, framed in the physical geography part of the curriculum. Through an interdisciplinary perspective, which links Geography, History and Earth Sciences, the aim is to focus on a highly current topic such as climate change in a way that distances itself from the usual discourses that relate it exclusively to the present, starting from the local. After this didactic action, the results obtained through the use of anonymous questionnaires and teacher notes confirmed that it was a success, to the extent that the students progressed in understanding the topic from a cognitive and, at the same time, civic level.
Starting from the theoretical postulates of Critical Physical Geography, the topic of climate change is addressed in a first-year ESO classroom, framed in the physical geography part of the curriculum. Through an interdisciplinary perspective, which links Geography, History and Earth Sciences, the aim is to focus on a highly current topic such as climate change in a way that distances itself from the usual discourses that relate it exclusively to the present, starting from the local. After this didactic action, the results obtained through the use of anonymous questionnaires and teacher notes confirmed that it was a success, to the extent that the students progressed in understanding the topic from a cognitive and, at the same time, civic level.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
The impact of screens on foreign language learning: a case study at IES Campo de San Alberto
Authorship
A.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.17.2024 11:00
07.17.2024 11:00
Summary
It is known that the use of screens has negative consequences on the health and academic performance of the teenager population, which has led to a debate about their elimination from the classrooms. The aim of this paper is to analyze the impact of the use of ICT tools and in particular of screens in ESO and Bachillerato students in order to reach a better understanding of the use of ICT in foreign language classes and to encourage the reflection already initiated in this subject. For this purpose, two surveys were carried out among 108 students aged between 12 and 18 years old and 5 foreign language teachers of the IES Campo de San Alberto (Noia, A Coruña) and the answers were complemented with observations made in the classroom during the internship period of the master's degree. Despite offering a limited view of the subject, the results show a pattern of use of the different devices owned by the students, the content they consume and perform in foreign languages and their perception of the literacy processes when performed on paper or screen, as well as the teacher's perspective on these issues.
It is known that the use of screens has negative consequences on the health and academic performance of the teenager population, which has led to a debate about their elimination from the classrooms. The aim of this paper is to analyze the impact of the use of ICT tools and in particular of screens in ESO and Bachillerato students in order to reach a better understanding of the use of ICT in foreign language classes and to encourage the reflection already initiated in this subject. For this purpose, two surveys were carried out among 108 students aged between 12 and 18 years old and 5 foreign language teachers of the IES Campo de San Alberto (Noia, A Coruña) and the answers were complemented with observations made in the classroom during the internship period of the master's degree. Despite offering a limited view of the subject, the results show a pattern of use of the different devices owned by the students, the content they consume and perform in foreign languages and their perception of the literacy processes when performed on paper or screen, as well as the teacher's perspective on these issues.
Direction
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
GONZALEZ ALVAREZ, ELSA MARIA (Secretary)
RODRIGUEZ NIETO, SANDRA (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
GONZALEZ ALVAREZ, ELSA MARIA (Secretary)
RODRIGUEZ NIETO, SANDRA (Member)
Teaching Portuguese in Galician classes: a proposal for educational intervention
Authorship
M.A.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.A.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 11:00
07.15.2024 11:00
Summary
As of Lei nº1/2014, do 24 de marzo, (better known as the Lei Valentín Paz Andrade) lusophone and portuguese language content are part of the Lingua Galega e Literatura curriculum. Its introduction aims to ensure that Portuguese is not foreign to Galician, in order to advance the process of normalization and linguistic self-esteem of the latter. In line with this, the present paper questions what would mean, in practice, a real integration of Portuguese for an extended period of time in a 4th grade ESO classroom of Lingua Galega e Literatura, in the certainty that this would be beneficial for the Galician language and for the vision of it has the students In its course, we will evaluate the consequences of this proposal for the teaching and learning of Galician, both from an internal point of view, in the reinforcement of linguistic units that, in relation to Spanish, are exclusive, and externally, in terms of symbolic value, projection and international utility. For this purpose, didactic activities will be carried out in the classroom aimed at this purpose, based on the new active and plural methodologies for language teaching and the guidelines of the European Union relating to the knowledge of nearby linguistic varieties that present historical and structural links as evident as this is the case of Galician and Portuguese.
As of Lei nº1/2014, do 24 de marzo, (better known as the Lei Valentín Paz Andrade) lusophone and portuguese language content are part of the Lingua Galega e Literatura curriculum. Its introduction aims to ensure that Portuguese is not foreign to Galician, in order to advance the process of normalization and linguistic self-esteem of the latter. In line with this, the present paper questions what would mean, in practice, a real integration of Portuguese for an extended period of time in a 4th grade ESO classroom of Lingua Galega e Literatura, in the certainty that this would be beneficial for the Galician language and for the vision of it has the students In its course, we will evaluate the consequences of this proposal for the teaching and learning of Galician, both from an internal point of view, in the reinforcement of linguistic units that, in relation to Spanish, are exclusive, and externally, in terms of symbolic value, projection and international utility. For this purpose, didactic activities will be carried out in the classroom aimed at this purpose, based on the new active and plural methodologies for language teaching and the guidelines of the European Union relating to the knowledge of nearby linguistic varieties that present historical and structural links as evident as this is the case of Galician and Portuguese.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
The impact of priming methods on L2 noun learning: A case study through a competitive game in ELT
Authorship
B.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
B.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2024 16:00
07.10.2024 16:00
Summary
This Master Thesis presents a pedagogical intervention for 1st level Baccalaureate students in a Spanish public secondary school, focusing on the use of game-based and priming methods to promote L2 noun learning in the ELT classroom. For this purpose, a series of pedagogical sessions were designed employing two primary learning conditions: priming together with game-based methods, and game-based methods alone. Then, students voluntarily participated in an online Kahoot! quiz to consolidate their knowledge through a competitive game. The quiz featured sentences with gaps and four possible answers, requiring students to select the only correct one. The quiz used two priming modalities: lexical priming with semantically-related words, and visual priming with pictures of the target word. Data from the Kahoot! quiz was analyzed to determine the impact of priming modalities on performance. These results were compared to students’ later performance on a written test to assess the mid-term effects of the different learning conditions. The analyses revealed that combining priming techniques with game-based methods resulted in higher accuracy results in the written test compared to game-based methods alone. This indicates that priming techniques, alongside game-based methods, constitute an effective tool for teaching vocabulary in ELT 1st level Baccalaureate classrooms.
This Master Thesis presents a pedagogical intervention for 1st level Baccalaureate students in a Spanish public secondary school, focusing on the use of game-based and priming methods to promote L2 noun learning in the ELT classroom. For this purpose, a series of pedagogical sessions were designed employing two primary learning conditions: priming together with game-based methods, and game-based methods alone. Then, students voluntarily participated in an online Kahoot! quiz to consolidate their knowledge through a competitive game. The quiz featured sentences with gaps and four possible answers, requiring students to select the only correct one. The quiz used two priming modalities: lexical priming with semantically-related words, and visual priming with pictures of the target word. Data from the Kahoot! quiz was analyzed to determine the impact of priming modalities on performance. These results were compared to students’ later performance on a written test to assess the mid-term effects of the different learning conditions. The analyses revealed that combining priming techniques with game-based methods resulted in higher accuracy results in the written test compared to game-based methods alone. This indicates that priming techniques, alongside game-based methods, constitute an effective tool for teaching vocabulary in ELT 1st level Baccalaureate classrooms.
Direction
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LOPEZ SANDEZ, MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LOPEZ SANDEZ, MARIA (Member)
Using adapted classics to learn aspects of Latin culture: a didactic proposal
Authorship
E.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 18:00
07.04.2024 18:00
Summary
This End of Master's Degree Project aims to explore the didactic potential of reading adapted classics in Latin 4th ESO (the Spanish equivalent of USA’s 10th Grade). This will be accomplished through the elaboration of a didactic proposal organised around students reading a new adaptation of Cicero’s speech Pro Archia poeta. This proposal will bring into the classroom themes such as ancient education and the emergence of Renaissance Humanism, which will foster reflection on quality education and the importance of humanities. To achieve this, it will be necessary to examine first what role reading plays in Spanish society and legislation. Then, the didactic potential of Greco-Roman classics will be explored, as well as the reasons advocating for the use of adapted texts. Finally, the didactic proposal and some insight into its design will be presented.
This End of Master's Degree Project aims to explore the didactic potential of reading adapted classics in Latin 4th ESO (the Spanish equivalent of USA’s 10th Grade). This will be accomplished through the elaboration of a didactic proposal organised around students reading a new adaptation of Cicero’s speech Pro Archia poeta. This proposal will bring into the classroom themes such as ancient education and the emergence of Renaissance Humanism, which will foster reflection on quality education and the importance of humanities. To achieve this, it will be necessary to examine first what role reading plays in Spanish society and legislation. Then, the didactic potential of Greco-Roman classics will be explored, as well as the reasons advocating for the use of adapted texts. Finally, the didactic proposal and some insight into its design will be presented.
Direction
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
Court
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
Giadás Quintela, Miguel (Member)
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
Giadás Quintela, Miguel (Member)
Rediscovering the familiar languages of students through the reconstruction of their linguistic biographies
Authorship
S.C.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.C.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 13:00
07.15.2024 13:00
Summary
The era of postmodernity, influenced by globalization, presents new socio-communicative challenges that schools must address to promote a positive appreciation of linguistic diversity and developing linguistic awareness among students. In the Galician context, an officially bilingual community (with Galician as a minority language) and traditionally marked by migration, highlights the need to bring critical sociolinguistic reflection into the classroom. This study explores linguistic (auto)biography and linguistic portrait as educational tools to reflect on linguistic trajectories and uses, helping students recognize and value linguistic and cultural diversity. Additionally, it examines the linguistic socialization of students, revealing motivations, ideologies and emotions linked to language use and learning. The proposal aligns with European and national guidelines that promote a positive attitude towards linguistic diversity and the development of plurilingual and intercultural competence.
The era of postmodernity, influenced by globalization, presents new socio-communicative challenges that schools must address to promote a positive appreciation of linguistic diversity and developing linguistic awareness among students. In the Galician context, an officially bilingual community (with Galician as a minority language) and traditionally marked by migration, highlights the need to bring critical sociolinguistic reflection into the classroom. This study explores linguistic (auto)biography and linguistic portrait as educational tools to reflect on linguistic trajectories and uses, helping students recognize and value linguistic and cultural diversity. Additionally, it examines the linguistic socialization of students, revealing motivations, ideologies and emotions linked to language use and learning. The proposal aligns with European and national guidelines that promote a positive attitude towards linguistic diversity and the development of plurilingual and intercultural competence.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
Gamification applied to learning Spanish language in secondary classrooms: a didactic proposal
Authorship
M.F.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.F.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 09:00
09.10.2024 09:00
Summary
This master's degree thesis aims to provide, first of all, a theoretical framework on the meaning of the term grammar and its different linguistic theories with their respective didactic transpositions. On the other hand, it seems that grammar is not taught correctly in secondary school classrooms and that is why there has been an attempt to find out what problems exist in the teaching-learning of this discipline by different specialists. One of the options to solve the difficulties presented by the language contents, and in general the subject of Spanish Language and Literature, is the introduction of active methodologies such as gamification, which motivates students and makes them participate in a contextualized, playful and cooperative process. To exemplify this, a didactic proposal has been designed based on an educational breakout with twelve sessions in which different gamified activities are proposed for the first years of Secondary Education.
This master's degree thesis aims to provide, first of all, a theoretical framework on the meaning of the term grammar and its different linguistic theories with their respective didactic transpositions. On the other hand, it seems that grammar is not taught correctly in secondary school classrooms and that is why there has been an attempt to find out what problems exist in the teaching-learning of this discipline by different specialists. One of the options to solve the difficulties presented by the language contents, and in general the subject of Spanish Language and Literature, is the introduction of active methodologies such as gamification, which motivates students and makes them participate in a contextualized, playful and cooperative process. To exemplify this, a didactic proposal has been designed based on an educational breakout with twelve sessions in which different gamified activities are proposed for the first years of Secondary Education.
Direction
Lorenzo Herrera, Lara (Tutorships)
Lorenzo Herrera, Lara (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Introduction to Eating Disorders (ED) through the subject of Galician Language and Literature. A proposal for a didactic unit for students in Compulsory Education.
Authorship
M.F.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.F.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 17:00
07.04.2024 17:00
Summary
Eating disorders (ED) are a group of serious disorders related to food intake and body image, which are part of the daily life of many adolescents and are increasingly present throughout society, becoming the third most common chronic disorder among the young Spanish population. Its early detection is essential for its treatment and this is where schools play an essential role, since it is there where young people spend most of their time. Therefore, this TFM will delve into the prevention of ED with students in the first cycle of Compulsory Secondary Education through the implementation of different activities in the context of the subject of Galician Language and Literature. So, the overall objective of these tasks will be to promote the protective factors against ED in the students to whom they are addressed.
Eating disorders (ED) are a group of serious disorders related to food intake and body image, which are part of the daily life of many adolescents and are increasingly present throughout society, becoming the third most common chronic disorder among the young Spanish population. Its early detection is essential for its treatment and this is where schools play an essential role, since it is there where young people spend most of their time. Therefore, this TFM will delve into the prevention of ED with students in the first cycle of Compulsory Secondary Education through the implementation of different activities in the context of the subject of Galician Language and Literature. So, the overall objective of these tasks will be to promote the protective factors against ED in the students to whom they are addressed.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
Game-Based Learning for Oral Communication and Mediation in the Foreign Language Classroom: A Proposal Following Bloom´s Taxonomy
Authorship
P.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
P.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.16.2024 11:00
07.16.2024 11:00
Summary
Considering the importance attributed to mediation by the Common European Framework of Reference for Languages (CEFR), this Master´s Thesis presents a didactic intervention proposal in which Game-Based Learning (GBL) was implemented in the 1st year of ESO English classroom. The activities were designed following Bloom´s Taxonomy, so that they progressively increase in difficulty until culminating in a final activity of oral mediation. The aim is to analyze students’ motivation and satisfaction, as well as to work on oral communication and mediation. To this end, a bibliographic review was first carried out on GBL, Bloom´s Taxonomy and oral mediation. Finally, to evaluate the effectiveness of the intervention, the observation technique was used by checklists, and a questionnaire was applied at the end of the didactic unit to collect students’ opinions. The results indicate a significant increase in students’ motivation and satisfaction, highlighting the effectiveness of the GBL in improving foreign language learning.
Considering the importance attributed to mediation by the Common European Framework of Reference for Languages (CEFR), this Master´s Thesis presents a didactic intervention proposal in which Game-Based Learning (GBL) was implemented in the 1st year of ESO English classroom. The activities were designed following Bloom´s Taxonomy, so that they progressively increase in difficulty until culminating in a final activity of oral mediation. The aim is to analyze students’ motivation and satisfaction, as well as to work on oral communication and mediation. To this end, a bibliographic review was first carried out on GBL, Bloom´s Taxonomy and oral mediation. Finally, to evaluate the effectiveness of the intervention, the observation technique was used by checklists, and a questionnaire was applied at the end of the didactic unit to collect students’ opinions. The results indicate a significant increase in students’ motivation and satisfaction, highlighting the effectiveness of the GBL in improving foreign language learning.
Direction
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
The training needs of the IV Cycle students in the Galician University System
Authorship
M.F.M.
Master in Education Processes
M.F.M.
Master in Education Processes
Defense date
09.11.2024 16:30
09.11.2024 16:30
Summary
The training needs of older people are diverse and multifaceted, the desire for ontinuous learning, updating knowledge in specific areas, and the development of practical skills that can improve their quality of life make senior training programs in the university system Galician play a crucial role in promoting lifelong learning and the social inclusion of older people. The main objective of this work is to specify the training needs (NNFF) of peopleover 50 years of age from the perception of the coordinators of the university cycles of the senior programs. Furthermore, this study seeks to compare the perception of these NNFF in the three Galician universities and list the strategies used to detect them among those enrolled in the Galician university system. To achieve these objectives, a qualitative methodology was used, based on conducting interviews with the coordination teams of the senior programs of the universities of Santiago de Compostela, Vigo and A Coruña. The analysis of the interviews revealed that the socializing factor is one of the most important for people who attend these programs. In addition to acquiring new knowledge, participants seek to stay active and continue being part of the social fabric. The NNFF detection strategies in the three Galician universities vary, but all of hem share an approach aimed at improving the quality of life of older people through continuing education
The training needs of older people are diverse and multifaceted, the desire for ontinuous learning, updating knowledge in specific areas, and the development of practical skills that can improve their quality of life make senior training programs in the university system Galician play a crucial role in promoting lifelong learning and the social inclusion of older people. The main objective of this work is to specify the training needs (NNFF) of peopleover 50 years of age from the perception of the coordinators of the university cycles of the senior programs. Furthermore, this study seeks to compare the perception of these NNFF in the three Galician universities and list the strategies used to detect them among those enrolled in the Galician university system. To achieve these objectives, a qualitative methodology was used, based on conducting interviews with the coordination teams of the senior programs of the universities of Santiago de Compostela, Vigo and A Coruña. The analysis of the interviews revealed that the socializing factor is one of the most important for people who attend these programs. In addition to acquiring new knowledge, participants seek to stay active and continue being part of the social fabric. The NNFF detection strategies in the three Galician universities vary, but all of hem share an approach aimed at improving the quality of life of older people through continuing education
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
Intervention programme to promote equality and prevent gender-based violence in schools.
Authorship
A.O.P.
Master in Education Processes
A.O.P.
Master in Education Processes
Defense date
07.19.2024 10:00
07.19.2024 10:00
Summary
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
Direction
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
Intervention programme to promote equality and prevent gender-based violence in schools.
Authorship
A.O.P.
Master in Education Processes
A.O.P.
Master in Education Processes
Defense date
09.10.2024 09:30
09.10.2024 09:30
Summary
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
Direction
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
Court
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Master dissertation. Parental mediation and responsible use of digital technologies in primary education: an intervention proposal.
Authorship
M.I.S.
Master in Education Processes
M.I.S.
Master in Education Processes
Defense date
09.11.2024 16:30
09.11.2024 16:30
Summary
In a fully digitalized world, the use that children make of the different technologies and how they develop with them becomes very important. The responsible use of the different digital media does not only depend on children, but the orientation, supervision and guidance of adults in this task is essential. This paper pursues two objectives. On the one hand, to approach the state of the art on the influence of Digital Technologies in the development of children in Primary Education and the relevance of parental mediation. On the other hand, to provide knowledge, resources and tools for families to mediate effectively on the use of digital technologies by their children, seeking to improve digital management within the home and promote a safe and beneficial digital environment for families through the design of an intervention program. The methodology used includes an exhaustive review of the scientific literature and the planning of an intervention proposal in a specific context of Santiago de Compostela. The development of the work shows the importance of equipping families with tools to manage the use of these media, since the different problems and limitations regarding the use of digital media, such as the lack of knowledge of how to mediate and supervise these technologies, the lack of knowledge about them or the difficulty to keep updated in the face of technological changes, make it clear that intervention programs with specific designs in these contents are needed.
In a fully digitalized world, the use that children make of the different technologies and how they develop with them becomes very important. The responsible use of the different digital media does not only depend on children, but the orientation, supervision and guidance of adults in this task is essential. This paper pursues two objectives. On the one hand, to approach the state of the art on the influence of Digital Technologies in the development of children in Primary Education and the relevance of parental mediation. On the other hand, to provide knowledge, resources and tools for families to mediate effectively on the use of digital technologies by their children, seeking to improve digital management within the home and promote a safe and beneficial digital environment for families through the design of an intervention program. The methodology used includes an exhaustive review of the scientific literature and the planning of an intervention proposal in a specific context of Santiago de Compostela. The development of the work shows the importance of equipping families with tools to manage the use of these media, since the different problems and limitations regarding the use of digital media, such as the lack of knowledge of how to mediate and supervise these technologies, the lack of knowledge about them or the difficulty to keep updated in the face of technological changes, make it clear that intervention programs with specific designs in these contents are needed.
Direction
FRAGA VARELA, FERNANDO (Tutorships)
FRAGA VARELA, FERNANDO (Tutorships)
Court
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
Family involvement in the case of students with Specific Learning Difficulties: a systematic review 2013-2024 according to the PRISMA Statement
Authorship
S.E.S.
Master in Education Processes
S.E.S.
Master in Education Processes
Defense date
09.10.2024 09:30
09.10.2024 09:30
Summary
Specific Learning Difficulties (SLD) are one of the issues that require the most attention in the educational field to ensure the principle of equity and inclusion. Family involvement, in this sense, becomes a construct that needs to be considered for its treatment, due to the importance of family figures in the development of students. Thus, in this systematic review, governed by the principles of the PRISMA Declaration, the aim was to delve into the scientific knowledge about the relationship between family involvement and the psycho-emotional variables and academic performance of students with SLD in Primary Education (PE) and Secondary Education (SE), by retrieving, analyzing, and synthesizing the body of literature generated in the last decade. Following eligibility, inclusion, and exclusion criteria, empirical research articles in English or Spanish, with full text available, published between 2013 and 2024, in the Scopus, Web of Science, and Dialnet databases were studied. After different phases of screening and refinement, 16 publications were finally selected. The results were drafted through thematic coding, according to the scheme of the objectives and research questions of this work. Among the main results are the mediation of teachers in the family-student relationship, the influence of parents' emotional state on academic performance and the psycho-emotional well-being of their children, the impact of parental educational styles, and the participation of students with SLD and their families in cultural or recreational activities. Additionally, the limitations of this study, the practical implications of the findings, and future lines of research are presented.
Specific Learning Difficulties (SLD) are one of the issues that require the most attention in the educational field to ensure the principle of equity and inclusion. Family involvement, in this sense, becomes a construct that needs to be considered for its treatment, due to the importance of family figures in the development of students. Thus, in this systematic review, governed by the principles of the PRISMA Declaration, the aim was to delve into the scientific knowledge about the relationship between family involvement and the psycho-emotional variables and academic performance of students with SLD in Primary Education (PE) and Secondary Education (SE), by retrieving, analyzing, and synthesizing the body of literature generated in the last decade. Following eligibility, inclusion, and exclusion criteria, empirical research articles in English or Spanish, with full text available, published between 2013 and 2024, in the Scopus, Web of Science, and Dialnet databases were studied. After different phases of screening and refinement, 16 publications were finally selected. The results were drafted through thematic coding, according to the scheme of the objectives and research questions of this work. Among the main results are the mediation of teachers in the family-student relationship, the influence of parents' emotional state on academic performance and the psycho-emotional well-being of their children, the impact of parental educational styles, and the participation of students with SLD and their families in cultural or recreational activities. Additionally, the limitations of this study, the practical implications of the findings, and future lines of research are presented.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Systematic scoping review of educational research on climate change comprehension in secondary education students
Authorship
M.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 19:00
07.04.2024 19:00
Summary
Anthropogenic climate change is the alteration of Earth’s meteorological dynamics due to human activities. Currently, the severity of its impact requires the immediate adoption of measures aimed at both its mitigation and the adaptation of people to its multiple consequences. Various national and international institutions assign education a central role in achieving these objectives and stress the urgency of imparting to young people the environmental knowledge and values needed to build a sustainable future. To achieve this, the pedagogical field must focus on the climate topic. This Master's Thesis, starting from a documentary research initiation approach, seeks to characterize educational research focused on climate change. First, climate change will be contextualized as an imperative content in the educational curriculum. Subsequently, using a systematic scoping review approach, research on climate change comprehension in secondary school students will be characterized. The review will be limited to the period 2017-2024, updating a previous study conducted for the period 1993-2017. Finally, the most notable results will be discussed.
Anthropogenic climate change is the alteration of Earth’s meteorological dynamics due to human activities. Currently, the severity of its impact requires the immediate adoption of measures aimed at both its mitigation and the adaptation of people to its multiple consequences. Various national and international institutions assign education a central role in achieving these objectives and stress the urgency of imparting to young people the environmental knowledge and values needed to build a sustainable future. To achieve this, the pedagogical field must focus on the climate topic. This Master's Thesis, starting from a documentary research initiation approach, seeks to characterize educational research focused on climate change. First, climate change will be contextualized as an imperative content in the educational curriculum. Subsequently, using a systematic scoping review approach, research on climate change comprehension in secondary school students will be characterized. The review will be limited to the period 2017-2024, updating a previous study conducted for the period 1993-2017. Finally, the most notable results will be discussed.
Direction
Rodríguez Groba, Ana (Tutorships)
Rodríguez Groba, Ana (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Forest fires and their impact on aquatic ecosystems as a consequence of climate change: an educational experience for 1ºESO in the context of ecology
Authorship
N.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
N.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 16:00
07.04.2024 16:00
Summary
This work is presented as a guide within educational innovation for teachers who wish to implement action research related to climate change, specifically with variations in the fire regime and their consequences. Its development took into account reflection and analysis of the results obtained during the application of a didactic experience in the 1st year of ESO Practicum II. In this experience, students are introduced to the issue of how forest fires affect the water quality of an aquatic ecosystem, contextualizing it in climate change. With this proposal, students build their own knowledge through collective argumentation and modeling, evolving their initial mental models into advanced scientific models.
This work is presented as a guide within educational innovation for teachers who wish to implement action research related to climate change, specifically with variations in the fire regime and their consequences. Its development took into account reflection and analysis of the results obtained during the application of a didactic experience in the 1st year of ESO Practicum II. In this experience, students are introduced to the issue of how forest fires affect the water quality of an aquatic ecosystem, contextualizing it in climate change. With this proposal, students build their own knowledge through collective argumentation and modeling, evolving their initial mental models into advanced scientific models.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Systematic review on the relationship between LGTBIphobic bullying and school absenteeism among LGTBIQ+ secondary education students
Authorship
J.M.G.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.M.G.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.10.2024 20:00
09.10.2024 20:00
Summary
LGTBIQphobic bullying is a form of school harassment specifically experienced by students from the LGTBIQ+ community, based on their sexual orientation or gender identity. This issue not only affects the emotional and physical well-being of victims but can also lead to school absenteeism. Absenteeism, defined as repeated and unjustified absence from classes, is a complex phenomenon that can have serious consequences on students' academic performance and social development. This master's thesis aims to address the relationship between LGTBIQphobic bullying and school absenteeism among secondary education students. To achieve this, a review of the current scientific evidence was conducted, examining the link between these two issues and associated aspects, confirming a higher prevalence of school absenteeism in the LGTBIQ+ community compared to non-LGTBIQ+ students. Additionally, various strategies and prevention programs implemented to address this situation in different educational contexts were analyzed, highlighting gay-straight alliances (GSAs) as a potentially effective tool in combating school absenteeism within the LGTBIQ+ community.
LGTBIQphobic bullying is a form of school harassment specifically experienced by students from the LGTBIQ+ community, based on their sexual orientation or gender identity. This issue not only affects the emotional and physical well-being of victims but can also lead to school absenteeism. Absenteeism, defined as repeated and unjustified absence from classes, is a complex phenomenon that can have serious consequences on students' academic performance and social development. This master's thesis aims to address the relationship between LGTBIQphobic bullying and school absenteeism among secondary education students. To achieve this, a review of the current scientific evidence was conducted, examining the link between these two issues and associated aspects, confirming a higher prevalence of school absenteeism in the LGTBIQ+ community compared to non-LGTBIQ+ students. Additionally, various strategies and prevention programs implemented to address this situation in different educational contexts were analyzed, highlighting gay-straight alliances (GSAs) as a potentially effective tool in combating school absenteeism within the LGTBIQ+ community.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
The controversy over wind energy in Galicia. Didactic proposal on a socio-environmental issue in Compulsory Secondary Education
Authorship
A.N.A.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.N.A.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.12.2024 17:00
09.12.2024 17:00
Summary
This Master's Thesis collects the results obtained during the application of a learning situation about the wind energy controversy in Galicia in Compulsory Secondary Education classrooms. This intervention proposal brings a topical and somewhat controversial topic to the classrooms as a way of making climate change understandable from a concrete and close phenomenon such as the multiplication of wind farms in the Galician territory. This learning situation was carried out with three primary Compulsory Secondary Education groups in a center in the Santiago region (A Coruña) with the aim of promoting the development of students' critical thinking to analyze and reflect on the different existing positions in the face of the wind energy controversy. In addition, the aim is also to increase the environmental awareness of students by analyzing and assessing the environmental impacts derived from the installation of a wind farm. The results obtained demonstrate that controversial topics can be introduced in the classrooms satisfactorily and allow us to propose a series of improvements to be considered in future similar didactic proposals.
This Master's Thesis collects the results obtained during the application of a learning situation about the wind energy controversy in Galicia in Compulsory Secondary Education classrooms. This intervention proposal brings a topical and somewhat controversial topic to the classrooms as a way of making climate change understandable from a concrete and close phenomenon such as the multiplication of wind farms in the Galician territory. This learning situation was carried out with three primary Compulsory Secondary Education groups in a center in the Santiago region (A Coruña) with the aim of promoting the development of students' critical thinking to analyze and reflect on the different existing positions in the face of the wind energy controversy. In addition, the aim is also to increase the environmental awareness of students by analyzing and assessing the environmental impacts derived from the installation of a wind farm. The results obtained demonstrate that controversial topics can be introduced in the classrooms satisfactorily and allow us to propose a series of improvements to be considered in future similar didactic proposals.
Direction
ESTEVEZ VILLARINO, BRAIS (Tutorships)
ESTEVEZ VILLARINO, BRAIS (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Dark Pedagogies. Body Punishments in the School through historical Legitima-cy, Abolition and current educative Visibility.
Authorship
A.L.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.L.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.15.2024 14:00
07.15.2024 14:00
Summary
Abstract: The following master's dissertation aims to develop socio-historical research on corporal punishment in childhood and to explore its didactic application in Secondary Education. With this purpose, first a theoretical and methodological framework is proposed and then two key moments in education are historically explored: the historical legitimisation of physical punishment in regulated education and the contemporary struggle for its legal and practical abolition as an achievement of nowadays societies. The main thesis is to defend the similarity between the law of correction in schools and criminal law, between childhood and the adult world as mutually influenced similes. The aim is to explore the didactic and pedagogical usefulness by treating the themes of history by, for and from children and young people in order to mobilise pupils' interest in empathy and human interest in the past as an essential ethical, civic and values education.
Abstract: The following master's dissertation aims to develop socio-historical research on corporal punishment in childhood and to explore its didactic application in Secondary Education. With this purpose, first a theoretical and methodological framework is proposed and then two key moments in education are historically explored: the historical legitimisation of physical punishment in regulated education and the contemporary struggle for its legal and practical abolition as an achievement of nowadays societies. The main thesis is to defend the similarity between the law of correction in schools and criminal law, between childhood and the adult world as mutually influenced similes. The aim is to explore the didactic and pedagogical usefulness by treating the themes of history by, for and from children and young people in order to mobilise pupils' interest in empathy and human interest in the past as an essential ethical, civic and values education.
Direction
MIGUEZ MACHO, ANTONIO (Tutorships)
MIGUEZ MACHO, ANTONIO (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
Using cinema to support teaching Social Sciences
Authorship
E.S.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
E.S.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2024 11:00
07.09.2024 11:00
Summary
This master´s thesis introduces a didactic proposal based on the design of a learning situation that uses cinema as a key component in teaching Social Sciences. Choosing the palestine-israeli conflict as a topic, this master´s thesis analyzes how introducing film about a certain topic can aid in teaching it to students. Using cinema to teach controversial topics like this one allows to teach such topics in a more profound manner rather than just using traditional teaching methods. To try to achieve it, it was implemented in class with students of 4ºESO studying afterwards the results of the implementation of this didactic proposal.
This master´s thesis introduces a didactic proposal based on the design of a learning situation that uses cinema as a key component in teaching Social Sciences. Choosing the palestine-israeli conflict as a topic, this master´s thesis analyzes how introducing film about a certain topic can aid in teaching it to students. Using cinema to teach controversial topics like this one allows to teach such topics in a more profound manner rather than just using traditional teaching methods. To try to achieve it, it was implemented in class with students of 4ºESO studying afterwards the results of the implementation of this didactic proposal.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
The coup of 1936 and the repression in the city of A Coruña: a didactic proposal
Authorship
A.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.12.2024 10:00
07.12.2024 10:00
Summary
The present work addresses the design, development, partial application, and results of a learning situation centered on the violent repression that followed the coup of July 1936. It is designed for a high school in A Coruña, focusing on local memory as a tool to connect the present context of the students (from the final level of secondary education) with the historical processes of the past century. The aim is to spark their interest in an unknown phenomenon with profound implications on their reality. The culmination of the proposal would materialize in the recording of a podcast, the result of work sessions where pedagogical methods of meaningful, cooperative, and project-based learning are introduced. This entire sequence is described and attempts to be supported by experiences and specialists in the learning of Social Studies throughout the following work.
The present work addresses the design, development, partial application, and results of a learning situation centered on the violent repression that followed the coup of July 1936. It is designed for a high school in A Coruña, focusing on local memory as a tool to connect the present context of the students (from the final level of secondary education) with the historical processes of the past century. The aim is to spark their interest in an unknown phenomenon with profound implications on their reality. The culmination of the proposal would materialize in the recording of a podcast, the result of work sessions where pedagogical methods of meaningful, cooperative, and project-based learning are introduced. This entire sequence is described and attempts to be supported by experiences and specialists in the learning of Social Studies throughout the following work.
Direction
IGLESIAS AMORIN, ALFONSO (Tutorships)
IGLESIAS AMORIN, ALFONSO (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
Teaching Marx in History of Philosophy
Authorship
U.S.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
U.S.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 11:00
07.10.2024 11:00
Summary
the exclusive use of traditional methodologies gives rise to various problems in the teaching-learning process due to the lack of focus that these methods place on students. To overcome this type of problem, it is essential to adopt other types of pedagogical approaches that are more flexible and inclusive when designing the activities of the didactic units. For this reason, in this TFM a didactic proposal was designed on the philosophical thought of Karl Marx, devised with the purpose of proposing an active and participative way of teaching in the subject of History of Philosophy through active methodologies, without leaving aside the importance of working the theoretical knowledge of the subject and the need to prepare 2nd year students for the ABAU test.
the exclusive use of traditional methodologies gives rise to various problems in the teaching-learning process due to the lack of focus that these methods place on students. To overcome this type of problem, it is essential to adopt other types of pedagogical approaches that are more flexible and inclusive when designing the activities of the didactic units. For this reason, in this TFM a didactic proposal was designed on the philosophical thought of Karl Marx, devised with the purpose of proposing an active and participative way of teaching in the subject of History of Philosophy through active methodologies, without leaving aside the importance of working the theoretical knowledge of the subject and the need to prepare 2nd year students for the ABAU test.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
The double failure in teaching moral philosophy in spanish secondary education.
Authorship
D.A.J.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
D.A.J.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 10:00
07.10.2024 10:00
Summary
The purpose of this work is to identify and analyze some of the main systemic reasons why the teaching of moral philosophy in the secondary Spanish education system fails in two ways: it does not interest students as it does not challenge their worldview, and it does not provide tools or criteria that motivate ethical-political action and the moral involvement of students. This leads us to a critique of the current competency-based educational model and some of its most defining elements, such as the numerical grading system, and to propose an alternative methodology, ungrading. The central idea of the work is that the main obstacles hindering the effective teaching of moral philosophy stem from the neoliberal conception of secondary education, which aligns the academic experience with the economic interests of companies and turns the school into a space for producing subjects aligned with the needs of the neoliberal productive system.
The purpose of this work is to identify and analyze some of the main systemic reasons why the teaching of moral philosophy in the secondary Spanish education system fails in two ways: it does not interest students as it does not challenge their worldview, and it does not provide tools or criteria that motivate ethical-political action and the moral involvement of students. This leads us to a critique of the current competency-based educational model and some of its most defining elements, such as the numerical grading system, and to propose an alternative methodology, ungrading. The central idea of the work is that the main obstacles hindering the effective teaching of moral philosophy stem from the neoliberal conception of secondary education, which aligns the academic experience with the economic interests of companies and turns the school into a space for producing subjects aligned with the needs of the neoliberal productive system.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
The importance of collective action and social movements in the changes in history.
Authorship
M.D.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.D.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.12.2024 19:00
09.12.2024 19:00
Summary
Throughout history we can find different examples of collective action, and of the changes it favors. However, in the Contemporary Era, with the conversion of the individual into a citizen, this form of mobilization was consolidated as a tool for claiming rights and promoting change. Due to characteristic elements, such as its prolonged duration, the diverse forms of action and organization of these actions, or its capacity for negotiation with other subjects, we can speak of social movements and not only of collective action. In any case, they are fundamental to understand how rights are consolidated in democratic systems and to know the different ways in which citizens can defend their ideas today. We believe that this is a very appropriate topic for high school students, so they can learn how the rights they enjoy today were obtained and defended, be formed as responsible citizens, and understand the role that these movements play in shaping identities.
Throughout history we can find different examples of collective action, and of the changes it favors. However, in the Contemporary Era, with the conversion of the individual into a citizen, this form of mobilization was consolidated as a tool for claiming rights and promoting change. Due to characteristic elements, such as its prolonged duration, the diverse forms of action and organization of these actions, or its capacity for negotiation with other subjects, we can speak of social movements and not only of collective action. In any case, they are fundamental to understand how rights are consolidated in democratic systems and to know the different ways in which citizens can defend their ideas today. We believe that this is a very appropriate topic for high school students, so they can learn how the rights they enjoy today were obtained and defended, be formed as responsible citizens, and understand the role that these movements play in shaping identities.
Direction
MIGUEZ MACHO, ANTONIO (Tutorships)
MIGUEZ MACHO, ANTONIO (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
The importance of collective action and social movements in the changes in history.
Authorship
M.D.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.D.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.11.2024 10:00
07.11.2024 10:00
Summary
Throughout history we can find different examples of collective action, and of the changes it favors. However, in the Contemporary Era, with the conversion of the individual into a citizen, this form of mobilization was consolidated as a tool for claiming rights and promoting change. Due to characteristic elements, such as its prolonged duration, the diverse forms of action and organization of these actions, or its capacity for negotiation with other subjects, we can speak of social movements and not only of collective action. In any case, they are fundamental to understand how rights are consolidated in democratic systems and to know the different ways in which citizens can defend their ideas today. We believe that this is a very appropriate topic for high school students, so they can learn how the rights they enjoy today were obtained and defended, be formed as responsible citizens, and understand the role that these movements play in shaping identities.
Throughout history we can find different examples of collective action, and of the changes it favors. However, in the Contemporary Era, with the conversion of the individual into a citizen, this form of mobilization was consolidated as a tool for claiming rights and promoting change. Due to characteristic elements, such as its prolonged duration, the diverse forms of action and organization of these actions, or its capacity for negotiation with other subjects, we can speak of social movements and not only of collective action. In any case, they are fundamental to understand how rights are consolidated in democratic systems and to know the different ways in which citizens can defend their ideas today. We believe that this is a very appropriate topic for high school students, so they can learn how the rights they enjoy today were obtained and defended, be formed as responsible citizens, and understand the role that these movements play in shaping identities.
Direction
MIGUEZ MACHO, ANTONIO (Tutorships)
MIGUEZ MACHO, ANTONIO (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
The role of vocational guidance in secondary and Baccalaureate classrooms
Authorship
T.S.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
T.S.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 11:00
09.10.2024 11:00
Summary
Although the current educational legislation compels teachers to guide secondary school students on their academic and professional future, this inherent right of every student has been revealed as a repeatedly neglected and violated need. To deal with this circumstance, this Master’s dissertation addresses the relevance of ensuring that Spanish students receive adequate vocational guidance. The followed methodology, therefore, has consisted of an approach to the state of the question, carried by reviewing certain bibliography which has helped to clarify the theoretical notions about this branch of guidance, which seeks to guide the academic and professional future of students through the discovery of their interests. Subsequently, it has been unavoidable to pay attention to the educational legislation’s approach of vocational guidance, as well as to determine which are the agents involved in its proper development, in order to suggest certain lines of improvement for the current situation. Furthermore, not only has an approximation to the evolution and present situation of certain guidance tools been offered, but also a series of limitations has been defined, which yet hinder the vocational guidance to be a pillar of the educational system. In conclusion, this circumstance will have to be alleviated in the future.
Although the current educational legislation compels teachers to guide secondary school students on their academic and professional future, this inherent right of every student has been revealed as a repeatedly neglected and violated need. To deal with this circumstance, this Master’s dissertation addresses the relevance of ensuring that Spanish students receive adequate vocational guidance. The followed methodology, therefore, has consisted of an approach to the state of the question, carried by reviewing certain bibliography which has helped to clarify the theoretical notions about this branch of guidance, which seeks to guide the academic and professional future of students through the discovery of their interests. Subsequently, it has been unavoidable to pay attention to the educational legislation’s approach of vocational guidance, as well as to determine which are the agents involved in its proper development, in order to suggest certain lines of improvement for the current situation. Furthermore, not only has an approximation to the evolution and present situation of certain guidance tools been offered, but also a series of limitations has been defined, which yet hinder the vocational guidance to be a pillar of the educational system. In conclusion, this circumstance will have to be alleviated in the future.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Literacy for media consumption from teaching
Authorship
A.F.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.F.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 12:00
07.15.2024 12:00
Summary
Staying aware of what is happening is essential to make informed decisions and reach a reasoned position on social, political, bioethical, or any other issues. In this Master's research we will investigate the literacy for media consumption from teaching. We will study to what extent reading the press, the diversity of sources, the identification of fake news, and ultimately, the development of a critical spirit, are considered as tools to prepare students to differentiate between relevant information. In order to do this, we will carry out an analysis of the Secondary Education and Baccalaureate curriculum, and we will check how media issues are incorporated in the different stages that the student goes through, since they begin their Secondary Education until they finish the High School. On the other hand, we will review a textbook from Galician Language and Literature of the 4th year of Secondary Education, to learn more about whether the materials promote critical thinking and literacy for media consumption in the classroom.
Staying aware of what is happening is essential to make informed decisions and reach a reasoned position on social, political, bioethical, or any other issues. In this Master's research we will investigate the literacy for media consumption from teaching. We will study to what extent reading the press, the diversity of sources, the identification of fake news, and ultimately, the development of a critical spirit, are considered as tools to prepare students to differentiate between relevant information. In order to do this, we will carry out an analysis of the Secondary Education and Baccalaureate curriculum, and we will check how media issues are incorporated in the different stages that the student goes through, since they begin their Secondary Education until they finish the High School. On the other hand, we will review a textbook from Galician Language and Literature of the 4th year of Secondary Education, to learn more about whether the materials promote critical thinking and literacy for media consumption in the classroom.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
La fundación as a learning resource: analysis and proposal
Authorship
E.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2024 13:00
07.09.2024 13:00
Summary
This paper is based on an analysis of the work La Fundación as a mandatory learning resource in the second year of baccalaureate. The aim is to demonstrate how this work adapts to the school curriculum and how it helps to develop multiple transversal skills, beyond linguistic competence. Furthermore, a didactic proposal will be made to bring the work to the classroom so that the contents are internalized, reading is stimulated, and the motivation and interest of the students are encouraged. To carry out this TFM, the work will be investigated in depth, considering the academic analyses, materials, and existing didactic proposals, and a critical study will be carried out of all the aspects and themes of other extra-literary fields that can be learned from its reading. Finally, an original proposal will be created that aims to bring this work closer to 2nd-year baccalaureate students, taking into account their particularities.
This paper is based on an analysis of the work La Fundación as a mandatory learning resource in the second year of baccalaureate. The aim is to demonstrate how this work adapts to the school curriculum and how it helps to develop multiple transversal skills, beyond linguistic competence. Furthermore, a didactic proposal will be made to bring the work to the classroom so that the contents are internalized, reading is stimulated, and the motivation and interest of the students are encouraged. To carry out this TFM, the work will be investigated in depth, considering the academic analyses, materials, and existing didactic proposals, and a critical study will be carried out of all the aspects and themes of other extra-literary fields that can be learned from its reading. Finally, an original proposal will be created that aims to bring this work closer to 2nd-year baccalaureate students, taking into account their particularities.
Direction
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
Court
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
Methodological approaches of the International Baccalaureate Diploma Programme regarding LOMLOE baccalaureate in literature education
Authorship
L.G.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.G.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2024 11:00
07.09.2024 11:00
Summary
This TFM consists of a comparative analysis of the methodological approaches used in the area of literature by the IB Diploma Programme and the LOMLOE baccalaureate, taking as a reference the provisions of the 157/2022 curriculum regulating the baccalaureate in the Autonomous Community of Galicia. For this purpose, an in-depth reading of the relevant documentation of both models will be carried out, as well as a detailed study of them, with the aim of exploring their main similarities and differences. Prior to the analysis, a brief introduction to the International Baccalaureate will be prepared in which the philosophy of this education will be reflected, which will allow us to subsequently enter into the methodological approaches followed in the teaching of literature.
This TFM consists of a comparative analysis of the methodological approaches used in the area of literature by the IB Diploma Programme and the LOMLOE baccalaureate, taking as a reference the provisions of the 157/2022 curriculum regulating the baccalaureate in the Autonomous Community of Galicia. For this purpose, an in-depth reading of the relevant documentation of both models will be carried out, as well as a detailed study of them, with the aim of exploring their main similarities and differences. Prior to the analysis, a brief introduction to the International Baccalaureate will be prepared in which the philosophy of this education will be reflected, which will allow us to subsequently enter into the methodological approaches followed in the teaching of literature.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
Theatre in FFL: a didactic intervention proposal
Authorship
F.M.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
F.M.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2024 19:00
07.10.2024 19:00
Summary
Contextualised within que Common European Framework for Languages and the Reference Framework establishing key competences, foreign language teaching must pursue a transferable, multifunctional approach. To attain this objective, the introduction of theatre projects and role-playing transforms the classroom into a linguistic immersion environment where students acquire lexical knowledge and improve their oral skills, discovering French culture and developing their multiple intelligences as well. The ultimate objective is to accomplish a comprehensive development in students through activities that step-up their interest and participation in the classroom. The present work investigates the didactic possibilities of drama and role-playing in FFL (French as a Foreign Language) teaching in secondary education. In first place, the potential of theatre as a revitalizing element in the Secondary classroom will be studied. This literature review will equally provide the work with a contextualization and an operable theoretical framework. Next, a didactic proposal applying the concepts reviewed will be designed and planned, followed by its implementation during the Practicum. Finally, intervention results will be analysed critically, in search of strengths and limitations regarding this methodology.
Contextualised within que Common European Framework for Languages and the Reference Framework establishing key competences, foreign language teaching must pursue a transferable, multifunctional approach. To attain this objective, the introduction of theatre projects and role-playing transforms the classroom into a linguistic immersion environment where students acquire lexical knowledge and improve their oral skills, discovering French culture and developing their multiple intelligences as well. The ultimate objective is to accomplish a comprehensive development in students through activities that step-up their interest and participation in the classroom. The present work investigates the didactic possibilities of drama and role-playing in FFL (French as a Foreign Language) teaching in secondary education. In first place, the potential of theatre as a revitalizing element in the Secondary classroom will be studied. This literature review will equally provide the work with a contextualization and an operable theoretical framework. Next, a didactic proposal applying the concepts reviewed will be designed and planned, followed by its implementation during the Practicum. Finally, intervention results will be analysed critically, in search of strengths and limitations regarding this methodology.
Direction
RODRIGUEZ NIETO, SANDRA (Tutorships)
RODRIGUEZ NIETO, SANDRA (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LESTON OTERO, ANDREA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LESTON OTERO, ANDREA (Member)
Comics as a didactic resource in the teaching of English: a proposal for 4th year of ESO
Authorship
L.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.16.2024 13:00
07.16.2024 13:00
Summary
In the educational field, integrating innovative resources is crucial for renewing teaching practices and developing students' language skills. This master’s Thesis aims to demonstrate the didactic potential of comics and assert their validity as an educational tool in the English classroom. To this end, it analyses the use of literature in teaching foreign languages and the evolution of comics as a narrative medium and educational resource. This theoretical framework contextualizes a unit of work proposal for fourth year of ESO based on a superhero comic, designed to engage students, cater to their interests, and promote the development of linguistic and intercultural competencies.
In the educational field, integrating innovative resources is crucial for renewing teaching practices and developing students' language skills. This master’s Thesis aims to demonstrate the didactic potential of comics and assert their validity as an educational tool in the English classroom. To this end, it analyses the use of literature in teaching foreign languages and the evolution of comics as a narrative medium and educational resource. This theoretical framework contextualizes a unit of work proposal for fourth year of ESO based on a superhero comic, designed to engage students, cater to their interests, and promote the development of linguistic and intercultural competencies.
Direction
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
Brevity and its pedagogical potential: an approach to the use of short forms in the teaching and learning of English as a foreign language
Authorship
S.L.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.L.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2024 18:00
07.10.2024 18:00
Summary
The present work seeks to contribute to the existing discussions about brevity, youth and foreign language education by devising a didactic proposal that is built on the strengths and potentialities of the short form as an educational tool. To do this, this piece of research offers an overview of the ongoing academic conversations around brevity and literature in ELT, and proposes a constellation of sample exercises that aspire to successfully introduce short (literary) materials in the classroom. Through their analysis and implementation, this paper maintains that materials such as these actively and distinctively contribute to the development of the learning competencies of students.
The present work seeks to contribute to the existing discussions about brevity, youth and foreign language education by devising a didactic proposal that is built on the strengths and potentialities of the short form as an educational tool. To do this, this piece of research offers an overview of the ongoing academic conversations around brevity and literature in ELT, and proposes a constellation of sample exercises that aspire to successfully introduce short (literary) materials in the classroom. Through their analysis and implementation, this paper maintains that materials such as these actively and distinctively contribute to the development of the learning competencies of students.
Direction
Pereira Ares, Noemí (Tutorships)
Pereira Ares, Noemí (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LESTON OTERO, ANDREA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Fuentes Ríos, Aránzazu (Secretary)
LESTON OTERO, ANDREA (Member)
Teaching competencies in the current fantasy novel
Authorship
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 10:00
09.10.2024 10:00
Summary
The objective of this TFM is to contribute to my training as a teacher in terms of the interaction between teachers and students and the attitudes of teachers. To do this, three current fantasy novels will be analyzed, La guerra de la amapola, La corona de hielo y La guardiana de las ciudades perdidas. These novels include classroom settings and characters who act as teachers. The methodology of the TFM will be the formulation of a series of competency categories from various sources and the contrast of these categories with the actions and attitudes of the teachers selected as examples in the novels. From this contrast a series of conclusions will be generated.
The objective of this TFM is to contribute to my training as a teacher in terms of the interaction between teachers and students and the attitudes of teachers. To do this, three current fantasy novels will be analyzed, La guerra de la amapola, La corona de hielo y La guardiana de las ciudades perdidas. These novels include classroom settings and characters who act as teachers. The methodology of the TFM will be the formulation of a series of competency categories from various sources and the contrast of these categories with the actions and attitudes of the teachers selected as examples in the novels. From this contrast a series of conclusions will be generated.
Direction
TRILLO ALONSO, JOSE FELIPE (Tutorships)
TRILLO ALONSO, JOSE FELIPE (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Media Literacy and critical thinking, a systematic review
Authorship
C.G.G.
Master in Education Processes
C.G.G.
Master in Education Processes
Defense date
07.17.2024 16:30
07.17.2024 16:30
Summary
This work addresses the topic of media literacy and its links with critical thinking. Initially, a non-systematic approach is taken to develop the theoretical framework. This framework covers various terms used in scientific literature, such as educommunication, media education, media and information literacy, digital literacy and digital competence. The research objectives focus on establishing bridges and links between media literacy and critical thinking in educational practices and scientific productions in Spain, seeking to provide a state of the art that helps understand the phenomenon studied. The methodology used is a systematic review designed with attention to the SALSA (Search, Evaluation, Synthesis and Analysis) framework. The results will present the outcome of each part of the methodology, including systematic searches, screening, article evaluation, synthesis and analysis. The conclusions will recapitulate the findings related to the research objectives. In summary, it is determined that media literacy undoubtedly requires the analytical function that is implicit in critical thinking, so to provide the necessary tools to evaluate information and content, training in this is required.
This work addresses the topic of media literacy and its links with critical thinking. Initially, a non-systematic approach is taken to develop the theoretical framework. This framework covers various terms used in scientific literature, such as educommunication, media education, media and information literacy, digital literacy and digital competence. The research objectives focus on establishing bridges and links between media literacy and critical thinking in educational practices and scientific productions in Spain, seeking to provide a state of the art that helps understand the phenomenon studied. The methodology used is a systematic review designed with attention to the SALSA (Search, Evaluation, Synthesis and Analysis) framework. The results will present the outcome of each part of the methodology, including systematic searches, screening, article evaluation, synthesis and analysis. The conclusions will recapitulate the findings related to the research objectives. In summary, it is determined that media literacy undoubtedly requires the analytical function that is implicit in critical thinking, so to provide the necessary tools to evaluate information and content, training in this is required.
Direction
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
PERMUY MARTINEZ, AIXA (Member)
FRAGA VARELA, FERNANDO (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Relationships between vocational training and work socialization
Authorship
R.G.M.
Master in Education Processes
R.G.M.
Master in Education Processes
Defense date
09.11.2024 16:30
09.11.2024 16:30
Summary
In this Master's Dissertation, a theoretical study is developed with the purpose of considering the relationships between professional training and labour socialisation reviewing diverse points of view extracted from different documents that were obtained from primary sources and selected during the last twenty year period. The purpose of this dissertation is to explain relevant and significant aspects that can contribute to a better understanding of these relationships, defining their origin, causes and what characterises them, with the aim of knowing more about how professional training contributes to labour socialisation in the work contexts, from the theoretical constructions of both concepts. From the documents studied, it has been confirmed that the relationship between professional training and work socialisation is essential to understand how individuals can integrate and develop in the work environment. The findings reveal that professional training not only provides technical skills, but also plays a crucial role in preparing social and adaptive competencies that are necessary for an effective insertion into the labour market. Furthermore, it has been identified that labour socialisation is not a static process, but rather a dynamic and constantly evolving one, influenced by cultural, organisational and economic factors. This theoretical study highlights the importance of understanding the complexities of these interrelationships to optimise educational programs and improve internships, for the benefit of both individuals and organisations.
In this Master's Dissertation, a theoretical study is developed with the purpose of considering the relationships between professional training and labour socialisation reviewing diverse points of view extracted from different documents that were obtained from primary sources and selected during the last twenty year period. The purpose of this dissertation is to explain relevant and significant aspects that can contribute to a better understanding of these relationships, defining their origin, causes and what characterises them, with the aim of knowing more about how professional training contributes to labour socialisation in the work contexts, from the theoretical constructions of both concepts. From the documents studied, it has been confirmed that the relationship between professional training and work socialisation is essential to understand how individuals can integrate and develop in the work environment. The findings reveal that professional training not only provides technical skills, but also plays a crucial role in preparing social and adaptive competencies that are necessary for an effective insertion into the labour market. Furthermore, it has been identified that labour socialisation is not a static process, but rather a dynamic and constantly evolving one, influenced by cultural, organisational and economic factors. This theoretical study highlights the importance of understanding the complexities of these interrelationships to optimise educational programs and improve internships, for the benefit of both individuals and organisations.
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
GEWERC BARUJEL, ADRIANA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
Couce Santalla, Ana Isabel (Member)
Self-perceived digital competence of future secondary school teachers
Authorship
E.S.R.
Master in Education Processes
E.S.R.
Master in Education Processes
Defense date
07.19.2024 10:00
07.19.2024 10:00
Summary
The educational field has been in constant evolution since the origin of schools. However, with the arrival of Information and Communication Technologies (ICT), this evolution has accelerated even more, making it necessary for teachers to acquire new knowledge and skills, according to the new ways of understanding society and training processes in these turbulent times. Thus, the present study seeks to focus on future teachers and their relationship with ICT. Particularly, it investigates the self-perception of the Teacher Digital Competence (TDC) of the students of the Master's Degree in Secondary and High School teachers, Vocational Training and Language Teaching of the University of Santiago de Compostela (USC). The sample is made up of 122 students from this master's degree. A questionnaire adapted from the rubric established in one of the most relevant TDC evaluation programmes at national level, COMDID, was applied. The data are analysed taking into account the sample as a whole by considering elements of interest such as gender, age and the speciality to which the participants in the study belong. The results show a high valuation tendency of the global TDC, although with differences in dimensions and variations according to the analysed variables. The study allows us to conclude that there is a need to develop actions for the improvement of the TDC of future Secondary School teachers with a special emphasis on the use of ICT to provide attention to diversity and the development of contextualised teaching programmes.
The educational field has been in constant evolution since the origin of schools. However, with the arrival of Information and Communication Technologies (ICT), this evolution has accelerated even more, making it necessary for teachers to acquire new knowledge and skills, according to the new ways of understanding society and training processes in these turbulent times. Thus, the present study seeks to focus on future teachers and their relationship with ICT. Particularly, it investigates the self-perception of the Teacher Digital Competence (TDC) of the students of the Master's Degree in Secondary and High School teachers, Vocational Training and Language Teaching of the University of Santiago de Compostela (USC). The sample is made up of 122 students from this master's degree. A questionnaire adapted from the rubric established in one of the most relevant TDC evaluation programmes at national level, COMDID, was applied. The data are analysed taking into account the sample as a whole by considering elements of interest such as gender, age and the speciality to which the participants in the study belong. The results show a high valuation tendency of the global TDC, although with differences in dimensions and variations according to the analysed variables. The study allows us to conclude that there is a need to develop actions for the improvement of the TDC of future Secondary School teachers with a special emphasis on the use of ICT to provide attention to diversity and the development of contextualised teaching programmes.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
Training needs of vocational training teachers for employment in relation to students with special educational needs.
Authorship
F.B.S.
Master in Education Processes
F.B.S.
Master in Education Processes
Defense date
02.14.2024 16:00
02.14.2024 16:00
Summary
This work is part of vocational training for employment, focusing on addressing the special educational needs (SEN) of students to guarantee their full development and labor inclusion. Carried out during the internship at the Construction Labor Foundation (FLC) in Santiago de Compostela, the importance of this entity in the specialized training of construction professionals, the promotion of occupational safety and the promotion of development is highlighted. of the sector. The research is justified by the need to improve the preparation of teachers to effectively address SEN, following the principle of equal opportunities and respect for diversity. The work is organized from the theoretical framework to the conclusions, addressing legal aspects, good practices and the profile of the vocational teacher. To analyze the data, survey methodology is used, supported by a quantitative approach. This, once presented, is translated into inputs and recommendations for the improvement of teaching training and support, providing quantitative data that reinforces the validity and reliability of the results.
This work is part of vocational training for employment, focusing on addressing the special educational needs (SEN) of students to guarantee their full development and labor inclusion. Carried out during the internship at the Construction Labor Foundation (FLC) in Santiago de Compostela, the importance of this entity in the specialized training of construction professionals, the promotion of occupational safety and the promotion of development is highlighted. of the sector. The research is justified by the need to improve the preparation of teachers to effectively address SEN, following the principle of equal opportunities and respect for diversity. The work is organized from the theoretical framework to the conclusions, addressing legal aspects, good practices and the profile of the vocational teacher. To analyze the data, survey methodology is used, supported by a quantitative approach. This, once presented, is translated into inputs and recommendations for the improvement of teaching training and support, providing quantitative data that reinforces the validity and reliability of the results.
Direction
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
Court
VALCARCE FERNANDEZ, MARGARITA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
VALCARCE FERNANDEZ, MARGARITA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Institutional educational project about emotional education in a Compulsary Secondary Education School
Authorship
M.B.C.
Master in Education Processes
M.B.C.
Master in Education Processes
Defense date
07.19.2024 10:00
07.19.2024 10:00
Summary
From the Organic Law 3/2020 from 29th of december, amending the Organic Law 2/2006, from 3th november, of Education, a new model of evaluation in education is established based on the evaluation by competences. This started a change in the teaching methodologies within the curriculum. Another of the modifications it brought about was the inclusion of emotional education in the curriculum in a more active and direct way. This proposal seeks to exemplify the implementation of emotional education within the educational curriculum, highlighting the role of the entire educational community.
From the Organic Law 3/2020 from 29th of december, amending the Organic Law 2/2006, from 3th november, of Education, a new model of evaluation in education is established based on the evaluation by competences. This started a change in the teaching methodologies within the curriculum. Another of the modifications it brought about was the inclusion of emotional education in the curriculum in a more active and direct way. This proposal seeks to exemplify the implementation of emotional education within the educational curriculum, highlighting the role of the entire educational community.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MARTINEZ PIÑEIRO, MARIA ESTHER (Secretary)
ESTEVEZ BLANCO, IRIS (Member)
Reinforcing Spanish Language Teaching: Identifying and Addressing Needs.
Authorship
V.C.M.
Master in Education Processes
V.C.M.
Master in Education Processes
Defense date
09.10.2024 09:30
09.10.2024 09:30
Summary
This final project studies teacher training and highlights the importance of identifying training needs in a real practical environment. This identification is essential to design training activities based on legitimate demands that promote an improvement in the quality of education and encourage teachers' continuous learning. We will approach the topic with the Spanish Language and Literature teachers in the secondary school context as the research subject, which will help us to validate and clarify the theory.
This final project studies teacher training and highlights the importance of identifying training needs in a real practical environment. This identification is essential to design training activities based on legitimate demands that promote an improvement in the quality of education and encourage teachers' continuous learning. We will approach the topic with the Spanish Language and Literature teachers in the secondary school context as the research subject, which will help us to validate and clarify the theory.
Direction
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
FERNANDEZ VAZQUEZ, JOSE RAMON (Tutorships)
Court
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
CASAL OTERO, LORENA (Chairman)
SANJUAN ROCA, MARIA DEL MAR (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Analysis of the educational situation of students with special educational needs in the ordinary education system in Spain and in the Autonomous Community of Galicia
Authorship
A.T.S.
Master in Education Processes
A.T.S.
Master in Education Processes
Defense date
07.17.2024 16:30
07.17.2024 16:30
Summary
Nowadays, schools are characterized by great diversity, since each student is unique and unrepeatable and has a different way of reaching basic knowledge. This aspect goes beyond the boundaries of the educational field, as it is also reflected in society in general. Therefore, in order to guarantee the optimal development of our society, it is necessary to defend a truly inclusive education and to focus on the attention of those groups most at risk of exclusión, such as students with special educational needs. In this way, this document carries out a detailed analysis of the reality of these students in the ordinary education system, both nationally and regionally in the Autonomous Community of Galicia. The results show the evidence on the schooling of these students at the different levels of ordinary general education.
Nowadays, schools are characterized by great diversity, since each student is unique and unrepeatable and has a different way of reaching basic knowledge. This aspect goes beyond the boundaries of the educational field, as it is also reflected in society in general. Therefore, in order to guarantee the optimal development of our society, it is necessary to defend a truly inclusive education and to focus on the attention of those groups most at risk of exclusión, such as students with special educational needs. In this way, this document carries out a detailed analysis of the reality of these students in the ordinary education system, both nationally and regionally in the Autonomous Community of Galicia. The results show the evidence on the schooling of these students at the different levels of ordinary general education.
Direction
PORTO CASTRO, ANA MARIA (Tutorships)
PORTO CASTRO, ANA MARIA (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
PERMUY MARTINEZ, AIXA (Member)
FRAGA VARELA, FERNANDO (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
PERMUY MARTINEZ, AIXA (Member)
World War II beyond the battles: Sensitivity, reflection, and understanding in the History classroom. A learning situation proposal for the 11th grade.
Authorship
J.V.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.V.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.12.2024 12:00
07.12.2024 12:00
Summary
The present project consists of the development of a didactic proposal for teaching World War II within the subject of Contemporary World History for the 11th grade, adhering to the content, objectives, and competencies established by the legislation for the proposed year, and focusing on those less addressed aspects of the war. The objectives of the work are to raise awareness from a humanistic perspective about the importance of the conflict, sensitize students to the consequences of the war, and educate about historical empathy. We will implement an active methodology based on the use of diverse materials and the development of dynamic activities, both in group and individual, that promote students' understanding of the significance of the conflict. The expected results include the correct use of sources by students, fostering reflection and critical thinking, teamwork, classroom participation, and a profound understanding of World War II and its consequences, beyond traditional academic approaches.
The present project consists of the development of a didactic proposal for teaching World War II within the subject of Contemporary World History for the 11th grade, adhering to the content, objectives, and competencies established by the legislation for the proposed year, and focusing on those less addressed aspects of the war. The objectives of the work are to raise awareness from a humanistic perspective about the importance of the conflict, sensitize students to the consequences of the war, and educate about historical empathy. We will implement an active methodology based on the use of diverse materials and the development of dynamic activities, both in group and individual, that promote students' understanding of the significance of the conflict. The expected results include the correct use of sources by students, fostering reflection and critical thinking, teamwork, classroom participation, and a profound understanding of World War II and its consequences, beyond traditional academic approaches.
Direction
IGLESIAS AMORIN, ALFONSO (Tutorships)
IGLESIAS AMORIN, ALFONSO (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
The heritage issue as an educational dimension: edaphosedimentary deposits of the galician coast as heritage
Authorship
V.F.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
V.F.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.10.2024 17:00
09.10.2024 17:00
Summary
Heritage education reveals to be an essential resource to connect students with their immediate environment, allowing them to establish direct links with their natural and cultural environment. In particular, edaphosedimentary deposits, very present on the Galician coast, offer a unique opportunity for this connection, cultivating a deeper sense of belonging and appreciation towards heritage from a holistic and plural perspective. From this frame of reference. This TFM involves educational research derived from a didactic action, focused on 1st year ESO students. Following a methodological model of a qualitative nature, combined with a mixed analysis approach, this research advances as main results a new understanding of heritage, more plural and open, as well as the knowledge and valuation of pedo-sedimentary deposits as heritage based on their scientific character.
Heritage education reveals to be an essential resource to connect students with their immediate environment, allowing them to establish direct links with their natural and cultural environment. In particular, edaphosedimentary deposits, very present on the Galician coast, offer a unique opportunity for this connection, cultivating a deeper sense of belonging and appreciation towards heritage from a holistic and plural perspective. From this frame of reference. This TFM involves educational research derived from a didactic action, focused on 1st year ESO students. Following a methodological model of a qualitative nature, combined with a mixed analysis approach, this research advances as main results a new understanding of heritage, more plural and open, as well as the knowledge and valuation of pedo-sedimentary deposits as heritage based on their scientific character.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
The use of cinema on the explanation of the transition between Ancient Age and Medieval Age
Authorship
A.M.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.M.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.12.2024 18:00
09.12.2024 18:00
Summary
The use of cinema in the classroom is a resource that has been worked on and studied for almost more than a century, finding multiple proposals to carry out explanations of certain parts of the geography and history syllabus. But in this work, we seek to apply it to a part of the syllabus that we consider suffers a certain mistreatment, Late Antiquity, the transition between the ancient and medieval worlds. Considering that cinema is an innovative way to introduce this topic, making it easier for students, since no example of the use of cinema in this period of history was found. An active and cooperative class format will be applied dur-ing the sessions, seeking that the student begins the 2nd year of ESO in a classroom in which cooperative work promotes a good environment and, above all, that they have a good histor-ical basis for understand the evolution of man during the Middle Ages, which lays its foun-dations on the centuries in question.
The use of cinema in the classroom is a resource that has been worked on and studied for almost more than a century, finding multiple proposals to carry out explanations of certain parts of the geography and history syllabus. But in this work, we seek to apply it to a part of the syllabus that we consider suffers a certain mistreatment, Late Antiquity, the transition between the ancient and medieval worlds. Considering that cinema is an innovative way to introduce this topic, making it easier for students, since no example of the use of cinema in this period of history was found. An active and cooperative class format will be applied dur-ing the sessions, seeking that the student begins the 2nd year of ESO in a classroom in which cooperative work promotes a good environment and, above all, that they have a good histor-ical basis for understand the evolution of man during the Middle Ages, which lays its foun-dations on the centuries in question.
Direction
IGLESIAS AMORIN, ALFONSO (Tutorships)
IGLESIAS AMORIN, ALFONSO (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
¡Poor bunnys! The validity of the Unamuno´s critique of pedagogy
Authorship
C.D.S.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
C.D.S.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 12:00
07.10.2024 12:00
Summary
The reality of classrooms and the current educational system is marked by a pedagogy obsessed with science. Extremely scientific pedagogy, daughter of positivism and mother of methodologies, poses a danger to what education itself should be: an education based on love, as well as science. Thus, it will be shown how Unamuno's critique of the pedagogy of his time remains necessary in the current reality, advocating for a pedagogy based on love or, rather, advocating making love pedagogy, maintaining life and reason in classrooms. The pedagogy that aims to turn students into «test subjects» will be put on trial. It will be shown how in Love and Pedagogy Unamuno presents the critique in a «nivolesque» manner, thus supporting all the points raised.
The reality of classrooms and the current educational system is marked by a pedagogy obsessed with science. Extremely scientific pedagogy, daughter of positivism and mother of methodologies, poses a danger to what education itself should be: an education based on love, as well as science. Thus, it will be shown how Unamuno's critique of the pedagogy of his time remains necessary in the current reality, advocating for a pedagogy based on love or, rather, advocating making love pedagogy, maintaining life and reason in classrooms. The pedagogy that aims to turn students into «test subjects» will be put on trial. It will be shown how in Love and Pedagogy Unamuno presents the critique in a «nivolesque» manner, thus supporting all the points raised.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
Educational proposals and use of ICT in the subject of History: a systematic review
Authorship
J.N.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.N.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 12:00
07.10.2024 12:00
Summary
In a digital society, where technologies accompany us in all aspects of our lives, it seems evident that education cannot remain on the sidelines, actively participating in the many advantages that these can bring us (ubiquity, connectivity and coordination, among others). In this vein, this paper aims to conduct a systematic review, -based on the SALSA method-, analyzing those educational proposals that, addressing the contents related to the subject of History through digital resources and devices, have been carried out in Secondary schools since the outbreak of the Pandemic of 2020. Thus, after analysing the selected publications, the various objectives for which they can be used in the field of History, the multitude of digital tools and their possibilities will be brought to attention, but also some of the limitations that this thype of proposal implies. The conclusions address the need to first reconsider the content and objectives of this subject, and then propose the resources to help achieve them, taking advantage of the potential of these increasingly refined and frequent means.
In a digital society, where technologies accompany us in all aspects of our lives, it seems evident that education cannot remain on the sidelines, actively participating in the many advantages that these can bring us (ubiquity, connectivity and coordination, among others). In this vein, this paper aims to conduct a systematic review, -based on the SALSA method-, analyzing those educational proposals that, addressing the contents related to the subject of History through digital resources and devices, have been carried out in Secondary schools since the outbreak of the Pandemic of 2020. Thus, after analysing the selected publications, the various objectives for which they can be used in the field of History, the multitude of digital tools and their possibilities will be brought to attention, but also some of the limitations that this thype of proposal implies. The conclusions address the need to first reconsider the content and objectives of this subject, and then propose the resources to help achieve them, taking advantage of the potential of these increasingly refined and frequent means.
Direction
Rodríguez Groba, Ana (Tutorships)
Rodríguez Groba, Ana (Tutorships)
Court
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
The teaching of the art-religion tandem in the new education law (LOMLOE)
Authorship
M.J.I.E.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.J.I.E.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 11:00
07.10.2024 11:00
Summary
This Master's thesis examines the consubstantial relationship between art and religion in history, highlighting its evolution in Europe since Christianity. The art modeled by this religious belief has been its form of spiritual expression, as well as a political-ideological instrument and of transmission of Western values that have shaped our current way of being. The value of teaching these contents is analyzed within the scope of the new education law LOMLOE, Organic Law 3/2020, of December 29th, which modifies Organic Law 2/2006, of May 3rd, on Education. Likewise, two of the values promoted by this law are addressed: gender equality and respect for diversity, necessary for the formation of a cohesive and responsible citizenship; which become a pedagogical challenge when colliding with societies configured on the basis of principles different from the European ones. Finally, a brief field work is presented in which the knowledge that Art History students have about Islam, Christianity and religious themes in art is evaluated, since the new education law advocates the implementation of their knowledge within the competence in cultural awareness and expression.
This Master's thesis examines the consubstantial relationship between art and religion in history, highlighting its evolution in Europe since Christianity. The art modeled by this religious belief has been its form of spiritual expression, as well as a political-ideological instrument and of transmission of Western values that have shaped our current way of being. The value of teaching these contents is analyzed within the scope of the new education law LOMLOE, Organic Law 3/2020, of December 29th, which modifies Organic Law 2/2006, of May 3rd, on Education. Likewise, two of the values promoted by this law are addressed: gender equality and respect for diversity, necessary for the formation of a cohesive and responsible citizenship; which become a pedagogical challenge when colliding with societies configured on the basis of principles different from the European ones. Finally, a brief field work is presented in which the knowledge that Art History students have about Islam, Christianity and religious themes in art is evaluated, since the new education law advocates the implementation of their knowledge within the competence in cultural awareness and expression.
Direction
MIGUES RODRIGUEZ, VITOR MANUEL (Tutorships)
MIGUES RODRIGUEZ, VITOR MANUEL (Tutorships)
Court
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
CIVILISATION OR BARBARISM. Social interventions on colonial monuments as an antiracist and decolonial claim
Authorship
M.Z.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.Z.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2024 13:00
07.09.2024 13:00
Summary
Through this activity, it is intended that 3rd year ESO students critically understand the Spanish colonial past and some of its effects and resonances in the contemporary world. In this way, I seek to bring this group of students closer not only to specific historical-artistic-geographical knowledge -colonialism and the contemporary relevance of its vestiges- but also to issues related to the challenges of life in common, seeking an awakening awareness, empathy and respect towards otherness. This challenge would be tested through a project-based learning situation. Specifically, the students would prepare a research product on the vicissitudes that occurred with some of the numerous colonial monuments altered in the world as a result of the anti-racist protests led by the Black Lives Matter movement (BLM): a collective that originated in 2013, in the United States, as a reaction to indiscriminate violence against black people. During five sessions, this group of students would investigate and reflect on different issues related to monuments and their contexts (who is represented, why they generate unrest in society...), collecting information to create a poster that would be briefly presented in the last class. In this last session, a group cartography would be carried out on paper, where the chronologies and geographies of that iconoclastic wave of monuments with colonial and racist resonances would be marked with different colors, with the aim of relating this global problem to its local environment
Through this activity, it is intended that 3rd year ESO students critically understand the Spanish colonial past and some of its effects and resonances in the contemporary world. In this way, I seek to bring this group of students closer not only to specific historical-artistic-geographical knowledge -colonialism and the contemporary relevance of its vestiges- but also to issues related to the challenges of life in common, seeking an awakening awareness, empathy and respect towards otherness. This challenge would be tested through a project-based learning situation. Specifically, the students would prepare a research product on the vicissitudes that occurred with some of the numerous colonial monuments altered in the world as a result of the anti-racist protests led by the Black Lives Matter movement (BLM): a collective that originated in 2013, in the United States, as a reaction to indiscriminate violence against black people. During five sessions, this group of students would investigate and reflect on different issues related to monuments and their contexts (who is represented, why they generate unrest in society...), collecting information to create a poster that would be briefly presented in the last class. In this last session, a group cartography would be carried out on paper, where the chronologies and geographies of that iconoclastic wave of monuments with colonial and racist resonances would be marked with different colors, with the aim of relating this global problem to its local environment
Direction
ESTEVEZ VILLARINO, BRAIS (Tutorships)
ESTEVEZ VILLARINO, BRAIS (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
VARELA PORTELA, CRISTINA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
The Principles of the Philosophical Practice and the Philosophy for Children as a Didactic Framework for the Secondary Education
Authorship
A.S.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.S.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 11:00
07.10.2024 11:00
Summary
This TFM defends the thesis that the principles of philosophical practice and philosophy for children, as understood by authors such as Matthew Lipman and Oscar Brenifier, are applicable to learning situations for the subject of philosophy in secondary education. Firstly, some general methodological principles for the philosophical practice will be presented, which are based on the dialogue and the development of autonomous thought. Next, the theoretical foundation for practical philosophy will be developed, starting from a reflection on debate as a pedagogical tool for the construction of knowledge, based on the students activity. Along with the reflection on the debate, it will be explained how to develop the ability to defend hypotheses and to ask good questions, including clarifications on how to incorporate these principles into the reality of the educational practice. Finally, we will justify the need to acquire certain specifically philosophical skills that have transversal value to the extent that they favor the understanding of complex texts on any subject and the development of a consistent argument.
This TFM defends the thesis that the principles of philosophical practice and philosophy for children, as understood by authors such as Matthew Lipman and Oscar Brenifier, are applicable to learning situations for the subject of philosophy in secondary education. Firstly, some general methodological principles for the philosophical practice will be presented, which are based on the dialogue and the development of autonomous thought. Next, the theoretical foundation for practical philosophy will be developed, starting from a reflection on debate as a pedagogical tool for the construction of knowledge, based on the students activity. Along with the reflection on the debate, it will be explained how to develop the ability to defend hypotheses and to ask good questions, including clarifications on how to incorporate these principles into the reality of the educational practice. Finally, we will justify the need to acquire certain specifically philosophical skills that have transversal value to the extent that they favor the understanding of complex texts on any subject and the development of a consistent argument.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
GARCIA SOTO, LUIS MODESTO (Chairman)
Criado Boado, Cecilia (Secretary)
IGLESIAS AMORIN, ALFONSO (Member)
GARCIA SOTO, LUIS MODESTO (Chairman)
Criado Boado, Cecilia (Secretary)
IGLESIAS AMORIN, ALFONSO (Member)
The podcast as a teaching resource in teaching French level B1 for an official school of Languages in Galicia: Teaching proposal.
Authorship
R.M.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.M.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.15.2023 11:00
02.15.2023 11:00
Summary
This work proposes the elaboration of a podcast of interviews with French-speaking migrants carried out by students of B1 French at the Language School of Santiago de Compostela. The podcast will be the final product of a work with action-oriented methodological approaches based on Project Based Learning. During fourteen sessions spread over the last two months of the year, students will acquire knowledge of procedural, conceptual and attitudinal content ranging from the basic principles of Journalism and the production of interview podcasts to vocabulary on migration, always with the main objective of learning the French language. Throughout the phases of the podcast production, students will develop not only oral and written comprehension and expression skills, but also media skills and intercultural awareness, learning about the reality of migrants and French-speaking countries.
This work proposes the elaboration of a podcast of interviews with French-speaking migrants carried out by students of B1 French at the Language School of Santiago de Compostela. The podcast will be the final product of a work with action-oriented methodological approaches based on Project Based Learning. During fourteen sessions spread over the last two months of the year, students will acquire knowledge of procedural, conceptual and attitudinal content ranging from the basic principles of Journalism and the production of interview podcasts to vocabulary on migration, always with the main objective of learning the French language. Throughout the phases of the podcast production, students will develop not only oral and written comprehension and expression skills, but also media skills and intercultural awareness, learning about the reality of migrants and French-speaking countries.
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
Lorenzo Herrera, Lara (Member)
The development of self-esteem in adolescence from a gender perspective: a reading-based approach
Authorship
R.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.16.2023 09:00
02.16.2023 09:00
Summary
This research explores the interconnections between self-perception, the influence of ideal body models on the assessment of such perception, and reading, focusing from a gender perspective on adolescence and literature as a socializing agent. Thus, using tools such as the Rosenberg Self-Esteem Scale and the Physical Self-Concept Questionnaire (CAF), complemented by a self-developed survey, psychosocial and reading dimensions are analyzed in 3rd-grade (ESO) students with the aim of delving into whether reading habits affect the self-esteem and self-concept of the sample. Based on this, the research aims to contribute to the promotion of literature that positively collaborates in adolescent self-perception and self-valuation within educational environments.
This research explores the interconnections between self-perception, the influence of ideal body models on the assessment of such perception, and reading, focusing from a gender perspective on adolescence and literature as a socializing agent. Thus, using tools such as the Rosenberg Self-Esteem Scale and the Physical Self-Concept Questionnaire (CAF), complemented by a self-developed survey, psychosocial and reading dimensions are analyzed in 3rd-grade (ESO) students with the aim of delving into whether reading habits affect the self-esteem and self-concept of the sample. Based on this, the research aims to contribute to the promotion of literature that positively collaborates in adolescent self-perception and self-valuation within educational environments.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
NOGUEIRA PEREIRA, MARIA XESUS (Secretary)
Lorenzo Herrera, Lara (Member)
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
NOGUEIRA PEREIRA, MARIA XESUS (Secretary)
Lorenzo Herrera, Lara (Member)
E fomos ficando SOS, sen planeta, só nós. An educational proposal for the teaching of Galician environmental literature in the first cycle of ESO
Authorship
M.F.J.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.F.J.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 10:00
07.15.2024 10:00
Summary
The current context of climatic emergency opens human beings to rethink their relationship with the planet and the natural environment. The global warming, the loss of biodiversity or the lack of availability of water resources are two effects of a crisis in paragon. In this context, collaboration between different social actors, as well as a change of paradigm of the educational system become a necessity. The classroom is thus presented as a space where to claim an alternative and a model of sustainable life. Within the framework of the teaching of languages, literature and activist writing stand as windows from which to work the ecological perspective. Being aware of the didactic potential of this discipline, the present work aims to develop an educational proposal included within two contents of the subject of Lingua galega e literatura in the first cycle of ESO that exploits literature as a tool for the transmission of values. For this purpose, it will work a corpus of works covering different textual modalities, such as the short story, the novel or the theatre and whose backbone is the connection between human actions and their attachment to the world or the tempo that will be explored to the plasticity and malleability of literature.
The current context of climatic emergency opens human beings to rethink their relationship with the planet and the natural environment. The global warming, the loss of biodiversity or the lack of availability of water resources are two effects of a crisis in paragon. In this context, collaboration between different social actors, as well as a change of paradigm of the educational system become a necessity. The classroom is thus presented as a space where to claim an alternative and a model of sustainable life. Within the framework of the teaching of languages, literature and activist writing stand as windows from which to work the ecological perspective. Being aware of the didactic potential of this discipline, the present work aims to develop an educational proposal included within two contents of the subject of Lingua galega e literatura in the first cycle of ESO that exploits literature as a tool for the transmission of values. For this purpose, it will work a corpus of works covering different textual modalities, such as the short story, the novel or the theatre and whose backbone is the connection between human actions and their attachment to the world or the tempo that will be explored to the plasticity and malleability of literature.
Direction
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
Adequacy of Latin textbooks for 4th ESO to curricular changes in LOE
Authorship
A.N.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.N.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2024 12:00
07.09.2024 12:00
Summary
This project approaches the evolution of 4th ESO Latin’s curricula which are placed within the framework of the Organic Law 2/2006, on Education, and its subsequent reforms (Organic Law 8/2013 and Organic Law 3/2020). To this end, those cultural elements established in its respective curricular developments have been compared to determine which of them have remained the same and which have been suffering alterations. Thus, a basis on which it has been possible to analyse two publisher’s Latin textbooks has been obtained, with the aim of discerning if their publishing had been carried out in accordance with the parameters set by the respective curricula: Anaya’s and SM’s books have been chosen due to their representativeness of the materials which are used in Spanish classrooms. Therefore, by conducting a comprehensive analysis of their contents, it was possible to determine if the publishing companies had genuinely been adapting to the legislation as the curricular elements changed. Ultimately, the final goal was to verify the didactic resources’ quality and their adequacy to the minimum content, as well as to propose solutions to the possible misalignments (materialised in a suggested index for a textbook which is truly adapted to the current legislation).
This project approaches the evolution of 4th ESO Latin’s curricula which are placed within the framework of the Organic Law 2/2006, on Education, and its subsequent reforms (Organic Law 8/2013 and Organic Law 3/2020). To this end, those cultural elements established in its respective curricular developments have been compared to determine which of them have remained the same and which have been suffering alterations. Thus, a basis on which it has been possible to analyse two publisher’s Latin textbooks has been obtained, with the aim of discerning if their publishing had been carried out in accordance with the parameters set by the respective curricula: Anaya’s and SM’s books have been chosen due to their representativeness of the materials which are used in Spanish classrooms. Therefore, by conducting a comprehensive analysis of their contents, it was possible to determine if the publishing companies had genuinely been adapting to the legislation as the curricular elements changed. Ultimately, the final goal was to verify the didactic resources’ quality and their adequacy to the minimum content, as well as to propose solutions to the possible misalignments (materialised in a suggested index for a textbook which is truly adapted to the current legislation).
Direction
Giadás Quintela, Miguel (Tutorships)
Giadás Quintela, Miguel (Tutorships)
Court
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
NOGUEIRA PEREIRA, MARIA XESUS (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
LOPEZ SANDEZ, MARIA (Member)
Another way to deal with greek: poetry as a learning tool
Authorship
E.B.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.B.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 16:00
07.04.2024 16:00
Summary
One of the most used and effective ways to ensure students properly learn vocabulary, grammatical rules and other linguistic elements when dealing with a new language is, without a doubt, practice. For this reason, a great tool to help students to learn this in an autonomous way is the creation of original texts in which it is possible to work on all the aspects mentioned above in a cohesive, united, and consonant way. Consequently, this project constitutes a didactic unit designed to be applied to the subject of Greek I in Bachillerato, since it is directly related to Block 1 of this subject as it appears in Decreto 157/2022, de 15 de septiembre, por el que se establecen la ordenación y el currículo del bachillerato en la Comunidad Autónoma de Galicia. This didactic unit aims to introduce students to the Greek language through the prism of poetry, to enable them to understand the relevance and importance of this genre in Greek culture and some of its manifestations, culminating in the elaboration of a short original poem that allows the use of all the knowledge acquired in the course of the subject.
One of the most used and effective ways to ensure students properly learn vocabulary, grammatical rules and other linguistic elements when dealing with a new language is, without a doubt, practice. For this reason, a great tool to help students to learn this in an autonomous way is the creation of original texts in which it is possible to work on all the aspects mentioned above in a cohesive, united, and consonant way. Consequently, this project constitutes a didactic unit designed to be applied to the subject of Greek I in Bachillerato, since it is directly related to Block 1 of this subject as it appears in Decreto 157/2022, de 15 de septiembre, por el que se establecen la ordenación y el currículo del bachillerato en la Comunidad Autónoma de Galicia. This didactic unit aims to introduce students to the Greek language through the prism of poetry, to enable them to understand the relevance and importance of this genre in Greek culture and some of its manifestations, culminating in the elaboration of a short original poem that allows the use of all the knowledge acquired in the course of the subject.
Direction
Giadás Quintela, Miguel (Tutorships)
Giadás Quintela, Miguel (Tutorships)
Court
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
LOPEZ PENA, ZOSIMO (Member)
A journey to the Olympus: didactic proposal on Greek religion in the subject of Classical Culture
Authorship
M.D.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.D.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 17:00
07.04.2024 17:00
Summary
Greek religion is one of the subjects that most attracts the attention of students in Compulsory Secondary Education, either because of their lack of knowledge on the matter or because it is a religion in which multiple divinities coexisted. This fostered the creation of fantasy stories full of adventures. In this regard, the aim of this work is to put forward a didactic unit on said subject for students of Classical Culture. First of all, the preliminary concepts will be dealt with in order to understand how Greek religion was and how it functioned. Second of all, the main divinities will be presented, from Chaos and the Titans to the twelve Olympians. In addition, it will be shown how communication between the community of men and the gods took place, taking into consideration sanctuaries, oracles and offerings, as well as the survival of these same elements in today’s society. The methodology will include theoretical presentations, but, above all, activities in which the students will be the main agents, such as gamification. Thus, the ultimate goal is for students to be able to understand and value the importance of Classical Culture as a whole, especially the religious context.
Greek religion is one of the subjects that most attracts the attention of students in Compulsory Secondary Education, either because of their lack of knowledge on the matter or because it is a religion in which multiple divinities coexisted. This fostered the creation of fantasy stories full of adventures. In this regard, the aim of this work is to put forward a didactic unit on said subject for students of Classical Culture. First of all, the preliminary concepts will be dealt with in order to understand how Greek religion was and how it functioned. Second of all, the main divinities will be presented, from Chaos and the Titans to the twelve Olympians. In addition, it will be shown how communication between the community of men and the gods took place, taking into consideration sanctuaries, oracles and offerings, as well as the survival of these same elements in today’s society. The methodology will include theoretical presentations, but, above all, activities in which the students will be the main agents, such as gamification. Thus, the ultimate goal is for students to be able to understand and value the importance of Classical Culture as a whole, especially the religious context.
Direction
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
Court
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
Giadás Quintela, Miguel (Member)
Criado Boado, Cecilia (Chairman)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Secretary)
Giadás Quintela, Miguel (Member)
Innovation in the teaching of syntax in curricular diversification programmes through gamification and game-based learning: a didactic proposal
Authorship
I.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 10:00
07.15.2024 10:00
Summary
Syntax has historically been a important branch of grammar in secondary classrooms; however, its teaching has generally been conceived from a formal and traditional approach in which it has been studied in a decontextualised way. In addition to reviewing the different ways of teaching grammar nowadays, this paper aims to show that the use of gamification and game-based learning can be very useful for the treatment of this discipline in the classrooms of diversification from a more communicative perspective and in line with active methodologies. To this end, a teaching intervention proposal will be carried out in which the simple sentence will be approached through activities that will allow us to observe the importance of the playful component for student motivation.
Syntax has historically been a important branch of grammar in secondary classrooms; however, its teaching has generally been conceived from a formal and traditional approach in which it has been studied in a decontextualised way. In addition to reviewing the different ways of teaching grammar nowadays, this paper aims to show that the use of gamification and game-based learning can be very useful for the treatment of this discipline in the classrooms of diversification from a more communicative perspective and in line with active methodologies. To this end, a teaching intervention proposal will be carried out in which the simple sentence will be approached through activities that will allow us to observe the importance of the playful component for student motivation.
Direction
Lorenzo Herrera, Lara (Tutorships)
Lorenzo Herrera, Lara (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
LESTON OTERO, ANDREA (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
LESTON OTERO, ANDREA (Member)
The hidden female authors and sub-genres of the Spanish literary baroque: a didactic proposal
Authorship
I.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 12:00
07.15.2024 12:00
Summary
Generally, the learning of Spanish literature of the Golden Age in ESO and baccalaureate is oriented towards the treatment of a small number of authors (Cervantes, Góngora, Lope de Vega and Quevedo) and literary genres or styles (Gongorism, satire, conceptism). With this in mind, the present work proposes the elaboration of a didactic proposal aimed at the 1st year of baccalaureate, the development of which is based on the study of female authors and their vision of the sub-genres, all of which is little contemplated in the curriculum of this level of education. In this way, the aim is to introduce students to novel female figures and literary categories and, therefore, far from the canonical ones, in order to reclaim their cultural and artistic value.
Generally, the learning of Spanish literature of the Golden Age in ESO and baccalaureate is oriented towards the treatment of a small number of authors (Cervantes, Góngora, Lope de Vega and Quevedo) and literary genres or styles (Gongorism, satire, conceptism). With this in mind, the present work proposes the elaboration of a didactic proposal aimed at the 1st year of baccalaureate, the development of which is based on the study of female authors and their vision of the sub-genres, all of which is little contemplated in the curriculum of this level of education. In this way, the aim is to introduce students to novel female figures and literary categories and, therefore, far from the canonical ones, in order to reclaim their cultural and artistic value.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
AMADO RODRIGUEZ, MARIA TERESA (Chairman)
FERNANDEZ VAZQUEZ, JOSE RAMON (Secretary)
Giadás Quintela, Miguel (Member)
The importance of Sexual Education in adolescence: Design of a proposal for Sex Education from Educational Guidance in Secondary Education centers in the Cee area.
Authorship
F.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
F.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 16:00
07.15.2024 16:00
Summary
Sex education and guidance in the stage of Compulsory Secondary Education (ESO) is almost nonexistent. The few times it has been carried out have mostly been initiated by the schools, the teachers, or the local authorities, often focusing on preventive actions. These activities were frequently conducted by individuals lacking formal training, often through volunteer efforts or similar means. In most cases, the activities were limited to lectures aimed at preventing pregnancies or diseases, which means that the sex education provided so far has been devoid of proper sexology and pedagogy (Romo, 2003). This lack of sex education and guidance has negative effects on individuals, resulting in the general population lacking comprehensive knowledge about the true scope of sex, which in turn affects their lives and the way they relate to and interact with others. This work consists of a proposal for sex education directed at secondary schools in the Cee area, in which a needs identification process was conducted to form the basis for subsequent intervention.
Sex education and guidance in the stage of Compulsory Secondary Education (ESO) is almost nonexistent. The few times it has been carried out have mostly been initiated by the schools, the teachers, or the local authorities, often focusing on preventive actions. These activities were frequently conducted by individuals lacking formal training, often through volunteer efforts or similar means. In most cases, the activities were limited to lectures aimed at preventing pregnancies or diseases, which means that the sex education provided so far has been devoid of proper sexology and pedagogy (Romo, 2003). This lack of sex education and guidance has negative effects on individuals, resulting in the general population lacking comprehensive knowledge about the true scope of sex, which in turn affects their lives and the way they relate to and interact with others. This work consists of a proposal for sex education directed at secondary schools in the Cee area, in which a needs identification process was conducted to form the basis for subsequent intervention.
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Inclusive proposal in Natural Sciences for students with ADHD in the 6th year of Primary Education
Authorship
A.C.P.
Master in Research in Education, Cultural Diversity and Community Development
A.C.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2024 11:15
07.15.2024 11:15
Summary
This Master's Thesis (TFM) has as its main topic the design of an inclusive proposal in the area of Natural Sciences in the 6th year of Primary Education (EP). More specifically, it is an intervention proposal focused on students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Thus, the work begins with a documentary investigation to develop the theoretical framework. This includes elements such as the historical development of attention to diversity, inclusive education, the definitions of students with Specific Educational Support Needs (SESN) and ADHD and the characteristics of the design of inclusive activities. Subsequently, the educational proposal mentioned above gives way, which addresses the creation of a museum within the educational center. The main objective of this TFM is the design of an inclusive teaching proposal that addresses the educational needs of students with ADHD. It is expected that this proposal will be useful for Primary Education teachers and that it will be a support tool in the development of teaching tasks. In this way, you will be contributing to improving the inclusion in the educational system of students who suffer from this disorder, achieving a more fair, accessible and equitable education for all children. It must be taken into account that inclusion and ADHD are two concepts that are currently being investigated; this work provides another perspective to this area. Finally, this proposal could not be applied, so there remains the possibility of continuing this line of research.
This Master's Thesis (TFM) has as its main topic the design of an inclusive proposal in the area of Natural Sciences in the 6th year of Primary Education (EP). More specifically, it is an intervention proposal focused on students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Thus, the work begins with a documentary investigation to develop the theoretical framework. This includes elements such as the historical development of attention to diversity, inclusive education, the definitions of students with Specific Educational Support Needs (SESN) and ADHD and the characteristics of the design of inclusive activities. Subsequently, the educational proposal mentioned above gives way, which addresses the creation of a museum within the educational center. The main objective of this TFM is the design of an inclusive teaching proposal that addresses the educational needs of students with ADHD. It is expected that this proposal will be useful for Primary Education teachers and that it will be a support tool in the development of teaching tasks. In this way, you will be contributing to improving the inclusion in the educational system of students who suffer from this disorder, achieving a more fair, accessible and equitable education for all children. It must be taken into account that inclusion and ADHD are two concepts that are currently being investigated; this work provides another perspective to this area. Finally, this proposal could not be applied, so there remains the possibility of continuing this line of research.
Direction
Mella Núñez, Igor (Tutorships)
Mella Núñez, Igor (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Evaluation of the perceptions and beliefs regarding gender of the future teachers of Primary Education: a comparative study
Authorship
A.R.C.
Master in Research in Education, Cultural Diversity and Community Development
A.R.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.16.2024 11:00
02.16.2024 11:00
Summary
In this Final Master’s Thesis (FMT) the main theme is the realization of a quantitative field research based on the direct collection of data, whose main aim is analyzing the sexist and stereotypical perceptions and beliefs of future teachers of Primary Education, as well as examine the degree of awareness of students regarding their training in gender equality. This study analyzed a sample of 449 university students (81.3% women and 18.7% men) from all courses of the Degree of Teacher in Primary Education at the University of Santiago de Compostela and Complutense University of Madrid., aged between 18 and 42 years (DT: 2.45). The results point to the subsistence of the beliefs of gender stereotypes and sexist behaviors by future teachers. Furthermore, the students believe that both universities have institutional sensitivity regarding gender equality, as well as the inclusion of the gender perspective in the curriculum. However, the students do not show clear evidence of awareness of gender inequalities in their academic training. On the other hand, it highlights the survival of stereotypical beliefs, but shows low levels of ambivalent sexism. Nevertheless, the scores tend to be higher in the male group and in the UCM’s students. Therefore, it is important to establish the implementation of and educational planning aimed at students in order to integrate the gender perspective in all educational and social areas to achieve an egalitarian education that emanates all sexist and stereotypical beliefs.
In this Final Master’s Thesis (FMT) the main theme is the realization of a quantitative field research based on the direct collection of data, whose main aim is analyzing the sexist and stereotypical perceptions and beliefs of future teachers of Primary Education, as well as examine the degree of awareness of students regarding their training in gender equality. This study analyzed a sample of 449 university students (81.3% women and 18.7% men) from all courses of the Degree of Teacher in Primary Education at the University of Santiago de Compostela and Complutense University of Madrid., aged between 18 and 42 years (DT: 2.45). The results point to the subsistence of the beliefs of gender stereotypes and sexist behaviors by future teachers. Furthermore, the students believe that both universities have institutional sensitivity regarding gender equality, as well as the inclusion of the gender perspective in the curriculum. However, the students do not show clear evidence of awareness of gender inequalities in their academic training. On the other hand, it highlights the survival of stereotypical beliefs, but shows low levels of ambivalent sexism. Nevertheless, the scores tend to be higher in the male group and in the UCM’s students. Therefore, it is important to establish the implementation of and educational planning aimed at students in order to integrate the gender perspective in all educational and social areas to achieve an egalitarian education that emanates all sexist and stereotypical beliefs.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Estereotipos de xénero nos libros de texto de idiomas de 1 a 6 en China
Authorship
Y.A.
Master in Research in Education, Cultural Diversity and Community Development
Y.A.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2024 13:15
07.15.2024 13:15
Summary
This TFM analyses gender stereotypes in Chinese language textbooks for primary grades 1-6. Using a qualitative approach, illustrations and texts were examined to identify occupational roles, personality traits, and family and social roles. It was found that boys were portrayed in higher status occupations with qualities such as bravery and independence, while girls were portrayed in traditional roles associated with kindness and dependence. These portrayals perpetuate traditional gender divisions and affect students' self-perceptions and ambitions. The study recommends revising textbooks to eliminate gender bias, sensitise authors and publishers to these issues and promote gender equality in education. The study concludes that these stereotypes must be eliminated to promote a more equitable and fairer education, reflecting the need for educators and education policy makers to work together.
This TFM analyses gender stereotypes in Chinese language textbooks for primary grades 1-6. Using a qualitative approach, illustrations and texts were examined to identify occupational roles, personality traits, and family and social roles. It was found that boys were portrayed in higher status occupations with qualities such as bravery and independence, while girls were portrayed in traditional roles associated with kindness and dependence. These portrayals perpetuate traditional gender divisions and affect students' self-perceptions and ambitions. The study recommends revising textbooks to eliminate gender bias, sensitise authors and publishers to these issues and promote gender equality in education. The study concludes that these stereotypes must be eliminated to promote a more equitable and fairer education, reflecting the need for educators and education policy makers to work together.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Estereotipos de xénero nos libros de texto de idiomas de 1 a 6 en China
Authorship
Y.A.
Master in Research in Education, Cultural Diversity and Community Development
Y.A.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2024 11:00
09.05.2024 11:00
Summary
This TFM analyses gender stereotypes in Chinese language textbooks for primary grades 1-6. Using a qualitative approach, illustrations and texts were examined to identify occupational roles, personality traits, and family and social roles. It was found that boys were portrayed in higher status occupations with qualities such as bravery and independence, while girls were portrayed in traditional roles associated with kindness and dependence. These portrayals perpetuate traditional gender divisions and affect students' self-perceptions and ambitions. The study recommends revising textbooks to eliminate gender bias, sensitise authors and publishers to these issues and promote gender equality in education. The study concludes that these stereotypes must be eliminated to promote a more equitable and fairer education, reflecting the need for educators and education policy makers to work together.
This TFM analyses gender stereotypes in Chinese language textbooks for primary grades 1-6. Using a qualitative approach, illustrations and texts were examined to identify occupational roles, personality traits, and family and social roles. It was found that boys were portrayed in higher status occupations with qualities such as bravery and independence, while girls were portrayed in traditional roles associated with kindness and dependence. These portrayals perpetuate traditional gender divisions and affect students' self-perceptions and ambitions. The study recommends revising textbooks to eliminate gender bias, sensitise authors and publishers to these issues and promote gender equality in education. The study concludes that these stereotypes must be eliminated to promote a more equitable and fairer education, reflecting the need for educators and education policy makers to work together.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Family and Social Change. Addressing Chanllenges fron an Education Perspective.
Authorship
I.V.C.
Master in Research in Education, Cultural Diversity and Community Development
I.V.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2024 12:15
07.15.2024 12:15
Summary
The diversification of family living arrangements is the result of the interaction of variables of different kinds, particularly those of a sociodemographic nature, which to a greater or lesser extent, have been fostering changes in many aspects related to family life. As could not be otherwise, this new reality has brought new demands for public administrations in general and, specifically, for those with educational responsibilities. This is precisely our goal: to analyze to what extent we can contribute to the well-being of reconstituted or blended families, highlighting their particularities and through the shared work of schools and the community as a whole. The achievement of this purpose required a broad bibliographic review from a methodological point of view.
The diversification of family living arrangements is the result of the interaction of variables of different kinds, particularly those of a sociodemographic nature, which to a greater or lesser extent, have been fostering changes in many aspects related to family life. As could not be otherwise, this new reality has brought new demands for public administrations in general and, specifically, for those with educational responsibilities. This is precisely our goal: to analyze to what extent we can contribute to the well-being of reconstituted or blended families, highlighting their particularities and through the shared work of schools and the community as a whole. The achievement of this purpose required a broad bibliographic review from a methodological point of view.
Direction
PRIEGUE CAAMAÑO, DIANA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Musical Education in Music Schools in Galicia. Challenges and Opportunities.
Authorship
F.J.P.
Master in Research in Education, Cultural Diversity and Community Development
F.J.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2024 09:00
07.15.2024 09:00
Summary
This Master's Thesis (TFM) focuses on the role of music schools in the field of music education. These centers had an important evolution in Galicia in the last 25 years, imply a specific typology of teachings and point to a foreseeable evolution in the framework of our educational system. It is an educational field that has a social origin, understood as a rooted nucleus of popular culture. These educational proposals evolved from informal initiatives, managed by associations of different origins and nature, which nurtured instrumental groups, usually popular music bands, to form structured schools with a wider range of specialties. The general objective guiding the development of the research is to approach the educational value of music schools in Galicia, which is specified in three specific objectives: to review the regulatory framework governing music schools; to approach the ability of music schools to develop comprehensive music education processes; and to explore music as an educational tool and the generation of the educational environment through non-formal education processes. The methodology of the work was based on the search and review of documents, contemplating two fundamental sources that give rise to the two sections of the work: the review of the regulations that apply to music schools, with the intention of tracing the differences that the legislation itself establishes with respect to the teachings with professionalizing purpose given in the Conservatories and the review of the pedagogical principles that distinguish the non-regulated music teachings in Galicia, given, above all, in municipally owned music schools.
This Master's Thesis (TFM) focuses on the role of music schools in the field of music education. These centers had an important evolution in Galicia in the last 25 years, imply a specific typology of teachings and point to a foreseeable evolution in the framework of our educational system. It is an educational field that has a social origin, understood as a rooted nucleus of popular culture. These educational proposals evolved from informal initiatives, managed by associations of different origins and nature, which nurtured instrumental groups, usually popular music bands, to form structured schools with a wider range of specialties. The general objective guiding the development of the research is to approach the educational value of music schools in Galicia, which is specified in three specific objectives: to review the regulatory framework governing music schools; to approach the ability of music schools to develop comprehensive music education processes; and to explore music as an educational tool and the generation of the educational environment through non-formal education processes. The methodology of the work was based on the search and review of documents, contemplating two fundamental sources that give rise to the two sections of the work: the review of the regulations that apply to music schools, with the intention of tracing the differences that the legislation itself establishes with respect to the teachings with professionalizing purpose given in the Conservatories and the review of the pedagogical principles that distinguish the non-regulated music teachings in Galicia, given, above all, in municipally owned music schools.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Women mothers’ well-being and reinsertion in the spain prison system. A bet from marental education
Authorship
M.B.P.
Master in Research in Education, Cultural Diversity and Community Development
M.B.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2024 10:00
07.15.2024 10:00
Summary
Reeducation should be the axis cornerstone and the main principle of the penitentiary system, pretending to facilitate the social reintegration of those deprived of liberty. Mothers in prison face unique challenges as women, caregivers, and inmates; this is why is absolutely necessary implement educational programs adapted to them, including for instance parenting skills training, and provide to them emotional and social support. The main goal is deeply examine the situation and reality of these incarcerated mothers within the penitentiary context in Spain, understanding their specific needs and proposing effective educational strategies to promote their personal well-being, strengthen family bonds, and contributing to create a promising future to them and their children. To achieve this goal, a qualitative methodology will be used, working from a hermeneutic approach to create documentary analysis of the articles and narratives of the Revista Vis a Vis (articles are written by the inmates of the module 1 penitentiary Nelson Mandela, from the Unit of Teixeiro Penitentiary). To carry out this process, data analysis and coding are conducted using the specialized software ATLAS. Ti. Through which texts are coded, and analytical categories are established to interpret the information. Finishing this process the study will show us the complexities and specific needs of mothers in the Spain penitentiary system. The investigation results shows us that it is crucial to develop comprehensive marenting education strategies to face challenges such as invisibility, social stigma and the breakdown of family ties of this group and thus, achieve their own well-being, their children. and social reintegration. It concludes highlighting the urgency of improving marital training and emotional support, which can begin with preparation programs for life in freedom but that continue outside of prisons.
Reeducation should be the axis cornerstone and the main principle of the penitentiary system, pretending to facilitate the social reintegration of those deprived of liberty. Mothers in prison face unique challenges as women, caregivers, and inmates; this is why is absolutely necessary implement educational programs adapted to them, including for instance parenting skills training, and provide to them emotional and social support. The main goal is deeply examine the situation and reality of these incarcerated mothers within the penitentiary context in Spain, understanding their specific needs and proposing effective educational strategies to promote their personal well-being, strengthen family bonds, and contributing to create a promising future to them and their children. To achieve this goal, a qualitative methodology will be used, working from a hermeneutic approach to create documentary analysis of the articles and narratives of the Revista Vis a Vis (articles are written by the inmates of the module 1 penitentiary Nelson Mandela, from the Unit of Teixeiro Penitentiary). To carry out this process, data analysis and coding are conducted using the specialized software ATLAS. Ti. Through which texts are coded, and analytical categories are established to interpret the information. Finishing this process the study will show us the complexities and specific needs of mothers in the Spain penitentiary system. The investigation results shows us that it is crucial to develop comprehensive marenting education strategies to face challenges such as invisibility, social stigma and the breakdown of family ties of this group and thus, achieve their own well-being, their children. and social reintegration. It concludes highlighting the urgency of improving marital training and emotional support, which can begin with preparation programs for life in freedom but that continue outside of prisons.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
The question of time in contemporary academia. A systematized review of its incidence in the personal and professional lives of early career researchers.
Authorship
K.R.
Master in Research in Education, Cultural Diversity and Community Development
K.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.16.2024 13:00
02.16.2024 13:00
Summary
This master’s thesis, framed within the thematic line of educational and social times, aims to explore the incidence of temporal academic landscapes in the personal and professional lives of young researchers in universities. Based mainly on the work of Adam, Ylijoki and Alhadeff-Jones, an overview of the conceptualizations of time and temporalities in the social sciences in recent decades is composed. Methodologically, a systematic review of empirical research published between the years 2016-2023 is carried out through the PRISMA statement. No publications in Spanish are recorded, analyzing a total of ten English-speaking papers that synthesize research conducted in European, Asian, Australian and North American universities. Through them the theoretical orientations in the research of personal academic timescapes are identified; in addition, the links between political, economic, academic and research demands and the experience of temporality of young researchers are described; finally, proposals and strategies for improvement in the organization of temporal landscapes in the research population are detected. The results point to a scarce theorization and educational research on the issue of academic time; to the progressive extension of professional life in time and space, questioning the temporal autonomy of researchers; to the precariousness generated by the temporal experience identified in discourses of struggle, deficit, dependence, and time pressure; to the invasive colonization of academic time in social life; to the lack of transparency in the definition of the term young researchers; and to the scarce definition of strategies for the organizational improvement of academic landscapes in the research analyzed.
This master’s thesis, framed within the thematic line of educational and social times, aims to explore the incidence of temporal academic landscapes in the personal and professional lives of young researchers in universities. Based mainly on the work of Adam, Ylijoki and Alhadeff-Jones, an overview of the conceptualizations of time and temporalities in the social sciences in recent decades is composed. Methodologically, a systematic review of empirical research published between the years 2016-2023 is carried out through the PRISMA statement. No publications in Spanish are recorded, analyzing a total of ten English-speaking papers that synthesize research conducted in European, Asian, Australian and North American universities. Through them the theoretical orientations in the research of personal academic timescapes are identified; in addition, the links between political, economic, academic and research demands and the experience of temporality of young researchers are described; finally, proposals and strategies for improvement in the organization of temporal landscapes in the research population are detected. The results point to a scarce theorization and educational research on the issue of academic time; to the progressive extension of professional life in time and space, questioning the temporal autonomy of researchers; to the precariousness generated by the temporal experience identified in discourses of struggle, deficit, dependence, and time pressure; to the invasive colonization of academic time in social life; to the lack of transparency in the definition of the term young researchers; and to the scarce definition of strategies for the organizational improvement of academic landscapes in the research analyzed.
Direction
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
Court
TOURIÑAN LOPEZ, JOSE MANUEL (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
TOURIÑAN LOPEZ, JOSE MANUEL (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Use of ICT in Physics and Chemistry
Authorship
J.A.V.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.A.V.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.14.2023 16:00
02.14.2023 16:00
Summary
In recent years, a disruptive technological leap has been made in numerous areas and sectors due to the presence of Information and Communications Technologies. The present work provides a vision of these in education. A review of Physics and Chemistry textbooks is made regarding their content in digital tools and, finally, a didactic proposal with ICT is made.
In recent years, a disruptive technological leap has been made in numerous areas and sectors due to the presence of Information and Communications Technologies. The present work provides a vision of these in education. A review of Physics and Chemistry textbooks is made regarding their content in digital tools and, finally, a didactic proposal with ICT is made.
Direction
Gallástegui Otero, Juan Ramón (Tutorships)
Gallástegui Otero, Juan Ramón (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Rodríguez Groba, Ana (Secretary)
PARADELO NUÑEZ, REMIGIO (Member)
TORRON CASAL, CAROLINA (Chairman)
Rodríguez Groba, Ana (Secretary)
PARADELO NUÑEZ, REMIGIO (Member)
Teaching mathematics to students with Autism Spectrum Disorder in Secondary Education: a didactic proposal
Authorship
A.P.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.P.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.16.2024 17:00
07.16.2024 17:00
Summary
Autism Spectrum Disorder (ASD) is increasingly present in regular classrooms. According to the tenets of inclusive education, providing quality education, taking into account the individual characteristics of each student, is an inescapable duty of teachers. To fulfill it, specific training on this disorder is needed. This Master's Thesis (M. S. Thesis) has two objectives: to identify strategies in order to adapt the teaching of mathematics for students with mild ASD and, taking them into account, to design a didactic proposal, suitable for this type of student, which develops the sense of measurement present in the curriculum of the 3rd year of Compulsory Secondary Education. Three specific methods to apply in the classroom were detected: Concrete-Representational-Abstract, Modified Schema-Based-Instruction and Conceptual Model-Based Problem Solving. The examples found are predominantly framed in the field of Primary Education or in curricular adaptations in Secondary Education; a generic didactic proposal has been designed, focused on adapting higher level contents to students with ASD.
Autism Spectrum Disorder (ASD) is increasingly present in regular classrooms. According to the tenets of inclusive education, providing quality education, taking into account the individual characteristics of each student, is an inescapable duty of teachers. To fulfill it, specific training on this disorder is needed. This Master's Thesis (M. S. Thesis) has two objectives: to identify strategies in order to adapt the teaching of mathematics for students with mild ASD and, taking them into account, to design a didactic proposal, suitable for this type of student, which develops the sense of measurement present in the curriculum of the 3rd year of Compulsory Secondary Education. Three specific methods to apply in the classroom were detected: Concrete-Representational-Abstract, Modified Schema-Based-Instruction and Conceptual Model-Based Problem Solving. The examples found are predominantly framed in the field of Primary Education or in curricular adaptations in Secondary Education; a generic didactic proposal has been designed, focused on adapting higher level contents to students with ASD.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
The Second Spanish Republic (1931-1936) and the learning of democracy. A didactic proposal based on the historiographic and educational analysis of the republican period
Authorship
A.B.N.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.B.N.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2024 20:00
09.11.2024 20:00
Summary
This essay consists of two parts: the first examines the historiographical treatment (main historiographical trends) and educational treatment (curriculum and textbooks) of the Second Spanish Republic; in the second, a didactic proposal on republican democracy is presented. The objective is to identify the main obstacles that affect the knowledge and understanding of the republican period and, consequently, develop a didactic proposal.
This essay consists of two parts: the first examines the historiographical treatment (main historiographical trends) and educational treatment (curriculum and textbooks) of the Second Spanish Republic; in the second, a didactic proposal on republican democracy is presented. The objective is to identify the main obstacles that affect the knowledge and understanding of the republican period and, consequently, develop a didactic proposal.
Direction
MIGUEZ MACHO, ANTONIO (Tutorships)
MIGUEZ MACHO, ANTONIO (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
Historical Memory and Francoist Repression: An innovative didactic experience related to Francoism in a 4th year ESO class.
Authorship
X.P.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
X.P.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.11.2024 12:00
07.11.2024 12:00
Summary
The south of Pontevedra has an unforgettable memory and recollection of the repression committed by the Franco regime (1939-1975), which has shaped the social structure, identity, and reality, creating implications that persist to this day. In the 4th-year ESO classrooms of a school in the Bajo Miño area, we address the problematic phenomenon of historical memory resulting from Francoist repression. This research, based on a classroom experience using a mixed methodology (qualitative and quantitative), involves the application of a didactic approach based on innovative methodologies grounded in the development of dialogue, historical awareness, critical-reflective thinking, and heritage education. This approach fosters historical awareness and critical-reflective thinking, enabling students to develop an understanding of the social constructions that shape the memory, heritage, and identity of their surroundings and locality. Through this, students develop cognitive abilities and civic attitudes, achieving the ability to address present issues by understanding the past.
The south of Pontevedra has an unforgettable memory and recollection of the repression committed by the Franco regime (1939-1975), which has shaped the social structure, identity, and reality, creating implications that persist to this day. In the 4th-year ESO classrooms of a school in the Bajo Miño area, we address the problematic phenomenon of historical memory resulting from Francoist repression. This research, based on a classroom experience using a mixed methodology (qualitative and quantitative), involves the application of a didactic approach based on innovative methodologies grounded in the development of dialogue, historical awareness, critical-reflective thinking, and heritage education. This approach fosters historical awareness and critical-reflective thinking, enabling students to develop an understanding of the social constructions that shape the memory, heritage, and identity of their surroundings and locality. Through this, students develop cognitive abilities and civic attitudes, achieving the ability to address present issues by understanding the past.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
History Without Limits: Thinking of Gender as an Analytical Category
Authorship
J.C.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.C.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 16:00
07.10.2024 16:00
Summary
Given the existence of historiographical and didactic studies that reveal a traditional absence of women in the teaching of History, this master's thesis consists of designing a didactic proposal for the subject of Geography and History in 4th year of ESO, which takes the interwar period (1919-1939) as its thematic and explanatory axis. The fundamental objective is to apply a gender perspective by introducing the concept of gender as a transversal analytical category. This proposal employs methodologies that give students an active and participatory role, such as flipped classroom, gamification, and cooperative learning; resulting in a proposal consisting of six activities corresponding to ten sessions in which the historical period is studied through various fields (economy, society, politics, and culture) from an integral and comprehensive perspective. This proposal highlights the need to train students to normalize questioning themselves about the different implications of men and women in various spatio-temporal contexts of historical and social development.
Given the existence of historiographical and didactic studies that reveal a traditional absence of women in the teaching of History, this master's thesis consists of designing a didactic proposal for the subject of Geography and History in 4th year of ESO, which takes the interwar period (1919-1939) as its thematic and explanatory axis. The fundamental objective is to apply a gender perspective by introducing the concept of gender as a transversal analytical category. This proposal employs methodologies that give students an active and participatory role, such as flipped classroom, gamification, and cooperative learning; resulting in a proposal consisting of six activities corresponding to ten sessions in which the historical period is studied through various fields (economy, society, politics, and culture) from an integral and comprehensive perspective. This proposal highlights the need to train students to normalize questioning themselves about the different implications of men and women in various spatio-temporal contexts of historical and social development.
Direction
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
Visual impairment in Art History classrooms: one more step towards educational inclusion
Authorship
D.D.S.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
D.D.S.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
02.09.2023 12:00
02.09.2023 12:00
Summary
Education presents diverse realities that need to be thoroughly examined in order to achieve a school truly prepared for addressing diversity and promoting educational inclusion. Students with visual impairments, who are included in regular classrooms in Spain, constitute an example of such diversity. Due to their specific characteristics, this group requires concrete pedagogical responses, particularly in subjects with a high visual content, such as Art History. Against this backdrop, the main objective of this Master's Thesis is to provide an adapted didactic proposal for the learning of Art History by students with visual impairments. To achieve this objective, the paper is divided into two parts. The first part, a documentary review delves into the understanding of visual impairment (concept, types, classification, the needs of students with visual disabilities, etc.) and the relationship between students with visual impairments and art (how they perceive it, how they connect with it, how they understand it, etc.). The second part introduces various materials and resources whose use in the subject of Art History allows for flexible and adapted teaching for visual impairment. Finally, with all the gathered information, a proposal for a didactic unit will is developed for teaching Art History in the second year of high school of a regular high school in Galicia, in a classroom where students with visual impairment is enrolled.
Education presents diverse realities that need to be thoroughly examined in order to achieve a school truly prepared for addressing diversity and promoting educational inclusion. Students with visual impairments, who are included in regular classrooms in Spain, constitute an example of such diversity. Due to their specific characteristics, this group requires concrete pedagogical responses, particularly in subjects with a high visual content, such as Art History. Against this backdrop, the main objective of this Master's Thesis is to provide an adapted didactic proposal for the learning of Art History by students with visual impairments. To achieve this objective, the paper is divided into two parts. The first part, a documentary review delves into the understanding of visual impairment (concept, types, classification, the needs of students with visual disabilities, etc.) and the relationship between students with visual impairments and art (how they perceive it, how they connect with it, how they understand it, etc.). The second part introduces various materials and resources whose use in the subject of Art History allows for flexible and adapted teaching for visual impairment. Finally, with all the gathered information, a proposal for a didactic unit will is developed for teaching Art History in the second year of high school of a regular high school in Galicia, in a classroom where students with visual impairment is enrolled.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Entrepreneurship culture and innovation. A challenge in Secondary Education.
Authorship
M.D.V.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.D.V.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.12.2024 11:00
07.12.2024 11:00
Summary
This master’s thesis aims to study the approach to entrepreneurship culture in secondary education through a bibliometric review. Entrepreneurship culture is a fundamental pillar in the education of young people to be able to face the obstacles of the 21st century, allowing the learning of skills and competences such as decision making, information management, problem solving, innovation and creativity. This bibliometric review, focused on recent scientific literature, highlights the importance of integrating entrepreneurial competence in secondary education, promoting active and participatory learning for a comprehensive development of students. The results lead us to identify three essential functions of entrepreneurial culture in education. Firstly, it is a tool for personal development; secondly, it is a means of expressing individual capabilities and, finally, it is a mechanism for adaptation and response to global socioeconomic issues. This paper analyzes existing educational programs in order to identify the most efficient practices and propose new didactic methods that respond to the needs of society and allow young people to develop holistically, thus adapting to today's changing and complex world.
This master’s thesis aims to study the approach to entrepreneurship culture in secondary education through a bibliometric review. Entrepreneurship culture is a fundamental pillar in the education of young people to be able to face the obstacles of the 21st century, allowing the learning of skills and competences such as decision making, information management, problem solving, innovation and creativity. This bibliometric review, focused on recent scientific literature, highlights the importance of integrating entrepreneurial competence in secondary education, promoting active and participatory learning for a comprehensive development of students. The results lead us to identify three essential functions of entrepreneurial culture in education. Firstly, it is a tool for personal development; secondly, it is a means of expressing individual capabilities and, finally, it is a mechanism for adaptation and response to global socioeconomic issues. This paper analyzes existing educational programs in order to identify the most efficient practices and propose new didactic methods that respond to the needs of society and allow young people to develop holistically, thus adapting to today's changing and complex world.
Direction
VARELA PORTELA, CRISTINA (Tutorships)
VARELA PORTELA, CRISTINA (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
Blanco Anaya, Paloma (Member)
The History of Art in Secondary Education: Educational idea, review of textbooks, and didactic action proposal
Authorship
S.M.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
S.M.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.12.2024 19:00
09.12.2024 19:00
Summary
This master thesis constitutes a theoretical-practical investigation of the current educational situation of Art History in the curricula of Compulsory Secondary Education. Its aim is, through a historical review of the subject and a curricular analysis of the textbooks under the current educational law, to propose a didactic action plan that adheres to the stated principles. These principles arise from the gaps in artistic knowledge that emerge in relation to the subject of Geography and History during its development in the final cycle of secondary education. Thus, it is constructed around the need to reformulate the content between History and Art History, seeking in them an interdisciplinary and intersectional field of study.
This master thesis constitutes a theoretical-practical investigation of the current educational situation of Art History in the curricula of Compulsory Secondary Education. Its aim is, through a historical review of the subject and a curricular analysis of the textbooks under the current educational law, to propose a didactic action plan that adheres to the stated principles. These principles arise from the gaps in artistic knowledge that emerge in relation to the subject of Geography and History during its development in the final cycle of secondary education. Thus, it is constructed around the need to reformulate the content between History and Art History, seeking in them an interdisciplinary and intersectional field of study.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Bios, Elemental Vitamin of Life
Authorship
C.L.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.L.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 09:00
09.10.2024 09:00
Summary
Letters or Sciences? A priori Science, as in this pedagogical project of a hermaphrodite nature, we are going to deal with an introduction to scientific terminology, specially some of the natural sciences, and in the same way also Letters, since Science needs a support to be manifested. Therefore, the central axis of this project focuses on Latin, particularly Greek roots of this terminology, which includes the basic medical vocabulary, the etymology of the elements of the Periodic Table, as well as the scientific terms derived from the subject of Ecosystems of Biology. Consequently, the subject that will witness the scenario of this alienation between Letters and Sciences will be CLASSIC CULTURE in the 4th E.S.O, where students will be given a linguistic instrument, with the aim that they can gain confidence with scientific terms. In addition to reinforcing or even learning cultural aspects of Classical Culture itself, such as Mythology, which are drawn from the cultural connections of this subject and the roots of these terms.
Letters or Sciences? A priori Science, as in this pedagogical project of a hermaphrodite nature, we are going to deal with an introduction to scientific terminology, specially some of the natural sciences, and in the same way also Letters, since Science needs a support to be manifested. Therefore, the central axis of this project focuses on Latin, particularly Greek roots of this terminology, which includes the basic medical vocabulary, the etymology of the elements of the Periodic Table, as well as the scientific terms derived from the subject of Ecosystems of Biology. Consequently, the subject that will witness the scenario of this alienation between Letters and Sciences will be CLASSIC CULTURE in the 4th E.S.O, where students will be given a linguistic instrument, with the aim that they can gain confidence with scientific terms. In addition to reinforcing or even learning cultural aspects of Classical Culture itself, such as Mythology, which are drawn from the cultural connections of this subject and the roots of these terms.
Direction
VIEJO SOMOANO, MARCOS (Tutorships)
VIEJO SOMOANO, MARCOS (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
The digital transformation of the education system. Didactic resources for Latin teaching and learning
Authorship
M.A.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.A.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.15.2023 09:00
02.15.2023 09:00
Summary
After the COVID-19 crisis, the need to deepen the digitization of the educational system to guarantee its quality has become clear. In this paper we will examine how this challenge has been addressed by institutions and we will assemble an assortment of digital didactic resources useful for the teaching of the Latin language. By engaging with these, students will not only be able to assimilate the curricular contents of the subject more easily, but also increase their level of digital competence. At the same time, by learning to make use of the selected resources, students will enhance their ability to continue learning autonomously, beyond the classroom, even after completing Secondary School. Thus, this work aims to demonstrate that the use of non-traditional resources facilitates learning and increases students' motivation and interest in the subject.
After the COVID-19 crisis, the need to deepen the digitization of the educational system to guarantee its quality has become clear. In this paper we will examine how this challenge has been addressed by institutions and we will assemble an assortment of digital didactic resources useful for the teaching of the Latin language. By engaging with these, students will not only be able to assimilate the curricular contents of the subject more easily, but also increase their level of digital competence. At the same time, by learning to make use of the selected resources, students will enhance their ability to continue learning autonomously, beyond the classroom, even after completing Secondary School. Thus, this work aims to demonstrate that the use of non-traditional resources facilitates learning and increases students' motivation and interest in the subject.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
ZAS VARELA, MARIA LUZ (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
Romanticism in war History papers: a didactic approach
Authorship
R.E.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.E.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 16:00
07.04.2024 16:00
Summary
This End of Master’s Paper (TFM) is a didactic approach wherein arts become the main resource to write a History paper for the subject Historia de España. The work of Mariano Fortuny (1838-1874) will set the stage for the students, who will find in his representation of the African war (1859-1860) an example of Romanticism in the 19th century. For the purpose of establishing the arts as a historic document, and as means to foster the interarts methodology, this TFM supports the use of primary sources in a vindication of History papers as a learning method. The superficial and dehumanised vision of the contents must be emended to favour the perception of the subject. Hence, the textbook shall be abandoned in order to bring 3D realities to the students, who will be participating in a cultural immersion of sorts. To this end, the timeline will stretch to the present, and thus establish a comparison between the representation of war in arts and in the media - so as to encourage reflection and critical thinking in the treatment conflicts have received in the past and today.
This End of Master’s Paper (TFM) is a didactic approach wherein arts become the main resource to write a History paper for the subject Historia de España. The work of Mariano Fortuny (1838-1874) will set the stage for the students, who will find in his representation of the African war (1859-1860) an example of Romanticism in the 19th century. For the purpose of establishing the arts as a historic document, and as means to foster the interarts methodology, this TFM supports the use of primary sources in a vindication of History papers as a learning method. The superficial and dehumanised vision of the contents must be emended to favour the perception of the subject. Hence, the textbook shall be abandoned in order to bring 3D realities to the students, who will be participating in a cultural immersion of sorts. To this end, the timeline will stretch to the present, and thus establish a comparison between the representation of war in arts and in the media - so as to encourage reflection and critical thinking in the treatment conflicts have received in the past and today.
Direction
IGLESIAS AMORIN, ALFONSO (Tutorships)
IGLESIAS AMORIN, ALFONSO (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
Teaching foreign languages to students with autism spectrum disorder in secondary school: a review
Authorship
I.F.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.F.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.15.2023 10:00
02.15.2023 10:00
Summary
Autism spectrum disorder (ASD) is becoming more common in secondary schools. Teachers, particularly foreign language (LE) teachers, often struggle to meet the needs of their students effectively. Due to this reason, the present study aims to analyse the situation of foreign language teaching and learning in adolescents with this diagnosis. The methodology employed involves reviewing literature, using international databases and conducting a manual search. Eighteen papers published between 2005 and 2023 were selected. According to the findings, teachers have a limited understanding of the subject. Additionally, the classroom can benefit from a variety of teaching techniques or strategies, such as games or the use of ICT. The main conclusion is that every student with ASD is unique, and the techniques or strategies described may not work for each of them. Likewise, teachers have the responsibility to continue their training so they can contribute to a more inclusive education.
Autism spectrum disorder (ASD) is becoming more common in secondary schools. Teachers, particularly foreign language (LE) teachers, often struggle to meet the needs of their students effectively. Due to this reason, the present study aims to analyse the situation of foreign language teaching and learning in adolescents with this diagnosis. The methodology employed involves reviewing literature, using international databases and conducting a manual search. Eighteen papers published between 2005 and 2023 were selected. According to the findings, teachers have a limited understanding of the subject. Additionally, the classroom can benefit from a variety of teaching techniques or strategies, such as games or the use of ICT. The main conclusion is that every student with ASD is unique, and the techniques or strategies described may not work for each of them. Likewise, teachers have the responsibility to continue their training so they can contribute to a more inclusive education.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
CAAMAÑO ROJO, MARIA JOSE (Secretary)
LOPEZ SANDEZ, MARIA (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
CAAMAÑO ROJO, MARIA JOSE (Secretary)
LOPEZ SANDEZ, MARIA (Member)
The use of the educational breakout for English language learning: a didactic proposal
Authorship
N.L.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
N.L.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.16.2024 10:00
07.16.2024 10:00
Summary
Active methodologies provide scope for innovation in order to improve the teaching-learning process. One of these approaches is Game-Based Learning (GBL), which, in addition to being a form of entertainment, has attracted attention in the educational field by allowing the development of different skills and content. As a consequence, the presence of games or their elements in learning environments is becoming progressively more frequent as their effectiveness has been proven. Moreover, Information and Communication Technologies (ICT) play a significant role in the application of these technologies by, for instance, facilitating access to an unlimited amount of educational resources and creating meaningful learning situations among other purposes. This paper analyses the Educational Breakout, a resource framed within GBL approach, and explores its suitability in an educational context as part of an active and innovative methodology. This resource, supported by ICT, offers an immersive experience that challenges problem solving in a playful and collaborative context and the main objective of this study is to demonstrate how effective it can be in language learning.
Active methodologies provide scope for innovation in order to improve the teaching-learning process. One of these approaches is Game-Based Learning (GBL), which, in addition to being a form of entertainment, has attracted attention in the educational field by allowing the development of different skills and content. As a consequence, the presence of games or their elements in learning environments is becoming progressively more frequent as their effectiveness has been proven. Moreover, Information and Communication Technologies (ICT) play a significant role in the application of these technologies by, for instance, facilitating access to an unlimited amount of educational resources and creating meaningful learning situations among other purposes. This paper analyses the Educational Breakout, a resource framed within GBL approach, and explores its suitability in an educational context as part of an active and innovative methodology. This resource, supported by ICT, offers an immersive experience that challenges problem solving in a playful and collaborative context and the main objective of this study is to demonstrate how effective it can be in language learning.
Direction
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
LESTON OTERO, ANDREA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Co-tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
Potentialities of oral tradition literatura for the teaching of language and literatura: the Cancioneiro Popular Galego, Dorothé Schubarth
Authorship
P.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
P.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 13:00
09.10.2024 13:00
Summary
In the field of literary studies, oral literature has always been on the margins, eclipsed and subordinated to written literature: the popular versus the cult. In the educational field, the reality is not very different and, consequently, the presence of this discipline in the Lingua Galega e Literatura curriculum is scarce, if not null. Despite everything, in the Galician field there is a work of world reference that seems to have gone unnoticed by many: the Cancioneiro Popular Galego by Dorothé Schubarth and Antón Santamarina. In this work, it is intended to bring this work and its contents to secondary education classrooms in the country in order to realize the didactic potential of oral literature and to encourage in students’ affection and appreciation -among other things- for this fundamental part of traditional Galician culture.
In the field of literary studies, oral literature has always been on the margins, eclipsed and subordinated to written literature: the popular versus the cult. In the educational field, the reality is not very different and, consequently, the presence of this discipline in the Lingua Galega e Literatura curriculum is scarce, if not null. Despite everything, in the Galician field there is a work of world reference that seems to have gone unnoticed by many: the Cancioneiro Popular Galego by Dorothé Schubarth and Antón Santamarina. In this work, it is intended to bring this work and its contents to secondary education classrooms in the country in order to realize the didactic potential of oral literature and to encourage in students’ affection and appreciation -among other things- for this fundamental part of traditional Galician culture.
Direction
REQUEIXO CUBA, ARMANDO (Tutorships)
REQUEIXO CUBA, ARMANDO (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
A Illa de Arousa through República sideral: the literary route as a literary education proposal for students in the second cycle of ESO and Baccalaureate
Authorship
I.F.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.F.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 18:00
07.04.2024 18:00
Summary
To speak of A Illa de Arousa means to speak of a unique space in the Galician geography. On the sea of Arousa there is a singular literary breath, either because of its historical isolation from the continent or because of the identity of the local people. However, the textual production that emerged in this corner of the Atlantic is not only limited to the native writers of the island. Nevertheless, there were numerous authorial voices that approached it through their works. The undeniable potential to teach literature through its streets is the reason why the objective of this work is to design a didactic sequence with a communicative approach around the play República sideral, by Esther F. Carrodeguas. Specifically, this sequence is entitled Viaxe á República sideral da Illa de Arousa and its final product is the development of a literary route through the town. So, all tasks are aimed at its elaboration. This proposal is addressed to students of the second cycle of ESO and Baccalaureate within the framework of the subject of Galician Language and Literature. Thus, they will delve into the literary and linguistic heritage from an innovative perspective.
To speak of A Illa de Arousa means to speak of a unique space in the Galician geography. On the sea of Arousa there is a singular literary breath, either because of its historical isolation from the continent or because of the identity of the local people. However, the textual production that emerged in this corner of the Atlantic is not only limited to the native writers of the island. Nevertheless, there were numerous authorial voices that approached it through their works. The undeniable potential to teach literature through its streets is the reason why the objective of this work is to design a didactic sequence with a communicative approach around the play República sideral, by Esther F. Carrodeguas. Specifically, this sequence is entitled Viaxe á República sideral da Illa de Arousa and its final product is the development of a literary route through the town. So, all tasks are aimed at its elaboration. This proposal is addressed to students of the second cycle of ESO and Baccalaureate within the framework of the subject of Galician Language and Literature. Thus, they will delve into the literary and linguistic heritage from an innovative perspective.
Direction
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
Nunca máis: a bullying prevention programme in Obrigatory Secondary Education classrooms through Lingua Galega e Literatura.
Authorship
N.F.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
N.F.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 11:00
07.15.2024 11:00
Summary
Bullying or school harassment is one of the most widespread forms of school violence, affecting one out of four primary and secondary school students in Spain. It is a serious, long-lasting and widespread problem, which has negative effects on the physical health, emotional well-being and academic performance of students. In addition, it influences the school climate of the educational centre. For this reason, this TFM aims to inform and raise awareness about this problem. As well as addressing a prevention program to achieve consciousness among students and prevent bullying in the classrooms of ESO through Galician language and literature. For this purpose, we will review the bibliography on the concept, incidence and consequences of it and of the existing programs in the centres around this topic. From this information, we will develop an educational proposal.
Bullying or school harassment is one of the most widespread forms of school violence, affecting one out of four primary and secondary school students in Spain. It is a serious, long-lasting and widespread problem, which has negative effects on the physical health, emotional well-being and academic performance of students. In addition, it influences the school climate of the educational centre. For this reason, this TFM aims to inform and raise awareness about this problem. As well as addressing a prevention program to achieve consciousness among students and prevent bullying in the classrooms of ESO through Galician language and literature. For this purpose, we will review the bibliography on the concept, incidence and consequences of it and of the existing programs in the centres around this topic. From this information, we will develop an educational proposal.
Direction
NIETO VIEITES, ANA (Tutorships)
NIETO VIEITES, ANA (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
The relationship between families and Guidance Departments in Secondary School
Authorship
I.K.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
I.K.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.10.2024 16:00
09.10.2024 16:00
Summary
One of the functions of the Guidance Departments (GD) is to promote relationships within the educational community, where families play an essential part. However, the overload of bureaucratic tasks and the influence of political and social factors result in a lack of collaboration between the two. This is supported by a theoretical revision, complemented by an interview with the researcher Mª Luisa Rodríguez Moreno. We delve into this topic through an ad hoc quantitative survey, exploring the perception that families have of their relationship with the GD and the strategies they consider necessary for a more satisfactory interaction. The descriptive analysis shows that the family-school relationship is almost nonexistent, although the desire of families to participate is high. It is concluded that the GD need a strategic shift towards collaborative models that address the real demands from the families. Additionally, the increase in department personnel and the inclusion of professionals from other fields, such as Social Educators, are viewed positively
One of the functions of the Guidance Departments (GD) is to promote relationships within the educational community, where families play an essential part. However, the overload of bureaucratic tasks and the influence of political and social factors result in a lack of collaboration between the two. This is supported by a theoretical revision, complemented by an interview with the researcher Mª Luisa Rodríguez Moreno. We delve into this topic through an ad hoc quantitative survey, exploring the perception that families have of their relationship with the GD and the strategies they consider necessary for a more satisfactory interaction. The descriptive analysis shows that the family-school relationship is almost nonexistent, although the desire of families to participate is high. It is concluded that the GD need a strategic shift towards collaborative models that address the real demands from the families. Additionally, the increase in department personnel and the inclusion of professionals from other fields, such as Social Educators, are viewed positively
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
The relationship between the use of social networks, self-esteem and performance in a sample of adolescents from Galicia
Authorship
R.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
R.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.11.2024 17:00
09.11.2024 17:00
Summary
This research paper explores the existing relationship between the use of social networks, self-esteem, and the performance of a group of adolescents, analyzing the differences according to age and sex. The study was conducted in a high school in Galicia, with a total sample of 58 students, 26 from 2nd year of ESO and 32 from 1st year of Bachillerato, who were administered the AF-5 questionnaire and the ERA-RSI scale. The results showed the existence of significant relationships between self-esteem and the use of social networks, varying by the group analyzed, with some cases being negative and others positive. Additionally, a positive relationship was found between academic performance and academic self-esteem. On the other hand, the comparison between the different groups did not show significant variations regarding age, but there were differences concerning sex, with males having higher levels of overall self-esteem and females showing a higher use of social networks. In conclusion, the complexity of the studied constructs and their interactions was demonstrated, as well as the possible influence of many other personal and contextual factors.
This research paper explores the existing relationship between the use of social networks, self-esteem, and the performance of a group of adolescents, analyzing the differences according to age and sex. The study was conducted in a high school in Galicia, with a total sample of 58 students, 26 from 2nd year of ESO and 32 from 1st year of Bachillerato, who were administered the AF-5 questionnaire and the ERA-RSI scale. The results showed the existence of significant relationships between self-esteem and the use of social networks, varying by the group analyzed, with some cases being negative and others positive. Additionally, a positive relationship was found between academic performance and academic self-esteem. On the other hand, the comparison between the different groups did not show significant variations regarding age, but there were differences concerning sex, with males having higher levels of overall self-esteem and females showing a higher use of social networks. In conclusion, the complexity of the studied constructs and their interactions was demonstrated, as well as the possible influence of many other personal and contextual factors.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
Preparing Secondary School teachers to promote parental involvement
Authorship
Y.G.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Y.G.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.11.2024 18:00
09.11.2024 18:00
Summary
The active participation of families in school contributes to the improvement of education. Educational institutions must work on creating an effective structure that encourages interaction with families, and a strategic approach to achieve this involves promoting teacher training in this area. The aim of this dissertation is to design an intervention program that improves the training of Secondary Education teachers in fostering parental involvement. After an initial phase that addresses both theoretical and practical content, a family participation initiative is developed for subsequent implementation in Secondary Schools. In this way, participatory skills in teachers are increased, while effective opportunities for family involvement are created.
The active participation of families in school contributes to the improvement of education. Educational institutions must work on creating an effective structure that encourages interaction with families, and a strategic approach to achieve this involves promoting teacher training in this area. The aim of this dissertation is to design an intervention program that improves the training of Secondary Education teachers in fostering parental involvement. After an initial phase that addresses both theoretical and practical content, a family participation initiative is developed for subsequent implementation in Secondary Schools. In this way, participatory skills in teachers are increased, while effective opportunities for family involvement are created.
Direction
NUÑEZ GARCIA, JESICA (Tutorships)
NUÑEZ GARCIA, JESICA (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
Professional development and identity of an educational counselor: changes faced and to face
Authorship
L.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 18:00
07.15.2024 18:00
Summary
The professional identity of teachers is fundamental, as it defines this group in relation to others, is constructed and redefined throughout their career, affecting it, and is conditioned by numerous factors that shape the vision that education system professionals have of themselves. For this reason, this work aims to investigate the professional identity of an educational counselor with a long career. Specifically, it presents a field research proposal, based on a qualitative approach. Thus, using a life story and the in-depth interview technique, key aspects of the journey of a counseling professional in the education system are investigated. The data obtained, which were analyzed and coded through qualitative analysis software in an inductive-deductive coding process, show that there are major axes that help in the construction of this identity: initial and continuous training, the educational organizations in which they worked, or legislative and social changes, among others. The conclusions highlight how the transformations undergone in Counseling Departments in recent decades, the different counseling approaches experienced, and the constant need for updates to face an increasing number of challenges and functions, ultimately affect the construction of the identity of a counselor with a long career.
The professional identity of teachers is fundamental, as it defines this group in relation to others, is constructed and redefined throughout their career, affecting it, and is conditioned by numerous factors that shape the vision that education system professionals have of themselves. For this reason, this work aims to investigate the professional identity of an educational counselor with a long career. Specifically, it presents a field research proposal, based on a qualitative approach. Thus, using a life story and the in-depth interview technique, key aspects of the journey of a counseling professional in the education system are investigated. The data obtained, which were analyzed and coded through qualitative analysis software in an inductive-deductive coding process, show that there are major axes that help in the construction of this identity: initial and continuous training, the educational organizations in which they worked, or legislative and social changes, among others. The conclusions highlight how the transformations undergone in Counseling Departments in recent decades, the different counseling approaches experienced, and the constant need for updates to face an increasing number of challenges and functions, ultimately affect the construction of the identity of a counselor with a long career.
Direction
Rodríguez Groba, Ana (Tutorships)
Rodríguez Groba, Ana (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
The inclusion of gypsy students in compulsory secondary school.
Authorship
C.P.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
C.P.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 11:00
07.15.2024 11:00
Summary
This work on Gypsy students in ESO seeks to provide a vision of the realities they face within the School System, as well as to investigate the proposals planned and developed to promote the inclusion and educational success of this group. To do this, a research with qualitative methodology was chosen, carrying out three semi-structured interviews with education professionals linked to this group, either directly at the educational center or externally and internally through the Secretariado Gitano Foundation (FSG). The results point, first of all, to the confirmation that Roma students have a different reality that distances them from socio-educational inclusion, as has been collected in the literature consulted. On the other hand, it is verified that the proposals that reach educational centers, both from the Administration and from the FSG itself, are very few and insufficient to complete real inclusion. Finally, the main strategy stands out as reducing the absenteeism rate, a priority problem in the school framework, as well as providing resources and improving the conditions of teachers (reducing the number of teaching hours, reducing the rate of students per class, etc.) to improve the educational attention of these students.
This work on Gypsy students in ESO seeks to provide a vision of the realities they face within the School System, as well as to investigate the proposals planned and developed to promote the inclusion and educational success of this group. To do this, a research with qualitative methodology was chosen, carrying out three semi-structured interviews with education professionals linked to this group, either directly at the educational center or externally and internally through the Secretariado Gitano Foundation (FSG). The results point, first of all, to the confirmation that Roma students have a different reality that distances them from socio-educational inclusion, as has been collected in the literature consulted. On the other hand, it is verified that the proposals that reach educational centers, both from the Administration and from the FSG itself, are very few and insufficient to complete real inclusion. Finally, the main strategy stands out as reducing the absenteeism rate, a priority problem in the school framework, as well as providing resources and improving the conditions of teachers (reducing the number of teaching hours, reducing the rate of students per class, etc.) to improve the educational attention of these students.
Direction
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
The responsibility of the Municipal Departments of Education in the school-community link.
Authorship
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 10:00
07.15.2024 10:00
Summary
The ultimate goal of education is the integral formation of people. For this reason, education cannot be understood as restricted to the school system, being a task shared by all the agents involved. The community has a fundamental educational role, being instrumentalized as a service in the Municipal Departments of Education (MDE). In this line, this Master's Degree Final Project, developed with the modality of initiation to research, through a case study, has as its main objective to analyze effective educational practices favoring community education in two Galician MDEs, that of Santiago de Compostela and that of Allariz, taking into account the link with educational centers and, specifically, with the Guidance Departments. The results obtained from this Master's Degree Final Project, derived from interviews with the professionals of the Departments, as well as documentary research, show that both MDEs undertake different strategies to promote community education, although difficulties are manifested in connecting educational centers and, moreover, Guidance Departments.
The ultimate goal of education is the integral formation of people. For this reason, education cannot be understood as restricted to the school system, being a task shared by all the agents involved. The community has a fundamental educational role, being instrumentalized as a service in the Municipal Departments of Education (MDE). In this line, this Master's Degree Final Project, developed with the modality of initiation to research, through a case study, has as its main objective to analyze effective educational practices favoring community education in two Galician MDEs, that of Santiago de Compostela and that of Allariz, taking into account the link with educational centers and, specifically, with the Guidance Departments. The results obtained from this Master's Degree Final Project, derived from interviews with the professionals of the Departments, as well as documentary research, show that both MDEs undertake different strategies to promote community education, although difficulties are manifested in connecting educational centers and, moreover, Guidance Departments.
Direction
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
Without taboos: making grief visible in adolescence
Authorship
A.M.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
A.M.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.16.2024 11:15
07.16.2024 11:15
Summary
The residual role and omission of death in educational contexts hides a phenomenon whose link with fear, pain or anxiety makes educational work more complex. Due to this, the main objective of this Master's Thesis is to explore the reality of an emerging and invisible pedagogical current such as the Pedagogy of Death. To achieve this, a systematic review was carried out taking into account the recommendations of the PRISMA Declaration. The final sample used for this assignment is made up of 14 scientific articles from which different variables were analyzed, establishing relationships through the grieving processes in the period of adolescence. However, the main results bring together the perspective of the entire educational community, identifying a need for training in order to avoid the exclusion of death in the teaching and learning processes. Finally, with the results obtained and the conclusions generated, the aim is to offer a series of prevention and intervention guidelines for educational centers by developing a guide.
The residual role and omission of death in educational contexts hides a phenomenon whose link with fear, pain or anxiety makes educational work more complex. Due to this, the main objective of this Master's Thesis is to explore the reality of an emerging and invisible pedagogical current such as the Pedagogy of Death. To achieve this, a systematic review was carried out taking into account the recommendations of the PRISMA Declaration. The final sample used for this assignment is made up of 14 scientific articles from which different variables were analyzed, establishing relationships through the grieving processes in the period of adolescence. However, the main results bring together the perspective of the entire educational community, identifying a need for training in order to avoid the exclusion of death in the teaching and learning processes. Finally, with the results obtained and the conclusions generated, the aim is to offer a series of prevention and intervention guidelines for educational centers by developing a guide.
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
The violence 2.0 in adolescence: a research documentary analysis
Authorship
L.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.16.2024 10:15
07.16.2024 10:15
Summary
The use of technology by teenagers is leading to a transformation in the way in which they relate to each other, converting virtual environments into a new space for communication, socialisation and the creation of interpersonal relationships. As a result, virtual spaces allow gender violence to adapt, transform and reproduce behaviours and patterns of conduct typical of offline reality, giving rise to what is known as Violence 2.0. This Master’s dissertation aims to review and provide visibility to the work and research on violence 2.0 in the teenage group, taking into account the interpersonal relationships they establish in the online context, all from a gender perspective. Through the method of initiation to documentary research, and using the PRISMA methodology, a systematic search was conducted in three relevant databases in the field of education: Scopus, Web of Science, and Dialnet. The main results obtained show that the teenage group normalises violence 2.0, with gender differences in terms of awareness and experiences with this violence and perceiving the school as an institution lacking the tools to intervene in this problem. Finally, the need for studies to establish preventive measures against violence 2.0 is highlighted.
The use of technology by teenagers is leading to a transformation in the way in which they relate to each other, converting virtual environments into a new space for communication, socialisation and the creation of interpersonal relationships. As a result, virtual spaces allow gender violence to adapt, transform and reproduce behaviours and patterns of conduct typical of offline reality, giving rise to what is known as Violence 2.0. This Master’s dissertation aims to review and provide visibility to the work and research on violence 2.0 in the teenage group, taking into account the interpersonal relationships they establish in the online context, all from a gender perspective. Through the method of initiation to documentary research, and using the PRISMA methodology, a systematic search was conducted in three relevant databases in the field of education: Scopus, Web of Science, and Dialnet. The main results obtained show that the teenage group normalises violence 2.0, with gender differences in terms of awareness and experiences with this violence and perceiving the school as an institution lacking the tools to intervene in this problem. Finally, the need for studies to establish preventive measures against violence 2.0 is highlighted.
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Technological Accessibility and Education: Perspectives of the Fourth Age (75-80 years); a bibliographic review.
Authorship
M.D.C.
Master in Research in Education, Cultural Diversity and Community Development
M.D.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2024 11:00
07.17.2024 11:00
Summary
This master’s thesis (MT) examines the impact of digital technologies on the education of elderly adults aged 75-80, exploring the possible existence of a digital divide in this context. The research is set in a scenario where digital tools are progressively integrated into education, offering both opportunities and challenges for this age group. The main objective is to evaluate the effect of these technologies, identify strengths and weaknesses of the educational programs that use them, and propose recommendations to improve their adaptation. The methodology employed is an exhaustive bibliographic review, encompassing studies, reports, and relevant data on educational programs that incorporate technology for elderly adults. This approach allows for a detailed evaluation of the impact of digital technologies on the education of this population and facilitates the identification of key characteristics for the success or failure of such programs. Among the most significant findings, it was found that digital technologies can considerably improve the educational experience of elderly adults, although barriers related to accessibility and initial training persist. The most effective programs are those that adapt to the specific needs of elderly adults and offer continuous and personalized support. This MT provides a deep understanding of the impact of digital technologies on the education of elderly adults, highlighting both opportunities and challenges. Practical recommendations are presented to improve the inclusion and adaptation of this population to new technological tools, thereby helping to reduce the digital divide and promote more equitable and accessible education.
This master’s thesis (MT) examines the impact of digital technologies on the education of elderly adults aged 75-80, exploring the possible existence of a digital divide in this context. The research is set in a scenario where digital tools are progressively integrated into education, offering both opportunities and challenges for this age group. The main objective is to evaluate the effect of these technologies, identify strengths and weaknesses of the educational programs that use them, and propose recommendations to improve their adaptation. The methodology employed is an exhaustive bibliographic review, encompassing studies, reports, and relevant data on educational programs that incorporate technology for elderly adults. This approach allows for a detailed evaluation of the impact of digital technologies on the education of this population and facilitates the identification of key characteristics for the success or failure of such programs. Among the most significant findings, it was found that digital technologies can considerably improve the educational experience of elderly adults, although barriers related to accessibility and initial training persist. The most effective programs are those that adapt to the specific needs of elderly adults and offer continuous and personalized support. This MT provides a deep understanding of the impact of digital technologies on the education of elderly adults, highlighting both opportunities and challenges. Practical recommendations are presented to improve the inclusion and adaptation of this population to new technological tools, thereby helping to reduce the digital divide and promote more equitable and accessible education.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
A historical-comparative analysis between the educational systems of Brazil and Spain
Authorship
L.A.R.A.
Master in Research in Education, Cultural Diversity and Community Development
L.A.R.A.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2024 12:00
07.17.2024 12:00
Summary
This paper compares the education systems of Brazil and Spain by studying their legislation and reforms, looking back to the beginning of the 20th century. The comparative analysis uses specialised bibliography, national legislation, reports and government documents. In order to verify similarities in the development of education between the countries, we have sought the contributions of various theorists whose works address elements that converge with the establishment of national education systems. During the investigation, legal, juridical and administrative arguments were confronted with more in-depth studies that touched on more political and ideological questions about education in a class society in transformation. Theoretical research based on documentary review applies the comparative method, establishing connections between chosen indicators for subsequent analysis. Thus, the results of the study show that while, on the one hand, the similarities between the educational systems are clear, on the other hand, the degree of autonomy, the effectiveness of the projects and the equity in the distribution of financial resources differ. Based on these facts, we conclude that it is necessary for Brazil and Spain to further promote the democratic management of education by encouraging the participation of all citizens in educational processes. Promoting universal and equal access to public education policies strengthens educational freedom, innovation and respect for diversity. We see, therefore, that education systems need to be oriented towards human development as a whole, and that institutional assessments are the main sources of data needed to implement public policies aligned with the educational reality of each country.
This paper compares the education systems of Brazil and Spain by studying their legislation and reforms, looking back to the beginning of the 20th century. The comparative analysis uses specialised bibliography, national legislation, reports and government documents. In order to verify similarities in the development of education between the countries, we have sought the contributions of various theorists whose works address elements that converge with the establishment of national education systems. During the investigation, legal, juridical and administrative arguments were confronted with more in-depth studies that touched on more political and ideological questions about education in a class society in transformation. Theoretical research based on documentary review applies the comparative method, establishing connections between chosen indicators for subsequent analysis. Thus, the results of the study show that while, on the one hand, the similarities between the educational systems are clear, on the other hand, the degree of autonomy, the effectiveness of the projects and the equity in the distribution of financial resources differ. Based on these facts, we conclude that it is necessary for Brazil and Spain to further promote the democratic management of education by encouraging the participation of all citizens in educational processes. Promoting universal and equal access to public education policies strengthens educational freedom, innovation and respect for diversity. We see, therefore, that education systems need to be oriented towards human development as a whole, and that institutional assessments are the main sources of data needed to implement public policies aligned with the educational reality of each country.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
Employability, formation and inclusive: A study focused on university students with functional diversity in Honduras
Authorship
A.P.G.
Master in Research in Education, Cultural Diversity and Community Development
A.P.G.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.12.2024 12:00
07.12.2024 12:00
Summary
In the Latin American landscape, the social and labor inclusion of people with functional diversity (PwFD) is an urgent challenge. Although progress has been made in the inclusion of students with functional diversity in higher education in Latin America, it is imperative to continue working to ensure their full incorporation into the labor market. Within this framework, the employability of students with functional diversity emerges as a fundamental axis for achieving a fairer and more inclusive society. Considering the above, the purpose of this study is to analyze the employability of university students with functional diversity in the Honduran context. To this end, a qualitative methodology was used, centred on systematic review through the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), which allowed for the selection of a total of 19 documents from the databases Dialnet, Scielo, Reladyc, Google Scholar, and Scopus. The main results reveal a significant lack of updated data on the conditions and profile of students with functional diversity in Honduran universities. This absence of precise information makes it difficult to understand the current reality and to guide effective strategies to promote their inclusion and employability. Furthermore, there is a concerning lack of knowledge about the rights of people with functional diversity, coupled with low implementation and dissemination of existing regulatory frameworks. In this context, Higher Education Institutions (HEI´s) play a fundamental role in strengthening effective public policies, as well as in promoting research and developing comprehensive strategies as key elements to advance towards a more inclusive and equitable society.
In the Latin American landscape, the social and labor inclusion of people with functional diversity (PwFD) is an urgent challenge. Although progress has been made in the inclusion of students with functional diversity in higher education in Latin America, it is imperative to continue working to ensure their full incorporation into the labor market. Within this framework, the employability of students with functional diversity emerges as a fundamental axis for achieving a fairer and more inclusive society. Considering the above, the purpose of this study is to analyze the employability of university students with functional diversity in the Honduran context. To this end, a qualitative methodology was used, centred on systematic review through the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), which allowed for the selection of a total of 19 documents from the databases Dialnet, Scielo, Reladyc, Google Scholar, and Scopus. The main results reveal a significant lack of updated data on the conditions and profile of students with functional diversity in Honduran universities. This absence of precise information makes it difficult to understand the current reality and to guide effective strategies to promote their inclusion and employability. Furthermore, there is a concerning lack of knowledge about the rights of people with functional diversity, coupled with low implementation and dissemination of existing regulatory frameworks. In this context, Higher Education Institutions (HEI´s) play a fundamental role in strengthening effective public policies, as well as in promoting research and developing comprehensive strategies as key elements to advance towards a more inclusive and equitable society.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Engagement in the university’s community as a formative process in Social Sciences. A study in the Universidade de Santiago de Compostela
Authorship
D.L.S.
Master in Research in Education, Cultural Diversity and Community Development
D.L.S.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2024 13:00
09.05.2024 13:00
Summary
The participation of university students is a subject of study that attracts attention within Social Sciences research, so much so that multiple studies have provided very different perspectives on it. The idiosyncrasy of the university community implies that their participation in the university community is a key factor in its development and in the formative process that takes place within it. This research aims to analyze in depth the implications of participation in the university as experienced by students of degrees belonging to the Social Sciences field, investigating how participation influences the comprehensive education of students in this field in different formative dimensions. To achieve the research objectives, a case study will be conducted at the University of Santiago de Compostela. The theoretical basis of this study is built around a documentary review of the main theories related to the subject of study, complemented by an exhaustive analysis of the legislation affecting the development of participatory processes in the university community. The methodology followed is qualitative, aiming to delve deeply into the subject of study following the paradigm of complexity. The instrument through which the information is collected to be discussed with the theoretical framework consists of two group interviews in which the perceptions and experiences of students and graduates from degrees in this field of knowledge are analyzed. Thus, the analysis of the theoretical framework and the testimonies collected in the group interviews coincide: participation in the university community is a key element in the education of students in the Social Sciences field who take part in University Life, significantly contributing to the acquisition of the competencies specific to each of the degrees.
The participation of university students is a subject of study that attracts attention within Social Sciences research, so much so that multiple studies have provided very different perspectives on it. The idiosyncrasy of the university community implies that their participation in the university community is a key factor in its development and in the formative process that takes place within it. This research aims to analyze in depth the implications of participation in the university as experienced by students of degrees belonging to the Social Sciences field, investigating how participation influences the comprehensive education of students in this field in different formative dimensions. To achieve the research objectives, a case study will be conducted at the University of Santiago de Compostela. The theoretical basis of this study is built around a documentary review of the main theories related to the subject of study, complemented by an exhaustive analysis of the legislation affecting the development of participatory processes in the university community. The methodology followed is qualitative, aiming to delve deeply into the subject of study following the paradigm of complexity. The instrument through which the information is collected to be discussed with the theoretical framework consists of two group interviews in which the perceptions and experiences of students and graduates from degrees in this field of knowledge are analyzed. Thus, the analysis of the theoretical framework and the testimonies collected in the group interviews coincide: participation in the university community is a key element in the education of students in the Social Sciences field who take part in University Life, significantly contributing to the acquisition of the competencies specific to each of the degrees.
Direction
CABALLO VILLAR, MARIA BELEN (Tutorships)
CABALLO VILLAR, MARIA BELEN (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Care and the human being: An educational (re)reading of the ethics of care.
Authorship
E.L.P.
Master in Research in Education, Cultural Diversity and Community Development
E.L.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.12.2024 10:00
09.12.2024 10:00
Summary
Care is a concept that has been relegated to the background in a society governed by the structures and values of the neoliberal market; however, the crisis of care is the problem that characterizes the 21st century. Few authors have approached the ethics of care from an educational perspective (avoiding the previous structures) and its treatment predominates in the field of nursing. In this paper we propose to analyze the relevance of this concept and its relationship with the human being, to study the ethics of care in an educational perspective (under the thought of Nel Noddings), as well as, from this ethics, to determine educational guidelines that, in the current context, allow us to approach care. To this end, a critical hermeneutic analysis has been carried out, establishing a dialogue between the main authors in the field. After the analysis, it has been concluded that care is the way human beings relate to the rest of the world, presented as a responsibility and ethical duty (which precedes ontology). Likewise, the ethics of care, under the thinking of Noddings, places this concept as the central and most relevant for the moral development of people, being, therefore, necessary for education to be approached from the perspective of this ethics, addressing it as a basic element on which it is articulated. Finally, although a general educational reformulation is advocated in which care takes a leading role in the curriculum, the service-learning methodology is proposed as an appropriate way that, in a manner compatible with the curriculum, allows care to be addressed following the principles of its ethics.
Care is a concept that has been relegated to the background in a society governed by the structures and values of the neoliberal market; however, the crisis of care is the problem that characterizes the 21st century. Few authors have approached the ethics of care from an educational perspective (avoiding the previous structures) and its treatment predominates in the field of nursing. In this paper we propose to analyze the relevance of this concept and its relationship with the human being, to study the ethics of care in an educational perspective (under the thought of Nel Noddings), as well as, from this ethics, to determine educational guidelines that, in the current context, allow us to approach care. To this end, a critical hermeneutic analysis has been carried out, establishing a dialogue between the main authors in the field. After the analysis, it has been concluded that care is the way human beings relate to the rest of the world, presented as a responsibility and ethical duty (which precedes ontology). Likewise, the ethics of care, under the thinking of Noddings, places this concept as the central and most relevant for the moral development of people, being, therefore, necessary for education to be approached from the perspective of this ethics, addressing it as a basic element on which it is articulated. Finally, although a general educational reformulation is advocated in which care takes a leading role in the curriculum, the service-learning methodology is proposed as an appropriate way that, in a manner compatible with the curriculum, allows care to be addressed following the principles of its ethics.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
Education and community in Alfoz: The importance of rural schools.
Authorship
M.O.C.
Master in Research in Education, Cultural Diversity and Community Development
M.O.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.13.2024 11:30
09.13.2024 11:30
Summary
The school is one of the main assets available to the rural councils to fix and settle the population, while they function as centers of dynamism of social life, for this reason the following investigation will try to understand the role it develops and the relationships it maintains in its context A case study with mixed methodology is carried out in the municipality of Alfoz; the qualitative perspective is based on the semi-structured interview technique that is developed with three key educational agents in the territory: teachers, associations and council staff. The quantitative is made concrete by the application of a questionnaire to a fourth actor, the families of the girls and boys schooled in the rural school of this municipality. Once the data has been obtained, a methodological and content triangulation will be carried out to analyze the information and outline the results of this research. The conclusions point out that the rural school is one of the most important elements available in this context to energize the lives of the residents, at the same time it was observed that the collaborations between the associations and the educational center favors the offer of services, which otherwise they could not be given. The relationships maintained by the school, families, associations and the council help to strengthen the feeling of belonging to this municipality, which means that the youngest will feel part of the community and in the future they may choose to stay in the countryside. The most hopeful fact of this study is that all the agents consulted consider the countryside as an ideal space both for the education of their children and for them to be able to develop their lives in the future.
The school is one of the main assets available to the rural councils to fix and settle the population, while they function as centers of dynamism of social life, for this reason the following investigation will try to understand the role it develops and the relationships it maintains in its context A case study with mixed methodology is carried out in the municipality of Alfoz; the qualitative perspective is based on the semi-structured interview technique that is developed with three key educational agents in the territory: teachers, associations and council staff. The quantitative is made concrete by the application of a questionnaire to a fourth actor, the families of the girls and boys schooled in the rural school of this municipality. Once the data has been obtained, a methodological and content triangulation will be carried out to analyze the information and outline the results of this research. The conclusions point out that the rural school is one of the most important elements available in this context to energize the lives of the residents, at the same time it was observed that the collaborations between the associations and the educational center favors the offer of services, which otherwise they could not be given. The relationships maintained by the school, families, associations and the council help to strengthen the feeling of belonging to this municipality, which means that the youngest will feel part of the community and in the future they may choose to stay in the countryside. The most hopeful fact of this study is that all the agents consulted consider the countryside as an ideal space both for the education of their children and for them to be able to develop their lives in the future.
Direction
CABALLO VILLAR, MARIA BELEN (Tutorships)
CABALLO VILLAR, MARIA BELEN (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
The development of key competences in adolescents through involvement in extracurricular activities. A systematic literature review
Authorship
M.L.V.M.
Master in Research in Education, Cultural Diversity and Community Development
M.L.V.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.12.2024 11:00
09.12.2024 11:00
Summary
In the face of contemporary global complexity, it is essential to promote socio-educational actions, such as extracurricular activities (AE), aimed at the development of life skills that allow people, especially younger people, to deal with the uncertainty and challenges of sustainable development. At this juncture, the main objective of the study is to analyze life skills that adolescents develop through their participation in extracurricular activities from an international perspective. For that, through a qualitative approach, a systematic review of the scientific literature on the topic has been carried out, following the PRISMA statement. The data collection yielded 14 studies from the Scopus and Web of Science databases, taking into account the time period between 2015 and 2024. The analyses carried out around the research questions have focused on the life skills developed, the extracurricular activities, the profiles of the participants, and the assessment instruments and methods used. On the whole, the results reveal the diversity and complexity of extracurricular proposals that aim to develop life skills in adolescents, generating a differential in their educational experiences for life. In the study, in addition to identifying the limitations to developing life skills in an international perspective and considering the particularities of each context, the discussion and conclusions highlight the need to continue promoting extracurricular experiences that contribute to the integral development of all people in a lifelong learning perspective and, furthermore, in the search for sustainable development to the future social challenges.
In the face of contemporary global complexity, it is essential to promote socio-educational actions, such as extracurricular activities (AE), aimed at the development of life skills that allow people, especially younger people, to deal with the uncertainty and challenges of sustainable development. At this juncture, the main objective of the study is to analyze life skills that adolescents develop through their participation in extracurricular activities from an international perspective. For that, through a qualitative approach, a systematic review of the scientific literature on the topic has been carried out, following the PRISMA statement. The data collection yielded 14 studies from the Scopus and Web of Science databases, taking into account the time period between 2015 and 2024. The analyses carried out around the research questions have focused on the life skills developed, the extracurricular activities, the profiles of the participants, and the assessment instruments and methods used. On the whole, the results reveal the diversity and complexity of extracurricular proposals that aim to develop life skills in adolescents, generating a differential in their educational experiences for life. In the study, in addition to identifying the limitations to developing life skills in an international perspective and considering the particularities of each context, the discussion and conclusions highlight the need to continue promoting extracurricular experiences that contribute to the integral development of all people in a lifelong learning perspective and, furthermore, in the search for sustainable development to the future social challenges.
Direction
VAZQUEZ RODRIGUEZ, ANA (Tutorships)
VAZQUEZ RODRIGUEZ, ANA (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
Effectiveness of bullying prevention and intervention programs in the national and international context.
Authorship
R.J.
Master in Research in Education, Cultural Diversity and Community Development
R.J.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.16.2024 12:00
02.16.2024 12:00
Summary
Currently, one of the social problems that is affecting schools worldwide is bullying, a form of violence that occurs recurrently in schools and can affect the physical, psychological and social health of the victims, mainly students. In this regard, UNESCO supports the prevention of violence in schools through training, with the purpose of creating safer learning environments for students in which it seeks the active participation of the various actors that make up the school community. However, currently alarming figures of bullying highlight the need to take measures to prevent and address violence in schools. In this context, teachers are key players in the prevention and intervention in these cases of violence, as they can detect risk situations, implement programs to prevent bullying situations, intervene through the application of corrective measures, raise awareness among students and promote positive school coexistence. This work consists of analyzing bullying prevention and intervention programs in national and international schools, the results of which have been published over the last two decades. In order to carry out this objective, a bibliographic review has been carried out following the standards of the PRISMA research protocol, highlighting among the results that educational centers are directing efforts to prevent and combat bullying, many of which are illustrated through strategies and programs with positive and significant results that have managed to reduce the rates of cases, both in the national and international context.
Currently, one of the social problems that is affecting schools worldwide is bullying, a form of violence that occurs recurrently in schools and can affect the physical, psychological and social health of the victims, mainly students. In this regard, UNESCO supports the prevention of violence in schools through training, with the purpose of creating safer learning environments for students in which it seeks the active participation of the various actors that make up the school community. However, currently alarming figures of bullying highlight the need to take measures to prevent and address violence in schools. In this context, teachers are key players in the prevention and intervention in these cases of violence, as they can detect risk situations, implement programs to prevent bullying situations, intervene through the application of corrective measures, raise awareness among students and promote positive school coexistence. This work consists of analyzing bullying prevention and intervention programs in national and international schools, the results of which have been published over the last two decades. In order to carry out this objective, a bibliographic review has been carried out following the standards of the PRISMA research protocol, highlighting among the results that educational centers are directing efforts to prevent and combat bullying, many of which are illustrated through strategies and programs with positive and significant results that have managed to reduce the rates of cases, both in the national and international context.
Direction
PRIEGUE CAAMAÑO, DIANA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Tutorships)
Court
TOURIÑAN LOPEZ, JOSE MANUEL (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
TOURIÑAN LOPEZ, JOSE MANUEL (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Design of a didactic sequence on the kinetics of chemical reactions: study of the factors involved in the reaction rate through scientific practices of inquiry and modelling.
Authorship
M.V.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.V.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 12:15
07.12.2024 12:15
Summary
One of the many difficulties presented by chemistry at school level is the different scales it works on: in this subject, microscopic phenomena are studied, but whose effects are manifested in a remarkable way in our reality. This juxtaposition of levels is often difficult for students to understand. A clear example of this problem is the understanding of reactions and their functioning. Chemical reactions are one of the pillars of student chemistry, as they are related to multiple phenomena in our environment. Seeing the importance and interdisciplinarity of the subject, it should be a priority that it is understood with the added purpose of being able to establish a basis that allows it to be deepened in subsequent courses. This Master's Thesis will employ an active approach based on learning through scientific practices, namely inquiry and modelling, to develop a sequence of activities focused on understanding the factors that influence the speed of reactions. The data obtained throughout these sessions will be taken from the oral and written interactions of the students and then analyzed qualitatively to understand what the difficulties of the class are related to the topic to be discussed.
One of the many difficulties presented by chemistry at school level is the different scales it works on: in this subject, microscopic phenomena are studied, but whose effects are manifested in a remarkable way in our reality. This juxtaposition of levels is often difficult for students to understand. A clear example of this problem is the understanding of reactions and their functioning. Chemical reactions are one of the pillars of student chemistry, as they are related to multiple phenomena in our environment. Seeing the importance and interdisciplinarity of the subject, it should be a priority that it is understood with the added purpose of being able to establish a basis that allows it to be deepened in subsequent courses. This Master's Thesis will employ an active approach based on learning through scientific practices, namely inquiry and modelling, to develop a sequence of activities focused on understanding the factors that influence the speed of reactions. The data obtained throughout these sessions will be taken from the oral and written interactions of the students and then analyzed qualitatively to understand what the difficulties of the class are related to the topic to be discussed.
Direction
Brocos Mosquera, Pablo (Tutorships)
Brocos Mosquera, Pablo (Tutorships)
Court
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
Proposal for gamification in mathematics for middle school through Fantasy Class
Authorship
L.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.16.2024 18:00
07.16.2024 18:00
Summary
The main objective of this work is the development of a didactic proposal for the teaching of mathematics in secondary education through Gamification. In addition, this proposal will use ICT elements such as the Fantasy Class platform, also contributing to the development of student's digital competence. First, a literature review will be carried out related to the teaching and learning of mathematics in the classroom and the difficulties encountered with respect to the assimilation of content, motivation and affectivity of students. Then, a search will be made for works on the relevance of gamification and the use of ICTs as effective elements in the teaching and learning of mathematics in the classroom. In this way, a didactic proposal will be developed through the Fantasy Class platform that allows the corresponding mathematical content to be addressed in an enjoyable and effective way. Finally, the proposal will also have evaluation elements that allow to check the effectiveness of the student's learning of the mathematical content worked, as well as the control and development of the same proposal for its improvement and updating.
The main objective of this work is the development of a didactic proposal for the teaching of mathematics in secondary education through Gamification. In addition, this proposal will use ICT elements such as the Fantasy Class platform, also contributing to the development of student's digital competence. First, a literature review will be carried out related to the teaching and learning of mathematics in the classroom and the difficulties encountered with respect to the assimilation of content, motivation and affectivity of students. Then, a search will be made for works on the relevance of gamification and the use of ICTs as effective elements in the teaching and learning of mathematics in the classroom. In this way, a didactic proposal will be developed through the Fantasy Class platform that allows the corresponding mathematical content to be addressed in an enjoyable and effective way. Finally, the proposal will also have evaluation elements that allow to check the effectiveness of the student's learning of the mathematical content worked, as well as the control and development of the same proposal for its improvement and updating.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
Didactic proposal for students with hearing disabilities in the subject of Biology
Authorship
I.A.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
I.A.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 10:00
07.11.2024 10:00
Summary
Despite the great heterogeneity that exists, students with hearing disabilities generally show a lower acquisition of oral language, which includes speaking, reading, and writing, across different dimensions of language (phonology, lexicon, morphology, and syntax). Some of the difficulties observed in these students include, among others, the use of less complex syntactic structures, lack of agreement in number, gender, person, and verb, slow vocabulary acquisition, difficulty in linking words to their meanings, etc. Since providing quality education requires attention to diversity, this master's thesis (TFM) aims to develop a didactic proposal to improve the theoretical content taught in biology education, making it accessible and attractive to students with hearing disabilities. This didactic proposal will be designed to ensure the educational inclusion of the targeted students.
Despite the great heterogeneity that exists, students with hearing disabilities generally show a lower acquisition of oral language, which includes speaking, reading, and writing, across different dimensions of language (phonology, lexicon, morphology, and syntax). Some of the difficulties observed in these students include, among others, the use of less complex syntactic structures, lack of agreement in number, gender, person, and verb, slow vocabulary acquisition, difficulty in linking words to their meanings, etc. Since providing quality education requires attention to diversity, this master's thesis (TFM) aims to develop a didactic proposal to improve the theoretical content taught in biology education, making it accessible and attractive to students with hearing disabilities. This didactic proposal will be designed to ensure the educational inclusion of the targeted students.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
Court
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
The resolution of mathematical problems and the analysis of the socio-emotional sense in secondary education.
Authorship
C.F.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
C.F.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.05.2024 13:00
07.05.2024 13:00
Summary
A study is proposed on the creation of a gamification activity, based on an Escape Room, and its practical application in a public educational center with 3º ESO students. This proposal’s aim is to combat the existing aversion to mathematics by increasing both extrinsic and intrinsic motivation and reducing the anxiety produced by the subject thanks to the playful component of the activity. Additionally, we will be analyzing the students’ ability to solve problems through mathematical puzzles. Furthermore, the activity is complemented with questionnaires to observe the students’ emotions and self-perceptions before, during, and after the activity.
A study is proposed on the creation of a gamification activity, based on an Escape Room, and its practical application in a public educational center with 3º ESO students. This proposal’s aim is to combat the existing aversion to mathematics by increasing both extrinsic and intrinsic motivation and reducing the anxiety produced by the subject thanks to the playful component of the activity. Additionally, we will be analyzing the students’ ability to solve problems through mathematical puzzles. Furthermore, the activity is complemented with questionnaires to observe the students’ emotions and self-perceptions before, during, and after the activity.
Direction
BARJA PEREZ, JAVIER (Tutorships)
BARJA PEREZ, JAVIER (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Emotional education programs for students with ASD: A rapid review
Authorship
L.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 10:15
07.12.2024 10:15
Summary
The present study aims to review psychoeducational programs in the field of emotional education for adolescents with Autism Spectrum Disorder (ASD). Through a systematic review of the literature available in the Dialnet, Eric, and Web of Science databases, relevant studies were selected and analysed, in which interventions aimed at improving the emotional education of adolescents and young adults with ASD were carried out. The results of the review indicate that these programs can significantly improve emotional and social competencies in these individuals, as participants showed notable progress in emotion recognition and regulation, as well as in daily social interactions. It is concluded that emotional education interventions are effective for this group of students, highlighting the need to adapt programs to the individual characteristics of each student. Additionally, the importance of an inclusive educational environment and continuous training of education professionals to implement these strategies effectively is emphasized. In conclusion, this study offers an update view of some of the psychoeducational programs in emotional education, underlining the need for a constant commitment to improving the well-being and integral development of adolescents with ASD.
The present study aims to review psychoeducational programs in the field of emotional education for adolescents with Autism Spectrum Disorder (ASD). Through a systematic review of the literature available in the Dialnet, Eric, and Web of Science databases, relevant studies were selected and analysed, in which interventions aimed at improving the emotional education of adolescents and young adults with ASD were carried out. The results of the review indicate that these programs can significantly improve emotional and social competencies in these individuals, as participants showed notable progress in emotion recognition and regulation, as well as in daily social interactions. It is concluded that emotional education interventions are effective for this group of students, highlighting the need to adapt programs to the individual characteristics of each student. Additionally, the importance of an inclusive educational environment and continuous training of education professionals to implement these strategies effectively is emphasized. In conclusion, this study offers an update view of some of the psychoeducational programs in emotional education, underlining the need for a constant commitment to improving the well-being and integral development of adolescents with ASD.
Direction
VILLAR GARCIA, EVA (Tutorships)
MAYO PAIS, MARIA EMMA (Co-tutorships)
VILLAR GARCIA, EVA (Tutorships)
MAYO PAIS, MARIA EMMA (Co-tutorships)
Court
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
Aims and content of the geology subject in the last year of high school. A comparative study between France and Spain.
Authorship
L.V.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.V.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 12:00
07.11.2024 12:00
Summary
Geology is a discipline that is losing interest among students, despite its relevance within the framework of a comprehensive scientific education. This phenomenon is observed not only in Spain, but also in other European countries such as France. In response to this observation, different strategies are being implemented to improve its perception among students. These strategies will depend on numerous cultural, historical, economic, and social factors. The objective of this master's thesis is to compare the teaching of geology in the French and Spanish educational systems. To this end, this study will focus on the last year of high school and will detail the differences through a comparison of the skills outlined in the curriculum and the content present in textbooks in the two neighbouring countries.
Geology is a discipline that is losing interest among students, despite its relevance within the framework of a comprehensive scientific education. This phenomenon is observed not only in Spain, but also in other European countries such as France. In response to this observation, different strategies are being implemented to improve its perception among students. These strategies will depend on numerous cultural, historical, economic, and social factors. The objective of this master's thesis is to compare the teaching of geology in the French and Spanish educational systems. To this end, this study will focus on the last year of high school and will detail the differences through a comparison of the skills outlined in the curriculum and the content present in textbooks in the two neighbouring countries.
Direction
PARADELO NUÑEZ, REMIGIO (Tutorships)
PARADELO NUÑEZ, REMIGIO (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Teaching Microbiota in Secondary Education: A One Health approach to promote Healthy Habits and Significal Thinking
Authorship
A.C.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.C.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.10.2024 18:00
09.10.2024 18:00
Summary
This Master's Thesis addresses the teaching of the microbiota in secondary education, integrating it from a One Health approach for 3rd-year ESO students. It was developed at the Arcebispo Xélmirez I Secondary School, where a four-session didactic sequence combining theoretical and practical classes was implemented. The objective of these sessions was to improve understanding of the microbiota and its importance for health, promoting healthy habits and critical thinking among students. The results showed that students in this course initially had a clear lack of knowledge about microorganisms and the microbiota. Also, significant improvement after the sessions in understanding the microbiota was demonstrated, being able the student to identify different factors that influence its development.
This Master's Thesis addresses the teaching of the microbiota in secondary education, integrating it from a One Health approach for 3rd-year ESO students. It was developed at the Arcebispo Xélmirez I Secondary School, where a four-session didactic sequence combining theoretical and practical classes was implemented. The objective of these sessions was to improve understanding of the microbiota and its importance for health, promoting healthy habits and critical thinking among students. The results showed that students in this course initially had a clear lack of knowledge about microorganisms and the microbiota. Also, significant improvement after the sessions in understanding the microbiota was demonstrated, being able the student to identify different factors that influence its development.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
The gender perspective in STEM areas in secondary education
Authorship
V.B.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
V.B.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.10.2024 19:00
09.10.2024 19:00
Summary
This study presents a systematic review of the literature focused on the beliefs and attitudes of secondary school teachers about the gender perspective in the areas of STEM (Science, Technology, Engineering and Mathematics). To do this, a PRISMA methodology was used, where studies published between 2019 and 2024 in the Dialnet, Scopus and WoS databases are examined. The research identified persistent gender stereotypes in the area that affect both students and the perpetuation of educational gaps. Throughout the analysis of the content of the articles (n=14) from different geographical contexts, there was an urgent need for a multifaceted approach that includes inclusive educational policies and teacher training in gender sesitisation. The most recent studies emphasize the importance of eliminating gender biases and stereotypes in the classroom, thereby promoting equitable and fair participation in and out of STEM areas. One way to eliminate these biases is through female representation, where it has been identified that their incorporation into leadership roles and role models generates a transformation, but they remain a significant challenge where specific attention must be sought in school policies and practices. It is concluded that for the transformation of society in terms of gender it is important to address other deep-rooted cultural biases and promote a more inclusive and equitable educational environment, where all people regardless of their gender, race, class, ethnicity, etc. develop their potential fully
This study presents a systematic review of the literature focused on the beliefs and attitudes of secondary school teachers about the gender perspective in the areas of STEM (Science, Technology, Engineering and Mathematics). To do this, a PRISMA methodology was used, where studies published between 2019 and 2024 in the Dialnet, Scopus and WoS databases are examined. The research identified persistent gender stereotypes in the area that affect both students and the perpetuation of educational gaps. Throughout the analysis of the content of the articles (n=14) from different geographical contexts, there was an urgent need for a multifaceted approach that includes inclusive educational policies and teacher training in gender sesitisation. The most recent studies emphasize the importance of eliminating gender biases and stereotypes in the classroom, thereby promoting equitable and fair participation in and out of STEM areas. One way to eliminate these biases is through female representation, where it has been identified that their incorporation into leadership roles and role models generates a transformation, but they remain a significant challenge where specific attention must be sought in school policies and practices. It is concluded that for the transformation of society in terms of gender it is important to address other deep-rooted cultural biases and promote a more inclusive and equitable educational environment, where all people regardless of their gender, race, class, ethnicity, etc. develop their potential fully
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
Suicidal prevention applying emotional intelligence
Authorship
E.R.P.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.R.P.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.16.2023 11:00
02.16.2023 11:00
Summary
This master's thesis focuses on the project modality of teaching innovation and educational research. This is a project whose main objective is to assess the effectiveness of health education and emotional intelligence and management in the prevention of suicide risk in students of the Intermediate Cycle in Nursing Auxiliary Care, who are currently studying the modules Promotion of Nursing health and psychological support to the patient and Relations in the Work Team at the CIFP Politécnico de Lugo. With the objective that the proposal is adapted to the needs of the students, a battery of questionnaires have been proposed that measure the risk of suicide and its precipitating factors that collect quantitative information. In addition, an interview will be carried out with the main professionals involved in the prevention and promotion of health, as well as an observation grid that monitors the attitudes necessary to carry out the program. The educational proposal is based on the data analyzed from the questionnaires, interviews and analysis grid and incorporates active learning methodologies developing an interdisciplinary didactic unit that is based on the specific contents (procedural, conceptual and attitudinal) of both chosen modules, with a double aspect, prevent and promote health in the students themselves and, on the other hand, in the susceptible population in the socio-health and care field.
This master's thesis focuses on the project modality of teaching innovation and educational research. This is a project whose main objective is to assess the effectiveness of health education and emotional intelligence and management in the prevention of suicide risk in students of the Intermediate Cycle in Nursing Auxiliary Care, who are currently studying the modules Promotion of Nursing health and psychological support to the patient and Relations in the Work Team at the CIFP Politécnico de Lugo. With the objective that the proposal is adapted to the needs of the students, a battery of questionnaires have been proposed that measure the risk of suicide and its precipitating factors that collect quantitative information. In addition, an interview will be carried out with the main professionals involved in the prevention and promotion of health, as well as an observation grid that monitors the attitudes necessary to carry out the program. The educational proposal is based on the data analyzed from the questionnaires, interviews and analysis grid and incorporates active learning methodologies developing an interdisciplinary didactic unit that is based on the specific contents (procedural, conceptual and attitudinal) of both chosen modules, with a double aspect, prevent and promote health in the students themselves and, on the other hand, in the susceptible population in the socio-health and care field.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Dance in the higher-level training cycle corresponding to the title of higher technician in early chilhood education.
Authorship
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 11:00
07.17.2024 11:00
Summary
With this master’s thesis, focused on the vocational training cycle corresponding to the higher technician in early childhood education title, the following objectives are aimed to be achieved: to analyze the curricular structure of this training cycle; to identify the key professional competencies of the title and those related to dance; and to analyze the importance of dance within the aforementioned vocational training cycle. In addition to the relevant bibliographic review, documentary and comparative analysis of the curricular decrees referring to the vocational training cycle corresponding to the higher technician in early childhood education title in different autonomous communities will be used for data collection.
With this master’s thesis, focused on the vocational training cycle corresponding to the higher technician in early childhood education title, the following objectives are aimed to be achieved: to analyze the curricular structure of this training cycle; to identify the key professional competencies of the title and those related to dance; and to analyze the importance of dance within the aforementioned vocational training cycle. In addition to the relevant bibliographic review, documentary and comparative analysis of the curricular decrees referring to the vocational training cycle corresponding to the higher technician in early childhood education title in different autonomous communities will be used for data collection.
Direction
LOPEZ CARRETERO, XOSÉ MARÍA (Tutorships)
LOPEZ CARRETERO, XOSÉ MARÍA (Tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
CID FERNANDEZ, SUSANA (Member)
CEINOS SANZ, MARIA CRISTINA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
CID FERNANDEZ, SUSANA (Member)
Digital divide among vocational training teachers: scoping review
Authorship
P.B.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
P.B.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.12.2024 09:00
09.12.2024 09:00
Summary
Technology has become a crucial educational resource over the past decade, as well as an essential tool for performing various functions in the workplace. Therefore, it is fundamental for public education to adapt and provide basic technological knowledge that meets the needs and demands of the educational and professional environment. However, this adaptation may be compromised by the existing digital divide among some of the teaching staff in Spain. In this work, we review the current state of digital competence and access among vocational education teachers concerning digital skills, resource availability, and technological integration in their educational performance, based on the available literature and government reports. The analysis reveals differences in the digital divide related to age, geographical location, and socioeconomic conditions. For this, the PRISMA 2020 protocol was used and the search was carried out in the Web of Science, Scopus and Dialnet databases. In the selection process, 27 articles were identified, of which 148 were finally included. These results highlight the need to implement specific training programs for vocational education teachers in the digital field. Addressing these deficiencies among teachers is crucial to fostering an education and vocational training system prepared for students' labor market integration in Spain.
Technology has become a crucial educational resource over the past decade, as well as an essential tool for performing various functions in the workplace. Therefore, it is fundamental for public education to adapt and provide basic technological knowledge that meets the needs and demands of the educational and professional environment. However, this adaptation may be compromised by the existing digital divide among some of the teaching staff in Spain. In this work, we review the current state of digital competence and access among vocational education teachers concerning digital skills, resource availability, and technological integration in their educational performance, based on the available literature and government reports. The analysis reveals differences in the digital divide related to age, geographical location, and socioeconomic conditions. For this, the PRISMA 2020 protocol was used and the search was carried out in the Web of Science, Scopus and Dialnet databases. In the selection process, 27 articles were identified, of which 148 were finally included. These results highlight the need to implement specific training programs for vocational education teachers in the digital field. Addressing these deficiencies among teachers is crucial to fostering an education and vocational training system prepared for students' labor market integration in Spain.
Direction
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Educational proposal based on Learning Based on Collaborative Projects for teaching in the field of business and entrepreneurship in the Training Cycle in Administration of Networked Computer Systems
Authorship
O.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
O.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.19.2023 10:00
02.19.2023 10:00
Summary
The purpose of this Master's Thesis focuses on designing an educational proposal for teaching in the field of business and entrepreneurship in the Training Cycle Administration of Networked Computer Systems, focused on Learning Based on Collaborative Projects which allows an approach to teachers and students to learn about other ideas and teaching strategies when planning school activities. In the same way, emphasis is placed on the use of computer tools and equipment whose purpose is the processing and transmission of information in its different presentation formats: texts, data, voice, including satellite images. On these bases, this TFM seeks educational improvement in the teaching and learning process to create new didactic initiatives in relation to business and entrepreneurship.
The purpose of this Master's Thesis focuses on designing an educational proposal for teaching in the field of business and entrepreneurship in the Training Cycle Administration of Networked Computer Systems, focused on Learning Based on Collaborative Projects which allows an approach to teachers and students to learn about other ideas and teaching strategies when planning school activities. In the same way, emphasis is placed on the use of computer tools and equipment whose purpose is the processing and transmission of information in its different presentation formats: texts, data, voice, including satellite images. On these bases, this TFM seeks educational improvement in the teaching and learning process to create new didactic initiatives in relation to business and entrepreneurship.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Adolescence, self-concept and social networks: An intervention proposal for teachers and families
Authorship
A.D.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.D.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.12.2024 10:00
09.12.2024 10:00
Summary
The advent of social networks has revolutionised the relational and socialisation paradigm in the last decade. For adolescents, they have become a valuable means of communication among peers, with a very significant influence on their identity formation and well-being. However, their irruption implies risks that can affect self-concept, self-esteem and even have consequences on their mental health. This Master's Thesis has a double objective. On the one hand, to analyze the reality of the influence that social networks have on the construction of identity and on the well-being of adolescents. On the other hand, to design an intervention proposal aimed at teachers in the Autonomous Community of Galicia, which will be taught by the guidance departments of the centers, in order to provide tools that enable teachers to train families in accompanying adolescents in a healthy, conscious and critical use of Relationship Technologies, Information and Communication, with special emphasis on social network. Despite being based on a theoretical rather than empirical research, and in spite of the risk of low participation, the design of this proposal responds to a demand from teachers, as well as to a need detected in families through the literary analysis of the reality of this issue.
The advent of social networks has revolutionised the relational and socialisation paradigm in the last decade. For adolescents, they have become a valuable means of communication among peers, with a very significant influence on their identity formation and well-being. However, their irruption implies risks that can affect self-concept, self-esteem and even have consequences on their mental health. This Master's Thesis has a double objective. On the one hand, to analyze the reality of the influence that social networks have on the construction of identity and on the well-being of adolescents. On the other hand, to design an intervention proposal aimed at teachers in the Autonomous Community of Galicia, which will be taught by the guidance departments of the centers, in order to provide tools that enable teachers to train families in accompanying adolescents in a healthy, conscious and critical use of Relationship Technologies, Information and Communication, with special emphasis on social network. Despite being based on a theoretical rather than empirical research, and in spite of the risk of low participation, the design of this proposal responds to a demand from teachers, as well as to a need detected in families through the literary analysis of the reality of this issue.
Direction
NUÑEZ GARCIA, JESICA (Tutorships)
NUÑEZ GARCIA, JESICA (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Teaching identity in Vocational Education and Training: a case study in the healthcare family
Authorship
L.A.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
L.A.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 10:00
07.17.2024 10:00
Summary
Teacher identity is built and evolves throughout professional life, being influenced by multiple factors and resulting decisive for optimal professional activity development. This has motivated the carrying out of a field research with the general objective of understanding and analysing the professional identity of a Vocational Education and Training teacher. With this aim, a case study was done by conducting a semistructured interview to get to know the career path of the teacher, to identify the facts that impacted her, to analyse the factors that influenced her teacher identity and to describe the difficulties and concerns that she had to deal with. The results of this study showed that her teacher identity is not fully defined and is very marked by initial training far from the idea of being a teacher. This could be conditioned by the consecutive model in which Vocational Education and Training teachers specialise first in a discipline and then are trained to be teachers. Some of the factors with higher influence in her teacher identity were: her interests, the educational methodology as student and teacher or the options related with her future, that were influenced by the people she had personal relationships with.
Teacher identity is built and evolves throughout professional life, being influenced by multiple factors and resulting decisive for optimal professional activity development. This has motivated the carrying out of a field research with the general objective of understanding and analysing the professional identity of a Vocational Education and Training teacher. With this aim, a case study was done by conducting a semistructured interview to get to know the career path of the teacher, to identify the facts that impacted her, to analyse the factors that influenced her teacher identity and to describe the difficulties and concerns that she had to deal with. The results of this study showed that her teacher identity is not fully defined and is very marked by initial training far from the idea of being a teacher. This could be conditioned by the consecutive model in which Vocational Education and Training teachers specialise first in a discipline and then are trained to be teachers. Some of the factors with higher influence in her teacher identity were: her interests, the educational methodology as student and teacher or the options related with her future, that were influenced by the people she had personal relationships with.
Direction
Rodríguez Groba, Ana (Tutorships)
Rodríguez Groba, Ana (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
Drama in English Language Teaching
Authorship
S.A.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.A.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 11:00
09.10.2024 11:00
Summary
This dissertation is an investigation about the use of drama as a tool in teaching English as a Foreign Language in Secondary Education. Its main objective is to demonstrate that the interactive activities characteristic of this performing art can revitalize the teaching of a language and benefit the acquisition of different skills. Firstly, its introduction as an instrument in language teaching will be briefly analyzed, then its increasingly widespread use in the classroom will be examined, weighing its advantages and disadvantages and, finally, a proposal for its possible application will be made. Once this revision has been carried out, it is expected to have demonstrated how traditional methods and activities can be compatible with more creative and innovative ones that enrich and improve the language learning process.
This dissertation is an investigation about the use of drama as a tool in teaching English as a Foreign Language in Secondary Education. Its main objective is to demonstrate that the interactive activities characteristic of this performing art can revitalize the teaching of a language and benefit the acquisition of different skills. Firstly, its introduction as an instrument in language teaching will be briefly analyzed, then its increasingly widespread use in the classroom will be examined, weighing its advantages and disadvantages and, finally, a proposal for its possible application will be made. Once this revision has been carried out, it is expected to have demonstrated how traditional methods and activities can be compatible with more creative and innovative ones that enrich and improve the language learning process.
Direction
RODRIGUEZ NIETO, SANDRA (Tutorships)
RODRIGUEZ NIETO, SANDRA (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
Persuasive speech in advertising: a didactic proposal for Spanish Language and Literature
Authorship
L.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.15.2024 13:00
07.15.2024 13:00
Summary
: The main objective of this Master's Thesis is to highlight the importance of knowing and using various persuasive strategies in verbal discourses to enhance communicative effectiveness. Specifically, considering that one of the main purposes of the Spanish Language and Literature subject is to promote the acquisition of students' communicative competence, it is deemed important that they are capable of handling the linguistic persuasive mechanisms necessary to achieve communicative goals in each situation. In fact, mastering verbal persuasion can facilitate the future job placement of students, as nowadays it is essential in many job positions to have this communicative skill. In addition to demonstrating the need to use convincing strategies to improve the effectiveness of communicative messages, this work includes a didactic proposal aimed at enhancing the argumentation skill in communication to achieve conviction among 4th-grade ESO students. Thus, through the analysis of various advertising discourses, it is intended that students discover different strategies to enhance persuasion in discourse and subsequently put them into practice in a project to create advertisements where they must present commercial products invented by themselves.
: The main objective of this Master's Thesis is to highlight the importance of knowing and using various persuasive strategies in verbal discourses to enhance communicative effectiveness. Specifically, considering that one of the main purposes of the Spanish Language and Literature subject is to promote the acquisition of students' communicative competence, it is deemed important that they are capable of handling the linguistic persuasive mechanisms necessary to achieve communicative goals in each situation. In fact, mastering verbal persuasion can facilitate the future job placement of students, as nowadays it is essential in many job positions to have this communicative skill. In addition to demonstrating the need to use convincing strategies to improve the effectiveness of communicative messages, this work includes a didactic proposal aimed at enhancing the argumentation skill in communication to achieve conviction among 4th-grade ESO students. Thus, through the analysis of various advertising discourses, it is intended that students discover different strategies to enhance persuasion in discourse and subsequently put them into practice in a project to create advertisements where they must present commercial products invented by themselves.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
CAAMAÑO ROJO, MARIA JOSE (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
Lorenzo Herrera, Lara (Member)
Training of motivating non-verbal language in secondary and high school teachers
Authorship
M.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.11.2024 16:00
09.11.2024 16:00
Summary
Non-verbal communication of teachers is a very important aspect for education. However, there is a lack of awareness of its use on the part of teachers that is enhanced by their lack of training in this competence. These deficiencies harm their professional performance, which leads to an increase in student demotivation and a decrease in their involvement, and difficulties in the classroom climate and problems in the teacher-student relationship. All of this together would be affecting the teaching-learning process. Although the scientific literature contains works focused on improving this aspect, it is necessary to have more programs that integrate the necessary resources and tools that have been effective and continue improving in this sense. In this Master's Thesis, the design of a training proposal for teachers is presented, which has the objective of exploring and making conscious use of the skills related to non-verbal language.
Non-verbal communication of teachers is a very important aspect for education. However, there is a lack of awareness of its use on the part of teachers that is enhanced by their lack of training in this competence. These deficiencies harm their professional performance, which leads to an increase in student demotivation and a decrease in their involvement, and difficulties in the classroom climate and problems in the teacher-student relationship. All of this together would be affecting the teaching-learning process. Although the scientific literature contains works focused on improving this aspect, it is necessary to have more programs that integrate the necessary resources and tools that have been effective and continue improving in this sense. In this Master's Thesis, the design of a training proposal for teachers is presented, which has the objective of exploring and making conscious use of the skills related to non-verbal language.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
Optimizing Emotional Well-Being and the Development of Emotional Intelligence in Secondary School Students: An Innovative Educational Intervention Design
Authorship
L.G.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.G.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 12:00
07.15.2024 12:00
Summary
The concept of emotional intelligence played a fundamental role in the emergence of emotional education in the educational field. Currently, research recognizes the importance of emotional education as a fundamental tool for the integral development of adolescents and its importance is based on the positive impact of the development of emotional competencies in this important stage of people's lives. I present a specific and comprehensive proposal for action in relation to the development of emotional competencies in the field of educational guidance. I propose a structured model for its effective application in the context of a secondary school, aimed at students in the first year of ESO, from the tutorial action as an ideal context to promote the positive impact on students. This work recognizes the importance of emotions in learning and personal development and seeks to provide students with tools at this stage when so many changes occur, both physical and emotional and, as a consequence, social. The implementation of this proposal would promote the integral wellbeing of adolescents, promote a more positive school climate and prepare the new generations for the challenges of a changing society.
The concept of emotional intelligence played a fundamental role in the emergence of emotional education in the educational field. Currently, research recognizes the importance of emotional education as a fundamental tool for the integral development of adolescents and its importance is based on the positive impact of the development of emotional competencies in this important stage of people's lives. I present a specific and comprehensive proposal for action in relation to the development of emotional competencies in the field of educational guidance. I propose a structured model for its effective application in the context of a secondary school, aimed at students in the first year of ESO, from the tutorial action as an ideal context to promote the positive impact on students. This work recognizes the importance of emotions in learning and personal development and seeks to provide students with tools at this stage when so many changes occur, both physical and emotional and, as a consequence, social. The implementation of this proposal would promote the integral wellbeing of adolescents, promote a more positive school climate and prepare the new generations for the challenges of a changing society.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
VILLAR VARELA, MILENA (Member)
Inclusion at Secondary Education of Youngsters living at Protection Facilities. Suggestions for Counselling Departments.
Authorship
M.A.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.A.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.16.2024 09:15
07.16.2024 09:15
Summary
The academic disengagement of girls, boys, and adolescents residing in protective resources remains one of the greatest challenges for high schools. Achieving true educational inclusion for this tutored student population requires raising awareness, training, and educating teachers and educational counsellors. This effort becomes a key factor in the integral development of these young individuals, facilitating their adaptation and inclusion in school. This paper analyses the roles and competencies of the Counselling Departments in Galicia and examines a series of best practices (conscious awareness, restorative practices, positive discipline, and guidelines for inclusion of institutionalized students) that demonstrate the potential to promote inclusion and well-being in classrooms for these students. It emphasizes that they are not responsible for their life circumstances and are part of the diversity that enriches classrooms, despite the limited support they often receive.
The academic disengagement of girls, boys, and adolescents residing in protective resources remains one of the greatest challenges for high schools. Achieving true educational inclusion for this tutored student population requires raising awareness, training, and educating teachers and educational counsellors. This effort becomes a key factor in the integral development of these young individuals, facilitating their adaptation and inclusion in school. This paper analyses the roles and competencies of the Counselling Departments in Galicia and examines a series of best practices (conscious awareness, restorative practices, positive discipline, and guidelines for inclusion of institutionalized students) that demonstrate the potential to promote inclusion and well-being in classrooms for these students. It emphasizes that they are not responsible for their life circumstances and are part of the diversity that enriches classrooms, despite the limited support they often receive.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
PERMUY MARTINEZ, AIXA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Quality of education and managerialism: The neoliberal control of teaching
Authorship
C.A.D.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
C.A.D.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.10.2024 17:00
09.10.2024 17:00
Summary
This research examines the impact of neoliberalism on the educational system, highlighting how schools have restructured under market logic. The consolidation of neoliberalism has led to the privatization and deregulation of public services, including education. Business management models have been implemented in schools, focusing on quality, efficiency, and competitiveness. This has resulted in the adoption of managerial policies aimed at reducing state investment and increasing financial autonomy of educational institutions, transforming them into entities that operate like businesses. Standardized assessments and international rankings, such as the OECD's PISA reports, play a crucial role in this new framework, promoting a homogenization of the educational system and control based on outcomes. This has entailed the reconfiguration of teachers' identity as technical executors responsible for meeting external directives and demands. In this way, the value of education as a public right and mechanism for social cohesion has been marginalized.
This research examines the impact of neoliberalism on the educational system, highlighting how schools have restructured under market logic. The consolidation of neoliberalism has led to the privatization and deregulation of public services, including education. Business management models have been implemented in schools, focusing on quality, efficiency, and competitiveness. This has resulted in the adoption of managerial policies aimed at reducing state investment and increasing financial autonomy of educational institutions, transforming them into entities that operate like businesses. Standardized assessments and international rankings, such as the OECD's PISA reports, play a crucial role in this new framework, promoting a homogenization of the educational system and control based on outcomes. This has entailed the reconfiguration of teachers' identity as technical executors responsible for meeting external directives and demands. In this way, the value of education as a public right and mechanism for social cohesion has been marginalized.
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
PARDO PEREZ, JUAN CARLOS (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
The relationship between alcohol and cannabis use with academic performance during adolescence
Authorship
P.B.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
P.B.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
02.16.2023 10:00
02.16.2023 10:00
Summary
Introduction. Adolescence is a period of great vulnerability in the onset of many harmful behaviours, including substance use. In addition, adolescents are considered a population at risk due to the damage that can be caused, especially to the nervous system, as they are at a stage of development and maturation. This damage is also reflected in the school environment, with poorer academic results. Method. In an attempt to update knowledge on a topic of such relevance in our society, this literature review was carried out, with the main objective of identifying the possible relationship between alcohol and/or cannabis consumption and academic performance in students in Compulsory Secondary Education. Results and conclusions. Finally, the results obtained from the different investigations compiled in this research showed how alcohol and/or cannabis consumption are negatively related to academic performance. In addition, other variables such as class attendance or tobacco use seem to mediate this relationship. On the other hand, regarding the role of gender in this association, the results are still contradictory. Therefore, further research is needed to investigate this issue in more depth.
Introduction. Adolescence is a period of great vulnerability in the onset of many harmful behaviours, including substance use. In addition, adolescents are considered a population at risk due to the damage that can be caused, especially to the nervous system, as they are at a stage of development and maturation. This damage is also reflected in the school environment, with poorer academic results. Method. In an attempt to update knowledge on a topic of such relevance in our society, this literature review was carried out, with the main objective of identifying the possible relationship between alcohol and/or cannabis consumption and academic performance in students in Compulsory Secondary Education. Results and conclusions. Finally, the results obtained from the different investigations compiled in this research showed how alcohol and/or cannabis consumption are negatively related to academic performance. In addition, other variables such as class attendance or tobacco use seem to mediate this relationship. On the other hand, regarding the role of gender in this association, the results are still contradictory. Therefore, further research is needed to investigate this issue in more depth.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Educational Guidance and its importance in the prevention of early school dropout
Authorship
I.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
I.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 16:00
07.15.2024 16:00
Summary
Dropping out of school is a challenge that affects the personal and social growth of students. Therefore, this TFM deals with the analysis of this phenomenon and the crucial role of this discipline in its prevention, as well as designing an intervention proposal in the field of Educational Guidance, aimed at the prevention of school dropout in the IES Lama das Quendas. The analysis of this phenomenon shows that the causes identified include personal, family, school and social factors. It also recognises the bad situation of our country as one of the EU members with the worst dropout rates. As for the proposal, with a participatory and multidisciplinary approach, it consists of eight activities aimed at ESO students and their families, with the aim of preventing early school leaving through initiatives that strengthen permanence in the education system. This work highlights the importance of Educational Guidance in the prevention of early school leaving, confirming that it is crucial both for academic development and in identifying and addressing the risk factors associated with this phenomenon.
Dropping out of school is a challenge that affects the personal and social growth of students. Therefore, this TFM deals with the analysis of this phenomenon and the crucial role of this discipline in its prevention, as well as designing an intervention proposal in the field of Educational Guidance, aimed at the prevention of school dropout in the IES Lama das Quendas. The analysis of this phenomenon shows that the causes identified include personal, family, school and social factors. It also recognises the bad situation of our country as one of the EU members with the worst dropout rates. As for the proposal, with a participatory and multidisciplinary approach, it consists of eight activities aimed at ESO students and their families, with the aim of preventing early school leaving through initiatives that strengthen permanence in the education system. This work highlights the importance of Educational Guidance in the prevention of early school leaving, confirming that it is crucial both for academic development and in identifying and addressing the risk factors associated with this phenomenon.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Educational Guidance and its importance in the prevention of early school dropout
Authorship
I.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
I.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.12.2024 18:00
09.12.2024 18:00
Summary
Dropping out of school is a challenge that affects students personal and social growth. Therefore, this TFM deals with the analysis of this phenomenon and the crucial role of this discipline in its prevention, as well as designing an intervention proposal in the field of Educational Guidance, aimed at preventing school dropout in the IES Lama das Quendas. The analysis of this phenomenon shows that the causes identified include personal, family, school, and social factors. It also recognizes the bad situation of our country as one of the EU members with the worst dropout rates. As for the proposal, with a participatory and multidisciplinary approach, it consists of eight activities aimed at ESO students and their families, to prevent early school leaving through initiatives that strengthen permanence in the education system. This work highlights the importance of Educational Guidance in the prevention of early school leaving, confirming that it is crucial both for academic development and in identifying and addressing the risk factors associated with this phenomenon.
Dropping out of school is a challenge that affects students personal and social growth. Therefore, this TFM deals with the analysis of this phenomenon and the crucial role of this discipline in its prevention, as well as designing an intervention proposal in the field of Educational Guidance, aimed at preventing school dropout in the IES Lama das Quendas. The analysis of this phenomenon shows that the causes identified include personal, family, school, and social factors. It also recognizes the bad situation of our country as one of the EU members with the worst dropout rates. As for the proposal, with a participatory and multidisciplinary approach, it consists of eight activities aimed at ESO students and their families, to prevent early school leaving through initiatives that strengthen permanence in the education system. This work highlights the importance of Educational Guidance in the prevention of early school leaving, confirming that it is crucial both for academic development and in identifying and addressing the risk factors associated with this phenomenon.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
The importance of the figure of the social educator in the guidance departments of secondary schools.
Authorship
C.V.N.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
C.V.N.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.12.2024 16:00
09.12.2024 16:00
Summary
The incorporation of the figure of the social educator in secondary education centres is a subject in need of attention. This research tries to justify the need for this incorporation based on a general review of the subject (function, location, legislative frameworks...), accompanied by a qualitative study focused on the town of Ribadavia (Ourense). Three interviews were carried out in order to find out what was the opinion of different professionals involved in the IES O Ribeiro and what is the position of the Colexio de Educadoras e Educadores Sociais de Galicia (CEESG) in this regard. Finally, through an exhaustive analysis of the data obtained, it is shown that there are many social and educational needs and problems to be addressed in secondary schools, which are difficult to cover in their entirety by the guidance counsellor alone. Thus, with diverse arguments, the interviewees justify on the basis of their professional experience that, effectively, the incorporation of the figure of the social educator in secondary schools is a necessity.
The incorporation of the figure of the social educator in secondary education centres is a subject in need of attention. This research tries to justify the need for this incorporation based on a general review of the subject (function, location, legislative frameworks...), accompanied by a qualitative study focused on the town of Ribadavia (Ourense). Three interviews were carried out in order to find out what was the opinion of different professionals involved in the IES O Ribeiro and what is the position of the Colexio de Educadoras e Educadores Sociais de Galicia (CEESG) in this regard. Finally, through an exhaustive analysis of the data obtained, it is shown that there are many social and educational needs and problems to be addressed in secondary schools, which are difficult to cover in their entirety by the guidance counsellor alone. Thus, with diverse arguments, the interviewees justify on the basis of their professional experience that, effectively, the incorporation of the figure of the social educator in secondary schools is a necessity.
Direction
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
Schools in rural areas in Peru. A systematic review of the cultural identity value and the challenge of decolonizing education
Authorship
M.S.V.H.
Master in Research in Education, Cultural Diversity and Community Development
M.S.V.H.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.12.2024 13:00
07.12.2024 13:00
Summary
Peruvian rurality is characterized by presenting great cultural and linguistic diversity; furthermore, collective organizational dynamics that maintain the existence of communities linked to the territory are preserved. Additionally, there are still realities where large social inequalities are expressed, as occurs in educational terms. In Peru, 24% of primary students attend a rural school, however educational policies to address the characteristics of these centers have not been sufficient to reduce the persistent educational gap between rural and urban areas. One of the factors that accentuates this gap is the lack of appreciation of the cultural identity of rural contexts, which has repercussions on decontextualized policies and practices that discriminate against these realities. In this context, this research aims to analyze the development of educational experiences in rural schools in Peru, that contribute to valuing the cultural identity of the context and are linked to the decolonizing education perspective. To fulfill this purpose, a systematic review methodology is used and the recommendations of the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) are followed. The main results highlight the importance of strengthening educational practices that link the school and the community to guarantee contextualized, intercultural learning processes focusing on local development in rural areas. It is concluded that it is necessary to constitute an educational agenda with a transformative and emancipatory character from a decolonizing perspective of education to value cultural identity in schools.
Peruvian rurality is characterized by presenting great cultural and linguistic diversity; furthermore, collective organizational dynamics that maintain the existence of communities linked to the territory are preserved. Additionally, there are still realities where large social inequalities are expressed, as occurs in educational terms. In Peru, 24% of primary students attend a rural school, however educational policies to address the characteristics of these centers have not been sufficient to reduce the persistent educational gap between rural and urban areas. One of the factors that accentuates this gap is the lack of appreciation of the cultural identity of rural contexts, which has repercussions on decontextualized policies and practices that discriminate against these realities. In this context, this research aims to analyze the development of educational experiences in rural schools in Peru, that contribute to valuing the cultural identity of the context and are linked to the decolonizing education perspective. To fulfill this purpose, a systematic review methodology is used and the recommendations of the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) are followed. The main results highlight the importance of strengthening educational practices that link the school and the community to guarantee contextualized, intercultural learning processes focusing on local development in rural areas. It is concluded that it is necessary to constitute an educational agenda with a transformative and emancipatory character from a decolonizing perspective of education to value cultural identity in schools.
Direction
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
MORAN DE CASTRO, MARIA DEL CARMEN (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Education in gender and sexual affective diversity in psychosocio-educational undergraduate programs. A comparative study in the Chilean University Network.
Authorship
A.A.A.A.M.
Master in Research in Education, Cultural Diversity and Community Development
A.A.A.A.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2024 10:00
07.17.2024 10:00
Summary
Our society is diverse, with groups relegated to spaces of violation due to historical hegemony strongly rooted in social spheres, therefore a multidisciplinary response is needed. This diversity is present in several spaces, one of them, education. Thus generating a gap between international guidelines on respect for identity, gender equality and the education curently provided. One of the roots of this is the training that is received and not received in education, especially in certain key educational programs for development and social change. Taking into account the need to review training on sex-gender diversity, this research seeks to “determine the presence of subjects focused on gender and emotional-sexual diversity in the study plans of psychosocio-educational degrees of the Chilean University Network, from a post- structuralist perspective”. The study is framed in the research line of education, gender and equity of the master's degree, based on the post-structuralist gender perspective and critical pedagogy. The results showed that only 2.6% of the subjects offered in the degrees have modules related to the topic, moreover, from the review of the programs teaching guides (n=43) the little or no training that the students receive at this time is evident. The research aims to contribute to the knowledge founded on this matter in Chile, laying the foundations for future research that triggers the necessary changes in the educational system to respond to the challenge of comprehensive education for all people with respect for all identities, from a interdisciplinary work with the psychosocioeducational perspective.
Our society is diverse, with groups relegated to spaces of violation due to historical hegemony strongly rooted in social spheres, therefore a multidisciplinary response is needed. This diversity is present in several spaces, one of them, education. Thus generating a gap between international guidelines on respect for identity, gender equality and the education curently provided. One of the roots of this is the training that is received and not received in education, especially in certain key educational programs for development and social change. Taking into account the need to review training on sex-gender diversity, this research seeks to “determine the presence of subjects focused on gender and emotional-sexual diversity in the study plans of psychosocio-educational degrees of the Chilean University Network, from a post- structuralist perspective”. The study is framed in the research line of education, gender and equity of the master's degree, based on the post-structuralist gender perspective and critical pedagogy. The results showed that only 2.6% of the subjects offered in the degrees have modules related to the topic, moreover, from the review of the programs teaching guides (n=43) the little or no training that the students receive at this time is evident. The research aims to contribute to the knowledge founded on this matter in Chile, laying the foundations for future research that triggers the necessary changes in the educational system to respond to the challenge of comprehensive education for all people with respect for all identities, from a interdisciplinary work with the psychosocioeducational perspective.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
Contemporary art, a socio-educational context to address the eco-social crisis. Three case studies: Joseph Beuys, Olafur Eliasson, and Ana Laura López de la Torre.
Authorship
P.G.A.
Master in Research in Education, Cultural Diversity and Community Development
P.G.A.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.12.2024 12:00
09.12.2024 12:00
Summary
Given the current social and environmental crisis, it becomes imperative to increase socio-educational contexts where initiatives and actions aimed at social transformation and ecological transition can be carried out. This Master's Final Project (TFM) presents, through socially engaged art the socio-political commitment of artists as social agents in the quest for a more critical, participatory, emancipated, and sustainable society, emphasize their main works and the use of their pedagogical methodologies that unify sciences to understand and address reality as a whole, and the importance of praxis as a dialectical relationship between theory and practice, as a response to the multifaceted eco-social crisis. Methodologically, case studies are used along with a literature review of the experiences of Joseph Beuys, Olafur Eliasson, and Ana Laura López de la Torre, and their practices 7,000 Oaks, Future Assembly and Comprehensive Training Space: Art, Neighborhood, and Social Action (EFI), respectively. The conclusions highlight the relationship between contemporary art and education in addressing the eco-social crisis, promoting artistic practices that foster a critical and active citizenship in the face of contemporary challenges. Moreover, it can be stated that contemporary artworks have the potential to influence educational practices and, in turn, promote actions that counteract the eco-social crisis through greater integration of the arts in educational and community contexts.
Given the current social and environmental crisis, it becomes imperative to increase socio-educational contexts where initiatives and actions aimed at social transformation and ecological transition can be carried out. This Master's Final Project (TFM) presents, through socially engaged art the socio-political commitment of artists as social agents in the quest for a more critical, participatory, emancipated, and sustainable society, emphasize their main works and the use of their pedagogical methodologies that unify sciences to understand and address reality as a whole, and the importance of praxis as a dialectical relationship between theory and practice, as a response to the multifaceted eco-social crisis. Methodologically, case studies are used along with a literature review of the experiences of Joseph Beuys, Olafur Eliasson, and Ana Laura López de la Torre, and their practices 7,000 Oaks, Future Assembly and Comprehensive Training Space: Art, Neighborhood, and Social Action (EFI), respectively. The conclusions highlight the relationship between contemporary art and education in addressing the eco-social crisis, promoting artistic practices that foster a critical and active citizenship in the face of contemporary challenges. Moreover, it can be stated that contemporary artworks have the potential to influence educational practices and, in turn, promote actions that counteract the eco-social crisis through greater integration of the arts in educational and community contexts.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
Varela Crespo, Laura María (Secretary)
LONGUEIRA MATOS, SILVANA (Member)
The educational management of cultural diversity in Galicia: an analysis of good pedagogical practices
Authorship
A.N.G.
Master in Research in Education, Cultural Diversity and Community Development
A.N.G.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2024 12:00
09.05.2024 12:00
Summary
Currently, cultural diversity manifests itself in multiple ways in learning environments. This Master's Thesis aims to explore pedagogical practices that promote interculturality in Galicia. The study focuses on the educational management of cultural diversity, analyzing good pedagogical practices implemented in the Galician community between 2014 and 2024. The methodological approach of this research is qualitative and carries out a descriptive analysis of 23 pedagogical practices selected through a process that has followed three phases: exploration in public repositories, focal sampling in city councils with a high representation of migrants and review of educational centers' websites. The evaluation of the practices has been carried out using a rubric designed and validated for this study. This evaluation instrument has made it possible to identify the characteristics established in the achievement criteria, which allow measuring the quality of pedagogical practices from an intercultural perspective. The results obtained demonstrate notable elements of the practices analyzed, such as the incorporation of interculturality in school content or the adaptation of content to cultural diversity and attention to the specific needs of the participants. In addition, significant challenges are identified, such as the lack of specific training for teachers and the need for inclusive assessments that respond to the diverse needs of students. As well as, the importance of updating current regulations in Galicia for the educational management of cultural diversity. The conclusions provide reflections on intercultural education in Galicia, offering recommendations based on the findings that can contribute to the development of more inclusive and effective pedagogical practices.
Currently, cultural diversity manifests itself in multiple ways in learning environments. This Master's Thesis aims to explore pedagogical practices that promote interculturality in Galicia. The study focuses on the educational management of cultural diversity, analyzing good pedagogical practices implemented in the Galician community between 2014 and 2024. The methodological approach of this research is qualitative and carries out a descriptive analysis of 23 pedagogical practices selected through a process that has followed three phases: exploration in public repositories, focal sampling in city councils with a high representation of migrants and review of educational centers' websites. The evaluation of the practices has been carried out using a rubric designed and validated for this study. This evaluation instrument has made it possible to identify the characteristics established in the achievement criteria, which allow measuring the quality of pedagogical practices from an intercultural perspective. The results obtained demonstrate notable elements of the practices analyzed, such as the incorporation of interculturality in school content or the adaptation of content to cultural diversity and attention to the specific needs of the participants. In addition, significant challenges are identified, such as the lack of specific training for teachers and the need for inclusive assessments that respond to the diverse needs of students. As well as, the importance of updating current regulations in Galicia for the educational management of cultural diversity. The conclusions provide reflections on intercultural education in Galicia, offering recommendations based on the findings that can contribute to the development of more inclusive and effective pedagogical practices.
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
CARIDE GOMEZ, JOSE ANTONIO (Chairman)
VAZQUEZ RODRIGUEZ, ANA (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Online and Offline Sexual Violence in Spain: a Systematic Review since 2010 to 2022
Authorship
M.V.P.
Master in Research in Education, Cultural Diversity and Community Development
M.V.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.16.2024 12:00
02.16.2024 12:00
Summary
Sexual violence is the central topic of research and the central focus of the feminist movement, due to the relevance and high incidence of sexual violence in the last decade in Spain, besides being a common reality for all women, which exists continuously throughout their lives, acting this violence as a form of control over women's bodies. The main objective of this study is to know the prevalence and related variables (location, gender, age, relationship) of online and offline sexual violence in the Spanish context, focused on the period 2010-2022. To achieve this objective, a systematic review was carried out according to the PRISMA method, obtaining a total of 25 articles to be included in the research. As the main results, the selected articles relate to offline violence (sexual assault, sexual harassment) and online violence (sextorsion, grooming, cyber-sexual harassment), focused on adolescent and university population, resulting in a greater relevance of online violence among adolescents, a greater number of victims identified as women with partners, and men as aggressors, high misinformation regarding sexual violence and its different forms, and how these work, in addition to the relationship between the expression of sexual violence and the myths of romantic love. Finally, it concludes with sexual violence as a phenomenon of special socio-educational importance due to the prevalence studied and the lack of information among the population, highlighting the need for improved sex education and the involvement of social educators as the main professionals
Sexual violence is the central topic of research and the central focus of the feminist movement, due to the relevance and high incidence of sexual violence in the last decade in Spain, besides being a common reality for all women, which exists continuously throughout their lives, acting this violence as a form of control over women's bodies. The main objective of this study is to know the prevalence and related variables (location, gender, age, relationship) of online and offline sexual violence in the Spanish context, focused on the period 2010-2022. To achieve this objective, a systematic review was carried out according to the PRISMA method, obtaining a total of 25 articles to be included in the research. As the main results, the selected articles relate to offline violence (sexual assault, sexual harassment) and online violence (sextorsion, grooming, cyber-sexual harassment), focused on adolescent and university population, resulting in a greater relevance of online violence among adolescents, a greater number of victims identified as women with partners, and men as aggressors, high misinformation regarding sexual violence and its different forms, and how these work, in addition to the relationship between the expression of sexual violence and the myths of romantic love. Finally, it concludes with sexual violence as a phenomenon of special socio-educational importance due to the prevalence studied and the lack of information among the population, highlighting the need for improved sex education and the involvement of social educators as the main professionals
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
PRIEGUE CAAMAÑO, DIANA (Chairman)
MORAN DE CASTRO, MARIA DEL CARMEN (Secretary)
RODRIGUEZ MARTINEZ, ANTONIO (Member)
Music education in China in general education
Authorship
Y.Y.
Master in Research in Education, Cultural Diversity and Community Development
Y.Y.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.13.2024 10:30
09.13.2024 10:30
Summary
This paper analyses the recent evolution and current situation of music education in basic education in China. Music education in China has more than 3,000 years of history and still has a strong presence in basic education and culture. In modern society, music education has been gradually gaining importance as it has the potential to cultivate students' all-round development, to promote the construction of identity and sense of belonging, and to transmit cultural and social values. For the preparation of this work, a search, selection and study of relevant documentation on this subject has been carried out, highlighting the review of the most recent regulations governing basic music education in China through the curriculum standards published in 2011 and 2022. This overview helps to understand the influence of the changing social and cultural context and the role of music education. In addition, the work is complemented by a review of other contributions from relevant authors in the field.
This paper analyses the recent evolution and current situation of music education in basic education in China. Music education in China has more than 3,000 years of history and still has a strong presence in basic education and culture. In modern society, music education has been gradually gaining importance as it has the potential to cultivate students' all-round development, to promote the construction of identity and sense of belonging, and to transmit cultural and social values. For the preparation of this work, a search, selection and study of relevant documentation on this subject has been carried out, highlighting the review of the most recent regulations governing basic music education in China through the curriculum standards published in 2011 and 2022. This overview helps to understand the influence of the changing social and cultural context and the role of music education. In addition, the work is complemented by a review of other contributions from relevant authors in the field.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
The educational impact of Galician anarcho-syndicalist weeklies Solidaridad Obrera de La Coruña (1923-1935) and Solidaridad (1935-1936)
Authorship
I.M.F.
Master in Research in Education, Cultural Diversity and Community Development
I.M.F.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.12.2024 11:00
07.12.2024 11:00
Summary
The research analyzes the educational influence of the Galician anarcho-syndicalist weeklies Solidaridad Obrera de La Coruña (1923-1935) and Solidaridad (1935-1936), with the objective of examining the educational content of these publications. The study aims to highlight the relevance of educational practices and discourses within the pre-Francoist Galician labor movement, offering a perspective on the transformative role of anarchist education. Historical memory is essential to preserving collective identity and recognizing the forgotten educational struggles and practices of the past. The methodology employed combines historical-educational analysis and content analysis of the mentioned weeklies. This approach allowed for the identification and categorization of recurring educational themes, as well as the values promoted by the newspapers. The main findings show that these weeklies not only provided information on formal and popular education but also served as vehicles for social emancipation. They promoted an alternative educational model based on self-management, the integral development of individuals, and the radical transformation of society. This integrative and revolutionary approach stood out for its ability to combine the advocacy of active and libertarian pedagogical methods with a strong intent for social change. Furthermore, the research underscores the Galician anarcho-syndicalist movement's ability to adapt and resist adverse circumstances, highlighting the importance of education in the process of worker emancipation. Galicia, particularly La Coruña, emerges as a significant epicenter of worker resistance and educational innovation, challenging the stereotypical perception of the region. The research concludes that the Galician anarchist educational vision offers valuable lessons on education as a force for social change and historical justice, maintaining its relevance and inspiration in the contemporary context.
The research analyzes the educational influence of the Galician anarcho-syndicalist weeklies Solidaridad Obrera de La Coruña (1923-1935) and Solidaridad (1935-1936), with the objective of examining the educational content of these publications. The study aims to highlight the relevance of educational practices and discourses within the pre-Francoist Galician labor movement, offering a perspective on the transformative role of anarchist education. Historical memory is essential to preserving collective identity and recognizing the forgotten educational struggles and practices of the past. The methodology employed combines historical-educational analysis and content analysis of the mentioned weeklies. This approach allowed for the identification and categorization of recurring educational themes, as well as the values promoted by the newspapers. The main findings show that these weeklies not only provided information on formal and popular education but also served as vehicles for social emancipation. They promoted an alternative educational model based on self-management, the integral development of individuals, and the radical transformation of society. This integrative and revolutionary approach stood out for its ability to combine the advocacy of active and libertarian pedagogical methods with a strong intent for social change. Furthermore, the research underscores the Galician anarcho-syndicalist movement's ability to adapt and resist adverse circumstances, highlighting the importance of education in the process of worker emancipation. Galicia, particularly La Coruña, emerges as a significant epicenter of worker resistance and educational innovation, challenging the stereotypical perception of the region. The research concludes that the Galician anarchist educational vision offers valuable lessons on education as a force for social change and historical justice, maintaining its relevance and inspiration in the contemporary context.
Direction
GRADAILLE PERNAS, RITA (Tutorships)
GRADAILLE PERNAS, RITA (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
The Visual Narrative in Migrant Processes. A Perspective from the Intercultural Education Development
Authorship
K.C.R.
Master in Research in Education, Cultural Diversity and Community Development
K.C.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.12.2024 10:00
07.12.2024 10:00
Summary
In our current societies, textual and iconic language converge and overlap as vehicles of communication, both serving as material and symbolic references that define us as a social and cultural group. In this sense, the emergence and rise of social networks, as well as the development of new technologies, have led photographic images to gain increasing prominence as a means of expression and communication, especially in recent decades. As a means of communication, the textual visual language represented in these types of images has its own communicative codes, which shape and construct visual narratives. From an intercultural development perspective, the analysis of photographic documents thus presents itself as a highly appropriate methodological opportunity to gain a deeper understanding of a particular social phenomenon, in this case, migration. To delve into this topic, we have set as the main objective of this research to understand the general aspects represented in visual documentary sources, specifically in photographic images, associated with the migration phenomenon during the 20th and 21st centuries, from and to Spanish territory. Through an essentially qualitative methodology, based on the documentary analysis -both descriptive and interpretative- of visual photographic documents, we have been able to verify that this not only facilitates a deeper understanding and awareness of the elements characterizing the migration phenomenon they are associated with, but that these also constitute their own visual narrative. Similarly, the intersubjectivity that mediates between the function of photographic recording and its corresponding critical analysis allows for greater awareness of our own cultural biases, confronting our perception of the phenomenon in question.
In our current societies, textual and iconic language converge and overlap as vehicles of communication, both serving as material and symbolic references that define us as a social and cultural group. In this sense, the emergence and rise of social networks, as well as the development of new technologies, have led photographic images to gain increasing prominence as a means of expression and communication, especially in recent decades. As a means of communication, the textual visual language represented in these types of images has its own communicative codes, which shape and construct visual narratives. From an intercultural development perspective, the analysis of photographic documents thus presents itself as a highly appropriate methodological opportunity to gain a deeper understanding of a particular social phenomenon, in this case, migration. To delve into this topic, we have set as the main objective of this research to understand the general aspects represented in visual documentary sources, specifically in photographic images, associated with the migration phenomenon during the 20th and 21st centuries, from and to Spanish territory. Through an essentially qualitative methodology, based on the documentary analysis -both descriptive and interpretative- of visual photographic documents, we have been able to verify that this not only facilitates a deeper understanding and awareness of the elements characterizing the migration phenomenon they are associated with, but that these also constitute their own visual narrative. Similarly, the intersubjectivity that mediates between the function of photographic recording and its corresponding critical analysis allows for greater awareness of our own cultural biases, confronting our perception of the phenomenon in question.
Direction
SANTOS REGO, MIGUEL ANGEL (Tutorships)
SANTOS REGO, MIGUEL ANGEL (Tutorships)
Court
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Gutierrez Moar, María del Carmen (Chairman)
MEIRA CARTEA, PABLO ANGEL (Secretary)
Mella Núñez, Igor (Member)
Proaffective mathematics in secondary education
Authorship
S.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2024 18:00
07.08.2024 18:00
Summary
In this Master's Thesis, a study conducted in two groups of second-year Secondary Education is presented, where various activities with a pro-affective orientation were developed, implemented as part of a didactic proposal integrated into a traditional teaching context. This essay aims to identify the affective factors that facilitated or hindered progress in the different activities carried out. To achieve this, a comparative study of the emotions experienced by the students throughout the different sessions was conducted, including both a theoretical-practical session, in line with the usual methodology followed in these two groups, and three innovative activities of different types (motivational with manipulative materials, using ICT and cooperative in context-problem-solving). The results obtained highlight the effects of the methodology used and the content covered on the emotional reactions experienced by the students.
In this Master's Thesis, a study conducted in two groups of second-year Secondary Education is presented, where various activities with a pro-affective orientation were developed, implemented as part of a didactic proposal integrated into a traditional teaching context. This essay aims to identify the affective factors that facilitated or hindered progress in the different activities carried out. To achieve this, a comparative study of the emotions experienced by the students throughout the different sessions was conducted, including both a theoretical-practical session, in line with the usual methodology followed in these two groups, and three innovative activities of different types (motivational with manipulative materials, using ICT and cooperative in context-problem-solving). The results obtained highlight the effects of the methodology used and the content covered on the emotional reactions experienced by the students.
Direction
GONZALEZ SEQUEIROS, PABLO (Tutorships)
GONZALEZ SEQUEIROS, PABLO (Tutorships)
Court
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Computational thinking in Secondary Education: a didactic proposal for introducing content in modular arithmetic and graph theory
Authorship
J.P.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.P.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.16.2024 19:00
07.16.2024 19:00
Summary
Computational thinking is a set of mental processes involved in the formulation and resolution of problems to which skills and abilities such as algorithmic thinking, logical reasoning or problem decomposition are related. We can find it in various subjects of the scientific field in the Secondary Education curriculum. This master's thesis aims to develop a didactic proposal to specifically address computational thinking in Secondary Education through specific content of discrete mathematics that is not usually addressed at this level, such as modular arithmetic and graph theory. It is designed to be carried out with 4th year ESO students. The proposal could not be fully developed, but it was partially carried out through two adapted sessions. Finally, a short questionnaire was formulated to the students about what was done to find out their impressions.
Computational thinking is a set of mental processes involved in the formulation and resolution of problems to which skills and abilities such as algorithmic thinking, logical reasoning or problem decomposition are related. We can find it in various subjects of the scientific field in the Secondary Education curriculum. This master's thesis aims to develop a didactic proposal to specifically address computational thinking in Secondary Education through specific content of discrete mathematics that is not usually addressed at this level, such as modular arithmetic and graph theory. It is designed to be carried out with 4th year ESO students. The proposal could not be fully developed, but it was partially carried out through two adapted sessions. Finally, a short questionnaire was formulated to the students about what was done to find out their impressions.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
Gamification and the dynamizers of learning in the area of Mathematics
Authorship
A.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.05.2024 12:00
07.05.2024 12:00
Summary
In this master’s thesis an activity oriented towards learning 2nd year ESO Mathematics will be proposed, in which elements of cooperative learning and gamification methodologies will be taken. In the first part, the bases of this two methodologies will be described. In a second section, the facts that will define de activity in question will be justified. And finally, the proposed activity will be described, which is a break out escape game based on Professor Layton’s video game saga.
In this master’s thesis an activity oriented towards learning 2nd year ESO Mathematics will be proposed, in which elements of cooperative learning and gamification methodologies will be taken. In the first part, the bases of this two methodologies will be described. In a second section, the facts that will define de activity in question will be justified. And finally, the proposed activity will be described, which is a break out escape game based on Professor Layton’s video game saga.
Direction
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Teaching mathematics to students with visual impairment
Authorship
L.A.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.A.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2024 16:00
07.08.2024 16:00
Summary
The sense of sight is one of the most important senses for human beings, as approximately 80% of the information received by our brain is visual information. According to data from the Spanish National Organization for the Blind (in Spanish, ONCE), in 2023 there were a total of 212 visually impaired people in Galicia between the ages of 0 and 17, of whom 112 where men and 100 women. Despite this, little information and documentation can be found on classroom work with students with visual impairment (visual deficiency and/or blindness). For this reason, the purpose of this Master's thesis (TFM) is to create a didactic proposal to work on the subject of mathematics in Compulsory Secondary Education (in Spanish, ESO) with students who are visually impaired. For this purpose, the work will be divided into two parts: a first part in which the theoretical framework of the work will be established, describing, among others, the basic concepts related to visual impairment and focusing the subject on the learning of mathematics; and a second part in which the didactic proposal will be developed.
The sense of sight is one of the most important senses for human beings, as approximately 80% of the information received by our brain is visual information. According to data from the Spanish National Organization for the Blind (in Spanish, ONCE), in 2023 there were a total of 212 visually impaired people in Galicia between the ages of 0 and 17, of whom 112 where men and 100 women. Despite this, little information and documentation can be found on classroom work with students with visual impairment (visual deficiency and/or blindness). For this reason, the purpose of this Master's thesis (TFM) is to create a didactic proposal to work on the subject of mathematics in Compulsory Secondary Education (in Spanish, ESO) with students who are visually impaired. For this purpose, the work will be divided into two parts: a first part in which the theoretical framework of the work will be established, describing, among others, the basic concepts related to visual impairment and focusing the subject on the learning of mathematics; and a second part in which the didactic proposal will be developed.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
Court
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Analysis of a didactic proposal to deal healthy habits in 1st of BAC, based on the problem-based learning strategy
Authorship
I.C.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
I.C.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 18:00
07.04.2024 18:00
Summary
In society there is a worrying situation regarding habits and their consequences for health. Bringing this to the educational field can mean an improvement in the lifestyles of future generations, since various studies have demonstrated the benefits of teaching it. This work aims to raise awareness among 1st year high school students, in the subject of Biology, about the importance of having healthy habits, as well as educate on how to have them, specifically in diet and physical activity. To this end, an activity has been designed based on the PBL teaching strategy, which seeks, in addition to the acquisition of knowledge, a positive attitude of the students and an improvement in science competence. The results obtained and the subsequent conclusions drawn confirm that thanks to the designed proposal, the general and specific objectives have been achieved.
In society there is a worrying situation regarding habits and their consequences for health. Bringing this to the educational field can mean an improvement in the lifestyles of future generations, since various studies have demonstrated the benefits of teaching it. This work aims to raise awareness among 1st year high school students, in the subject of Biology, about the importance of having healthy habits, as well as educate on how to have them, specifically in diet and physical activity. To this end, an activity has been designed based on the PBL teaching strategy, which seeks, in addition to the acquisition of knowledge, a positive attitude of the students and an improvement in science competence. The results obtained and the subsequent conclusions drawn confirm that thanks to the designed proposal, the general and specific objectives have been achieved.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Learning dynamics using cinema as a didactic resource
Authorship
I.R.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
I.R.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.12.2024 09:00
09.12.2024 09:00
Summary
This research focuses on the analysis of the students' ability to apply scientific knowledge about dynamics in the interpretation of cinematographic scenes and also on the analysis of the quality of students' arguments developed to explain this type of scenes. For this purpose, two activities are designed aimed at 17 students of the 1st year of Baccalaureate attending a Physics and Chemistry subject in an urban high school in the region of Santiago de Compostela. The students’ written performances are analysed by means of rubrics elaborated on the basis of the reference answers and the students' responses. The main results indicate that students present difficulties in applying scientific knowledge about dynamics in the interpretation of cinematographic scenes. Moreover, students elaborate low-quality arguments in cinematographic contexts. These results are due, on the one hand, to the complexity of the task and, on the other hand, to the fact that students are not used to perform this type of activities.
This research focuses on the analysis of the students' ability to apply scientific knowledge about dynamics in the interpretation of cinematographic scenes and also on the analysis of the quality of students' arguments developed to explain this type of scenes. For this purpose, two activities are designed aimed at 17 students of the 1st year of Baccalaureate attending a Physics and Chemistry subject in an urban high school in the region of Santiago de Compostela. The students’ written performances are analysed by means of rubrics elaborated on the basis of the reference answers and the students' responses. The main results indicate that students present difficulties in applying scientific knowledge about dynamics in the interpretation of cinematographic scenes. Moreover, students elaborate low-quality arguments in cinematographic contexts. These results are due, on the one hand, to the complexity of the task and, on the other hand, to the fact that students are not used to perform this type of activities.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
Teaching and learning measurement
Authorship
P.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
P.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.05.2024 10:00
07.05.2024 10:00
Summary
The main objective of this work is to develop a didactic proposal framed within the concept of measurement in the subject of Mathematics. Specifically, a series of activities related to the estimation of lengths will be proposed to students in the second year of Compulsory Secondary Education. To contextualize the design of the didactic proposal, a theoretical framework will be developed based on a thorough literature review. Additionally, the activity will be linked to the various curricular elements of the subject. The didactic proposal will be analyzed through its results, highlighting different aspects of improvement that could have optimized its implementation. Furthermore, a questionnaire will be included in which the students will express their affective consideration towards Mathematics and evaluate the activities carried out under the proposal.
The main objective of this work is to develop a didactic proposal framed within the concept of measurement in the subject of Mathematics. Specifically, a series of activities related to the estimation of lengths will be proposed to students in the second year of Compulsory Secondary Education. To contextualize the design of the didactic proposal, a theoretical framework will be developed based on a thorough literature review. Additionally, the activity will be linked to the various curricular elements of the subject. The didactic proposal will be analyzed through its results, highlighting different aspects of improvement that could have optimized its implementation. Furthermore, a questionnaire will be included in which the students will express their affective consideration towards Mathematics and evaluate the activities carried out under the proposal.
Direction
Rodríguez Vivero, Dolores (Tutorships)
Rodríguez Vivero, Dolores (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Habits, consequences and control of Internet use in secondary school adolescents.
Authorship
X.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
X.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.12.2024 10:00
09.12.2024 10:00
Summary
The Internet is a very useful tool that has established itself as indispensable in our society. Its widespread and normalised use, together with the scant control exercised over it, has led some people to develop abusive behaviour and dependence on the Internet. Adolescents are among the population at risk of suffering from these problems. In this study, a descriptive study is carried out using a mixed methodology through a questionnaire to students in the 4th year of secondary in a high school in the province of A Coruña. The aim of this instrument is to analyse the habits, consequences and control of the use of the Internet by adolescents. The results show, in general terms, that students use the Internet extensively, interfering with various aspects of daily life, and that the control exercised by the family and the school is quite limited, resulting in students being less prepared to deal with the use of the Internet in a responsible manner.
The Internet is a very useful tool that has established itself as indispensable in our society. Its widespread and normalised use, together with the scant control exercised over it, has led some people to develop abusive behaviour and dependence on the Internet. Adolescents are among the population at risk of suffering from these problems. In this study, a descriptive study is carried out using a mixed methodology through a questionnaire to students in the 4th year of secondary in a high school in the province of A Coruña. The aim of this instrument is to analyse the habits, consequences and control of the use of the Internet by adolescents. The results show, in general terms, that students use the Internet extensively, interfering with various aspects of daily life, and that the control exercised by the family and the school is quite limited, resulting in students being less prepared to deal with the use of the Internet in a responsible manner.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
Master Dissertation: “Innovative educational intervention focused on gamification for the oral cavity study module in the upper cycle of oral hygiene”
Authorship
U.P.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
U.P.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 11:00
07.17.2024 11:00
Summary
In the present Master's Thesis, an innovative educational intervention centered on gamification is proposed for the study module of the oral cavity in the advanced course of dental hygiene through the integration of game elements, such as points and leaderboards, aimed at increasing student motivation and engagement, thereby improving the retention of knowledge and practical skills. The proposal includes activities such as role-playing games, clinical case simulations, and interactive quizzes using digital tools like ClassDojo and Kahoot. The continuous assessment methodology with immediate feedback aims to foster active participation and provide a dynamic and interactive learning environment. This innovative approach not only supports the acquisition of technical knowledge but also the development of critical skills such as analytical thinking, decision-making, and teamwork
In the present Master's Thesis, an innovative educational intervention centered on gamification is proposed for the study module of the oral cavity in the advanced course of dental hygiene through the integration of game elements, such as points and leaderboards, aimed at increasing student motivation and engagement, thereby improving the retention of knowledge and practical skills. The proposal includes activities such as role-playing games, clinical case simulations, and interactive quizzes using digital tools like ClassDojo and Kahoot. The continuous assessment methodology with immediate feedback aims to foster active participation and provide a dynamic and interactive learning environment. This innovative approach not only supports the acquisition of technical knowledge but also the development of critical skills such as analytical thinking, decision-making, and teamwork
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
The career guidance in FP in the creation of the life project
Authorship
N.F.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
N.F.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 18:00
07.17.2024 18:00
Summary
En este trabajo se presenta la página web PortOrienta, un banco de recursos de orientación profesional en el CIFP Porta da Auga con el que se pretende dar respuesta a las necesidades detectadas en el planteamiento de la orientación profesional del centro. Para alcanzar el resultado final, el proyecto se centra en el estudio de las características de la orientación profesional en los estudios de Formación Profesional y más específicamente en la importancia de la orientación profesional en las enseñanzas impartidas por el Departamento de Formación y Orientación Laboral y en las propuestas orientativas del Departamento de Información y Orientación Profesional, tanto a nivel general como, concretamente, en el centro educativo que es objeto de esta propuesta. Como tal, la herramienta constituye un banco de recursos basado en la metodología E-learning y centrado en cinco aspectos fundamentales: estudios, objetivo profesional, autoconocimiento, busca de empleo y contacto con empresas. Así pues, el proyecto engloba a una comunidad amplia permitiendo el acceso tanto al alumnado y el profesorado del CIFP Porta da Auga, como a la comunidad que lo rodea. En definitiva, el trabajo responde a la investigación y detección de necesidades de la orientación profesional en el CIFP Porta da Auga para finalmente ofrecer una herramienta dinámica que permita a los usuarios y usuarias llevar a cabo un proceso de autorientación profesional desde cualquier localización.
En este trabajo se presenta la página web PortOrienta, un banco de recursos de orientación profesional en el CIFP Porta da Auga con el que se pretende dar respuesta a las necesidades detectadas en el planteamiento de la orientación profesional del centro. Para alcanzar el resultado final, el proyecto se centra en el estudio de las características de la orientación profesional en los estudios de Formación Profesional y más específicamente en la importancia de la orientación profesional en las enseñanzas impartidas por el Departamento de Formación y Orientación Laboral y en las propuestas orientativas del Departamento de Información y Orientación Profesional, tanto a nivel general como, concretamente, en el centro educativo que es objeto de esta propuesta. Como tal, la herramienta constituye un banco de recursos basado en la metodología E-learning y centrado en cinco aspectos fundamentales: estudios, objetivo profesional, autoconocimiento, busca de empleo y contacto con empresas. Así pues, el proyecto engloba a una comunidad amplia permitiendo el acceso tanto al alumnado y el profesorado del CIFP Porta da Auga, como a la comunidad que lo rodea. En definitiva, el trabajo responde a la investigación y detección de necesidades de la orientación profesional en el CIFP Porta da Auga para finalmente ofrecer una herramienta dinámica que permita a los usuarios y usuarias llevar a cabo un proceso de autorientación profesional desde cualquier localización.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Perception of the students of the Master's Degree in Teacher Training at the University of Santiago de Compostela (USC) on the Training Received for the Attention to Diversity
Authorship
A.G.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.G.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 13:00
07.17.2024 13:00
Summary
The needs and demands of students with specific educational support needs must be inexcusably addressed, being essential that teachers receive the necessary training to be able to guarantee adequate attention to diversity and offer quality teaching. For this reason, the main goal of this project is to analyze the students of the Master's Degree in Compulsory and High Secondary Education, Vocational Training and Language Teaching, at the University of Santiago de Compostela (USC) perception regarding the initial training received in relationship with attention to diversity. For this purpose, a descriptive methodology has been followed, using an online questionary to collect data on the students´ self-perception of the aforementioned Master's Degree regarding the content and knowledge acquired in the field of attention to diversity. In general terms, the obtained results show that the students perceive important training deficiencies, not feeling prepared to face their future teaching work in an inclusive way. They also agree to demand more training both transversally in all the contents of the degree as well as specifically through particular subjects.
The needs and demands of students with specific educational support needs must be inexcusably addressed, being essential that teachers receive the necessary training to be able to guarantee adequate attention to diversity and offer quality teaching. For this reason, the main goal of this project is to analyze the students of the Master's Degree in Compulsory and High Secondary Education, Vocational Training and Language Teaching, at the University of Santiago de Compostela (USC) perception regarding the initial training received in relationship with attention to diversity. For this purpose, a descriptive methodology has been followed, using an online questionary to collect data on the students´ self-perception of the aforementioned Master's Degree regarding the content and knowledge acquired in the field of attention to diversity. In general terms, the obtained results show that the students perceive important training deficiencies, not feeling prepared to face their future teaching work in an inclusive way. They also agree to demand more training both transversally in all the contents of the degree as well as specifically through particular subjects.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
VILLAR GARCIA, EVA (Co-tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
The School Nurse; Sexual Education
Authorship
A.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.08.2024 10:00
07.08.2024 10:00
Summary
This final master’s work addresses the importance of sexual education in health and well-being, with a focus on nursing intervention in school environments. Use the PRISMA method to review recent literature on this topic. The relevance of sexual education in the prevention of risks such as unwanted pregnancies and sexually transmitted diseases is highlighted, highlighting the crucial role of nursing in the effective delivery of this education. The study integrates data to obtain a complete understanding of the available literature, culminating in conclusions on emerging trends and future proposals. Additionally, a key informant interview is conducted to gain a broader perspective on the challenges and opportunities in this field and the critical role of nursing in promoting sexual and reproductive health in school settings.
This final master’s work addresses the importance of sexual education in health and well-being, with a focus on nursing intervention in school environments. Use the PRISMA method to review recent literature on this topic. The relevance of sexual education in the prevention of risks such as unwanted pregnancies and sexually transmitted diseases is highlighted, highlighting the crucial role of nursing in the effective delivery of this education. The study integrates data to obtain a complete understanding of the available literature, culminating in conclusions on emerging trends and future proposals. Additionally, a key informant interview is conducted to gain a broader perspective on the challenges and opportunities in this field and the critical role of nursing in promoting sexual and reproductive health in school settings.
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
Study on the impact of visual problems and electronic devices on school performance. Intervention guide for staff in the educational environment.
Authorship
V.B.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
V.B.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 10:00
07.17.2024 10:00
Summary
The high pace of development of technology and its incorporation into more and more areas of daily life is bringing about significant changes in all sectors, and education is no exception. Technology is a valuable tool, with enormous potential and endless possibilities. On the other hand, this entails a change in habits, with a greater character of working at close distances (less than 40-50 cm). This leads to a constant and progressive increase in visual problems. There are more and more visual problems that are not corrected or that are corrected late. This work aims to compile the scientific evidence that proves these claims, showing that there is a relationship between visual problems, self-esteem and self-perception, and academic performance. It shows the relevance of detection and action for all Vocational Training students and highlights the case of students with special needs. It also shows the alternatives and intervention options carried out in other countries. Finally, a guide for the detection and intervention in visual impairments for staff in the educational environment is prepared and several examples of the correct use of technologies in the classroom are shown.
The high pace of development of technology and its incorporation into more and more areas of daily life is bringing about significant changes in all sectors, and education is no exception. Technology is a valuable tool, with enormous potential and endless possibilities. On the other hand, this entails a change in habits, with a greater character of working at close distances (less than 40-50 cm). This leads to a constant and progressive increase in visual problems. There are more and more visual problems that are not corrected or that are corrected late. This work aims to compile the scientific evidence that proves these claims, showing that there is a relationship between visual problems, self-esteem and self-perception, and academic performance. It shows the relevance of detection and action for all Vocational Training students and highlights the case of students with special needs. It also shows the alternatives and intervention options carried out in other countries. Finally, a guide for the detection and intervention in visual impairments for staff in the educational environment is prepared and several examples of the correct use of technologies in the classroom are shown.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
Analysis of teaching materials used for teaching and learning in the Medium Degree Training Cycle for Pharmacy and Parapharmacy Technician.
Authorship
L.B.Y.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
L.B.Y.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 11:00
07.17.2024 11:00
Summary
Teaching materials are key elements in the teaching and learning process. The development of increasingly diverse and innovative resources makes it necessary to evaluate their quality before incorporating them into the educational field. Regarding Vocational Education and Training (VET), there is a lack of studies and initiatives that evaluate these elements. Therefore, this work aims to pave the way in terms of educational research on teaching materials in VET, starting from the analysis and evaluation of didactic resources used in the Medium Degree Training Cycle for Pharmacy and Parapharmacy Technician. The results obtained from the study highlight the need to continue researching in this field due to the lack of variety of resources aimed at this cycle. Furthermore, the research and analysis of these elements underscore the urgency of their revision, given that their quality has proven to be quite improvable. It is concluded that the improvement of these teaching resources, as well as the development of innovative materials, are essential to guarantee the efficiency and quality of education.
Teaching materials are key elements in the teaching and learning process. The development of increasingly diverse and innovative resources makes it necessary to evaluate their quality before incorporating them into the educational field. Regarding Vocational Education and Training (VET), there is a lack of studies and initiatives that evaluate these elements. Therefore, this work aims to pave the way in terms of educational research on teaching materials in VET, starting from the analysis and evaluation of didactic resources used in the Medium Degree Training Cycle for Pharmacy and Parapharmacy Technician. The results obtained from the study highlight the need to continue researching in this field due to the lack of variety of resources aimed at this cycle. Furthermore, the research and analysis of these elements underscore the urgency of their revision, given that their quality has proven to be quite improvable. It is concluded that the improvement of these teaching resources, as well as the development of innovative materials, are essential to guarantee the efficiency and quality of education.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
Self-esteem training. Proposal for tutorial action to improve self-esteem in the field of vocational training.
Authorship
H.F.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
H.F.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 17:00
07.17.2024 17:00
Summary
Self-esteem is considered an essential element in the academic and personal growth of students. This construct is defined as the personal view (positive or negative) about one's worth; it is multidimensional, influences personal characteristics, and affects health, personal relationships, and academic performance. Furthermore, in adolescence and vocational training, their values tend to decrease markedly. However, there are limited intervention programs that have the main objective of strengthening self-esteem, and those that work on all its dimensions have only been effective in improving some specific dimensions. Moreover, these do not include strategies for modifying attributional styles and have not been applied in the field of vocational training. Therefore, a proposal for a tutorial action designed with the objective of improving the general self-esteem of vocational training students is presented by improving the different dimensions of self-esteem and modifying the attributional style of the students. This proposal consists of six different modules made up of four activities each and can be adapted depending on the initial self-esteem values of the group in which it will be applied.
Self-esteem is considered an essential element in the academic and personal growth of students. This construct is defined as the personal view (positive or negative) about one's worth; it is multidimensional, influences personal characteristics, and affects health, personal relationships, and academic performance. Furthermore, in adolescence and vocational training, their values tend to decrease markedly. However, there are limited intervention programs that have the main objective of strengthening self-esteem, and those that work on all its dimensions have only been effective in improving some specific dimensions. Moreover, these do not include strategies for modifying attributional styles and have not been applied in the field of vocational training. Therefore, a proposal for a tutorial action designed with the objective of improving the general self-esteem of vocational training students is presented by improving the different dimensions of self-esteem and modifying the attributional style of the students. This proposal consists of six different modules made up of four activities each and can be adapted depending on the initial self-esteem values of the group in which it will be applied.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Attention to Functional Diversity. Guide for Vocational Training teachers
Authorship
J.M.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
J.M.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.11.2024 09:00
09.11.2024 09:00
Summary
The purpose of this Master's Thesis is focused on exploring the relationship and participation of people with functional diversity within the educational system and, specifically, in Vocational Training. For this purpose, the different barriers detected in the education process, teacher training and resources of educational centers were analyzed. Based on this context, we concluded in the design of a guide on attention to functional diversity in vocational training classrooms. This document is mainly addressed to teachers, however, its content could be used both by the educational center and by the training centers. This guide focuses on students with functional diversity and proposes useful tools and resources to be applied in the classroom, thus improving the participation of the group itself. In this way, this TFM seeks to promote educational inclusion in the teaching and learning process, objectives proposed by the Organic Law 3/2022, of March 31, on the organization and integration of Vocational Training and SDG 4 Quality Education and SDG 10 Reduction of inequalities.
The purpose of this Master's Thesis is focused on exploring the relationship and participation of people with functional diversity within the educational system and, specifically, in Vocational Training. For this purpose, the different barriers detected in the education process, teacher training and resources of educational centers were analyzed. Based on this context, we concluded in the design of a guide on attention to functional diversity in vocational training classrooms. This document is mainly addressed to teachers, however, its content could be used both by the educational center and by the training centers. This guide focuses on students with functional diversity and proposes useful tools and resources to be applied in the classroom, thus improving the participation of the group itself. In this way, this TFM seeks to promote educational inclusion in the teaching and learning process, objectives proposed by the Organic Law 3/2022, of March 31, on the organization and integration of Vocational Training and SDG 4 Quality Education and SDG 10 Reduction of inequalities.
Direction
VARELA PORTELA, CRISTINA (Tutorships)
VARELA PORTELA, CRISTINA (Tutorships)
Court
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Design of an intervention program for 3rd-year Secondary Education students to improve digital competence through the use of artificial intelligence and music
Authorship
D.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
D.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 13:15
07.08.2024 13:15
Summary
For the past two years until now, we have been immersed in an unprecedented technological revolution: the development of a new tool, Artificial Intelligence. Its use is increasingly widespread, so the academic world cannot ignore this reality. Musical education also needs to be renewed in some way, as many of the pedagogical methods still in use are not in line with the reality of the 21st century. Under these premises, the project observed in the following pages consists of a didactic unit designed for a 3rd-year Secondary Education class, aiming to develop students' digital competence through this tool and music.
For the past two years until now, we have been immersed in an unprecedented technological revolution: the development of a new tool, Artificial Intelligence. Its use is increasingly widespread, so the academic world cannot ignore this reality. Musical education also needs to be renewed in some way, as many of the pedagogical methods still in use are not in line with the reality of the 21st century. Under these premises, the project observed in the following pages consists of a didactic unit designed for a 3rd-year Secondary Education class, aiming to develop students' digital competence through this tool and music.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
The invisible pedagogy of the dress. Design of an educational proposal for Compulsory Secondary Education.
Authorship
P.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
P.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.15.2024 19:00
07.15.2024 19:00
Summary
Throughout history, clothing has been a channel of non-verbal communication and differentiation on a personal and social level, as well as an element that contributed to defining the different cultures of the world. This work aims to address the impact that the dress has on a personal level and on society level, through an act as common as dressing, according to the colors or shapes used. The pedagogy that results from this communication is invisible, especially in education and more specifically, in the Compulsory Secondary Education curriculum, therefore, with this TFM the design of a didactic proposal is presented with the purpose of introducing the dress and fashion at the classroom and at the same time raising awareness about the importance of clothing in personal, social and cultural development.
Throughout history, clothing has been a channel of non-verbal communication and differentiation on a personal and social level, as well as an element that contributed to defining the different cultures of the world. This work aims to address the impact that the dress has on a personal level and on society level, through an act as common as dressing, according to the colors or shapes used. The pedagogy that results from this communication is invisible, especially in education and more specifically, in the Compulsory Secondary Education curriculum, therefore, with this TFM the design of a didactic proposal is presented with the purpose of introducing the dress and fashion at the classroom and at the same time raising awareness about the importance of clothing in personal, social and cultural development.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
MOREIRA ARINCON, REMIGIO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
MOREIRA ARINCON, REMIGIO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Language, creation and image: the interartistic dimension of the descriptive modality in artificial intelligence
Authorship
J.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
J.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.11.2024 17:00
09.11.2024 17:00
Summary
The confluence generated between language, technology and creativity through artificial intelligence opens a new path of research related to techniques and strategies that allow AI to be used as an educational instrument. In this work we specifically approach the descriptive textual modality through prompts and generative AIs, exploring the potential of description as an element that establishes ideology, as well as a point of convergence between language, image and creation. AI was also explored as a tool to work on curriculum content in a new way, addressing through it other transversal issues in 21st century education such as ecology, feminism or implicit biases in human creations.
The confluence generated between language, technology and creativity through artificial intelligence opens a new path of research related to techniques and strategies that allow AI to be used as an educational instrument. In this work we specifically approach the descriptive textual modality through prompts and generative AIs, exploring the potential of description as an element that establishes ideology, as well as a point of convergence between language, image and creation. AI was also explored as a tool to work on curriculum content in a new way, addressing through it other transversal issues in 21st century education such as ecology, feminism or implicit biases in human creations.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
Didactic proposal on Japanese aesthetics
Authorship
J.M.L.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
J.M.L.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.11.2024 16:00
09.11.2024 16:00
Summary
Este traballo de fin de máster foi elaborado coa intención de recompilar os principais valores estéticos da cultura xaponesa, co fin de fundamentar unha unidade didáctica proposta para o debuxo artístico no primeiro curso de bacharelato. A estética e os valores xaponeses derivados dunha tradición arcaica e posteriormente a absorción de elementos culturais de países próximos, deron lugar a unha arte cun carácter moi marcado e que tivo e ten gran influencia en Occidente, especialmente dende a apertura desde o país. A obra é unha procura que enmarca, recompila e sitúa a estética do Xapón para posibilitar a súa difusión ao alumnado de debuxo artístico, a intención deste é promover a diversidade cultural e poñer o foco fóra da perspectiva histórica desde un único punto de vista occidental vista.
Este traballo de fin de máster foi elaborado coa intención de recompilar os principais valores estéticos da cultura xaponesa, co fin de fundamentar unha unidade didáctica proposta para o debuxo artístico no primeiro curso de bacharelato. A estética e os valores xaponeses derivados dunha tradición arcaica e posteriormente a absorción de elementos culturais de países próximos, deron lugar a unha arte cun carácter moi marcado e que tivo e ten gran influencia en Occidente, especialmente dende a apertura desde o país. A obra é unha procura que enmarca, recompila e sitúa a estética do Xapón para posibilitar a súa difusión ao alumnado de debuxo artístico, a intención deste é promover a diversidade cultural e poñer o foco fóra da perspectiva histórica desde un único punto de vista occidental vista.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
The great academic decision in secondary education: to what extent the academic guidance influence?
Authorship
U.T.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
U.T.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.12.2024 17:00
09.12.2024 17:00
Summary
Academic guidance, as an indispensable part of educational guidance, is integral to the academic and developmental process of all secondary students. It involves providing answers that prevent and resolve questions related to future academic and professional paths, whether near or distant, based on self-awareness and knowledge of the environment to enhance and facilitate decision-making. Furthermore, academic guidance is not the only process that influences an individual; it is part of a set of social aspects that directly affect them. The main objective of this field research is to understand to what extent the academic guidance received by students at the center throughout their academic journey influenced their choice to pursue a specific educational pathway or enter the workforce upon completing secondary education (ESO). To this end, a questionnaire is designed for 4th-year ESO students at a public school in Galicia. Additionally, an interview is conducted with the school counselor to gain their perspective on the proposed topic. This reveals that the academic guidance received by students at the center does not play a primary role in the choice of an academic pathway.
Academic guidance, as an indispensable part of educational guidance, is integral to the academic and developmental process of all secondary students. It involves providing answers that prevent and resolve questions related to future academic and professional paths, whether near or distant, based on self-awareness and knowledge of the environment to enhance and facilitate decision-making. Furthermore, academic guidance is not the only process that influences an individual; it is part of a set of social aspects that directly affect them. The main objective of this field research is to understand to what extent the academic guidance received by students at the center throughout their academic journey influenced their choice to pursue a specific educational pathway or enter the workforce upon completing secondary education (ESO). To this end, a questionnaire is designed for 4th-year ESO students at a public school in Galicia. Additionally, an interview is conducted with the school counselor to gain their perspective on the proposed topic. This reveals that the academic guidance received by students at the center does not play a primary role in the choice of an academic pathway.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
VALCARCE FERNANDEZ, MARGARITA (Secretary)
Crujeiras Pérez, Beatriz (Member)
Analysis of the digital spaces of the Guidance Departments in the region of Santiago de Compostela.
Authorship
I.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
I.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2024 17:00
07.15.2024 17:00
Summary
Analysis of the digital spaces of the Guidance Departments in the region of Santiago de Compostela. Digital platforms are key in a hyperconnected society, they facilitate access to information in a simple and updated way, thus educational administrations, aware of this, have encouraged the development of virtual spaces that facilitate access to information by different students. members of the educational community (families, students, teachers...). Guidance Departments are essential in the life of educational centers; Its purpose is to guide students, provide them with support in their educational process within the school system and act as a point of union and advice with families - in central stages of development. To do this, in addition to the physical space and school hours, they have websites within the educational centers that allow them to occupy the digital space, facilitating access to resources, information and proposals for the different interested parties. In this line of work, the aim is to locate and analyze the web spaces of the Guidance Departments of the Santiago de Compostela region, delving into the contents and themes that have the greatest weight in this scenario and highlighting those web spaces that have more resources, information, programs and other key materials for the educational community.
Analysis of the digital spaces of the Guidance Departments in the region of Santiago de Compostela. Digital platforms are key in a hyperconnected society, they facilitate access to information in a simple and updated way, thus educational administrations, aware of this, have encouraged the development of virtual spaces that facilitate access to information by different students. members of the educational community (families, students, teachers...). Guidance Departments are essential in the life of educational centers; Its purpose is to guide students, provide them with support in their educational process within the school system and act as a point of union and advice with families - in central stages of development. To do this, in addition to the physical space and school hours, they have websites within the educational centers that allow them to occupy the digital space, facilitating access to resources, information and proposals for the different interested parties. In this line of work, the aim is to locate and analyze the web spaces of the Guidance Departments of the Santiago de Compostela region, delving into the contents and themes that have the greatest weight in this scenario and highlighting those web spaces that have more resources, information, programs and other key materials for the educational community.
Direction
Rodríguez Groba, Ana (Tutorships)
Rodríguez Groba, Ana (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Documentary review on school failure and dropout at the secondary education stage
Authorship
L.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.11.2024 19:00
09.11.2024 19:00
Summary
This Master's thesis addresses the problem of school failure and dropout, focusing on the academic and non-academic factors of secondary school students who fail and drop out of school. The main objective of this work is to identify the causes that influence school failure and dropout in secondary school students, as well as to know the programmes implemented by the administration to alleviate school failure and dropout. This work is based on a documentary research method that analyses 18 previous studies on school failure and dropout. The results show that students who fail and drop out of school tend to come from families with low economic and educational levels. Furthermore, it is concluded that the programmes implemented by the educational administration need to be improved in order to effectively address the different needs of students in these programmes.
This Master's thesis addresses the problem of school failure and dropout, focusing on the academic and non-academic factors of secondary school students who fail and drop out of school. The main objective of this work is to identify the causes that influence school failure and dropout in secondary school students, as well as to know the programmes implemented by the administration to alleviate school failure and dropout. This work is based on a documentary research method that analyses 18 previous studies on school failure and dropout. The results show that students who fail and drop out of school tend to come from families with low economic and educational levels. Furthermore, it is concluded that the programmes implemented by the educational administration need to be improved in order to effectively address the different needs of students in these programmes.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
VALCARCE FERNANDEZ, MARGARITA (Member)
Being an Adolescent in the Information and Communication Society
Authorship
H.O.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
H.O.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.10.2024 18:00
09.10.2024 18:00
Summary
The purpose of this Master's Thesis is to understand the sociohistorical conditions that are shaping the mentality of young people and adolescents today. Among these socio-historical conditions we want to pay special attention to information and communication technologies, since they favor changes in their mental map, which will influence all areas of their lives. Within the information and communication technologies we can highlight social networks, since they are the means of communication currently used by young people. The work is approached as a bibliographic review, which will respond as it progresses to different questions in relation to being a teenager in the information and communication society.
The purpose of this Master's Thesis is to understand the sociohistorical conditions that are shaping the mentality of young people and adolescents today. Among these socio-historical conditions we want to pay special attention to information and communication technologies, since they favor changes in their mental map, which will influence all areas of their lives. Within the information and communication technologies we can highlight social networks, since they are the means of communication currently used by young people. The work is approached as a bibliographic review, which will respond as it progresses to different questions in relation to being a teenager in the information and communication society.
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
PARDO PEREZ, JUAN CARLOS (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
LOPEZ PENA, ZOSIMO (Member)
The ocean's role in climate change. Ocean Literacy to combat the climate crisis in the sciencie classroom
Authorship
A.C.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.C.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 11:15
07.12.2024 11:15
Summary
This Master's Thesis addresses the analysis of a didactic sequence carried out in a 4th-year secondary school classroom on Ocean Literacy and its relationship with climate change. The research questions are the following: 1. What are the ocean circulation models developed by the students based on the physicochemical properties of the ocean? 2. How do they use their ocean circulation models to make climate predictions? 3. What model of marine upwelling are the students able to develop upon completing the sequence? To what extent do they rely on the introduced notions? The methodology used is qualitative, with the content of the written responses and models developed by the students being analysed in interaction with the data. The results show that students have difficulties in understanding certain key concepts of Ocean Literacy, such as the formation of ocean currents and their relationship with the climate, leading to didactic implications and future improvement proposals.
This Master's Thesis addresses the analysis of a didactic sequence carried out in a 4th-year secondary school classroom on Ocean Literacy and its relationship with climate change. The research questions are the following: 1. What are the ocean circulation models developed by the students based on the physicochemical properties of the ocean? 2. How do they use their ocean circulation models to make climate predictions? 3. What model of marine upwelling are the students able to develop upon completing the sequence? To what extent do they rely on the introduced notions? The methodology used is qualitative, with the content of the written responses and models developed by the students being analysed in interaction with the data. The results show that students have difficulties in understanding certain key concepts of Ocean Literacy, such as the formation of ocean currents and their relationship with the climate, leading to didactic implications and future improvement proposals.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
Perimeter and area: a didactic proposal for the first year of secondary school
Authorship
M.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.05.2024 11:00
07.05.2024 11:00
Summary
This Master's thesis develops a didactic proposal in the area of mathematics for the first year of compulsory secondary education. The proposal focuses on working on the concepts of area and perimeter of plane figures without using formulas and seeks to achieve the competences associated with the study of geometry. In this report, a bibliographical review of relevant research on the teaching-learning processes of geometry, specifically the concepts of area and perimeter, is carried out in search of the main preconceptions and difficulties encountered by students in relation to these two concepts in order to focus the activities in such a way as to compensate for them. This proposal was put into practice in a 1st ESSO grouo and an analysis of this implementation and the results obtained can also be found in this report.
This Master's thesis develops a didactic proposal in the area of mathematics for the first year of compulsory secondary education. The proposal focuses on working on the concepts of area and perimeter of plane figures without using formulas and seeks to achieve the competences associated with the study of geometry. In this report, a bibliographical review of relevant research on the teaching-learning processes of geometry, specifically the concepts of area and perimeter, is carried out in search of the main preconceptions and difficulties encountered by students in relation to these two concepts in order to focus the activities in such a way as to compensate for them. This proposal was put into practice in a 1st ESSO grouo and an analysis of this implementation and the results obtained can also be found in this report.
Direction
Vázquez Abal, María Elena (Tutorships)
Vázquez Abal, María Elena (Tutorships)
Court
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
GONZALEZ SEQUEIROS, PABLO (Chairman)
LOSADA RODRIGUEZ, JORGE (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Design of innovative didactic proposals in the context of Physics and Chemistry
Authorship
J.G.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.G.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.09.2023 09:00
02.09.2023 09:00
Summary
Chemical Engineering is a discipline based on the practical application of the concepts developed by the basic sciences (i.e., physics and chemistry) at the industry sector. This discipline treat about the technology associated to the transformation of raw materials into products with high added value. The didactic unit that has been developed along the work applies partially the concepts of Chemical Engineering facing to the improvement of technology competences. The goal students for this proposal are students of 4th course of secondary education. On de basis of practical examples about the application of chemistry on the society, the goal of this work is not only the acquisition of STEM competence but also the development of environmental and societal awareness. Thus, through the knowledge about the needed chemical reactions to produce a fertilizer, the students will made a wide range of activities towards the achievement of learning targets, i.e., chemical reactions and the block of contents related to changes.
Chemical Engineering is a discipline based on the practical application of the concepts developed by the basic sciences (i.e., physics and chemistry) at the industry sector. This discipline treat about the technology associated to the transformation of raw materials into products with high added value. The didactic unit that has been developed along the work applies partially the concepts of Chemical Engineering facing to the improvement of technology competences. The goal students for this proposal are students of 4th course of secondary education. On de basis of practical examples about the application of chemistry on the society, the goal of this work is not only the acquisition of STEM competence but also the development of environmental and societal awareness. Thus, through the knowledge about the needed chemical reactions to produce a fertilizer, the students will made a wide range of activities towards the achievement of learning targets, i.e., chemical reactions and the block of contents related to changes.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
Gallástegui Otero, Juan Ramón (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PUIG MAURIZ, BLANCA (Chairman)
Gallástegui Otero, Juan Ramón (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
The climate emergency in secondary education: perception, understanding and lines of action
Authorship
E.B.Z.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
E.B.Z.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 17:00
07.04.2024 17:00
Summary
In the current climate emergency, individual and collective actions are urgent to mitigate and limit the effects of climate change. In this way, this TFM aims to learn about the approach to the climate emergency among high school students at a secondary school in the province of A Coruña. For data collection, qualitative methodology has been chosen, outlining the application of the discussion group technique. The study has made it possible to verify that the students are generally aware of the problem of climate change and develop individual activities to address this problem. Additionally, in the educational center, depending on the will and commitment of the teachers, actions are carried out to handle climate change. However, most students are not aware of the implications and consequences of the climate emergency and there is no planned action in the educational center to address this problem. It is concluded that the education of students in this field is limited and confusing, and that more teaching and awareness actions on the climate emergency must be developed from the educational center.
In the current climate emergency, individual and collective actions are urgent to mitigate and limit the effects of climate change. In this way, this TFM aims to learn about the approach to the climate emergency among high school students at a secondary school in the province of A Coruña. For data collection, qualitative methodology has been chosen, outlining the application of the discussion group technique. The study has made it possible to verify that the students are generally aware of the problem of climate change and develop individual activities to address this problem. Additionally, in the educational center, depending on the will and commitment of the teachers, actions are carried out to handle climate change. However, most students are not aware of the implications and consequences of the climate emergency and there is no planned action in the educational center to address this problem. It is concluded that the education of students in this field is limited and confusing, and that more teaching and awareness actions on the climate emergency must be developed from the educational center.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOSADA RODRIGUEZ, JORGE (Member)
Application of the Método de Implementación de Tareas para Casa (MITCA) for the development of the Phisics and Chemistry subject
Authorship
A.R.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.R.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 12:00
07.12.2024 12:00
Summary
Due to the ongoing controversy about homework and the difficulty mandatory secondary school (ESO) students have in managing their time, it was decided to apply the: Método de Implementación de Tareas para Casa (MITCA) during the Practicum of the Teacher Master's Degree and assess its effectiveness in creating homework as a valuable resource for improving learning and self-planning among students. To evaluate its effectiveness, a didactic proposal was developed, preceded by a pre-test, in which homework was prescribed over three weeks to a 2nd-year ESO Physical-Chemistry class group from the A Coruña region; it concluded with a post-test to collect data. The results show that, over such a short period of application, there are no differences in the measured variables in the group from the start. However, it was established that there is an improvement element regarding time use and the necessity of coordination between teachers to make it effective.
Due to the ongoing controversy about homework and the difficulty mandatory secondary school (ESO) students have in managing their time, it was decided to apply the: Método de Implementación de Tareas para Casa (MITCA) during the Practicum of the Teacher Master's Degree and assess its effectiveness in creating homework as a valuable resource for improving learning and self-planning among students. To evaluate its effectiveness, a didactic proposal was developed, preceded by a pre-test, in which homework was prescribed over three weeks to a 2nd-year ESO Physical-Chemistry class group from the A Coruña region; it concluded with a post-test to collect data. The results show that, over such a short period of application, there are no differences in the measured variables in the group from the start. However, it was established that there is an improvement element regarding time use and the necessity of coordination between teachers to make it effective.
Direction
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
Court
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Educational interventions to improve the academic achievement of ADHD students in Secondary Education
Authorship
J.M.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.M.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.12.2024 13:00
09.12.2024 13:00
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is, currently, one of the most prevalent disorders and it has a very important negative impact on the academic achievement of Secondary Education students. Despite the large number of interventions that have been described, there is little available information about which, of those that can be applied in the educational setting, are really effective in improving the low academic performance of these students. Therefore, the objectives of this Master's Final Project were to identify effective educational interventions to improve the academic achievement of Secondary Education students with ADHD and to compare them in order to determine which are most beneficial ones. For that purpose, a review of the literature covering the last 15 years was conducted in the WOS, Scopus, ERIC and PsycInfo databases. Six studies were included, comprising four types of interventions: peer support, self-monitoring, homework-based and organizational skills training, and the multicomponent Challenging Horizons Programme. The main results indicated that the last two interventions seem to have a greater influence on students' academic achievement, although more research is needed.
Attention Deficit Hyperactivity Disorder (ADHD) is, currently, one of the most prevalent disorders and it has a very important negative impact on the academic achievement of Secondary Education students. Despite the large number of interventions that have been described, there is little available information about which, of those that can be applied in the educational setting, are really effective in improving the low academic performance of these students. Therefore, the objectives of this Master's Final Project were to identify effective educational interventions to improve the academic achievement of Secondary Education students with ADHD and to compare them in order to determine which are most beneficial ones. For that purpose, a review of the literature covering the last 15 years was conducted in the WOS, Scopus, ERIC and PsycInfo databases. Six studies were included, comprising four types of interventions: peer support, self-monitoring, homework-based and organizational skills training, and the multicomponent Challenging Horizons Programme. The main results indicated that the last two interventions seem to have a greater influence on students' academic achievement, although more research is needed.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
PUIG MAURIZ, BLANCA (Chairman)
NUÑEZ GARCIA, JESICA (Secretary)
SALGADO SOMOZA, MARIA (Member)
The CTS approach in Secondary Education
Authorship
J.M.G.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.M.G.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
09.10.2024 16:00
09.10.2024 16:00
Summary
The project presented in this Master's Thesis focuses on analyzing the teaching techniques used in science classrooms in Compulsory High Education, specifically in the Science-Technology and Society (STS) approach, which has been gaining relevance in educational centers. of the European continent and Spain as an innovative form of teaching that seeks to connect science and technology with their impact on today's society. The work at hand has been carried out theoretically, taking as reference 4th year ESO students from a high school in the Santiago de Compostela area where I did the training practices for the master's degree. The main objective of this didactic proposal has been to analyze and at the same time compare different projects focused on STS and its application in the classroom, identifying teaching techniques such as problem-based teaching, inquiry and active participation of students in decision making. The preliminary results of this work show that the implementation of CTS projects in High School has generated greater interest and participation among students, allowing them to understand the importance of science and technology in society and develop critical and reflective skills.
The project presented in this Master's Thesis focuses on analyzing the teaching techniques used in science classrooms in Compulsory High Education, specifically in the Science-Technology and Society (STS) approach, which has been gaining relevance in educational centers. of the European continent and Spain as an innovative form of teaching that seeks to connect science and technology with their impact on today's society. The work at hand has been carried out theoretically, taking as reference 4th year ESO students from a high school in the Santiago de Compostela area where I did the training practices for the master's degree. The main objective of this didactic proposal has been to analyze and at the same time compare different projects focused on STS and its application in the classroom, identifying teaching techniques such as problem-based teaching, inquiry and active participation of students in decision making. The preliminary results of this work show that the implementation of CTS projects in High School has generated greater interest and participation among students, allowing them to understand the importance of science and technology in society and develop critical and reflective skills.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
CASTELLANO MENDEZ, VALENTIN TOMAS (Secretary)
Brocos Mosquera, Pablo (Member)
A didactic proposal for geometry: three-dimensional design through ICTs.
Authorship
E.D.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
E.D.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2024 11:00
07.11.2024 11:00
Summary
The main objective of this work is to develop a didactic proposal in the area of mathematics in secondary education. The project will focus on teaching concepts and in the achievement of competencies specific to geometry, through the use of ICT tools. A bibliographic review related to the teaching of mathematics in secondary education and the difficulties encountered will be carried out, trying to ensure that our proposal allows us to address these difficulties. Regarding the use of ICT, a review of works will be carried out on its relevance as a tool in the teaching-learning of mathematics and its potential to work on geometry, in particular, 3D design. We will thus design a didactic proposal that allows the mathematical concepts taught to be strengthened in a enjoyable and effective way, as well as developing other skills and competencies, not only in mathematics, but in all areas. % highlighting its possibilities as a STEAM project. . Finally, it is intended to carry out the project activities in a classroom. By means of collecting data and using questionnaires before and after the intervention, the results obtained could be analyzed to evaluate the effectiveness of the proposed activities.
The main objective of this work is to develop a didactic proposal in the area of mathematics in secondary education. The project will focus on teaching concepts and in the achievement of competencies specific to geometry, through the use of ICT tools. A bibliographic review related to the teaching of mathematics in secondary education and the difficulties encountered will be carried out, trying to ensure that our proposal allows us to address these difficulties. Regarding the use of ICT, a review of works will be carried out on its relevance as a tool in the teaching-learning of mathematics and its potential to work on geometry, in particular, 3D design. We will thus design a didactic proposal that allows the mathematical concepts taught to be strengthened in a enjoyable and effective way, as well as developing other skills and competencies, not only in mathematics, but in all areas. % highlighting its possibilities as a STEAM project. . Finally, it is intended to carry out the project activities in a classroom. By means of collecting data and using questionnaires before and after the intervention, the results obtained could be analyzed to evaluate the effectiveness of the proposed activities.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Blanco Anaya, Paloma (Chairman)
Brocos Mosquera, Pablo (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Teaching strategies for students in Compulsory Secondary Education and Baccalaureate with learning difficulties: dyslexia, a systematic review
Authorship
L.F.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
L.F.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 10:00
07.17.2024 10:00
Summary
Dyslexia, a specific learning disorder, represents a significant problem in the educational field, especially in the teaching and learning process of adolescents with this disorder. The aim of this study was to analyze through a systematic review the teaching strategies aimed at secondary and baccalaureate students with dyslexia. To this end, a search was carried out in the databases Dialnet, Scielo, Web of Science (WOS) and ERIC, in which 12 studies published between 2013-2024 were selected. It is concluded that dyslexia affect reading, writing and spelling skills, but not intelligence. In secondary school and high school, it can manifest itself as slow reading with errors, difficulties with spelling and grammar, and comprehension problems. Phonological interventions improve reading and writing, and other effective approaches include multisensory instruction, technology, and curricular adaptations. It's crucial to take a holistic approach that addresses individual needs. Effective pedagogical approaches include explicit, multisensory, and cognitive instruction. Collaboration between teachers, parents, and students is essential for inclusive and effective educational programs.
Dyslexia, a specific learning disorder, represents a significant problem in the educational field, especially in the teaching and learning process of adolescents with this disorder. The aim of this study was to analyze through a systematic review the teaching strategies aimed at secondary and baccalaureate students with dyslexia. To this end, a search was carried out in the databases Dialnet, Scielo, Web of Science (WOS) and ERIC, in which 12 studies published between 2013-2024 were selected. It is concluded that dyslexia affect reading, writing and spelling skills, but not intelligence. In secondary school and high school, it can manifest itself as slow reading with errors, difficulties with spelling and grammar, and comprehension problems. Phonological interventions improve reading and writing, and other effective approaches include multisensory instruction, technology, and curricular adaptations. It's crucial to take a holistic approach that addresses individual needs. Effective pedagogical approaches include explicit, multisensory, and cognitive instruction. Collaboration between teachers, parents, and students is essential for inclusive and effective educational programs.
Direction
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
GERPE PEREZ, ENELINA MARIA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Co-tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
CID FERNANDEZ, SUSANA (Member)
CEINOS SANZ, MARIA CRISTINA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
CID FERNANDEZ, SUSANA (Member)
Service-Learning project: Economics for everybody
Authorship
M.C.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.C.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 12:00
07.17.2024 12:00
Summary
Economics represents a global competence since its cross-curricular nature encompasses everyone’s daily life. Intellectually challenged individuals might be limited in their autonomous development when they don’t have the opportunity to get basic training in economical concepts. This project is in partnership between grade ten Economy and Entrepreneurship students at María Soliño High School and students at the Juan XXIII occupational centre for special needs individuals. Both institutions are located in the same town. The objective of this project is to let all participants be aware of their surrounding environment while experiencing meaningful learning with regards to different economical concepts, through a service-learning methodology. These concepts are established in the curriculum for compulsory education (Decreto 156/2022). In order to achieve this objective and based on the needs conveyed by the occupational centre, students worked in teams to create different activities useful for life. These activities, based on economic concepts, were developed in two different workshops. As a result, both parties benefited from this experience. This project was meaningful in its content and it helped the students’ personal development while interacting with different groups for an inclusive education.
Economics represents a global competence since its cross-curricular nature encompasses everyone’s daily life. Intellectually challenged individuals might be limited in their autonomous development when they don’t have the opportunity to get basic training in economical concepts. This project is in partnership between grade ten Economy and Entrepreneurship students at María Soliño High School and students at the Juan XXIII occupational centre for special needs individuals. Both institutions are located in the same town. The objective of this project is to let all participants be aware of their surrounding environment while experiencing meaningful learning with regards to different economical concepts, through a service-learning methodology. These concepts are established in the curriculum for compulsory education (Decreto 156/2022). In order to achieve this objective and based on the needs conveyed by the occupational centre, students worked in teams to create different activities useful for life. These activities, based on economic concepts, were developed in two different workshops. As a result, both parties benefited from this experience. This project was meaningful in its content and it helped the students’ personal development while interacting with different groups for an inclusive education.
Direction
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
Court
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
SANJUAN ROCA, MARIA DEL MAR (Chairman)
VILLAR VARELA, MILENA (Secretary)
Rodríguez Groba, Ana (Member)
Documentary research based on the curricula of the Professional Family Sociocultural and Community Services: Guidelines for incorporating the gender perspective and inclusive language in vocational training for Dependent Persons
Authorship
V.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
V.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.12.2024 11:00
09.12.2024 11:00
Summary
The present work consists of carrying out a documentary investigation with the aim of analysing the presence of the gender perspective in the contents of the state and regional curricula of Galicia of the Professional Family Sociocultural Services and the Community, as well as the use and introduction of inclusive language in the writing of the same. The training demand of each of the training cycles that make it up is also presented, which, in effect, corroborates the influence of differential socialization on enrollment, as it presents a greater number of people identified with the female gender. However, this is not verifiable in one of the training cycles at the state level as there is no statistical data. Likewise, the use of inclusive language in the drafting of curricular content is more abundant in regional regulations than in state regulations, in addition to the fact that there is a considerable presence of the gender perspective in curricular content both at the state and regional levels. These issues are also not verifiable in the regional curricula of three training cycles as they are not offered in Galicia. In this line, it is possible to implement teaching-learning processes in Vocational Training that introduce inclusive language and the gender perspective, which guarantees equal opportunities and gender equality and access to training that respects equal treatment
The present work consists of carrying out a documentary investigation with the aim of analysing the presence of the gender perspective in the contents of the state and regional curricula of Galicia of the Professional Family Sociocultural Services and the Community, as well as the use and introduction of inclusive language in the writing of the same. The training demand of each of the training cycles that make it up is also presented, which, in effect, corroborates the influence of differential socialization on enrollment, as it presents a greater number of people identified with the female gender. However, this is not verifiable in one of the training cycles at the state level as there is no statistical data. Likewise, the use of inclusive language in the drafting of curricular content is more abundant in regional regulations than in state regulations, in addition to the fact that there is a considerable presence of the gender perspective in curricular content both at the state and regional levels. These issues are also not verifiable in the regional curricula of three training cycles as they are not offered in Galicia. In this line, it is possible to implement teaching-learning processes in Vocational Training that introduce inclusive language and the gender perspective, which guarantees equal opportunities and gender equality and access to training that respects equal treatment
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
The influence of the family context on the academic performance of professional trainning students
Authorship
E.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.11.2024 11:00
09.11.2024 11:00
Summary
This work aims to shed light on the factors of the family context that have a notable implication in the academic performance of students who study in different Vocational Training (FP) itineraries. At the beginning of the didactic path undertaken with this task, we considered it interesting to answer two basic questions in order to serve as a basis for our research: What is the family and what can we understand by family context? e What relationship does the family context have with the academic performance of the students? In order to answer the questions referred to and based on the academic literature that was reviewed, five aspects stand out, which are highlighted by countless authors as being of utmost relevance in this framework, namely: socioeconomic level, social class, educational level, two parents, climate and family expectations. The results obtained point to a positive correlation of all the variables considered, so each one has shown an influence (acting as a protective or risk factor) on the academic performance of the students.
This work aims to shed light on the factors of the family context that have a notable implication in the academic performance of students who study in different Vocational Training (FP) itineraries. At the beginning of the didactic path undertaken with this task, we considered it interesting to answer two basic questions in order to serve as a basis for our research: What is the family and what can we understand by family context? e What relationship does the family context have with the academic performance of the students? In order to answer the questions referred to and based on the academic literature that was reviewed, five aspects stand out, which are highlighted by countless authors as being of utmost relevance in this framework, namely: socioeconomic level, social class, educational level, two parents, climate and family expectations. The results obtained point to a positive correlation of all the variables considered, so each one has shown an influence (acting as a protective or risk factor) on the academic performance of the students.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Training and socio-labor insertion of people with Acquired Brain Injury: the reality of Vocational Training in Spain.
Authorship
A.L.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.L.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.12.2024 12:00
09.12.2024 12:00
Summary
Objective: As with access to work, the right to education is also included in numerous documents of great international relevance. Guaranteeing inclusive education and promoting lifelong learning opportunities is one of the objectives of the 2030 Agenda. However, the current Vocational Training in our country is, to a large extent, inaccessible for people with acquired brain damage. Method: Therefore, with the aim of organizing and analyzing the state of the scientific literature around the socio-occupational insertion and vocational training of people with Acquired Brain Injury, a systematic review is carried out using the PRISMA 2020 statement. Results: The results of the systematic review show a trend in current research focused on the application of compensatory strategies in educational or work settings and the need for teacher training. Conclusions: Despite all the advances in attention to diversity experienced in recent years, an inclusive space is not guaranteed for people with brain injuries
Objective: As with access to work, the right to education is also included in numerous documents of great international relevance. Guaranteeing inclusive education and promoting lifelong learning opportunities is one of the objectives of the 2030 Agenda. However, the current Vocational Training in our country is, to a large extent, inaccessible for people with acquired brain damage. Method: Therefore, with the aim of organizing and analyzing the state of the scientific literature around the socio-occupational insertion and vocational training of people with Acquired Brain Injury, a systematic review is carried out using the PRISMA 2020 statement. Results: The results of the systematic review show a trend in current research focused on the application of compensatory strategies in educational or work settings and the need for teacher training. Conclusions: Despite all the advances in attention to diversity experienced in recent years, an inclusive space is not guaranteed for people with brain injuries
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
CAAMAÑO LIÑARES, TANIA (Co-tutorships)
Court
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
PARDO PEREZ, JUAN CARLOS (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
School absenteeism: perspectives, causes, impact, and prevention strategies in educational contexts.
Authorship
J.A.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
J.A.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 16:00
07.17.2024 16:00
Summary
School absenteeism is defined as the repeated and unjustified absence of a student from classes or school activities. This situation is framed as a crucial problem in education, accentuating with the evolution of society and the transformations in educational dynamics. Over time, it has experienced notable variations, facing new aspects and challenges in the current era. Changes in society, family dynamics and socioeconomic factors have significantly influenced the manifestation and persistence of school absenteeism. This Final Work of Master is framed in the modality of initiation to documentary research. The general objective of the study is to describe and analyze the phenomenon of school absenteeism in secondary education. To do this, a systematic bibliographic review will be carried out using the SALSA (Search, Appraisal, Analysis, and Synthesis) methodology. The main causes, consequences, profiles and intervention programs aimed at preventing or reducing absenteeism will be evaluated. The final conclusions and discussions will highlight the most relevant aspects of the study, underlining the importance of addressing school absenteeism to guarantee educational success and the comprehensive development of secondary students.
School absenteeism is defined as the repeated and unjustified absence of a student from classes or school activities. This situation is framed as a crucial problem in education, accentuating with the evolution of society and the transformations in educational dynamics. Over time, it has experienced notable variations, facing new aspects and challenges in the current era. Changes in society, family dynamics and socioeconomic factors have significantly influenced the manifestation and persistence of school absenteeism. This Final Work of Master is framed in the modality of initiation to documentary research. The general objective of the study is to describe and analyze the phenomenon of school absenteeism in secondary education. To do this, a systematic bibliographic review will be carried out using the SALSA (Search, Appraisal, Analysis, and Synthesis) methodology. The main causes, consequences, profiles and intervention programs aimed at preventing or reducing absenteeism will be evaluated. The final conclusions and discussions will highlight the most relevant aspects of the study, underlining the importance of addressing school absenteeism to guarantee educational success and the comprehensive development of secondary students.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Accreditation of competencias and recognition of qualifications for refugees: an educational proposal from Vocational Training.
Authorship
M.R.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.R.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.11.2024 10:00
09.11.2024 10:00
Summary
In a global context increasingly marked by forced displacement, the inclusion of the refugee population presents itself as a fundamental challenge to address. This is why the accreditation and recognition of prior competencies and qualifications emerge as vital aspects to facilitate such inclusion, allowing the refugee population to access socio-economic, employment, and educational improvements in the host country, while identifying the main difficulties during this process. The main objective of this work is to design an educational proposal for students of the Professional Training of Social Integration on this topic, through active and participatory methodologies such as cooperative learning and service-learning, resulting in the creation of an informative website about the process. Through this proposal, significant learning based on a real problem is promoted, which allows improving both teaching practice and educational quality, as well as facilitating the acquisition of certain competencies and contributing to the inclusion of this population.
In a global context increasingly marked by forced displacement, the inclusion of the refugee population presents itself as a fundamental challenge to address. This is why the accreditation and recognition of prior competencies and qualifications emerge as vital aspects to facilitate such inclusion, allowing the refugee population to access socio-economic, employment, and educational improvements in the host country, while identifying the main difficulties during this process. The main objective of this work is to design an educational proposal for students of the Professional Training of Social Integration on this topic, through active and participatory methodologies such as cooperative learning and service-learning, resulting in the creation of an informative website about the process. Through this proposal, significant learning based on a real problem is promoted, which allows improving both teaching practice and educational quality, as well as facilitating the acquisition of certain competencies and contributing to the inclusion of this population.
Direction
NUÑEZ GARCIA, JESICA (Tutorships)
NUÑEZ GARCIA, JESICA (Tutorships)
Court
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
VARGAS CALLEJAS, GERMAN (Chairman)
NIETO VIEITES, ANA (Secretary)
CID FERNANDEZ, SUSANA (Member)
Proposal design for the prevention of eating disorders: breaking with heteronormative beauty canons.
Authorship
I.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
I.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.17.2024 12:00
07.17.2024 12:00
Summary
Anorexia nervosa is an eating disorder characterized by body dysmorphia and energy restriction. This disorder is increasingly prevalent among young people and its prevention is necessary at an early age. It must be done through emotional education, always taking into account cisheteropatriarchal canons, gender roles and the myth of romantic love. The objectives of this work are: to design a proposal for the prevention of anorexia nervosa for secondary Vocational Training students based on its etiology, to use emotional education as a basis in the primary prevention of anorexia nervosa in adolescent students, highlight the importance in the design of the proposal of the roles of femininity and cisheteropatriarchal canons, explaining their importance in the appearance of the disorder. and verify the effectiveness of the proposal to prevent anorexia nervosa for vocational training students. This proposal design is applicable to intermediate Vocational Training students (aged between 16-18 years). It will be carried out in five sessions with activities focused on improving the emotional intelligence of the individual. At the end of these five sessions, a reminder session will be held one month and three months later. All of this will be executed in the first/second quarter. It will be evaluated continuously and, at the end, with an open day where the students teach the content to other cycles/centers. In conclusion, the prevention of anorexia nervosa should be carried out during adolescence. Therefore, this proposal design was proposed based on emotional education, gender roles and the myth of romantic love. Fundamentally, its evaluation will be continuous and through observation
Anorexia nervosa is an eating disorder characterized by body dysmorphia and energy restriction. This disorder is increasingly prevalent among young people and its prevention is necessary at an early age. It must be done through emotional education, always taking into account cisheteropatriarchal canons, gender roles and the myth of romantic love. The objectives of this work are: to design a proposal for the prevention of anorexia nervosa for secondary Vocational Training students based on its etiology, to use emotional education as a basis in the primary prevention of anorexia nervosa in adolescent students, highlight the importance in the design of the proposal of the roles of femininity and cisheteropatriarchal canons, explaining their importance in the appearance of the disorder. and verify the effectiveness of the proposal to prevent anorexia nervosa for vocational training students. This proposal design is applicable to intermediate Vocational Training students (aged between 16-18 years). It will be carried out in five sessions with activities focused on improving the emotional intelligence of the individual. At the end of these five sessions, a reminder session will be held one month and three months later. All of this will be executed in the first/second quarter. It will be evaluated continuously and, at the end, with an open day where the students teach the content to other cycles/centers. In conclusion, the prevention of anorexia nervosa should be carried out during adolescence. Therefore, this proposal design was proposed based on emotional education, gender roles and the myth of romantic love. Fundamentally, its evaluation will be continuous and through observation
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
VARELA PORTELA, CRISTINA (Member)
Animation as an expanded field of thought in secondary education
Authorship
J.Q.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
J.Q.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 13:00
07.08.2024 13:00
Summary
This work explores how animation and design can expand thinking in secondary education, focusing on the reflection and projection of my teaching identity during my time in the educational system and the master's degree. I use a combination of a/r/tography and autoethnography as key methodologies. A/r/tography fuses art, research and teaching, allowing me to document and analyse my teaching evolution through visual artefacts and texts. Autoethnography brings an introspective and contextualised perspective, situating my personal experiences within a wider sociocultural framework. Inspired by Sarah Pink's sensorial and visual methods, this study employs animations as pedagogical tools and dynamic representations of educational processes. By integrating accessible and simplified visual content, I seek to improve the understanding and retention of educational information. This holistic and creative approach not only improves my teaching practice, but also aims to inspire other educators to adopt more reflective and authentic methods in their teaching.
This work explores how animation and design can expand thinking in secondary education, focusing on the reflection and projection of my teaching identity during my time in the educational system and the master's degree. I use a combination of a/r/tography and autoethnography as key methodologies. A/r/tography fuses art, research and teaching, allowing me to document and analyse my teaching evolution through visual artefacts and texts. Autoethnography brings an introspective and contextualised perspective, situating my personal experiences within a wider sociocultural framework. Inspired by Sarah Pink's sensorial and visual methods, this study employs animations as pedagogical tools and dynamic representations of educational processes. By integrating accessible and simplified visual content, I seek to improve the understanding and retention of educational information. This holistic and creative approach not only improves my teaching practice, but also aims to inspire other educators to adopt more reflective and authentic methods in their teaching.
Direction
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
The ethics of artificial intelligence in education through imagery
Authorship
I.B.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
I.B.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 09:15
07.08.2024 09:15
Summary
The emergence of artificial intelligence (AI) in schools, especially the world-famous ChatGPT chatbot, has opened up new fronts on which teachers will have to adapt. Beyond school, students will use this type of application in both their professional and personal lives. They may even become their own programmers in the future. The aim of this work is to provide two proposals that teachers of Compulsory Secondary Education in Galicia can put into practice in their classrooms, which relate the understanding of what an AI is, how it is trained and its uses; with ethics and values such as diversity, inclusion and empathy; having the image as the central axis. The methodology of this work is based on the elaboration, design, analysis and reflection of these pedagogical proposals. One of the main conclusions of this work is that these applications will increasingly accompany, not replace, teachers in their day-to-day work. The first challenge to be addressed with students related to AI is the ethics of its use.
The emergence of artificial intelligence (AI) in schools, especially the world-famous ChatGPT chatbot, has opened up new fronts on which teachers will have to adapt. Beyond school, students will use this type of application in both their professional and personal lives. They may even become their own programmers in the future. The aim of this work is to provide two proposals that teachers of Compulsory Secondary Education in Galicia can put into practice in their classrooms, which relate the understanding of what an AI is, how it is trained and its uses; with ethics and values such as diversity, inclusion and empathy; having the image as the central axis. The methodology of this work is based on the elaboration, design, analysis and reflection of these pedagogical proposals. One of the main conclusions of this work is that these applications will increasingly accompany, not replace, teachers in their day-to-day work. The first challenge to be addressed with students related to AI is the ethics of its use.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
Memory and identity. Documentary creation in class
Authorship
Z.M.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Z.M.P.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 12:15
07.08.2024 12:15
Summary
Contemporary societies present an ever-widening generation gap, increased by technological and informational overexposure and the weakening of community ties. These problems lead to ignorance of collective memory and the loss of cultural heritage. This Master's Thesis aims to develop a pedagogical proposal aimed at the implementation of a documentary project in the subject of Audiovisual Culture of the 1st year of the Baccalaureate, relying on the collection and use of photographic and videographic archival material to promote curiosity and the exploration of history and local social dynamics. Both film analysis and creation are exposed as processes of great value for the defense of diversity and the search for identity.
Contemporary societies present an ever-widening generation gap, increased by technological and informational overexposure and the weakening of community ties. These problems lead to ignorance of collective memory and the loss of cultural heritage. This Master's Thesis aims to develop a pedagogical proposal aimed at the implementation of a documentary project in the subject of Audiovisual Culture of the 1st year of the Baccalaureate, relying on the collection and use of photographic and videographic archival material to promote curiosity and the exploration of history and local social dynamics. Both film analysis and creation are exposed as processes of great value for the defense of diversity and the search for identity.
Direction
Clavero Ibañez de Garayo, Sergio (Tutorships)
Clavero Ibañez de Garayo, Sergio (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
Socio-environmental connections: the approach to art and nature as a means to raise awareness and make the climate emergency present in secondary education.
Authorship
C.B.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
C.B.I.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 10:15
07.08.2024 10:15
Summary
This Master's thesis will address the current socio-environmental panorama and the way in which we can educate for ecological transition through artistic education with values of sustainability in the face of the current climate emergency. In this project we want to encourage an urgent attitude of change, focusing on the new generations who will be the bearers of the values we transmit. We also want to explore how artistic practices can help to raise awareness and bring us closer to the natural environment, using found or reused materials and objects, and drawing inspiration from nature's own processes, so that artistic practice connects us to our most natural side, awakening and emphasising the love and spirit of caring for the planet and preserving the whole biosphere.
This Master's thesis will address the current socio-environmental panorama and the way in which we can educate for ecological transition through artistic education with values of sustainability in the face of the current climate emergency. In this project we want to encourage an urgent attitude of change, focusing on the new generations who will be the bearers of the values we transmit. We also want to explore how artistic practices can help to raise awareness and bring us closer to the natural environment, using found or reused materials and objects, and drawing inspiration from nature's own processes, so that artistic practice connects us to our most natural side, awakening and emphasising the love and spirit of caring for the planet and preserving the whole biosphere.
Direction
Clavero Ibañez de Garayo, Sergio (Tutorships)
Clavero Ibañez de Garayo, Sergio (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
Emotional Education in Secondary Education. Intervention Proposal for the Course Choir and Vocal Technique I.
Authorship
A.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
A.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.11.2024 18:00
09.11.2024 18:00
Summary
This master’s final research project addresses the issue of emotional intelligence and its implications for the education of young people. Adolescence is a stage full of changes and conflicts, making it crucial to equip students with relevant emotional competencies to ensure greater emotional well-being in future society. Music is an effective means of conveying emotional knowledge to students, providing them with an innovative and high-quality education. Consequently, the second part of my thesis presents an intervention proposal that combines emotions and music. The project, designed for the subject Choir and Vocal Technique I, integrates both emotional and musical content to address the two areas mentioned.
This master’s final research project addresses the issue of emotional intelligence and its implications for the education of young people. Adolescence is a stage full of changes and conflicts, making it crucial to equip students with relevant emotional competencies to ensure greater emotional well-being in future society. Music is an effective means of conveying emotional knowledge to students, providing them with an innovative and high-quality education. Consequently, the second part of my thesis presents an intervention proposal that combines emotions and music. The project, designed for the subject Choir and Vocal Technique I, integrates both emotional and musical content to address the two areas mentioned.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
Clavero Ibañez de Garayo, Sergio (Member)
Design of a proposal to introduce Galician traditional music into the 4th Year Secondary School Music Classrooms: The rhythms of Xota, Muiñeira, Pasodoble and Rumba.
Authorship
S.U.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.U.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.15.2024 18:00
07.15.2024 18:00
Summary
This Master's Thesis explores the rich Galician musical heritage and promotes its integration into secondary education. It highlights the importance of teaching traditional rhythms such as muiñeira, jota, pasodoble, and rumba, emphasizing their educational and cultural value. The proposal seeks to incorporate these rhythms and traditional instruments into the school curriculum to reinforce Galician musical identity and foster a deeper connection of students with these musical practices. The methodology combines principles from Kodály and Orff, integrating practical activities that include the use of traditional and everyday sound objects. These activities are designed to enrich the educational experience, boosting creativity, analytical skills, and an appreciation of local musical traditions, thus facilitating the transmission of cultural knowledge from generation to generation.
This Master's Thesis explores the rich Galician musical heritage and promotes its integration into secondary education. It highlights the importance of teaching traditional rhythms such as muiñeira, jota, pasodoble, and rumba, emphasizing their educational and cultural value. The proposal seeks to incorporate these rhythms and traditional instruments into the school curriculum to reinforce Galician musical identity and foster a deeper connection of students with these musical practices. The methodology combines principles from Kodály and Orff, integrating practical activities that include the use of traditional and everyday sound objects. These activities are designed to enrich the educational experience, boosting creativity, analytical skills, and an appreciation of local musical traditions, thus facilitating the transmission of cultural knowledge from generation to generation.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
MOREIRA ARINCON, REMIGIO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
MOREIRA ARINCON, REMIGIO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Didactic proposal: The need to educate the gaze in a context of visual overproduction
Authorship
H.F.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
H.F.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 11:15
07.08.2024 11:15
Summary
This paper presents a didactic proposal for the visual and media education of high school students. At this crucial stage in which the construction of identity becomes especially relevant for adolescents, it is essential that young people develop critical thinking and sensitivity to the visual artifacts of digital culture. To this end, we offer a didactic proposal aimed at educating sensitivity and critical thinking about contemporary means of digital self-expression, placing them within a broader context through the analysis of pictorial, photographic, literary and poetic self-portraits with which a journey through the representation of identity throughout history in different languages is made. The proposal takes advantage of technology to facilitate access to audiovisual resources through a self-made educational blog, and is combined with printed materials for reading literary self-portraits, allowing an enriched learning experience that combines the digital and the physical. The proposed methodology seeks to stimulate critical reflection and debate through pedagogical questions and culminates with a practical activity in which students create their own self-portrait combining traditional and digital languages. Thus, this comprehensive approach allows young people to become actively involved in the learning process and to better understand the relationship between historical and contemporary experiences of self-representation.
This paper presents a didactic proposal for the visual and media education of high school students. At this crucial stage in which the construction of identity becomes especially relevant for adolescents, it is essential that young people develop critical thinking and sensitivity to the visual artifacts of digital culture. To this end, we offer a didactic proposal aimed at educating sensitivity and critical thinking about contemporary means of digital self-expression, placing them within a broader context through the analysis of pictorial, photographic, literary and poetic self-portraits with which a journey through the representation of identity throughout history in different languages is made. The proposal takes advantage of technology to facilitate access to audiovisual resources through a self-made educational blog, and is combined with printed materials for reading literary self-portraits, allowing an enriched learning experience that combines the digital and the physical. The proposed methodology seeks to stimulate critical reflection and debate through pedagogical questions and culminates with a practical activity in which students create their own self-portrait combining traditional and digital languages. Thus, this comprehensive approach allows young people to become actively involved in the learning process and to better understand the relationship between historical and contemporary experiences of self-representation.
Direction
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
CORTIZAS VARELA, OLALLA (Chairman)
CABO VILLAVERDE, FRANCISCO JAVIER (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
Film and music: an analytical, critical and participatory approach for the secondary school classroom
Authorship
R.L.R.S.D.L.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
R.L.R.S.D.L.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 12:00
07.08.2024 12:00
Summary
This proposal of educational intervention is designed for the Music class during the 4th year of ESO. It involves cinema, and not only the soundtracks, as a motivating didactic tool facilitating a holistic and meaningful teaching-learning process, offering a sample of some of its possibilities. With an active and participatory methodology based on the film The Concert (Radu Mihaileanu, 2010), multiple contents of the curriculum are addressed through a series of different activities. These range from individual and group work in the search for information, thought, debate and drawing conclusions, to the practice of improvisation and instrumental performance in the classroom of some parts of the soundtrack, to finally integrating it into the film scene itself.
This proposal of educational intervention is designed for the Music class during the 4th year of ESO. It involves cinema, and not only the soundtracks, as a motivating didactic tool facilitating a holistic and meaningful teaching-learning process, offering a sample of some of its possibilities. With an active and participatory methodology based on the film The Concert (Radu Mihaileanu, 2010), multiple contents of the curriculum are addressed through a series of different activities. These range from individual and group work in the search for information, thought, debate and drawing conclusions, to the practice of improvisation and instrumental performance in the classroom of some parts of the soundtrack, to finally integrating it into the film scene itself.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
Opinion of students, families and teachers on family decision-making power in school talks on personal, social and moral topics
Authorship
A.R.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.R.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 10:00
07.12.2024 10:00
Summary
This Master's Thesis aims to know the perception of students, families and teachers about talks on personal, social or moral topics (such as mental health, affective-sexual education, discrimination...) that take place in schools and the decision-making power that families can exercise when allowing minors to participate in them or when addressing certain topics. The justification for conducting this analysis lies in the current public discussion about who should manage and choose the social and moral education of youth: their families or schools. A field investigation is carried out, consisting of a descriptive study using a methodology to obtain qualitative and quantitative data. For this purpose, a questionnaire is used for each of the previous groups to collect the relevant data. It has been observed that the studied groups mostly agree that talks regarding these types of topics are interesting and necessary for the development of adolescent’s personality. Furthermore, they state that regardless of family opinions, youth should participate in them for the sake of their integral development.
This Master's Thesis aims to know the perception of students, families and teachers about talks on personal, social or moral topics (such as mental health, affective-sexual education, discrimination...) that take place in schools and the decision-making power that families can exercise when allowing minors to participate in them or when addressing certain topics. The justification for conducting this analysis lies in the current public discussion about who should manage and choose the social and moral education of youth: their families or schools. A field investigation is carried out, consisting of a descriptive study using a methodology to obtain qualitative and quantitative data. For this purpose, a questionnaire is used for each of the previous groups to collect the relevant data. It has been observed that the studied groups mostly agree that talks regarding these types of topics are interesting and necessary for the development of adolescent’s personality. Furthermore, they state that regardless of family opinions, youth should participate in them for the sake of their integral development.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Crujeiras Pérez, Beatriz (Chairman)
TORRON CASAL, CAROLINA (Secretary)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Member)
Study of Geometry in the 2nd year of ESO through the architecture and urbanism
Authorship
L.L.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.L.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.16.2024 16:00
07.16.2024 16:00
Summary
Education in the twenty-first century faces the challenge of managing information overload and adapting to an ever-changing world. The mere accumulation of knowledge is no longer enough, but it is essential to cultivate skills such as teamwork, adaptability or creativity, while promoting a genuine interest in learning more. This challenge is exacerbated in the experimental sciences, where reports from the European Commission show a worrying decline in student interest, mainly attributed to a decontextualized teaching of science. In response to this situation, this Master's Thesis presents a proposal for a teaching intervention focused on improving the teaching-learning process of the didactic unit Similarity, taught in 2nd year of ESO. To achieve this, STEAM methodologies and problem-based learning will be used, taking advantage of architecture and urban planning as teaching resources. In addition, Van Hiele's geometric reasoning model will be used as a frame of reference for the teaching and evaluation of this proposal. The implementation of this intervention will be carried out in a classroom to analyse its adequacy and the degree of acquisition of the contents worked on.
Education in the twenty-first century faces the challenge of managing information overload and adapting to an ever-changing world. The mere accumulation of knowledge is no longer enough, but it is essential to cultivate skills such as teamwork, adaptability or creativity, while promoting a genuine interest in learning more. This challenge is exacerbated in the experimental sciences, where reports from the European Commission show a worrying decline in student interest, mainly attributed to a decontextualized teaching of science. In response to this situation, this Master's Thesis presents a proposal for a teaching intervention focused on improving the teaching-learning process of the didactic unit Similarity, taught in 2nd year of ESO. To achieve this, STEAM methodologies and problem-based learning will be used, taking advantage of architecture and urban planning as teaching resources. In addition, Van Hiele's geometric reasoning model will be used as a frame of reference for the teaching and evaluation of this proposal. The implementation of this intervention will be carried out in a classroom to analyse its adequacy and the degree of acquisition of the contents worked on.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
TORRON CASAL, CAROLINA (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
Rodríguez Vivero, Dolores (Member)
Complex Mathematics Education
Authorship
A.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2024 19:00
07.08.2024 19:00
Summary
Complex Mathematical Education, introduced by Tamás Varga in 1978, was an educational reform that represented a drastic shift in the conception of mathematics and its teaching. The significant innovations it brought to education, along with the numerous influences -both national and international- that shaped it, make it a particularly interesting and complex reform. Thus, we will examine the reasons why the conception of mathematics in this country differs from that of the rest of Europe, the aspects that characterize it, and how this ultimately influenced Varga's ideas. We will delve into the reform, explaining its objectives and the changes it introduced in its content and structure, the latter being an exemplary demonstration of their idea of mathematics as an interconnected whole. We will study the reception of the reform, and how, despite the criticisms and modifications it underwent, it would leave a legacy in mathematical education that endures to this day.
Complex Mathematical Education, introduced by Tamás Varga in 1978, was an educational reform that represented a drastic shift in the conception of mathematics and its teaching. The significant innovations it brought to education, along with the numerous influences -both national and international- that shaped it, make it a particularly interesting and complex reform. Thus, we will examine the reasons why the conception of mathematics in this country differs from that of the rest of Europe, the aspects that characterize it, and how this ultimately influenced Varga's ideas. We will delve into the reform, explaining its objectives and the changes it introduced in its content and structure, the latter being an exemplary demonstration of their idea of mathematics as an interconnected whole. We will study the reception of the reform, and how, despite the criticisms and modifications it underwent, it would leave a legacy in mathematical education that endures to this day.
Direction
LOSADA RODRIGUEZ, JORGE (Tutorships)
LOSADA RODRIGUEZ, JORGE (Tutorships)
Court
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Learning about forces through design projects.
Authorship
S.M.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.M.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 16:00
07.04.2024 16:00
Summary
This work aims to examine the performance of students in the practice of scientific inquiry and in the different phases of engineering design projects. The sequence designed for this purpose was carried out in two 2nd year ESO classrooms with a total of 58 Physics and Chemistry students. This is a study framed within a qualitative research, in which data collection has been through written productions by students, drawings and models. For its analysis, the content analysis strategy was used and, based on it, the final analysis rubrics were developed. The results indicate that students experience difficulties in planning an experimental procedure, developing a prototype that corresponds to the one designed and thinking about how to improve the design to achieve better results, probably because it is something new for them.
This work aims to examine the performance of students in the practice of scientific inquiry and in the different phases of engineering design projects. The sequence designed for this purpose was carried out in two 2nd year ESO classrooms with a total of 58 Physics and Chemistry students. This is a study framed within a qualitative research, in which data collection has been through written productions by students, drawings and models. For its analysis, the content analysis strategy was used and, based on it, the final analysis rubrics were developed. The results indicate that students experience difficulties in planning an experimental procedure, developing a prototype that corresponds to the one designed and thinking about how to improve the design to achieve better results, probably because it is something new for them.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
Systemic thinking and critical action in front of global change in the science classroom
Authorship
M.A.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.A.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.12.2024 09:15
07.12.2024 09:15
Summary
This Master’s Thesis aims to study the critical and systemic thinking that a group of science students put into practice in the secondary classroom in a learning situation based on an urgent socio-scientific issue: global change. The research used is qualitative and involves the collection of data in a fourth-grade classroom during the practice period II. The most relevant results found reveal a low general dominance over global change by students, as well as low levels of critical and systemic thinking. Nor was a relationship identified between knowledge of global change and the performance of systemic and critical thinking skills.
This Master’s Thesis aims to study the critical and systemic thinking that a group of science students put into practice in the secondary classroom in a learning situation based on an urgent socio-scientific issue: global change. The research used is qualitative and involves the collection of data in a fourth-grade classroom during the practice period II. The most relevant results found reveal a low general dominance over global change by students, as well as low levels of critical and systemic thinking. Nor was a relationship identified between knowledge of global change and the performance of systemic and critical thinking skills.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
PARADELO NUÑEZ, REMIGIO (Chairman)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Approach to the greenhouse effect and climate change through scientific practices in secondary education
Authorship
J.P.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.P.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 17:00
07.04.2024 17:00
Summary
In this Master's Thesis,what is carried out, isthe design and analysis of the implementation of a sequence to address the greenhouse effect and climate change directed at high school students. The students' performance in designing a model representing ice melt is analyzed, while also collecting the main difficulties they encounter. The need for this work arises from the limitations and learning difficulties described in the literature regarding secondary school students' knowledge about the greenhouse effect and climate change, one of the greatest challenges the society is facing nowadays. The main research objectives of this case study are related to characterizing learning difficulties, examining the development of STEM competence through students' participation in inquiry practices. A case study was chosen due to the opportunity provided during the practicum, being an ideal occasion to study difficulties in a real context. The didactic approach is based on the learningapproachof experimental sciences through participation in scientific practices. More specifically, through inquiry and modeling tasks, students will approach the causes and consequences of these phenomena, paying special attention to the role of CO2. Through a qualitative research methodology, the students' written products and field notes recorded by the researcher were analyzed. The main results include improving knowledge about the students' main specific difficulties when familiarizing themselves with the causes and consequences of climate change and the greenhouseeffect, as well as participating in inquiry and modeling practices. Additionally, the strengths and weaknesses of the implemented sequence were identified to develop criteria for better designing sequences for science teaching.
In this Master's Thesis,what is carried out, isthe design and analysis of the implementation of a sequence to address the greenhouse effect and climate change directed at high school students. The students' performance in designing a model representing ice melt is analyzed, while also collecting the main difficulties they encounter. The need for this work arises from the limitations and learning difficulties described in the literature regarding secondary school students' knowledge about the greenhouse effect and climate change, one of the greatest challenges the society is facing nowadays. The main research objectives of this case study are related to characterizing learning difficulties, examining the development of STEM competence through students' participation in inquiry practices. A case study was chosen due to the opportunity provided during the practicum, being an ideal occasion to study difficulties in a real context. The didactic approach is based on the learningapproachof experimental sciences through participation in scientific practices. More specifically, through inquiry and modeling tasks, students will approach the causes and consequences of these phenomena, paying special attention to the role of CO2. Through a qualitative research methodology, the students' written products and field notes recorded by the researcher were analyzed. The main results include improving knowledge about the students' main specific difficulties when familiarizing themselves with the causes and consequences of climate change and the greenhouseeffect, as well as participating in inquiry and modeling practices. Additionally, the strengths and weaknesses of the implemented sequence were identified to develop criteria for better designing sequences for science teaching.
Direction
Brocos Mosquera, Pablo (Tutorships)
Brocos Mosquera, Pablo (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
Analysis of prior ideas and learning difficulties in Physics and Chemistry: A didactic proposal on chemical reactions
Authorship
P.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
P.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.04.2024 18:00
07.04.2024 18:00
Summary
This research examined the didactic proposal carried out during the Practicum II with a group of 4th year ESO students in a public secondary school in Galicia. The topic chosen for this sequence, chemical reactions, has been extensively studied in order to identify the prior ideas and learning difficulties presented by students in compulsory secondary education. It is essential to know the alternative ideas that students have in order to help them understand the subject. For this purpose, two questionnaires have been designed. The first will reveal the group's prior ideas, and the second will allow us to identify the ideas that have been overcome and those that still persist among the students. No significant differences were found in the results between the students at this school and the bibliography consulted. The didactic proposal proved to be effective in improving some of the initial conceptions, although other questions seem to be more deeply rooted within the group.
This research examined the didactic proposal carried out during the Practicum II with a group of 4th year ESO students in a public secondary school in Galicia. The topic chosen for this sequence, chemical reactions, has been extensively studied in order to identify the prior ideas and learning difficulties presented by students in compulsory secondary education. It is essential to know the alternative ideas that students have in order to help them understand the subject. For this purpose, two questionnaires have been designed. The first will reveal the group's prior ideas, and the second will allow us to identify the ideas that have been overcome and those that still persist among the students. No significant differences were found in the results between the students at this school and the bibliography consulted. The didactic proposal proved to be effective in improving some of the initial conceptions, although other questions seem to be more deeply rooted within the group.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
Rodríguez Vivero, Dolores (Secretary)
Gallástegui Otero, Juan Ramón (Member)
Didactic analysis of classical teaching materials
Authorship
T.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
T.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2024 17:00
07.08.2024 17:00
Summary
The objective of this work is to analyze some important characteristics of eastern Eu ropean education in the XX century and its influence on the rest of European education. At the same time, evidence is established that the use of the oldest books, despite being considered traditional, does not have to be outdated and can also serve as very interesting teaching tools that are adaptable to current curricula and teaching methods. The metho dology followed was the analysis of the textbooks of Tamás Varga, Yakov Perelman and Andrey Kiselev, as well as an in-depth research work on the works carried out by these authors. From this review, what was expected is determined: these educators generated infinitely valuable and timeless material for teaching mathematics.
The objective of this work is to analyze some important characteristics of eastern Eu ropean education in the XX century and its influence on the rest of European education. At the same time, evidence is established that the use of the oldest books, despite being considered traditional, does not have to be outdated and can also serve as very interesting teaching tools that are adaptable to current curricula and teaching methods. The metho dology followed was the analysis of the textbooks of Tamás Varga, Yakov Perelman and Andrey Kiselev, as well as an in-depth research work on the works carried out by these authors. From this review, what was expected is determined: these educators generated infinitely valuable and timeless material for teaching mathematics.
Direction
LOSADA RODRIGUEZ, JORGE (Tutorships)
LOSADA RODRIGUEZ, JORGE (Tutorships)
Court
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Vázquez Abal, María Elena (Chairman)
RODRIGUEZ RAPOSO, ANA BELEN (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Female collectors and patrons. A feminine perspective in art teaching to promote gender equality in education
Authorship
I.O.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
I.O.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 18:00
07.10.2024 18:00
Summary
The absence of curricular materials on gender equality has taken part in the preservation of social inequity. Education stands as the core of society, functioning as transmitter of cultural patterns; as such, the educational institution must reconsider their values on what gender equality concerns, so as to build a true democratic society. The present study aims at exposing the necessity of including a feminist perspective in the Art History class of 2º of Bachillerato, introducing an educative proposal based on the study of female collecting and patronage. Firstly, the artistic panorama from the 19th, 20th and 21st centuries will be overviewed through an enquiry on the figures of Isabella Stewart Gardner, Peggy Guggenheim and Helga de Alvear. A sequencing of activities is to be proposed next, basing them on innovative educational methodologies such as the creation of a blog, awareness campaigns, the creation of theatrical scripts, itineraries for museums, etc. These dynamics will finally culminate in a final project, consisting in the creative-writing of letters that will give students the opportunity to become one of those female collectors, as well as to establish a correspondence dynamic within the classroom. This proposal has not been able to be carried out in the period of curricular practices established in the Master's Degree in Teaching in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, for reasons beyond the control of the author, but its design allows for an exercise reflective on the socio-educational relevance of the topic under study and the selection of a critical methodological approach for its treatment in high school classrooms.
The absence of curricular materials on gender equality has taken part in the preservation of social inequity. Education stands as the core of society, functioning as transmitter of cultural patterns; as such, the educational institution must reconsider their values on what gender equality concerns, so as to build a true democratic society. The present study aims at exposing the necessity of including a feminist perspective in the Art History class of 2º of Bachillerato, introducing an educative proposal based on the study of female collecting and patronage. Firstly, the artistic panorama from the 19th, 20th and 21st centuries will be overviewed through an enquiry on the figures of Isabella Stewart Gardner, Peggy Guggenheim and Helga de Alvear. A sequencing of activities is to be proposed next, basing them on innovative educational methodologies such as the creation of a blog, awareness campaigns, the creation of theatrical scripts, itineraries for museums, etc. These dynamics will finally culminate in a final project, consisting in the creative-writing of letters that will give students the opportunity to become one of those female collectors, as well as to establish a correspondence dynamic within the classroom. This proposal has not been able to be carried out in the period of curricular practices established in the Master's Degree in Teaching in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, for reasons beyond the control of the author, but its design allows for an exercise reflective on the socio-educational relevance of the topic under study and the selection of a critical methodological approach for its treatment in high school classrooms.
Direction
Castro Fernández, Belén María (Tutorships)
Castro Fernández, Belén María (Tutorships)
Court
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Educational quality: a neoliberal tool to transform education
Authorship
R.G.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
R.G.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 16:00
07.10.2024 16:00
Summary
Throughout this research we will try to address the way in which neoliberalism has been influencing and interfering on education by instrumentalizing the concept of educational quality, bringing the adoption of business terms and notions such as competitiveness, profitability and efficiency to the education system. In this context, educational quality has become a key point of educational reforms around the world, presenting itself under a perpetual need for improvement that justifies and legitimizes some political measures. This discourse has been highly successful in normalizing the idea that education must be continuously evaluated to meet the demands of the global market, ultimately leading to a commodification of education that places education centres in a competition among themselves to attract families now regarded as clients. In this way, the transformative vision of education is limited and it is considered as a mere economic investment. Therefore, this study aims to reveal how an apparently neutral discourse, such as the educational quality one, is in fact a tool for neoliberal doctrines to legitimize and consolidate their influence on education.
Throughout this research we will try to address the way in which neoliberalism has been influencing and interfering on education by instrumentalizing the concept of educational quality, bringing the adoption of business terms and notions such as competitiveness, profitability and efficiency to the education system. In this context, educational quality has become a key point of educational reforms around the world, presenting itself under a perpetual need for improvement that justifies and legitimizes some political measures. This discourse has been highly successful in normalizing the idea that education must be continuously evaluated to meet the demands of the global market, ultimately leading to a commodification of education that places education centres in a competition among themselves to attract families now regarded as clients. In this way, the transformative vision of education is limited and it is considered as a mere economic investment. Therefore, this study aims to reveal how an apparently neutral discourse, such as the educational quality one, is in fact a tool for neoliberal doctrines to legitimize and consolidate their influence on education.
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
PARDO PEREZ, JUAN CARLOS (Tutorships)
Court
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Down with the fourth wall! An audiovisual literacy project through the Cold War
Authorship
A.C.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.C.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 17:00
07.10.2024 17:00
Summary
This Master’s thesis consists of the design of an educational intervention proposal on audiovisual literacy with adolescent population student of the 4th year of Secondary Education. The aim of the proposal is to increase the level of audiovisual literacy of the group through working the curricular contents related to the Cold War. For that, is proposed a series of activities based on the production of original contents and watching pieces of movies contemporaries to the historical period shown in class.
This Master’s thesis consists of the design of an educational intervention proposal on audiovisual literacy with adolescent population student of the 4th year of Secondary Education. The aim of the proposal is to increase the level of audiovisual literacy of the group through working the curricular contents related to the Cold War. For that, is proposed a series of activities based on the production of original contents and watching pieces of movies contemporaries to the historical period shown in class.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
MORAN DE CASTRO, MARIA DEL CARMEN (Chairman)
ARMAS CASTRO, JOSE ANGEL (Secretary)
REQUEIXO CUBA, ARMANDO (Member)
A didactic proposal: the problem of truth in science
Authorship
I.V.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
I.V.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2024 16:00
09.11.2024 16:00
Summary
This didactic proposal aims to delve into the mechanisms that science uses to uphold its truths, showing students the difficulties this entails from the philosophy of science. In this way, it will attempt to introduce students to critical positions against anti-positivism, which is of great importance in the philosophy of science and, because of the above, to promote a critical attitude towards scientism, that is, the theory that the only valid knowledge is that which is acquired through positive sciences. To this end, with the motivation of critical thinking in the background, this work is based on the use and reading of philosophical texts, collaborative work, and classroom dialogue as pedagogical tools.
This didactic proposal aims to delve into the mechanisms that science uses to uphold its truths, showing students the difficulties this entails from the philosophy of science. In this way, it will attempt to introduce students to critical positions against anti-positivism, which is of great importance in the philosophy of science and, because of the above, to promote a critical attitude towards scientism, that is, the theory that the only valid knowledge is that which is acquired through positive sciences. To this end, with the motivation of critical thinking in the background, this work is based on the use and reading of philosophical texts, collaborative work, and classroom dialogue as pedagogical tools.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
A learning process about the aesthetics of ugliness
Authorship
A.P.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.P.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 13:00
07.10.2024 13:00
Summary
Since the romanticism was born at the end of 18th century in England, until the triumph of the vanguard art in the beginning of 20th century and its drift to contemporary art, the concept of ugliness has become more predominant in the aesthetics philosophy in order to be an autonomous category of the aesthetics, that has been divided in others: the sublime, grotesque, sinister, pintoresque or caricature. In this learning process a diagnostic will be made around the concept of ugliness along the last two hundred years. All the knowledge will be tested by the creation of artworks, which are framed within the different topics related to the aesthetics of ugliness that form the activities to do in the classroom.
Since the romanticism was born at the end of 18th century in England, until the triumph of the vanguard art in the beginning of 20th century and its drift to contemporary art, the concept of ugliness has become more predominant in the aesthetics philosophy in order to be an autonomous category of the aesthetics, that has been divided in others: the sublime, grotesque, sinister, pintoresque or caricature. In this learning process a diagnostic will be made around the concept of ugliness along the last two hundred years. All the knowledge will be tested by the creation of artworks, which are framed within the different topics related to the aesthetics of ugliness that form the activities to do in the classroom.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
MIGUEZ MACHO, ANTONIO (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
ESTEVEZ VILLARINO, BRAIS (Member)
Education, philosophy and emotions. An approach to a queer pedagogy
Authorship
A.P.J.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.P.J.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.12.2024 16:00
09.12.2024 16:00
Summary
What does the binary gender matrix consist of? What does heteronorm entail? This study follows a philosophical and pedagogical approach that allows the exploration of the complexities of emotion and affects. To do so, Sara Ahmed's theories will be explored as well as gender and queer perspectives, with the aim of examining how these affective forces not only shape our individual experiences, but also how they structure social and political spaces. The intersection between emotions, power and resistance will be meticulously analysed, highlighting how these affective dynamics can subvert dominant norms and open up new possibilities for comprehension and action in educational contexts and beyond.
What does the binary gender matrix consist of? What does heteronorm entail? This study follows a philosophical and pedagogical approach that allows the exploration of the complexities of emotion and affects. To do so, Sara Ahmed's theories will be explored as well as gender and queer perspectives, with the aim of examining how these affective forces not only shape our individual experiences, but also how they structure social and political spaces. The intersection between emotions, power and resistance will be meticulously analysed, highlighting how these affective dynamics can subvert dominant norms and open up new possibilities for comprehension and action in educational contexts and beyond.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
Castro Fernández, Belén María (Chairman)
MIGUEZ MACHO, ANTONIO (Secretary)
MIGUES RODRIGUEZ, VITOR MANUEL (Member)
On the fragility on the human being: a pedagogical look at Greek tragedy and tragic passions
Authorship
V.A.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
V.A.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2024 17:00
09.11.2024 17:00
Summary
This paper explores education from a perspective that integrates the study of Greek tragedy and tragic passions with the creation of meaningful learning situations. The proposal is based on the hypothesis that the philosophical analysis of tragic passions and, specifically, the study and reading of Euripides' Hecuba, can offer a valuable framework for the emotional and critical education of students. Thus, taking as a fundamental reference Philippe Meirieu's ideas on “problem-situations”, we will first analyze the methodologies we consider most appropriate for the development of this project, giving primacy to those in which cooperative and respectful dialogue is prioritized. Then, we will circumscribe in a more detailed way the place in which we want to place ourselves in order to justify the nexus and complementarity that we find between tragedy, philosophy and pedagogy. To this end, we will comment on some of the main characteristics of this genre, and we will approach it through Aristotle and the notion of catharsis. In conclusion, we will describe the activities planned, together with the final product, for the possible implementation of this SA. At the same time, the whole of this work will facilitate a final reflection on what we understand by education, in coherence with the proposed approach and design.
This paper explores education from a perspective that integrates the study of Greek tragedy and tragic passions with the creation of meaningful learning situations. The proposal is based on the hypothesis that the philosophical analysis of tragic passions and, specifically, the study and reading of Euripides' Hecuba, can offer a valuable framework for the emotional and critical education of students. Thus, taking as a fundamental reference Philippe Meirieu's ideas on “problem-situations”, we will first analyze the methodologies we consider most appropriate for the development of this project, giving primacy to those in which cooperative and respectful dialogue is prioritized. Then, we will circumscribe in a more detailed way the place in which we want to place ourselves in order to justify the nexus and complementarity that we find between tragedy, philosophy and pedagogy. To this end, we will comment on some of the main characteristics of this genre, and we will approach it through Aristotle and the notion of catharsis. In conclusion, we will describe the activities planned, together with the final product, for the possible implementation of this SA. At the same time, the whole of this work will facilitate a final reflection on what we understand by education, in coherence with the proposed approach and design.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
LOPEZ PENA, ZOSIMO (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
ARMAS QUINTA, FRANCISCO JOSE (Member)
The landscape as a learning tool for understanding the environment: a didactic intervention
Authorship
M.G.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.G.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.10.2024 17:00
07.10.2024 17:00
Summary
The landscape can constitute a didactic tool with great potential for teaching. Its study allows us to get closer to our territorial reality, since it is an everyday element, which is part of our lived and accessible space, with which we are in continuous contact. Thus, this research work is based on the interpretation of the results achieved in the proposed didactic intervention. The central aspects that were worked on are linked to the interpretation and valorization of the landscape and its relevance to the quality of life and social well-being, very close to the conception adopted by the European Landscape Convention (CEP). The activities designed for this teaching unit were not only aimed at improving and enhancing the students' geographical thinking through the analysis and interpretation of the landscape of their environment. They also focus on dismantling old prejudices, still latent in their perception, close to traditional and classic perspectives on the landscape that hinder its contemporary understanding. In the execution of the didactic unit, Project Based Learning (PBL) was followed, in which the students put all these contents into practice, to create a landscape catalog.
The landscape can constitute a didactic tool with great potential for teaching. Its study allows us to get closer to our territorial reality, since it is an everyday element, which is part of our lived and accessible space, with which we are in continuous contact. Thus, this research work is based on the interpretation of the results achieved in the proposed didactic intervention. The central aspects that were worked on are linked to the interpretation and valorization of the landscape and its relevance to the quality of life and social well-being, very close to the conception adopted by the European Landscape Convention (CEP). The activities designed for this teaching unit were not only aimed at improving and enhancing the students' geographical thinking through the analysis and interpretation of the landscape of their environment. They also focus on dismantling old prejudices, still latent in their perception, close to traditional and classic perspectives on the landscape that hinder its contemporary understanding. In the execution of the didactic unit, Project Based Learning (PBL) was followed, in which the students put all these contents into practice, to create a landscape catalog.
Direction
ESTEVEZ VILLARINO, BRAIS (Tutorships)
ESTEVEZ VILLARINO, BRAIS (Tutorships)
Court
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
LOSADA RODRIGUEZ, JORGE (Chairman)
ARMAS QUINTA, FRANCISCO JOSE (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Interculturality in the English Classroom: A Theoretical and Practical Proposal.
Authorship
N.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
N.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.16.2024 12:00
07.16.2024 12:00
Summary
In the foreign language classroom, learning the culture of the community object of study has always been relegated to the background because more emphasis was given to the teaching of linguistic matters. Furthermore, in the few cases in which this aspect was discussed, it was done from a Western perspective, that is, focusing on territories like the United Kingdom or the United States. In addition, we are surrounded by stereotypes, so the introduction of interculturality in the classroom, with respect and overcoming stereotypes as a basis, becomes a necessity. Hence, this dissertation arises from the importance of implementing interculturality in English as a foreign language classroom during compulsory secondary education to create students capable of coexisting in the contemporary globalized world. In order to do that, the present dissertation will be divided into two main parts. One of them, more theoretical, will deal with relevant issues concerning interculturality and teaching, whereas the second part will constitute a proposal for a didactic intervention that will have as a starting point the introduction of interculturality and overcoming stereotypes in the classroom.
In the foreign language classroom, learning the culture of the community object of study has always been relegated to the background because more emphasis was given to the teaching of linguistic matters. Furthermore, in the few cases in which this aspect was discussed, it was done from a Western perspective, that is, focusing on territories like the United Kingdom or the United States. In addition, we are surrounded by stereotypes, so the introduction of interculturality in the classroom, with respect and overcoming stereotypes as a basis, becomes a necessity. Hence, this dissertation arises from the importance of implementing interculturality in English as a foreign language classroom during compulsory secondary education to create students capable of coexisting in the contemporary globalized world. In order to do that, the present dissertation will be divided into two main parts. One of them, more theoretical, will deal with relevant issues concerning interculturality and teaching, whereas the second part will constitute a proposal for a didactic intervention that will have as a starting point the introduction of interculturality and overcoming stereotypes in the classroom.
Direction
GONZALEZ ALVAREZ, ELSA MARIA (Tutorships)
GONZALEZ ALVAREZ, ELSA MARIA (Tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
Pereira Ares, Noemí (Secretary)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Member)
Analysis of multimodal discourses in language teaching.
Authorship
R.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.04.2024 19:00
07.04.2024 19:00
Summary
The aim of this work is to address multiliteracy in Secondary School classrooms, that is, the way in which students interact and express themselves in different communication media. Issues that go beyond traditional literacy focussed on the reading and writing of printed or digital text will be discussed to investigate the way in which different formats become part of students' writing and reading: text, images, sound, video and digital media. In the educational field, multiliteracy is considered important to prepare students to participate effectively in contemporary society, where information and communication are presents in a variety of formats and platforms. To this end, the different discourses and multimodal texts that are found within the different materials of the languages teaching textbooks will be analyzed. The purpose of this work is to make a didactic proposal that allows multiliteracy to be addressed from a perspective of teaching practice and the curriculum and the specific needs of students. In this way, it is extended to contribute to languages teaching oriented to contemporary society, where information and communication are presents in a variety of formats and platforms. It is, therefore, a matter of working on oral, visual and digital skills.
The aim of this work is to address multiliteracy in Secondary School classrooms, that is, the way in which students interact and express themselves in different communication media. Issues that go beyond traditional literacy focussed on the reading and writing of printed or digital text will be discussed to investigate the way in which different formats become part of students' writing and reading: text, images, sound, video and digital media. In the educational field, multiliteracy is considered important to prepare students to participate effectively in contemporary society, where information and communication are presents in a variety of formats and platforms. To this end, the different discourses and multimodal texts that are found within the different materials of the languages teaching textbooks will be analyzed. The purpose of this work is to make a didactic proposal that allows multiliteracy to be addressed from a perspective of teaching practice and the curriculum and the specific needs of students. In this way, it is extended to contribute to languages teaching oriented to contemporary society, where information and communication are presents in a variety of formats and platforms. It is, therefore, a matter of working on oral, visual and digital skills.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
ZAS VARELA, MARIA LUZ (Chairman)
REQUEIXO CUBA, ARMANDO (Secretary)
Lorenzo Herrera, Lara (Member)
Landscapes and Soundscapes: World Tour. A didactic approach to the treatment of varierties, accents and cultures of the anglophone world for a C2 level EOI class.
Authorship
M.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 10:00
09.10.2024 10:00
Summary
Though sometimes overlooked, the sociocultural background(s) associated with any target language and its intercultural relationships with the foreign learner’s environment are an integral component of language learning. This is ratified by the curricula governing the functioning of the School of Languages (Escuela Oficial de Idiomas) in Spain and Galicia. ESL students aiming for proficiency are required to understand speakers of a wide range of varieties of English. They must also appreciate the dialect continuum inherent to the language, as well as the sociocultural and sociolinguistic aspects linked to each specific variety and how they intertwine with or can be compared to those affecting their own sociolinguistic context. This study provides the theoretical basis for developing a teaching and learning proposal designed to touch upon all said matters. Its main focus is the enhancement of students’ oral comprehension skills as they are exposed to various dialects throughout the academic year. This is accomplished through a sequence of four sessions utilizing primarily audiovisual materials, coupled with a communicative and dynamic pedagogical methodology.
Though sometimes overlooked, the sociocultural background(s) associated with any target language and its intercultural relationships with the foreign learner’s environment are an integral component of language learning. This is ratified by the curricula governing the functioning of the School of Languages (Escuela Oficial de Idiomas) in Spain and Galicia. ESL students aiming for proficiency are required to understand speakers of a wide range of varieties of English. They must also appreciate the dialect continuum inherent to the language, as well as the sociocultural and sociolinguistic aspects linked to each specific variety and how they intertwine with or can be compared to those affecting their own sociolinguistic context. This study provides the theoretical basis for developing a teaching and learning proposal designed to touch upon all said matters. Its main focus is the enhancement of students’ oral comprehension skills as they are exposed to various dialects throughout the academic year. This is accomplished through a sequence of four sessions utilizing primarily audiovisual materials, coupled with a communicative and dynamic pedagogical methodology.
Direction
Pereira Ares, Noemí (Tutorships)
Pereira Ares, Noemí (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
Teaching competencies for teaching values: learning from the mentor in literature
Authorship
B.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
B.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 12:00
09.10.2024 12:00
Summary
One of the least visible but most relevant facets of the educational process is the transmission of values by the teaching staff to their students. Values inform the attitudes that, in turn, shape teaching competencies. Generally, the discourse that refers to this area of training is presented through general principles of action, which do not materialize in practice. Literature, on the other hand, does present the possibility of reflecting the crystallization of these values in action, as it is capable of recreating situations that the reader experiences vicariously. Thus, this TFM aims to exemplify the formation in values required by the teaching activity through a comparison of the mentor in three reference works of Spanish literature. In this way, the way in which values are present and guide the teaching activity will be analyzed.
One of the least visible but most relevant facets of the educational process is the transmission of values by the teaching staff to their students. Values inform the attitudes that, in turn, shape teaching competencies. Generally, the discourse that refers to this area of training is presented through general principles of action, which do not materialize in practice. Literature, on the other hand, does present the possibility of reflecting the crystallization of these values in action, as it is capable of recreating situations that the reader experiences vicariously. Thus, this TFM aims to exemplify the formation in values required by the teaching activity through a comparison of the mentor in three reference works of Spanish literature. In this way, the way in which values are present and guide the teaching activity will be analyzed.
Direction
TRILLO ALONSO, JOSE FELIPE (Tutorships)
TRILLO ALONSO, JOSE FELIPE (Tutorships)
Court
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
DOVAL SUAREZ, SUSANA MARIA (Chairman)
Giadás Quintela, Miguel (Secretary)
GONZALEZ ALVAREZ, ELSA MARIA (Member)
Punctuation in Galician bilingual context: an analysis on the usage of punctuation marks in texts by Secondary Education students
Authorship
I.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.17.2024 10:00
07.17.2024 10:00
Summary
Undoubtedly, the teaching of punctuation is a key factor in developing students' writing skills, since the correct learning of punctuation is vital to organize the ideas of a text. However, it is a rather late-acquired skill, the learning of which poses very different problems for students. In this TFM, a typology of the main punctuation problems of adolescent students in Galicia will be traced, paying special attention to those that may be derived from the bilingual context of this territory. For this purpose, samples in Galician, from the CORTEGAL corpus, and in Spanish, collected during the Practicum II, will be analyzed. The work will consist of three parts. First, certain theoretical foundations of the subject will be discussed: mainly, the history of punctuation conventions, the role they play in the current educational system and differential aspects between the Spanish and Galician languages. The second part will focus on the analysis and comparison of the data. Finally, based on the trends observed in this study, we will try to reach conclusions about the possible causes of the errors and how to correct them.
Undoubtedly, the teaching of punctuation is a key factor in developing students' writing skills, since the correct learning of punctuation is vital to organize the ideas of a text. However, it is a rather late-acquired skill, the learning of which poses very different problems for students. In this TFM, a typology of the main punctuation problems of adolescent students in Galicia will be traced, paying special attention to those that may be derived from the bilingual context of this territory. For this purpose, samples in Galician, from the CORTEGAL corpus, and in Spanish, collected during the Practicum II, will be analyzed. The work will consist of three parts. First, certain theoretical foundations of the subject will be discussed: mainly, the history of punctuation conventions, the role they play in the current educational system and differential aspects between the Spanish and Galician languages. The second part will focus on the analysis and comparison of the data. Finally, based on the trends observed in this study, we will try to reach conclusions about the possible causes of the errors and how to correct them.
Direction
Lorenzo Herrera, Lara (Tutorships)
Lorenzo Herrera, Lara (Tutorships)
Court
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
GONZALEZ ALVAREZ, ELSA MARIA (Secretary)
RODRIGUEZ NIETO, SANDRA (Member)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Chairman)
GONZALEZ ALVAREZ, ELSA MARIA (Secretary)
RODRIGUEZ NIETO, SANDRA (Member)
Literary education in secondary school classrooms. From the normative framework to the development of the reading intertex
Authorship
E.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.10.2024 12:00
09.10.2024 12:00
Summary
In the education system, there are few aspects that can compete with reading and its promotion in terms of the consensus they inspire and the importance given to them. Of-ten, anxiety about reading is the basis of an attitude which, instrumentalising it for di-dactic purposes, forgets the pleasure component, renouncing more or less consciously to activate the primary motivation of pupils. The present work finds its justification in the formative relevance of the promotion of the reading habit and literary education during the secondary school stage, focusing especially on two interdependent factors: literary competence, the reading intertext and their respective relations with comparative litera-ture. It will consider a methodological evolution centred on the construction of the mea-ning of the text, which, from the theoretical assumptions of the aesthetics of reception, delineates the role of pupil-readers with their personal resources as the key to the inter-pretation of the text. It is the interest represented by its formative weight that guides the final part of this work, together with reflections on the possibilities of combining theory and practice in an educational itinerary designed according to the new ministerial guide-lines.
In the education system, there are few aspects that can compete with reading and its promotion in terms of the consensus they inspire and the importance given to them. Of-ten, anxiety about reading is the basis of an attitude which, instrumentalising it for di-dactic purposes, forgets the pleasure component, renouncing more or less consciously to activate the primary motivation of pupils. The present work finds its justification in the formative relevance of the promotion of the reading habit and literary education during the secondary school stage, focusing especially on two interdependent factors: literary competence, the reading intertext and their respective relations with comparative litera-ture. It will consider a methodological evolution centred on the construction of the mea-ning of the text, which, from the theoretical assumptions of the aesthetics of reception, delineates the role of pupil-readers with their personal resources as the key to the inter-pretation of the text. It is the interest represented by its formative weight that guides the final part of this work, together with reflections on the possibilities of combining theory and practice in an educational itinerary designed according to the new ministerial guide-lines.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
HERMIDA GULÍAS, MARÍA DO CARME (Chairman)
Pereira Ares, Noemí (Secretary)
LOPEZ PENA, ZOSIMO (Member)
From mistake to event: For a pedagogical use of the poor image
Authorship
B.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
B.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.08.2024 11:00
07.08.2024 11:00
Summary
Este trabajo parte del concepto de “imagen pobre”, acuñado por la artista alemana Hito Steyerl para referirse a aquellas imágenes de baja calidad que substituyen resolución por movilidad en la era digital. Con esto como base, se propondrán actividades que utilicen el presupuesto cero como herramienta con la que experimentar. Así, los alumnos podrán elegir libremente entre dos modalidades de ejercicio que surgirán de estas lógicas de apropiacionismo e intervención, a partir de imágenes que ocupen un escalón bajo en la jerarquía visual. A lo largo del recorrido, emplearemos el uso de referentes como Hito Steyerl, Jon Mikel Euba, Arthur Jafa o Erlea Maneros Zabala para ilustrar las potencialidades de la propuesta e intentar estimular la creatividad de los alumnos.
Este trabajo parte del concepto de “imagen pobre”, acuñado por la artista alemana Hito Steyerl para referirse a aquellas imágenes de baja calidad que substituyen resolución por movilidad en la era digital. Con esto como base, se propondrán actividades que utilicen el presupuesto cero como herramienta con la que experimentar. Así, los alumnos podrán elegir libremente entre dos modalidades de ejercicio que surgirán de estas lógicas de apropiacionismo e intervención, a partir de imágenes que ocupen un escalón bajo en la jerarquía visual. A lo largo del recorrido, emplearemos el uso de referentes como Hito Steyerl, Jon Mikel Euba, Arthur Jafa o Erlea Maneros Zabala para ilustrar las potencialidades de la propuesta e intentar estimular la creatividad de los alumnos.
Direction
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Member)
Musicology in the classroom: A proposal for an educational intervention
Authorship
S.L.O.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.L.O.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.15.2024 16:00
07.15.2024 16:00
Summary
Musicology is a widely recognized discipline nowadays and consists in itself of a compendium of approaches of great relevance to the knowledge and the world of music, making its presence in the educational field as a career at the university or in a higher conservatory necessary and a very interesting professional outlet for any student. Despite this, this possibility is unknown to a large part of students who do not come from a musical background. That is why through this Master's Thesis, it is intended to design an educational intervention on musicology in the History of Music and Dance, a second-year subject in the Bachelor of Music and Performing Arts. Through this, the aim is not only to offer professional guidance and introduce them to this discipline, but also to introduce them to the reflective perspectives and postulates of the same, which will foster critical and necessary thinking about music.
Musicology is a widely recognized discipline nowadays and consists in itself of a compendium of approaches of great relevance to the knowledge and the world of music, making its presence in the educational field as a career at the university or in a higher conservatory necessary and a very interesting professional outlet for any student. Despite this, this possibility is unknown to a large part of students who do not come from a musical background. That is why through this Master's Thesis, it is intended to design an educational intervention on musicology in the History of Music and Dance, a second-year subject in the Bachelor of Music and Performing Arts. Through this, the aim is not only to offer professional guidance and introduce them to this discipline, but also to introduce them to the reflective perspectives and postulates of the same, which will foster critical and necessary thinking about music.
Direction
GARBAYO MONTABES, FRANCISCO JAVIER (Tutorships)
GARBAYO MONTABES, FRANCISCO JAVIER (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
MOREIRA ARINCON, REMIGIO (Member)
GILLANDERS , CAROL JEAN (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
MOREIRA ARINCON, REMIGIO (Member)
Motor play as an educational resource for transversal work on content in Early Childhood Education
Authorship
S.G.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
S.G.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.05.2024 11:00
07.05.2024 11:00
Summary
This Master's Thesis explores the importance of implementing motor play in Early Childhood Education classrooms, highlighting its multiple benefits for the integral development of children. To this end, a didactic proposal will be carried out whose main objective is the use of motor play in the classrooms for the transversal work of content such as emotions, body schema, teamwork or conflict resolution. In this way, it will try to promote the movement of students beyond specific motor skills classes, an aspect that takes on special importance in our country as it is located in a context of growing sedentary lifestyle and high figures of childhood overweight and obesity. In addition, recommendations and tools will be provided for the effective implementation of motor play in the classroom, ensuring active and meaningful learning by students.
This Master's Thesis explores the importance of implementing motor play in Early Childhood Education classrooms, highlighting its multiple benefits for the integral development of children. To this end, a didactic proposal will be carried out whose main objective is the use of motor play in the classrooms for the transversal work of content such as emotions, body schema, teamwork or conflict resolution. In this way, it will try to promote the movement of students beyond specific motor skills classes, an aspect that takes on special importance in our country as it is located in a context of growing sedentary lifestyle and high figures of childhood overweight and obesity. In addition, recommendations and tools will be provided for the effective implementation of motor play in the classroom, ensuring active and meaningful learning by students.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
RICO DIAZ, JAVIER (Secretary)
Blanco Anaya, Paloma (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
RICO DIAZ, JAVIER (Secretary)
Blanco Anaya, Paloma (Member)
The use of literature in the English classroom in Primary Education
Authorship
N.M.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
N.M.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.08.2024 17:00
07.08.2024 17:00
Summary
This work is focused on the introduction of literature to learn a foreign language (English). For this purpose, after carrying out a bibliographical review on the subject, and with the intention of observing the possibilities of literature in English classes, an intervention proposal is established with which the aim is to work on the different linguistic skills starting from literature. This proposal is designed to be put into practice in 6th grade Primary Education classrooms, with a duration of 4 sessions, and consists in the creation of a written production, carried out in groups of three or four. Two questionnaires were established for the students which, in collaboration with the intervention, allowed us to observe a contrast between the students' perception and their collaborative writing skills.
This work is focused on the introduction of literature to learn a foreign language (English). For this purpose, after carrying out a bibliographical review on the subject, and with the intention of observing the possibilities of literature in English classes, an intervention proposal is established with which the aim is to work on the different linguistic skills starting from literature. This proposal is designed to be put into practice in 6th grade Primary Education classrooms, with a duration of 4 sessions, and consists in the creation of a written production, carried out in groups of three or four. Two questionnaires were established for the students which, in collaboration with the intervention, allowed us to observe a contrast between the students' perception and their collaborative writing skills.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LESTON OTERO, ANDREA (Secretary)
PENA PRESAS, MONSERRAT (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LESTON OTERO, ANDREA (Secretary)
PENA PRESAS, MONSERRAT (Member)
Knowledge of the environment through discovery learning and artistic education.
Authorship
A.R.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.R.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.09.2024 11:00
07.09.2024 11:00
Summary
This Master's Thesis proposes an artistic education experience focused on the local environment through discovery learning. The aim is to evaluate the effectiveness of such experiences in fostering creativity and understanding of the surroundings, strengthening artistic skills, and connecting learning with cultural and social reality among Early Childhood Education students. To achieve this, a theoretical foundation is developed and a didactic proposal is outlined, implemented in a classroom with 23 students. This approach allows for data collection for action research. The research results demonstrate that methodologies based on art and discovery significantly increase motivation during student learning.
This Master's Thesis proposes an artistic education experience focused on the local environment through discovery learning. The aim is to evaluate the effectiveness of such experiences in fostering creativity and understanding of the surroundings, strengthening artistic skills, and connecting learning with cultural and social reality among Early Childhood Education students. To achieve this, a theoretical foundation is developed and a didactic proposal is outlined, implemented in a classroom with 23 students. This approach allows for data collection for action research. The research results demonstrate that methodologies based on art and discovery significantly increase motivation during student learning.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
NEIRA RODRIGUEZ, MARTA (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
Barriers to physical activity in children with visual impairment: Systematic review
Authorship
A.C.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.C.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.05.2024 10:00
07.05.2024 10:00
Summary
Physical activity is essential for any child, however, those with visual impairment tend to be less physically active than their sighted peers. The aim of this systematic review was to identify the barriers to physical activity faced by visually impaired children aged 0-12 years. For this purpose, a documentary research was carried out, selecting scientific articles extracted from three databases (Web of Science, Scopus and Psycinfo), following the PRISMA Declaration, for subsequent qualitative analysis. Thus, out of 2,130 articles extracted, only 8 of them met the established criteria. Five categories of barriers were identified: family constraints, attitudes and prejudices, lack of professional training, lack of inclusive provision and fears. In view of the results, it seems necessary to achieve greater involvement of the educational community in order to promote a truly inclusive practice of physical activity.
Physical activity is essential for any child, however, those with visual impairment tend to be less physically active than their sighted peers. The aim of this systematic review was to identify the barriers to physical activity faced by visually impaired children aged 0-12 years. For this purpose, a documentary research was carried out, selecting scientific articles extracted from three databases (Web of Science, Scopus and Psycinfo), following the PRISMA Declaration, for subsequent qualitative analysis. Thus, out of 2,130 articles extracted, only 8 of them met the established criteria. Five categories of barriers were identified: family constraints, attitudes and prejudices, lack of professional training, lack of inclusive provision and fears. In view of the results, it seems necessary to achieve greater involvement of the educational community in order to promote a truly inclusive practice of physical activity.
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
Rodríguez Fernández, José Eugenio (Secretary)
Crujeiras Pérez, Beatriz (Member)
Blanco Anaya, Paloma (Chairman)
Rodríguez Fernández, José Eugenio (Secretary)
Crujeiras Pérez, Beatriz (Member)
Non-fiction books as a motivation for teaching literacy in a multi-grade early childhood education classroom
Authorship
M.S.L.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
M.S.L.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.08.2024 11:00
07.08.2024 11:00
Summary
The approach to reading and writing is one of the tasks that early childhood education teachers must carry out with children. For this reason, in this TFM we are going to elaborate a constructivist approach to reading and writing in which non-fiction books will be the main resources from which we will work. The main objective is to test whether non-fiction books work as a motivation for teaching reading and writing in a multigrade classroom of early childhood education. The methodology will be based on an action-research proposal generated from learning by discovery. The activities designed will be based on play and will be based on non-fiction books. During its implementation, the trainee teacher will check that the expected results are achieved: that children improve their reading and writing skills and become interested in non-fiction books as a source of learning and discovery.
The approach to reading and writing is one of the tasks that early childhood education teachers must carry out with children. For this reason, in this TFM we are going to elaborate a constructivist approach to reading and writing in which non-fiction books will be the main resources from which we will work. The main objective is to test whether non-fiction books work as a motivation for teaching reading and writing in a multigrade classroom of early childhood education. The methodology will be based on an action-research proposal generated from learning by discovery. The activities designed will be based on play and will be based on non-fiction books. During its implementation, the trainee teacher will check that the expected results are achieved: that children improve their reading and writing skills and become interested in non-fiction books as a source of learning and discovery.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Musicalized stories: literature, music and dramatization in Early Childhood Education.
Authorship
L.P.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
L.P.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.10.2024 10:00
07.10.2024 10:00
Summary
Music, literature, and dramatization are elements that rarely appear combined in classroom proposals in Early Childhood Education. The main objective of this Master's Thesis is to investigate whether the application of musicalized and dramatized stories in the classroom benefits students in terms of attention, motivation, and comprehension. For this, an interdisciplinary didactic proposal was developed and implemented to provide the necessary data for extracting results. This study was conducted through a qualitative methodology in a Rural Grouped School (CRA) with a total of 14 boys and girls. The research demonstrates improvements in these aspects through the application of musicalized and dramatized stories, but it also depends on other factors such as the timing of the sessions. Additionally, it shows that the novelty factor is decisive. Therefore, this research concludes that musicalized and dramatized stories bring benefits to the classroom in the same way that any novel proposal would.
Music, literature, and dramatization are elements that rarely appear combined in classroom proposals in Early Childhood Education. The main objective of this Master's Thesis is to investigate whether the application of musicalized and dramatized stories in the classroom benefits students in terms of attention, motivation, and comprehension. For this, an interdisciplinary didactic proposal was developed and implemented to provide the necessary data for extracting results. This study was conducted through a qualitative methodology in a Rural Grouped School (CRA) with a total of 14 boys and girls. The research demonstrates improvements in these aspects through the application of musicalized and dramatized stories, but it also depends on other factors such as the timing of the sessions. Additionally, it shows that the novelty factor is decisive. Therefore, this research concludes that musicalized and dramatized stories bring benefits to the classroom in the same way that any novel proposal would.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
Trigo Martínez, Cristina (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
Trigo Martínez, Cristina (Member)
Little meteorologists: Developing scientific practices in Early Childhood Education
Authorship
N.T.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
N.T.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
09.11.2024 13:30
09.11.2024 13:30
Summary
The early childhood education research project focuses on introducing students to the study of meteorology through scientific practices, such as modeling and research. Through manipulative and experimental activities, the student learns basic concepts about climate and weather, observing phenomena such as rain, wind, and clouds. Simple tools are used such as thermometers, rain gauges and anemometers that facilitate the understanding of meteorological processes. Students raise hypotheses, formulate questions, putting scientific inquiry into practice and it is observed that the majority of students create a model with a more complex vision than the one they initially had. This approach promotes active and meaningful learning, laying the foundation for future scientific competencies.
The early childhood education research project focuses on introducing students to the study of meteorology through scientific practices, such as modeling and research. Through manipulative and experimental activities, the student learns basic concepts about climate and weather, observing phenomena such as rain, wind, and clouds. Simple tools are used such as thermometers, rain gauges and anemometers that facilitate the understanding of meteorological processes. Students raise hypotheses, formulate questions, putting scientific inquiry into practice and it is observed that the majority of students create a model with a more complex vision than the one they initially had. This approach promotes active and meaningful learning, laying the foundation for future scientific competencies.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
SALGADO SOMOZA, MARIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
The use os music as pedagogical tool and its relationship with the formation of teachers
Authorship
J.P.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
J.P.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.10.2024 11:00
07.10.2024 11:00
Summary
Music has historically been considered a pedagogical tool in the teaching-learning process of students. The objectives of this study are to study the use of music that primary education teachers make in general in different areas and to verify whether the training and assessment of this tool influences public centers in the autonomous community of Galicia. This is a descriptive and cross- sectional study using a survey through an adhoc questionnaire in which teachers must reflect on the use and appreciation of music in their classes. The results show that there are differences in the use of music depending on the areas where teaching is taught. Finally, the data are discussed and the need to improve the musical training of teachers in Primary Education is justified.
Music has historically been considered a pedagogical tool in the teaching-learning process of students. The objectives of this study are to study the use of music that primary education teachers make in general in different areas and to verify whether the training and assessment of this tool influences public centers in the autonomous community of Galicia. This is a descriptive and cross- sectional study using a survey through an adhoc questionnaire in which teachers must reflect on the use and appreciation of music in their classes. The results show that there are differences in the use of music depending on the areas where teaching is taught. Finally, the data are discussed and the need to improve the musical training of teachers in Primary Education is justified.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
Trigo Martínez, Cristina (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
Trigo Martínez, Cristina (Member)
Research on light in the initial school stages: systematic review limit.
Authorship
E.G.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
E.G.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
09.12.2024 10:30
09.12.2024 10:30
Summary
The aim of this work is to carry out a systematic review of research on the teaching-learning of light in the early school stages under the PRISMA 2020 model. It seeks to establish bibliometric, methodological and content aspects of this research. A sample of eight records has been identified, published in Dialnet and Web of Science since 2018, and a secondary database has been created from them. The results indicate that research lines marked by the didactics of experimental sciences are followed, such as the preference for the study of innovative intervention proposals, mainly focused on university students in Primary Education. It concludes that the number of research studies on the subject is low, and that they do not focus on Early Childhood Education. One of its main implications would be to promote new research, such as, for example, research in the line of action-research within the Early Childhood Education stage.
The aim of this work is to carry out a systematic review of research on the teaching-learning of light in the early school stages under the PRISMA 2020 model. It seeks to establish bibliometric, methodological and content aspects of this research. A sample of eight records has been identified, published in Dialnet and Web of Science since 2018, and a secondary database has been created from them. The results indicate that research lines marked by the didactics of experimental sciences are followed, such as the preference for the study of innovative intervention proposals, mainly focused on university students in Primary Education. It concludes that the number of research studies on the subject is low, and that they do not focus on Early Childhood Education. One of its main implications would be to promote new research, such as, for example, research in the line of action-research within the Early Childhood Education stage.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
Crujeiras Pérez, Beatriz (Chairman)
Rodríguez Fernández, José Eugenio (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Crujeiras Pérez, Beatriz (Chairman)
Rodríguez Fernández, José Eugenio (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
History teaching in Early Childhood Education through thinking skills: a practical experience
Authorship
P.C.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
P.C.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
02.08.2024 12:00
02.08.2024 12:00
Summary
Critical thinking is a competence that students must acquire in a time of accelerated social and technological change. The teaching process must challenge and support students in this acquisition through modeling processes, didactic interaction and individual work proposals that can lead to this objective. In order to achieve this goal, the proposed intervention is based on Philosophy for Children, according to the developments of Lipman, De Puig and Sátiro. Based on these postulates, we will work with students in a mixed classroom of a rural school in the municipality of Rianxo, trying to promote the development of critical thinking skills through work on facts and concepts of local history.
Critical thinking is a competence that students must acquire in a time of accelerated social and technological change. The teaching process must challenge and support students in this acquisition through modeling processes, didactic interaction and individual work proposals that can lead to this objective. In order to achieve this goal, the proposed intervention is based on Philosophy for Children, according to the developments of Lipman, De Puig and Sátiro. Based on these postulates, we will work with students in a mixed classroom of a rural school in the municipality of Rianxo, trying to promote the development of critical thinking skills through work on facts and concepts of local history.
Direction
IGLESIAS AMORIN, ALFONSO (Tutorships)
IGLESIAS AMORIN, ALFONSO (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Mediation between cinema and childhood. Results of an action-research proposal in Early Childhood Education.
Authorship
A.M.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.M.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.08.2024 10:00
07.08.2024 10:00
Summary
The consumption of film productions by children has increased greatly in recent decades as a result of the generalization of the Internet. Due to this, audiovisual productions were assimilated in schools as an educational resource, but in many cases their selection is not subject to quality criteria. Thus, the necessary mediation between cinema and childhood does not always take place. The research will be based on a review of the bibliography on children's cinema, mediation in the educational context and how and for what purpose audiovisual productions are used in children's education. Consequently, the main objective of this research will be to analyze how the selection of short films has an impact on the aesthetic education of children and the values that are promoted in the classroom. This will be done by designing an action-research proposal, starting from a didactic sequence with short films and applying it in an early childhood education classroom.
The consumption of film productions by children has increased greatly in recent decades as a result of the generalization of the Internet. Due to this, audiovisual productions were assimilated in schools as an educational resource, but in many cases their selection is not subject to quality criteria. Thus, the necessary mediation between cinema and childhood does not always take place. The research will be based on a review of the bibliography on children's cinema, mediation in the educational context and how and for what purpose audiovisual productions are used in children's education. Consequently, the main objective of this research will be to analyze how the selection of short films has an impact on the aesthetic education of children and the values that are promoted in the classroom. This will be done by designing an action-research proposal, starting from a didactic sequence with short films and applying it in an early childhood education classroom.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
LOPEZ MONDEJAR, MARIA LETICIA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Approach to Earth´s Science and project design: We explore the world of volcanoes!
Authorship
M.A.R.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
M.A.R.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.12.2024 11:00
07.12.2024 11:00
Summary
This paper analyzes the use of modeling as a scientific practice in early childhood education through a didactic proposal on volcanoes. For this purpose, a case study is carried out in a 5th grade classroom of Early Childhood Education with 20 children. The previous ideas of the students on this topic are analyzed, as well as the initial and final models of the children through drawing. The results show the knowledge acquired on the subject of volcanoes during the development of the project. It is concluded that the use of scientific practices such as modeling makes the learning of issues that may be complex or abstract, such as volcanoes or the functioning of the Earth's interior, more meaningful and understandable for the students.
This paper analyzes the use of modeling as a scientific practice in early childhood education through a didactic proposal on volcanoes. For this purpose, a case study is carried out in a 5th grade classroom of Early Childhood Education with 20 children. The previous ideas of the students on this topic are analyzed, as well as the initial and final models of the children through drawing. The results show the knowledge acquired on the subject of volcanoes during the development of the project. It is concluded that the use of scientific practices such as modeling makes the learning of issues that may be complex or abstract, such as volcanoes or the functioning of the Earth's interior, more meaningful and understandable for the students.
Direction
Blanco Anaya, Paloma (Tutorships)
Blanco Anaya, Paloma (Tutorships)
Court
Abelairas Gómez, Cristian (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
NUÑEZ GARCIA, CRISTINA (Member)
Abelairas Gómez, Cristian (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
NUÑEZ GARCIA, CRISTINA (Member)
Knowing the Universe: A proposal based on arts education.
Authorship
A.C.A.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.C.A.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.09.2024 12:00
07.09.2024 12:00
Summary
This Master's Thesis focuses on the creation of an intervention proposal based on art education as a means to develop a meaningful and contextualized learning of students about the universe; the solar system, the constellations and the stars. In addition, it aims to highlight both the visual and plastic arts education as a transversal element and the relationship and link established with the environment. The methodology from which this proposal is based is Project Based Learning, where creativity, exploration and sensory education play a very relevant role in the teaching-learning process of the students. Likewise, this proposal intends to serve as a resource for future teachers as it will seek the integration of art education, science and project-based learning in the Early Childhood Education classroom.
This Master's Thesis focuses on the creation of an intervention proposal based on art education as a means to develop a meaningful and contextualized learning of students about the universe; the solar system, the constellations and the stars. In addition, it aims to highlight both the visual and plastic arts education as a transversal element and the relationship and link established with the environment. The methodology from which this proposal is based is Project Based Learning, where creativity, exploration and sensory education play a very relevant role in the teaching-learning process of the students. Likewise, this proposal intends to serve as a resource for future teachers as it will seek the integration of art education, science and project-based learning in the Early Childhood Education classroom.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
NEIRA RODRIGUEZ, MARTA (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Member)
The passage of time and memory through photography in Early Childhood Education. The family album
Authorship
A.L.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.L.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.08.2024 16:00
07.08.2024 16:00
Summary
Time is a complex term for children in early childhood education. In order to understand this concept, the psychological development of the child will play a crucial role, being influenced by his or her experiences and the customs inculcated in his or her environment. This theme addresses the importance of integrating the notion of time and the concept of memory in education using the family album as a pedagogical tool. This approach seeks to develop temporal awareness and encourage autobiographical memory, allowing them to understand their own history and that of their families. Through the exploration of the different photographs, the aim is to strengthen individual identity and the sense of belonging, thus contributing to the integral development of the children within the educational context.
Time is a complex term for children in early childhood education. In order to understand this concept, the psychological development of the child will play a crucial role, being influenced by his or her experiences and the customs inculcated in his or her environment. This theme addresses the importance of integrating the notion of time and the concept of memory in education using the family album as a pedagogical tool. This approach seeks to develop temporal awareness and encourage autobiographical memory, allowing them to understand their own history and that of their families. Through the exploration of the different photographs, the aim is to strengthen individual identity and the sense of belonging, thus contributing to the integral development of the children within the educational context.
Direction
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
CALVIÑO SANTOS, GUILLERMO FRANCISCO (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
PENA PRESAS, MONSERRAT (Secretary)
ARMAS CASTRO, JOSE ANGEL (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
PENA PRESAS, MONSERRAT (Secretary)
ARMAS CASTRO, JOSE ANGEL (Member)
The impact of the affective domain on mathematics learning in primary education
Authorship
P.G.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
P.G.V.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.09.2024 10:00
07.09.2024 10:00
Summary
Mathematics are present in practically all areas, both inside and outside the classroom. Therefore, in recent years, the study of the affective domain in mathematics education has gained significant importance, as it is now considered a key variable in the teaching and learning process. Consequently, this master's thesis will conduct a thorough analysis of various research studies and theories focused on the emotional domain, aiming to identify its nature, evaluate its impact on the teaching-learning process, and establish its connection with the study of mathematics. Subsequently, an educational proposal designed for a primary education classroom will be presented, with the aim of improving or redirecting the beliefs and attitudes of students with a more negative perspective, while also addressing content related to measurement.
Mathematics are present in practically all areas, both inside and outside the classroom. Therefore, in recent years, the study of the affective domain in mathematics education has gained significant importance, as it is now considered a key variable in the teaching and learning process. Consequently, this master's thesis will conduct a thorough analysis of various research studies and theories focused on the emotional domain, aiming to identify its nature, evaluate its impact on the teaching-learning process, and establish its connection with the study of mathematics. Subsequently, an educational proposal designed for a primary education classroom will be presented, with the aim of improving or redirecting the beliefs and attitudes of students with a more negative perspective, while also addressing content related to measurement.
Direction
NUÑEZ GARCIA, CRISTINA (Tutorships)
NUÑEZ GARCIA, CRISTINA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
RICO DIAZ, JAVIER (Member)
SALGADO SOMOZA, MARIA (Chairman)
IGLESIAS AMORIN, ALFONSO (Secretary)
RICO DIAZ, JAVIER (Member)
Implementation of a STEAM proposal in primary education: designning and building of toys using electrical circuits
Authorship
C.A.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
C.A.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.12.2024 10:00
07.12.2024 10:00
Summary
This TFM develops a qualitative research project based on the implementation of a STEAM proposal in a classroom of 24 children in the fifth year of Primary Education. The aim is to stimulate and increase pupils' interest in electrical circuits and, consequently, in science. The research questions guiding the work are: 1) what are the initial emotions of the participants when faced with a STEAM project, and how do they vary at the end of the project? 2) what is the knowledge acquired about electrical circuits after the project? 3) what are the aspects proposed by the pupils to evaluate the toys made by other groups? The results obtained show how the use of innovative, participatory and dynamic methodologies, such as the STEAM methodology, generate positive emotions in students, thus increasing their enthusiasm for science and promoting more effective and meaningful learning.
This TFM develops a qualitative research project based on the implementation of a STEAM proposal in a classroom of 24 children in the fifth year of Primary Education. The aim is to stimulate and increase pupils' interest in electrical circuits and, consequently, in science. The research questions guiding the work are: 1) what are the initial emotions of the participants when faced with a STEAM project, and how do they vary at the end of the project? 2) what is the knowledge acquired about electrical circuits after the project? 3) what are the aspects proposed by the pupils to evaluate the toys made by other groups? The results obtained show how the use of innovative, participatory and dynamic methodologies, such as the STEAM methodology, generate positive emotions in students, thus increasing their enthusiasm for science and promoting more effective and meaningful learning.
Direction
Blanco Anaya, Paloma (Tutorships)
Blanco Anaya, Paloma (Tutorships)
Court
Abelairas Gómez, Cristian (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
NUÑEZ GARCIA, CRISTINA (Member)
Abelairas Gómez, Cristian (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
NUÑEZ GARCIA, CRISTINA (Member)