Identity development. Comparison between school years.
Authorship
A.A.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.A.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 09:00
07.16.2025 09:00
Summary
This Master's thesis explores adolescent identity development from an educational perspective, using the dual-cycle model by Luyckx et al.(2008) and the DIDS scale. The study was conducted with a sample of students aged 15 to 18 from a rurban school in Galicia, examining differences based on variables such as age, academic year, gender, academic performance, family structure, parents' educational level, religious beliefs, and participation in extracurricular activities. Although many of the differences were not statistically significant, consistent trends were observed: clarity and commitment to identity increased with age and educational level, while ruminative exploration also intensified during late adolescence. In addition, contextual factors such as having older siblings, belonging to families with higher educational capital, or engaging in out-of-school activities appeared to promote more consolidated identity profiles. The findings underscore the importance of addressing the diversity of developmental pathways and contexts in the vocational guidance of students, reinforcing the role of schools as key spaces for supporting identity development.
This Master's thesis explores adolescent identity development from an educational perspective, using the dual-cycle model by Luyckx et al.(2008) and the DIDS scale. The study was conducted with a sample of students aged 15 to 18 from a rurban school in Galicia, examining differences based on variables such as age, academic year, gender, academic performance, family structure, parents' educational level, religious beliefs, and participation in extracurricular activities. Although many of the differences were not statistically significant, consistent trends were observed: clarity and commitment to identity increased with age and educational level, while ruminative exploration also intensified during late adolescence. In addition, contextual factors such as having older siblings, belonging to families with higher educational capital, or engaging in out-of-school activities appeared to promote more consolidated identity profiles. The findings underscore the importance of addressing the diversity of developmental pathways and contexts in the vocational guidance of students, reinforcing the role of schools as key spaces for supporting identity development.
Direction
BUGALLO CARRERA, CÉSAR (Tutorships)
BUGALLO CARRERA, CÉSAR (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Didactic Proposal for Upper Secondary Students: Sustainable Technology Applied to Domestic Energy Consumption
Authorship
J.A.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.A.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 10:00
07.16.2025 10:00
Summary
The integration of sustainability competencies into the curriculum across the various educational stages aims to foster students' commitment to respecting and protecting the environment. This work presents a didactic proposal for the subject of Technology and Engineering in the first year of Spanish upper secondary education, focused on sustainable technology applied to domestic energy consumption. The main concepts addressed are energy saving and resource sustainability. The design of the proposal explores the potential of gamification as a teaching methodology in which students take an active role in constructing their own learning. To this end, the students will be responsible for designing and implementing various playful educational activities, such as quiz games or educational breakouts. The aim is to achieve meaningful learning by ensuring that the content is relevant and applicable to everyday life.
The integration of sustainability competencies into the curriculum across the various educational stages aims to foster students' commitment to respecting and protecting the environment. This work presents a didactic proposal for the subject of Technology and Engineering in the first year of Spanish upper secondary education, focused on sustainable technology applied to domestic energy consumption. The main concepts addressed are energy saving and resource sustainability. The design of the proposal explores the potential of gamification as a teaching methodology in which students take an active role in constructing their own learning. To this end, the students will be responsible for designing and implementing various playful educational activities, such as quiz games or educational breakouts. The aim is to achieve meaningful learning by ensuring that the content is relevant and applicable to everyday life.
Direction
ARTO BLANCO, MONICA (Tutorships)
ARTO BLANCO, MONICA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Addressing a local environmental issue in a secondary school classroom.
Authorship
C.B.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.B.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 11:00
07.16.2025 11:00
Summary
This Master's Thesis brought a socioscientific controversy into the 4th ESO classroom at IES Ánxel Fole (Lugo): the biomethane plant installation project in Coeses. To implement this proposal, active methodologies were used, such as the critical reading of news articles, argumentation through role-play, and the writing of an argumentative text. These activities were aimed at developing key competencies such as scientific literacy, critical thinking, and argumentation skills, always aligned with the official curriculum and with a contextualized approach. The results show that most students improved their understanding of the problem and appreciated the cooperative work and the inclusion of social issues in the classroom. However, difficulties were also identified, particularly in generating original arguments and critical thought. This highlights the need to work on these skills continuously throughout the school year. In conclusion, the study finds that addressing socioscientific controversies in secondary education is feasible and enriching, as it contributes to the development of a more informed and socially engaged citizents.
This Master's Thesis brought a socioscientific controversy into the 4th ESO classroom at IES Ánxel Fole (Lugo): the biomethane plant installation project in Coeses. To implement this proposal, active methodologies were used, such as the critical reading of news articles, argumentation through role-play, and the writing of an argumentative text. These activities were aimed at developing key competencies such as scientific literacy, critical thinking, and argumentation skills, always aligned with the official curriculum and with a contextualized approach. The results show that most students improved their understanding of the problem and appreciated the cooperative work and the inclusion of social issues in the classroom. However, difficulties were also identified, particularly in generating original arguments and critical thought. This highlights the need to work on these skills continuously throughout the school year. In conclusion, the study finds that addressing socioscientific controversies in secondary education is feasible and enriching, as it contributes to the development of a more informed and socially engaged citizents.
Direction
OUTEIRO IGLESIAS, MARIO (Tutorships)
OUTEIRO IGLESIAS, MARIO (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Didactic proposal for social values in Basic Vocational Training
Authorship
A.M.C.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.M.C.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 14:00
07.16.2025 14:00
Summary
This Master's Thesis (TFM) aims to show the importance of social values in the educational system and, especially, in Basic Vocational Training, which is considered of special interest due to a higher risk of school dropout. An analysis is made of the capitalist system in which we are immersed, where values such as independence, mutual support, respect, creativity, learning among students... among others, are forgotten. In response to this, a teaching proposal is developed for students in the Agro-gardening and Floral Compositions cycle, based on collaborative learning in which, through the activities designed, the aim is to promote the skills that all students possess, thus facilitating their own autonomy through interaction and coexistence, generating an educational network between partners and teachers, adapted to the curriculum of the module of Auxiliary Operations in the preparation of compositions with flowers and plants. In this work it can be concluded that it is necessary to promote this type of teaching, not only to increase the motivation of these students but also to learn according to their needs in a context adapted to real life.
This Master's Thesis (TFM) aims to show the importance of social values in the educational system and, especially, in Basic Vocational Training, which is considered of special interest due to a higher risk of school dropout. An analysis is made of the capitalist system in which we are immersed, where values such as independence, mutual support, respect, creativity, learning among students... among others, are forgotten. In response to this, a teaching proposal is developed for students in the Agro-gardening and Floral Compositions cycle, based on collaborative learning in which, through the activities designed, the aim is to promote the skills that all students possess, thus facilitating their own autonomy through interaction and coexistence, generating an educational network between partners and teachers, adapted to the curriculum of the module of Auxiliary Operations in the preparation of compositions with flowers and plants. In this work it can be concluded that it is necessary to promote this type of teaching, not only to increase the motivation of these students but also to learn according to their needs in a context adapted to real life.
Direction
Barreira Cerqueiras, Eva María (Tutorships)
Barreira Cerqueiras, Eva María (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Teaching healthy habits through active methodologies within the subject of Biology and Geology in 3 of ESO.
Authorship
D.D.J.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
D.D.J.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 12:00
07.16.2025 12:00
Summary
This project proposes a didactic intervention aimed at 3rd_year ESO students in the subject of Biology and Geology, with the goal of promoting healthy lifestyle habits from a perspective that is relatable and participatory for students. Through active methodologies, such as the use of the scientific method, reflection on personal habits, and critical analysis of information, the aim is to help students develop useful competencies for their daily lives, such as critical thinking, informed decision_making, and responsible use of technology. The proposal is structured around three activities that are directly connected to the students’ reality: the creation and monitoring of a physical exercise routine, the analysis of food labels, and the detection of health-related misinformation on social media. All the activities are aligned with the curriculum and allow for an integrated approach to working on various key competencies. Although this intervention could not be implemented in the classroom during the practicum period, the design is based on a real understanding of the Galician educational context and has been conceived with practical application and adaptability in mind. Possible challenges, such as lack of time or resources, are addressed by offering alternatives such as the adaptation of materials or the use of free digital tools. Overall, this proposal aims to bring health education closer to students' lived experiences and to foster an active, reflective, and responsible attitude toward their own health and well-being.
This project proposes a didactic intervention aimed at 3rd_year ESO students in the subject of Biology and Geology, with the goal of promoting healthy lifestyle habits from a perspective that is relatable and participatory for students. Through active methodologies, such as the use of the scientific method, reflection on personal habits, and critical analysis of information, the aim is to help students develop useful competencies for their daily lives, such as critical thinking, informed decision_making, and responsible use of technology. The proposal is structured around three activities that are directly connected to the students’ reality: the creation and monitoring of a physical exercise routine, the analysis of food labels, and the detection of health-related misinformation on social media. All the activities are aligned with the curriculum and allow for an integrated approach to working on various key competencies. Although this intervention could not be implemented in the classroom during the practicum period, the design is based on a real understanding of the Galician educational context and has been conceived with practical application and adaptability in mind. Possible challenges, such as lack of time or resources, are addressed by offering alternatives such as the adaptation of materials or the use of free digital tools. Overall, this proposal aims to bring health education closer to students' lived experiences and to foster an active, reflective, and responsible attitude toward their own health and well-being.
Direction
VELOSO FREIRE, JAVIER (Tutorships)
VELOSO FREIRE, JAVIER (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
“Teacher preparation for managing anxiety problems in the classroom: a formative plan in psychology.”
Authorship
A.D.V.
Specialization in Language and Literature: Foreign Languages
A.D.V.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
The TFM focuses on mental health in the educational context, specifically on anxiety problems in secondary education. The main objective is to design a basic training plan in psychology for teachers to be trained in the identification and management of anxiety problems among students. Through a literature review and the development of a plan adapted to the needs of teachers, it is expected that this training will improve the educational environment and contribute to the overall well-being of students.
The TFM focuses on mental health in the educational context, specifically on anxiety problems in secondary education. The main objective is to design a basic training plan in psychology for teachers to be trained in the identification and management of anxiety problems among students. Through a literature review and the development of a plan adapted to the needs of teachers, it is expected that this training will improve the educational environment and contribute to the overall well-being of students.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
ARTO BLANCO, MONICA (Member)
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
ARTO BLANCO, MONICA (Member)
Linguistic Gamification: Video Games and Their Role in Foreign Language Learning
Authorship
R.D.S.
Specialization in Language and Literature: Foreign Languages
R.D.S.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
This Master's Thesis explores the educational potential of video games in the foreign language classroom, advocating for their integration from a critical, pedagogical, and contemporary perspective. Building on a solid theoretical framework on play, gamification, and game-based learning, it argues that video games not only motivate students but also foster meaningful learning, empathy, and key 21st century competencies. A didactic proposal is presented, based on the narrative video game Life is Strange, designed for 1st-year high school students. The unit promotes authentic English usage, critical reflection, and values education, while connecting with students' cultural reality. The thesis also addresses common criticisms, such as the risk of addiction or the presence of negative values, arguing for a responsible and guided use of video games. Ultimately, it concludes that, when properly implemented, video games can enrich the teaching-learning process and help bridge the gap between youth culture and formal education.
This Master's Thesis explores the educational potential of video games in the foreign language classroom, advocating for their integration from a critical, pedagogical, and contemporary perspective. Building on a solid theoretical framework on play, gamification, and game-based learning, it argues that video games not only motivate students but also foster meaningful learning, empathy, and key 21st century competencies. A didactic proposal is presented, based on the narrative video game Life is Strange, designed for 1st-year high school students. The unit promotes authentic English usage, critical reflection, and values education, while connecting with students' cultural reality. The thesis also addresses common criticisms, such as the risk of addiction or the presence of negative values, arguing for a responsible and guided use of video games. Ultimately, it concludes that, when properly implemented, video games can enrich the teaching-learning process and help bridge the gap between youth culture and formal education.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
Green cities: an educational proposal on spontaneous urban flora in upper secondary education.
Authorship
E.F.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
E.F.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 13:00
07.16.2025 13:00
Summary
Urban flora, despite being the most accessible and prevalent form of vegetation in the daily lives of most human populations, is often overlooked. However, its presence in urban environments is very important and beneficial, proving essential for the design of resilient and sustainable cities. In this project, an educational proposal was designed to address urban flora with first year upper secondary education students in the subject of Biology, Geology, and Environmental Sciences. Active learning methodologies were employed, such as project-based learning (PBL) and cooperative learning, with the aim of fostering meaningful learning and increasing student motivation. Through eight different activities spread across ten sessions, this work seeks to promote in students attitudes of environmental appreciation and commitment to a sustainable development model.
Urban flora, despite being the most accessible and prevalent form of vegetation in the daily lives of most human populations, is often overlooked. However, its presence in urban environments is very important and beneficial, proving essential for the design of resilient and sustainable cities. In this project, an educational proposal was designed to address urban flora with first year upper secondary education students in the subject of Biology, Geology, and Environmental Sciences. Active learning methodologies were employed, such as project-based learning (PBL) and cooperative learning, with the aim of fostering meaningful learning and increasing student motivation. Through eight different activities spread across ten sessions, this work seeks to promote in students attitudes of environmental appreciation and commitment to a sustainable development model.
Direction
OUTEIRO IGLESIAS, MARIO (Tutorships)
OUTEIRO IGLESIAS, MARIO (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Educational systems in Spain and Cuba: comparative analysis of secondary education
Authorship
M.A.F.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.A.F.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
This work presents a comparative analysis of secondary education between Spain and Cuba. In this study, I have explored the following key areas: structure, curriculum, pedagogical practices, use of technology in education and the social context in which both educational systems operate. In the case of Spain, particular attention is given to the implementation of the LOMLOE, the use of TIC´s, and curricular diversity. In contrast, the Cuban system is characterized by full free, strong ideological orientation, and the universalization of education. The research includes statistical data that enables a qualitative comparison between both systems, legislative passages, as well as information drawn from official sources such as the Cuban Ministry of Education, UNESCO, and educational platforms like CubaEduca. Methodological differences and different educational approaches are also showed.
This work presents a comparative analysis of secondary education between Spain and Cuba. In this study, I have explored the following key areas: structure, curriculum, pedagogical practices, use of technology in education and the social context in which both educational systems operate. In the case of Spain, particular attention is given to the implementation of the LOMLOE, the use of TIC´s, and curricular diversity. In contrast, the Cuban system is characterized by full free, strong ideological orientation, and the universalization of education. The research includes statistical data that enables a qualitative comparison between both systems, legislative passages, as well as information drawn from official sources such as the Cuban Ministry of Education, UNESCO, and educational platforms like CubaEduca. Methodological differences and different educational approaches are also showed.
Direction
FERREIRO NUÑEZ, XESUS (Tutorships)
FERREIRO NUÑEZ, XESUS (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
ARTO BLANCO, MONICA (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
ARTO BLANCO, MONICA (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Teacher’s perceptions in the analysis of school absenteeism
Authorship
R.F.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
R.F.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 09:00
07.16.2025 09:00
Summary
Truancy is a heterogeneous phenomenon that directly affects academic performance, educational equity and the fundamental right to education. There is no real definition of this problem, since it is a combination of several personal, family, social and school factors. The aim of this master's thesis is to analyse the perception of teachers of Secondary Education and High School in the province of A Coruña about truancy. The characteristics of this student body, the main causes and existing measures of prevention and attention available are identified, without forgetting the different proposals for improvement from their perspective. A descriptive methodology is used through a questionnaire of our own elaboration, combining closed and open questions. The results point to the family environment and student demotivation as priority causes of absenteeism and reflect a critical view of the effectiveness of the current regional protocol. The teachers are in favour of an improvement in prevention and coordination between institutions and families, as well as individualized attention that allows intervention based on the specific reality of each student.
Truancy is a heterogeneous phenomenon that directly affects academic performance, educational equity and the fundamental right to education. There is no real definition of this problem, since it is a combination of several personal, family, social and school factors. The aim of this master's thesis is to analyse the perception of teachers of Secondary Education and High School in the province of A Coruña about truancy. The characteristics of this student body, the main causes and existing measures of prevention and attention available are identified, without forgetting the different proposals for improvement from their perspective. A descriptive methodology is used through a questionnaire of our own elaboration, combining closed and open questions. The results point to the family environment and student demotivation as priority causes of absenteeism and reflect a critical view of the effectiveness of the current regional protocol. The teachers are in favour of an improvement in prevention and coordination between institutions and families, as well as individualized attention that allows intervention based on the specific reality of each student.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Brief tour through the history of environmental education in Spain
Authorship
C.F.V.
Specialization in Language and Literature: Foreign Languages
C.F.V.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This Master's Thesis briefly reviewed the national and international history of Environmental Education (EE) given the continued growth of the climate emergency and the importance of education in this fight. The study had two objectives. First, it sought to offer a brief overview of the path followed by EE that would allow us to understand its evolution and current situation in the LOMLOE. Consequently, the second objective was to show the specific treatment that this law gives to the issue in the Second Foreign Language subject for Compulsory Secondary Education. To achieve these objectives, a qualitative bibliographic review methodology was applied, examining various articles by experts, Spanish education laws since the 1970s, and some of the documents resulting from the summits, conferences, and seminars held on the occasion of the climate crisis, following a chronological analysis. This allowed to show the evolution of EE from its initial, more traditional approach to the current label Education for Sustainable Development, a concept included in the LOMLOE. Similarly, this study revealed how EE is included transversally in the Second Foreign Language subject, addressing the specific competencies of the subject and opening the door to its incorporation by teachers. In conclusion, it was possible to affirm that major international meetings were key in the development of EE and its inclusion in Spanish educational legislation. Although its emergence has experienced ups and downs in different laws, it is currently considered as never before in the LOMLOE. The analysis of the Second Foreign Language in secondary education exemplified this.
This Master's Thesis briefly reviewed the national and international history of Environmental Education (EE) given the continued growth of the climate emergency and the importance of education in this fight. The study had two objectives. First, it sought to offer a brief overview of the path followed by EE that would allow us to understand its evolution and current situation in the LOMLOE. Consequently, the second objective was to show the specific treatment that this law gives to the issue in the Second Foreign Language subject for Compulsory Secondary Education. To achieve these objectives, a qualitative bibliographic review methodology was applied, examining various articles by experts, Spanish education laws since the 1970s, and some of the documents resulting from the summits, conferences, and seminars held on the occasion of the climate crisis, following a chronological analysis. This allowed to show the evolution of EE from its initial, more traditional approach to the current label Education for Sustainable Development, a concept included in the LOMLOE. Similarly, this study revealed how EE is included transversally in the Second Foreign Language subject, addressing the specific competencies of the subject and opening the door to its incorporation by teachers. In conclusion, it was possible to affirm that major international meetings were key in the development of EE and its inclusion in Spanish educational legislation. Although its emergence has experienced ups and downs in different laws, it is currently considered as never before in the LOMLOE. The analysis of the Second Foreign Language in secondary education exemplified this.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
The use of augmented reality in Physics and Chemistry in secondary education
Authorship
M.J.G.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.J.G.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
This Master's Final Project (TFM) explores the educational potential of Augmented Reality (AR) in the Physics and Chemistry subject for the 4th year of Secondary Education (ESO). The project begins with a literature review on the impact of ICTs and AR in secondary education, identifying both their benefits (increased motivation, improved understanding of abstract concepts) and challenges (digital divide, need for teacher training). The core of the TFM is a didactic intervention proposal, based on the Project-Based Learning (PBL) methodology, for the Carbon Chemistry curriculum unit. The proposal uses the Merge Cube 3D tool to allow students to visualize and interact with molecular structures in an immersive way. The aim is for students, working in groups, to design and present an AR project that explains an aspect of organic chemistry. This methodology is expected to enhance conceptual understanding, promote the development of key competencies (STEM, digital, learning to learn, linguistic communication), and increase students' interest in science.
This Master's Final Project (TFM) explores the educational potential of Augmented Reality (AR) in the Physics and Chemistry subject for the 4th year of Secondary Education (ESO). The project begins with a literature review on the impact of ICTs and AR in secondary education, identifying both their benefits (increased motivation, improved understanding of abstract concepts) and challenges (digital divide, need for teacher training). The core of the TFM is a didactic intervention proposal, based on the Project-Based Learning (PBL) methodology, for the Carbon Chemistry curriculum unit. The proposal uses the Merge Cube 3D tool to allow students to visualize and interact with molecular structures in an immersive way. The aim is for students, working in groups, to design and present an AR project that explains an aspect of organic chemistry. This methodology is expected to enhance conceptual understanding, promote the development of key competencies (STEM, digital, learning to learn, linguistic communication), and increase students' interest in science.
Direction
Barreira Cerqueiras, Eva María (Tutorships)
Barreira Cerqueiras, Eva María (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
ARTO BLANCO, MONICA (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
ARTO BLANCO, MONICA (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Problem-based learning and gamification as strategies for teaching-learning in ESO.
Authorship
A.G.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.G.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 10:00
07.16.2025 10:00
Summary
The study carried out in this Master's Thesis aims to achieve greater motivation, participation and understanding of scientific knowledge by students, while trying to adapt to their characteristics. To this end, two active methodologies are combined, Problem-Based Learning (PBL) and gamification. The educational intervention was carried out in a classroom of 5 students of 3rd ESO in the subject Biology and Geology in an urban center in Lugo. In particular this was focused on the “Health and Disease” unit. The aim was for students, through the completion of challenges, simulations and collaborative tasks, to deal with situations close to their reality, thus becoming the protagonist of their training process. The analysis of the proposal was carried out using tools such as pretest, post-test and direct observation. The results indicate that, despite some members of the group showed notable progress in the knowledge acquired, interest and participation, the majority did not achieve the planned objectives, which reveals the need of focussing better their support and personalize the proposal.
The study carried out in this Master's Thesis aims to achieve greater motivation, participation and understanding of scientific knowledge by students, while trying to adapt to their characteristics. To this end, two active methodologies are combined, Problem-Based Learning (PBL) and gamification. The educational intervention was carried out in a classroom of 5 students of 3rd ESO in the subject Biology and Geology in an urban center in Lugo. In particular this was focused on the “Health and Disease” unit. The aim was for students, through the completion of challenges, simulations and collaborative tasks, to deal with situations close to their reality, thus becoming the protagonist of their training process. The analysis of the proposal was carried out using tools such as pretest, post-test and direct observation. The results indicate that, despite some members of the group showed notable progress in the knowledge acquired, interest and participation, the majority did not achieve the planned objectives, which reveals the need of focussing better their support and personalize the proposal.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Analysis of the tutorial function in the area of academic and professional guidance
Authorship
M.H.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.H.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
This Master's Thesis was conducted with the aim of analyzing the role of tutors in the academic and career guidance of students, as well as designing an instrument to capture their perceived experience. Based on a review of educational legislation and relevant literature, the role of the tutor has been contextualized. Alongside the analysis of recent studies, this has revealed a gap between what is established by law and what is actually implemented in educational institutions. This discrepancy motivated the design of a questionnaire intended to explore the current state of guidance in schools from the students' perspective. The proposed methodology consists of a mixed-method questionnaire with 43 qualitative and quantitative questions, organized into four thematic blocks and aimed at individuals who have completed their secondary education. It is expected that future applications of this instrument will provide valuable data to schools and educational institutions, helping to improve the quality and accessibility of guidance services and promote a more effective and student-centered educational environment.
This Master's Thesis was conducted with the aim of analyzing the role of tutors in the academic and career guidance of students, as well as designing an instrument to capture their perceived experience. Based on a review of educational legislation and relevant literature, the role of the tutor has been contextualized. Alongside the analysis of recent studies, this has revealed a gap between what is established by law and what is actually implemented in educational institutions. This discrepancy motivated the design of a questionnaire intended to explore the current state of guidance in schools from the students' perspective. The proposed methodology consists of a mixed-method questionnaire with 43 qualitative and quantitative questions, organized into four thematic blocks and aimed at individuals who have completed their secondary education. It is expected that future applications of this instrument will provide valuable data to schools and educational institutions, helping to improve the quality and accessibility of guidance services and promote a more effective and student-centered educational environment.
Direction
ARTO BLANCO, MONICA (Tutorships)
ARTO BLANCO, MONICA (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
The use of audiovisual material in the teaching of Portuguese as a foreign language. A didactic proposal for Secondary Education.
Authorship
E.J.T.
Specialization in Language and Literature: Foreign Languages
E.J.T.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
The introduction of technological resources into students learning is an increasingly prominent reality in Secondary Education centres across Galicia. As such, their integration into teaching has become a key area of focus. In the context of foreign language education, the use of audiovisual materials offers a dynamic and effective means of presenting content to students in an engaging manner. Building on this premise, the present paper outlines a didactic proposal for the second year of ESO aimed at introducing students of Portuguese -as a second foreign language- to the cultural frameworks associated with the language, as well as to the various countries in which it is spoken. This proposal is grounded in the use of audiovisual resources and a communicative approach as a primary tool for approaching the subject matter.
The introduction of technological resources into students learning is an increasingly prominent reality in Secondary Education centres across Galicia. As such, their integration into teaching has become a key area of focus. In the context of foreign language education, the use of audiovisual materials offers a dynamic and effective means of presenting content to students in an engaging manner. Building on this premise, the present paper outlines a didactic proposal for the second year of ESO aimed at introducing students of Portuguese -as a second foreign language- to the cultural frameworks associated with the language, as well as to the various countries in which it is spoken. This proposal is grounded in the use of audiovisual resources and a communicative approach as a primary tool for approaching the subject matter.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
Learning difficulties in science among secondary school students with Asperger Syndrome
Authorship
C.M.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.M.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 11:00
07.16.2025 11:00
Summary
Asperger Syndrome (AS) is an Autism Spectrum Disorder (ASD) that affects social relationships and significantly impairs the pragmatic use of language. These characteristics impact both daily life and school tasks. The main objectives of this study are: (i) to assess the level of knowledge and training that secondary school teachers have about AS; (ii) to identify and quantify the general and specific difficulties faced by students with AS in scientific subjects; and (iii) to design an intervention proposal with strategies for secondary school teachers specialized in science education. For this purpose, information was gathered through a survey distributed among teachers currently or previously working in secondary education. The data collected were quantified, statistically processed, and analyzed. As part of the intervention proposal, a set of strategies was developed to help teachers effectively address the identified challenges, thereby improving the learning experience of students with AS in the classroom.
Asperger Syndrome (AS) is an Autism Spectrum Disorder (ASD) that affects social relationships and significantly impairs the pragmatic use of language. These characteristics impact both daily life and school tasks. The main objectives of this study are: (i) to assess the level of knowledge and training that secondary school teachers have about AS; (ii) to identify and quantify the general and specific difficulties faced by students with AS in scientific subjects; and (iii) to design an intervention proposal with strategies for secondary school teachers specialized in science education. For this purpose, information was gathered through a survey distributed among teachers currently or previously working in secondary education. The data collected were quantified, statistically processed, and analyzed. As part of the intervention proposal, a set of strategies was developed to help teachers effectively address the identified challenges, thereby improving the learning experience of students with AS in the classroom.
Direction
BUGALLO CARRERA, CÉSAR (Tutorships)
BUGALLO CARRERA, CÉSAR (Tutorships)
Court
SARCEDA GORGOSO, CARMEN (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
SARCEDA GORGOSO, CARMEN (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Individualized vocational training in tree felling with chainsaw
Authorship
J.M.M.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.M.M.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This Master's Thesis presents an educational intervention proposal based on individualized instruction, applied to the training unit UF0268 “Felling trees with chainsaw” from the AGAR0108 professional certificate. The proposal addresses the need to adapt the teaching-learning process to the characteristics, pace, and needs of learners in contexts of high technical demand and operational risk. It is grounded in a combined methodological approach that integrates task-based learning and pedagogical personalization, within the regulatory framework of Organic Law 3/2022 on the organization and integration of Vocational Education and Training. The design is structured into progressive phases that allow for sequential acquisition of competences, strengthening safety, technical performance, and employability. The proposal incorporates principles from andragogy and meaningful learning, promoting a flexible, contextualized, and transferable pathway to other training environments in the forestry sector. Its value as a replicable model in Vocational Training for Employment programs is anticipated.
This Master's Thesis presents an educational intervention proposal based on individualized instruction, applied to the training unit UF0268 “Felling trees with chainsaw” from the AGAR0108 professional certificate. The proposal addresses the need to adapt the teaching-learning process to the characteristics, pace, and needs of learners in contexts of high technical demand and operational risk. It is grounded in a combined methodological approach that integrates task-based learning and pedagogical personalization, within the regulatory framework of Organic Law 3/2022 on the organization and integration of Vocational Education and Training. The design is structured into progressive phases that allow for sequential acquisition of competences, strengthening safety, technical performance, and employability. The proposal incorporates principles from andragogy and meaningful learning, promoting a flexible, contextualized, and transferable pathway to other training environments in the forestry sector. Its value as a replicable model in Vocational Training for Employment programs is anticipated.
Direction
Barreira Cerqueiras, Eva María (Tutorships)
Barreira Cerqueiras, Eva María (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Proposal for educational intervention for students with ADHD in Maritime-Fishing Vocational Training
Authorship
C.M.O.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.M.O.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 13:00
07.17.2025 13:00
Summary
Attention-deficit/hyperactivity disorder (ADHD) is a psychological disorder that develops during childhood and is prevalent in adulthood in 2,5%. It presents symptoms characterized by poor impulse control, inattention and hyperactivity behaviour. This symptomatology affects various areas of the sufferer's life, such as social, academic or professional life. This study focus on the design of an educational intervention for a student with ADHD, introducing non-significant measures within a vocational training program for the maritime-fishing family, specifically in the bridge watch subject. The main objective of the intervention is to adapt the teaching-learning process through non-significant measures, individuals to the student's profile, so that he can successfully complete the subject. The proposal includes teaching strategies that promote attention, time, and hyperactivity management. The intervention aims not only to optimize academic performance but also to promote educational inclusion, ensuring that the student has the same opportunities for success as their peers.
Attention-deficit/hyperactivity disorder (ADHD) is a psychological disorder that develops during childhood and is prevalent in adulthood in 2,5%. It presents symptoms characterized by poor impulse control, inattention and hyperactivity behaviour. This symptomatology affects various areas of the sufferer's life, such as social, academic or professional life. This study focus on the design of an educational intervention for a student with ADHD, introducing non-significant measures within a vocational training program for the maritime-fishing family, specifically in the bridge watch subject. The main objective of the intervention is to adapt the teaching-learning process through non-significant measures, individuals to the student's profile, so that he can successfully complete the subject. The proposal includes teaching strategies that promote attention, time, and hyperactivity management. The intervention aims not only to optimize academic performance but also to promote educational inclusion, ensuring that the student has the same opportunities for success as their peers.
Direction
BUGALLO CARRERA, CÉSAR (Tutorships)
BUGALLO CARRERA, CÉSAR (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Development and assessment of STEM skils in first-year ESO students through discovery learning in the study of ecosystems.
Authorship
C.A.N.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.A.N.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 12:00
07.16.2025 12:00
Summary
In the current context, acquiring an adequate level of STEM competency is essential, and although legal and curricular measures have been taken, secondary school students continue to lack this skill. Various studies have shown that active methodologies generate significant improvements in students' competency levels. An educational proposal based on guided discovery learning was developed and implemented to achieve meaningful and competency-based learning and improve students' STEM competency levels. It included content related to ecology and sustainability. The impact on students' STEM competency was analyzed through pre- and post-test assessments. The research adopted a qualitative case study approach and was conducted in a total of six sessions with a group of first-year secondary school students. Rubrics, written assignments, and questionnaires were used as data collection tools. The implementation of the proposal was effective, and the results showed improvements in all operational descriptors of STEM competency and increased student motivation. It is concluded that the guided discovery learning approach was effective in improving the STEM competencies of first-year ESO students. The tools used allowed for assessment of student progress, and the student response was positive.
In the current context, acquiring an adequate level of STEM competency is essential, and although legal and curricular measures have been taken, secondary school students continue to lack this skill. Various studies have shown that active methodologies generate significant improvements in students' competency levels. An educational proposal based on guided discovery learning was developed and implemented to achieve meaningful and competency-based learning and improve students' STEM competency levels. It included content related to ecology and sustainability. The impact on students' STEM competency was analyzed through pre- and post-test assessments. The research adopted a qualitative case study approach and was conducted in a total of six sessions with a group of first-year secondary school students. Rubrics, written assignments, and questionnaires were used as data collection tools. The implementation of the proposal was effective, and the results showed improvements in all operational descriptors of STEM competency and increased student motivation. It is concluded that the guided discovery learning approach was effective in improving the STEM competencies of first-year ESO students. The tools used allowed for assessment of student progress, and the student response was positive.
Direction
OUTEIRO IGLESIAS, MARIO (Tutorships)
OUTEIRO IGLESIAS, MARIO (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Spanish poetry of the seventeenth century in the high school classroom: a didactic approach for teaching baroque literature
Authorship
L.O.G.
Specialization in Language and Literature: Foreign Languages
L.O.G.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 13:00
07.17.2025 13:00
Summary
This TFM presents a didactic proposal for the subject of Spanish Language and Literature in the 1st year of Bachillerato. This proposal, titled Golden Verses, focuses on Spanish poetry from the seventeenth century, a key issue in the history of literature that is often relegated in both ESO and Bachillerato due to the complexity and ornamentation characteristic of the entire literary production of the Baroque period. With this project, the aim is to bring this poetry closer to students, additionally including a gender perspective. Thus, we will work not only with canonical works by Lope de Vega, Luis de Góngora, or Francisco de Quevedo, but also with highly relevant female figures such as Sor Juana Inés de la Cruz, María de Zayas, or Ana Caro de Mallén, among others. The proposal aligns with what is stated in Decree 157/2022, of September 15, which establishes the organization and curriculum of Bachillerato in the Autonomous Community of Galicia. An active and participative methodology is used, through task-based learning and collaborative work, where the students are the protagonist of their learning.
This TFM presents a didactic proposal for the subject of Spanish Language and Literature in the 1st year of Bachillerato. This proposal, titled Golden Verses, focuses on Spanish poetry from the seventeenth century, a key issue in the history of literature that is often relegated in both ESO and Bachillerato due to the complexity and ornamentation characteristic of the entire literary production of the Baroque period. With this project, the aim is to bring this poetry closer to students, additionally including a gender perspective. Thus, we will work not only with canonical works by Lope de Vega, Luis de Góngora, or Francisco de Quevedo, but also with highly relevant female figures such as Sor Juana Inés de la Cruz, María de Zayas, or Ana Caro de Mallén, among others. The proposal aligns with what is stated in Decree 157/2022, of September 15, which establishes the organization and curriculum of Bachillerato in the Autonomous Community of Galicia. An active and participative methodology is used, through task-based learning and collaborative work, where the students are the protagonist of their learning.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Barreira Cerqueiras, Eva María (Chairman)
DOSIL DIAZ, CARLOS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Gamification in the teaching-learning process on chemical reactions in 3rd ESO
Authorship
C.P.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.P.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
Currently the incorporation of active methodologies in the educational field is promoted with the objective of encouraging motivation and active participation, fostering a more significant and deep learning that allows students their maximum comprehensive development. In this Master’s Thesis an educational proposal based on gamification as an active teaching methodology is presented to address the study of chemical reactions in the Physics and Chemistry subject in 3rd ESO, with the objective of improving students’ understanding and correcting possible conceptual errors or misconceptions. The gamification modality designed corresponds to an educational breakout, an academic activity inspired by escape room games dynamics for the classroom. The students cooperate to open a series of locked boxes with different types of padlocks, which requires solving several problems and puzzles. As a starting point a literature review is made about the difficulties in learning chemistry, with an especial emphasise in chemical reactions, just like active methodologies, gamification, Breakout EDU and the use of ICT as educational tools. Next the developed proposal is explained in detail, in consonance with secondary school curriculum.
Currently the incorporation of active methodologies in the educational field is promoted with the objective of encouraging motivation and active participation, fostering a more significant and deep learning that allows students their maximum comprehensive development. In this Master’s Thesis an educational proposal based on gamification as an active teaching methodology is presented to address the study of chemical reactions in the Physics and Chemistry subject in 3rd ESO, with the objective of improving students’ understanding and correcting possible conceptual errors or misconceptions. The gamification modality designed corresponds to an educational breakout, an academic activity inspired by escape room games dynamics for the classroom. The students cooperate to open a series of locked boxes with different types of padlocks, which requires solving several problems and puzzles. As a starting point a literature review is made about the difficulties in learning chemistry, with an especial emphasise in chemical reactions, just like active methodologies, gamification, Breakout EDU and the use of ICT as educational tools. Next the developed proposal is explained in detail, in consonance with secondary school curriculum.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
FERREIRO NUÑEZ, XESUS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
Barreira Cerqueiras, Eva María (Chairman)
FERREIRO NUÑEZ, XESUS (Secretary)
LOPEZ QUINTANS, JAVIER (Member)
The Communicative Approach to the Teaching of Spanish Language and Literature in Secondary Education
Authorship
B.R.S.
Specialization in Language and Literature: Foreign Languages
B.R.S.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
This Master's Final Project (TFM) advocates for the use of a communicative approach in the teaching of Spanish Language and Literature in Secondary Education. Despite advances in language didactics, the current educational system continues to prioritize theoretical and memorization-based learning over the more recommended practical and communicative learning. The main objective is to propose a change in teaching methodology so that students not only acquire theoretical knowledge but also feel motivated to participate, cooperate, and work actively. Therefore, it starts from a didactic proposal that revolves around the four skills or linguistic abilities that any competent speaker should be encouraged to develop in order to learn and internalize the grammatical and discourse content corresponding to their level. The designed unit focuses on the analysis of simple sentences and on the production and comprehension of expository texts. With it, the aim is to carry out a continuous and formative observation of each student's individual progress, promoting their abilities and addressing cases of diversity in the classroom.
This Master's Final Project (TFM) advocates for the use of a communicative approach in the teaching of Spanish Language and Literature in Secondary Education. Despite advances in language didactics, the current educational system continues to prioritize theoretical and memorization-based learning over the more recommended practical and communicative learning. The main objective is to propose a change in teaching methodology so that students not only acquire theoretical knowledge but also feel motivated to participate, cooperate, and work actively. Therefore, it starts from a didactic proposal that revolves around the four skills or linguistic abilities that any competent speaker should be encouraged to develop in order to learn and internalize the grammatical and discourse content corresponding to their level. The designed unit focuses on the analysis of simple sentences and on the production and comprehension of expository texts. With it, the aim is to carry out a continuous and formative observation of each student's individual progress, promoting their abilities and addressing cases of diversity in the classroom.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Chairman)
DIAZ BALADO, ALICIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
ESTEVEZ RIONEGRO, NOELIA (Chairman)
DIAZ BALADO, ALICIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Teaching proposal for hearing impaired students inclusion in the classroom using cooperative learning and new methodologies in the subject of Biology and Geology in Secondary Education.
Authorship
C.R.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
C.R.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 13:00
07.16.2025 13:00
Summary
The objective of this work is to design a teaching unit for the third year of Compulsory Secondary Education in the subjects of Biology and Geology, combining cooperative learning and gamification as methodological strategies for the inclusion of a student with hearing impairment. Based on a legislative, pedagogical, and contextual analysis, conducted through a documentary review, a solid theoretical framework that addresses hearing impairment and its educational implications, as well as the foundations of cooperative learning and gamification was generated. This framework provides an educational proposal tailored to the specific educational needs of students through minor methodological adaptations. Since it has not been implemented in a real-life context, no empirical results have been obtained, but these could be obtained through further research.
The objective of this work is to design a teaching unit for the third year of Compulsory Secondary Education in the subjects of Biology and Geology, combining cooperative learning and gamification as methodological strategies for the inclusion of a student with hearing impairment. Based on a legislative, pedagogical, and contextual analysis, conducted through a documentary review, a solid theoretical framework that addresses hearing impairment and its educational implications, as well as the foundations of cooperative learning and gamification was generated. This framework provides an educational proposal tailored to the specific educational needs of students through minor methodological adaptations. Since it has not been implemented in a real-life context, no empirical results have been obtained, but these could be obtained through further research.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
MOSQUERA BARGIELA, INES (Chairman)
GERPE PEREZ, ENELINA MARIA (Secretary)
PRIETO VIGO, NURIA (Member)
MOSQUERA BARGIELA, INES (Chairman)
GERPE PEREZ, ENELINA MARIA (Secretary)
PRIETO VIGO, NURIA (Member)
Silenced, but not forgotten: The presence of Galician language in secondary education from the Second Spanish Republic to the eighties.
Authorship
P.R.L.
Specialization in Language and Literature: Foreign Languages
P.R.L.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
This research project analyzes the presence of the Galician language in secondary education in a time period spanning from the Second Spanish Republic to the mid-eighties. This dissertation is structured around three historical stages of the past century: the Second Republic, the Francoist dictatorship, and the post-1975 period, marked by the Spanish Transition and the beginning of the Galician Autonomy. With this objective in mind, both a legal review of educational legislation and a thorough documentary review of existing studies on the issue were carried out. The main findings of this study show that Galician language’s presence at this educational level was not taken into account until the Autonomy period. Nonetheless, evidence was also found of various voluntary initiatives by teachers who were committed to the language in order to introduce it into the classrooms in times when it was officially forbidden.
This research project analyzes the presence of the Galician language in secondary education in a time period spanning from the Second Spanish Republic to the mid-eighties. This dissertation is structured around three historical stages of the past century: the Second Republic, the Francoist dictatorship, and the post-1975 period, marked by the Spanish Transition and the beginning of the Galician Autonomy. With this objective in mind, both a legal review of educational legislation and a thorough documentary review of existing studies on the issue were carried out. The main findings of this study show that Galician language’s presence at this educational level was not taken into account until the Autonomy period. Nonetheless, evidence was also found of various voluntary initiatives by teachers who were committed to the language in order to introduce it into the classrooms in times when it was officially forbidden.
Direction
FERREIRO NUÑEZ, XESUS (Tutorships)
FERREIRO NUÑEZ, XESUS (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ QUINTANS, JAVIER (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ QUINTANS, JAVIER (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Intervention proposal for deaf students in the subject of Biology and Geology in Secondary Education
Authorship
A.S.B.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.S.B.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 09:00
07.16.2025 09:00
Summary
This project presents a series of steps aimed at deaf students who study Biology and Geology in secondary education. The objectives sought trough tha application of this guidelines are the inclusion of these students in the classroom, an improvement in ther emotional state, increased participation in class and improved performance in the subject. In order to collect data on the usefulness of theses measures, qualitative techniques such as interviews and observations recording would be used; as well as quantitative techniques such as theoretical exams, worksheets, written assignments and others. Due to the limitation of not having implemented this intervention, it is dificult to assess the effectiveness of these measures, as the wide range of variables that can arise in a classroom were not taken into account. Despite this, the completion of this project and, consequently, the time dedicated to serching for information on the subject at hand are essential for future teachers.
This project presents a series of steps aimed at deaf students who study Biology and Geology in secondary education. The objectives sought trough tha application of this guidelines are the inclusion of these students in the classroom, an improvement in ther emotional state, increased participation in class and improved performance in the subject. In order to collect data on the usefulness of theses measures, qualitative techniques such as interviews and observations recording would be used; as well as quantitative techniques such as theoretical exams, worksheets, written assignments and others. Due to the limitation of not having implemented this intervention, it is dificult to assess the effectiveness of these measures, as the wide range of variables that can arise in a classroom were not taken into account. Despite this, the completion of this project and, consequently, the time dedicated to serching for information on the subject at hand are essential for future teachers.
Direction
BUGALLO CARRERA, CÉSAR (Tutorships)
BUGALLO CARRERA, CÉSAR (Tutorships)
Court
MOSQUERA BARGIELA, INES (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
PRIETO VIGO, NURIA (Member)
MOSQUERA BARGIELA, INES (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
PRIETO VIGO, NURIA (Member)
Sociolinguistics in the Galician Language and Literature Classroom: An Educational Intervention Proposal
Authorship
S.S.F.
Specialization in Language and Literature: Foreign Languages
S.S.F.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
This work aims to strengthen the presence of sociolinguistic content in secondary education centers. Starting from this goal, an educational intervention proposal will be made, focused on the relationships between the Galician language and its current social reality. Since 1983, the year in which the Linguistic Normalization Law was approved, its teaching and promotion have been ensured within the educational system. Despite this, the language declines year after year in the number of speakers, especially among the younger generations. Schools form an ideal space to promote sociolinguistic change, as they constitute the natural place for young people to reflect on and become involved in the use and defense of the Galician language. The present project seeks to become a means to raise students' awareness of the sociolinguistic conflict that Galiza is experiencing and, through the implementation of various activities, to help revitalize the use of the Galician language to some extent. Therefore, the educational proposal presented in this work addresses content that, despite its relevance, is not sufficiently covered in the curriculum or classrooms. Sociolinguistics is a field with great potential for change in the future of the Galician language, and its integration into the educational sphere plays a crucial role in its protection and strengthening.
This work aims to strengthen the presence of sociolinguistic content in secondary education centers. Starting from this goal, an educational intervention proposal will be made, focused on the relationships between the Galician language and its current social reality. Since 1983, the year in which the Linguistic Normalization Law was approved, its teaching and promotion have been ensured within the educational system. Despite this, the language declines year after year in the number of speakers, especially among the younger generations. Schools form an ideal space to promote sociolinguistic change, as they constitute the natural place for young people to reflect on and become involved in the use and defense of the Galician language. The present project seeks to become a means to raise students' awareness of the sociolinguistic conflict that Galiza is experiencing and, through the implementation of various activities, to help revitalize the use of the Galician language to some extent. Therefore, the educational proposal presented in this work addresses content that, despite its relevance, is not sufficiently covered in the curriculum or classrooms. Sociolinguistics is a field with great potential for change in the future of the Galician language, and its integration into the educational sphere plays a crucial role in its protection and strengthening.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ QUINTANS, JAVIER (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ QUINTANS, JAVIER (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Challenges and strategies for the labor insertion of young people in the Metal Construction sector.
Authorship
B.S.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
B.S.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
The metal construction sector represents one of the industrial areas with the greatest potential for growth in Galicia, especially in the Ferrol region, traditionally linked to the metallurgical industry. However, it faces challenges such as an aging workforce, low incorporation of young people, and difficulties in finding qualified personnel, which compromise generational renewal and future competitiveness. This research analyzes the main obstacles to youth employment in the sector, highlighting the relationship between vocational training, acquired skills, and the real needs of companies. Through a documentary study and a quantitative analysis based on company surveys in Ferrolterra, the aim is to identify talent acquisition strategies and possible deficiencies in existing training. The ultimate goal is to propose improvements that promote effective youth employment integration.
The metal construction sector represents one of the industrial areas with the greatest potential for growth in Galicia, especially in the Ferrol region, traditionally linked to the metallurgical industry. However, it faces challenges such as an aging workforce, low incorporation of young people, and difficulties in finding qualified personnel, which compromise generational renewal and future competitiveness. This research analyzes the main obstacles to youth employment in the sector, highlighting the relationship between vocational training, acquired skills, and the real needs of companies. Through a documentary study and a quantitative analysis based on company surveys in Ferrolterra, the aim is to identify talent acquisition strategies and possible deficiencies in existing training. The ultimate goal is to propose improvements that promote effective youth employment integration.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Dynamism and creativity in the French classroom: Teaching unit for first year secondary school students.
Authorship
C.D.S.F.
Specialization in Language and Literature: Foreign Languages
C.D.S.F.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
The aim of this Master’s Thesis is to implement a teaching unit for the subject of Foreign Language, French in a public secondary school (IES) without a bilingual section. The proposal is aimed at a class of 25 students in the first year of ESO, one of whom has special educational needs (SEN). This unit is part of topic 3 of the curriculum and uses the J'aime textbook published by Anaya as its base material, taking a communicative approach. The teaching unit will be developed over five sessions. The first four will focus on teaching vocabulary, grammar and phonetics. The aim is for students to be able to talk about their daily routine, working on vocabulary related to different times of the day, days, months and seasons, the conjugation of first group action verbs in the present indicative, telling the time, prosody and French phonetics, in particular the distinction between the different phonemes of E. Through these activities, the four language skills will be developed: listening and reading comprehension, and speaking and writing, with a multicultural perspective through learning about the daily routines of French-speaking countries, particularly France. To encourage progressive learning adapted to the needs of the students, dynamic and creative methodologies will be used, including the use of digital tools such as the Kahoot platform, promoting the integration of cross-curricular skills such as digital competence in the teaching and learning process. Given that this is the first year that students have contact with the French language, a motivating and accessible approach will be prioritised for their level of knowledge. The fifth and final session will be devoted to the assessment of the learning acquired through a short written and oral test, in accordance with a continuous assessment system. In addition, a teacher self-assessment will be carried out to analyse the effectiveness of the teaching unit and determine whether the proposed objectives have been achieved, as well as the language skills worked on.
The aim of this Master’s Thesis is to implement a teaching unit for the subject of Foreign Language, French in a public secondary school (IES) without a bilingual section. The proposal is aimed at a class of 25 students in the first year of ESO, one of whom has special educational needs (SEN). This unit is part of topic 3 of the curriculum and uses the J'aime textbook published by Anaya as its base material, taking a communicative approach. The teaching unit will be developed over five sessions. The first four will focus on teaching vocabulary, grammar and phonetics. The aim is for students to be able to talk about their daily routine, working on vocabulary related to different times of the day, days, months and seasons, the conjugation of first group action verbs in the present indicative, telling the time, prosody and French phonetics, in particular the distinction between the different phonemes of E. Through these activities, the four language skills will be developed: listening and reading comprehension, and speaking and writing, with a multicultural perspective through learning about the daily routines of French-speaking countries, particularly France. To encourage progressive learning adapted to the needs of the students, dynamic and creative methodologies will be used, including the use of digital tools such as the Kahoot platform, promoting the integration of cross-curricular skills such as digital competence in the teaching and learning process. Given that this is the first year that students have contact with the French language, a motivating and accessible approach will be prioritised for their level of knowledge. The fifth and final session will be devoted to the assessment of the learning acquired through a short written and oral test, in accordance with a continuous assessment system. In addition, a teacher self-assessment will be carried out to analyse the effectiveness of the teaching unit and determine whether the proposed objectives have been achieved, as well as the language skills worked on.
Direction
RODRIGUEZ FERREIRO, VERONICA (Tutorships)
RODRIGUEZ FERREIRO, VERONICA (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
Beyond stress: the less visible occupational hazards and their impact on teachers' health.
Authorship
A.S.M.
Specialization in Language and Literature: Foreign Languages
A.S.M.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This Master's Thesis focuses on the less evident occupational risks faced by secondary school teachers, going beyond the conventional focus on stress and burnout. Through a systematic literature review, it highlights environmental, ergonomic, organizational, and psychosocial factors that have a significant detrimental impact on teachers’ health but are often minimized or overlooked. These risks include noise-induced fatigue, poor air quality, musculoskeletal pain, cognitive overload, invisible emotional labor, and unfavorable institutional conditions. Empirical evidence is provided to document the incidence of physical and psychological illnesses caused by these circumstances. The thesis proposes a prevention program based on four pillars: improvement of the physical environment, ergonomics, emotional regulation, and organizational support. These interventions aim not only to reduce absenteeism and improve teachers’ health but also to be cost-effective for the sustainability of the educational system and to enhance the quality of teaching.
This Master's Thesis focuses on the less evident occupational risks faced by secondary school teachers, going beyond the conventional focus on stress and burnout. Through a systematic literature review, it highlights environmental, ergonomic, organizational, and psychosocial factors that have a significant detrimental impact on teachers’ health but are often minimized or overlooked. These risks include noise-induced fatigue, poor air quality, musculoskeletal pain, cognitive overload, invisible emotional labor, and unfavorable institutional conditions. Empirical evidence is provided to document the incidence of physical and psychological illnesses caused by these circumstances. The thesis proposes a prevention program based on four pillars: improvement of the physical environment, ergonomics, emotional regulation, and organizational support. These interventions aim not only to reduce absenteeism and improve teachers’ health but also to be cost-effective for the sustainability of the educational system and to enhance the quality of teaching.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
SARCEDA GORGOSO, CARMEN (Chairman)
DIAZ BALADO, ALICIA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
SARCEDA GORGOSO, CARMEN (Chairman)
DIAZ BALADO, ALICIA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
emotional well-being in the educational field: a SL project
Authorship
O.S.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
O.S.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 10:00
07.16.2025 10:00
Summary
Burnout syndrome and anxiety have always been present in all professional fields, and education is no exception. Therefore, this study evaluates both cognitive disorders, using the CESQT and STAI questionnaires, and correlates the results with sociodemographic variables using the statistical software SPSS v. 30.0. All this with the aim of developing an agile and reliable screening instrument that can predict and detect the profile of teachers who may develop these disorders, thereby preventing and controlling their levels. The entire research is carried out within the framework of a Service Learning (SL) project, with the collaboration of a sample of 104 teachers from different areas of Secondary Education, Vocational Training, and Language Schools, as well as students of the Bachelor's Degree in Robotics and the Master's Degree in Teacher Training
Burnout syndrome and anxiety have always been present in all professional fields, and education is no exception. Therefore, this study evaluates both cognitive disorders, using the CESQT and STAI questionnaires, and correlates the results with sociodemographic variables using the statistical software SPSS v. 30.0. All this with the aim of developing an agile and reliable screening instrument that can predict and detect the profile of teachers who may develop these disorders, thereby preventing and controlling their levels. The entire research is carried out within the framework of a Service Learning (SL) project, with the collaboration of a sample of 104 teachers from different areas of Secondary Education, Vocational Training, and Language Schools, as well as students of the Bachelor's Degree in Robotics and the Master's Degree in Teacher Training
Direction
DOSIL DIAZ, CARLOS (Tutorships)
DOSIL DIAZ, CARLOS (Tutorships)
Court
MOSQUERA BARGIELA, INES (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
PRIETO VIGO, NURIA (Member)
MOSQUERA BARGIELA, INES (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
PRIETO VIGO, NURIA (Member)
“Didactic sequence for teaching nutrition and food through argumentation as a scientific practice: fostering critical understanding and the promotion of healthy habits”
Authorship
L.V.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
L.V.S.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 11:00
07.16.2025 11:00
Summary
This project presents a teaching sequence for the instruction of food and nutrition in lower secondary education, aiming to promote healthy eating habits through the integration of argumentation as a scientific practice. The intervention is grounded in an up-to-date literature review and aligned with the curricular principles of the LOMLOE and Decree 156/2022 of the Autonomous Community of Galicia. The designed sequence combines strategies such as critical analysis, cooperative work, and the development of reasoned explanations, incorporating elements of scientific argumentation based on contexts that are meaningful to students. The proposed activities help connect scientific knowledge with real-life situations relevant to learners, fostering their engagement, autonomy, and informed decision-making. The proposal is adaptable to diverse educational settings, feasible with commonly available resources, and designed from an inclusive perspective, following the principles of Universal Design for Learning (UDL). It is concluded that this intervention can effectively contribute to health education and the development of key competences in secondary education.
This project presents a teaching sequence for the instruction of food and nutrition in lower secondary education, aiming to promote healthy eating habits through the integration of argumentation as a scientific practice. The intervention is grounded in an up-to-date literature review and aligned with the curricular principles of the LOMLOE and Decree 156/2022 of the Autonomous Community of Galicia. The designed sequence combines strategies such as critical analysis, cooperative work, and the development of reasoned explanations, incorporating elements of scientific argumentation based on contexts that are meaningful to students. The proposed activities help connect scientific knowledge with real-life situations relevant to learners, fostering their engagement, autonomy, and informed decision-making. The proposal is adaptable to diverse educational settings, feasible with commonly available resources, and designed from an inclusive perspective, following the principles of Universal Design for Learning (UDL). It is concluded that this intervention can effectively contribute to health education and the development of key competences in secondary education.
Direction
MOSQUERA BARGIELA, INES (Tutorships)
MOSQUERA BARGIELA, INES (Tutorships)
Court
PRIETO VIGO, NURIA (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
OUTEIRO IGLESIAS, MARIO (Member)
PRIETO VIGO, NURIA (Chairman)
Vázquez Regueiro, Teresa Susana (Secretary)
OUTEIRO IGLESIAS, MARIO (Member)
Didactic proposal for acquiring physical mathematical competences in secondary education
Authorship
I.V.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
I.V.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
07.16.2025 12:00
07.16.2025 12:00
Summary
The work carried out herein consists of a theoric didactic proposal that aims teaching the subject of Similarity within the subject of Mathematics in the second year of the high school. The activities are designed as a collaborative approach and encourage manipulative work as well as measurement through contextualised problems. Although collaborative methodologies have proven to be positive in mathematics teaching, it is expected that the activities proposed in this work require a thorough previous work to mitigate the difficulties and limitations that a secondary school classroom have in terms of group work. Thus it is expected that the didactic proposal can reach its maximum potential and be positive for the student's learning process upon the right conditions.
The work carried out herein consists of a theoric didactic proposal that aims teaching the subject of Similarity within the subject of Mathematics in the second year of the high school. The activities are designed as a collaborative approach and encourage manipulative work as well as measurement through contextualised problems. Although collaborative methodologies have proven to be positive in mathematics teaching, it is expected that the activities proposed in this work require a thorough previous work to mitigate the difficulties and limitations that a secondary school classroom have in terms of group work. Thus it is expected that the didactic proposal can reach its maximum potential and be positive for the student's learning process upon the right conditions.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Audiovisual tolos to promote the learning of French in secondary education with special focus on oral comprehension and expression
Authorship
Y.Z.
Specialization in Language and Literature: Foreign Languages
Y.Z.
Specialization in Language and Literature: Foreign Languages
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This Master’s Thesis explores how audiovisual tools can enhance French language teaching in secondary education, especially in terms of oral comprehension and expression. It presents a teaching proposal designed with a 4th-year secondary class at IES Ánxel Fole, based on communicative tasks, cooperative learning, and the use of platforms such as Youtube, Genially, Flip, Padlet, and Kahoot. The proposal aims to boost a student motivation, improve oral skills, and foster intercultural awareness in an inclusive, digitally adapted learning environment.
This Master’s Thesis explores how audiovisual tools can enhance French language teaching in secondary education, especially in terms of oral comprehension and expression. It presents a teaching proposal designed with a 4th-year secondary class at IES Ánxel Fole, based on communicative tasks, cooperative learning, and the use of platforms such as Youtube, Genially, Flip, Padlet, and Kahoot. The proposal aims to boost a student motivation, improve oral skills, and foster intercultural awareness in an inclusive, digitally adapted learning environment.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)
VARELA ZAPATA, JESUS (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
Anderson McGuire, JoDee (Member)