The Master's Degree in Psychopedagogical Intervention in Contexts of Formal and Non-Formal Education offers training oriented to academic and professional specialization.
The Master's Degree in Psychopedagogical Intervention in contexts of formal and non-formal education offers a training oriented to academic and professional specialization. The justification of this title is determined by the need to specialize professionals who develop a psychopedagogical action of a preventive and formative (non-clinical) nature in the different services and programs that are being developed in formal and non-formal education contexts, supporting and advising institutions and various groups of students, parents and teachers in the achievement of their goals. Specifically, the aim is to train educational professionals competent in the psycho-educational field to intervene in educational and vocational guidance, attention to diversity and specific educational needs, advice on teaching and learning processes and their difficulties, prevention of school failure, counseling parents in educational work, etc. In addition, from this Master, the in-depth knowledge of planning and management of psychopedagogical services, guidance and psycho-pedagogical assessment models and the critical analysis of psychopedagogical intervention practices designed to improve the teaching and learning processes are deepened.
We consider that the name of the title corresponds to the proposal of this official Master, while an advanced psychopedagogical training is proposed for intervention in formal and non-formal contexts of education. The term psychopedagogical refers to an interdisciplinary content that is related to certain areas of intervention in education. Psychopedagogy is not the sum of Psychology plus Pedagogy (just as Biochemistry is not the sum of Biology and Chemistry), but a knowledge that defines a preventive, collaborative, formative, inclusive and guiding approach from the which responds to the demands and needs of educational institutions.
Psychopedagogical Intervention is a resource that is provided to the educational institution as a whole and to its various subsystems, in order to prevent possible dysfunctions or difficulties and to correct or compensate those that have originated. It refers to the approach of action that the Teams of Orientation and Psychopedagogy carry out in the different contexts of formal and nonformal education, to support and advise the institutions in the achievement of its objectives. The profile of the "psychoeducator" has relevance, both for the formal and non-formal contexts of education:
- The LOE recognizes the importance of psychopedagogical intervention in schools: "Students have the right to" receive educational and professional guidance "; "Parents have the right" to be heard in decisions that affect the academic and professional orientation of their children "; "Instructors are instructed to promote the necessary measures so that the personal tutoring of students and the educational, psycho-pedagogical and professional orientation are a fundamental element in the management of this stage."
- It is also important to highlight the relevance of the professional profile of the Psychopedagogue in the field of non-formal education to cover certain posts around the Orientation and Occupational Training and Continuing Education. Thus, it is necessary to mention in a special way the RD 1646/1997 (BOE of 14/11/1997), where the Occupational Training Vocational Certificate is defined.
Several reasons justify the approval of this Master of advanced training oriented to professionalising specialization. In view of their nature, we have grouped them into professional and academic reasons.
Entry and exit profile
In the case of the Master of Psychopedagogical Intervention in Contexts of Formal and Non Formal Education, the following graduates may be admitted to this training: Psychopedagogy, Pedagogy, Specialist Teacher, Speech Therapy, Psychology, Social Educator, Infant Education and Primary Education.
On the other hand, according to article 5 of Decree 168/2008, of July 22 (Official Journal of Canaries No. 154), students requesting access to the master must prove the command of a foreign language equivalent to the B1 level of English of the Common European Framework of Reference for Languages.
- Build knowledge to solve problems of the field of intervention and psychopedagogical research in different professional contexts.
- Apply the skills and professional skills that are specific to psychopedagogical intervention and research.
- To develop processes of investigation and action on the practice, applying diverse methodologies that allow the construction and transfer of the psychopedagogical knowledge.
- Analyze the problems currently facing education and the approaches that are followed in the field of education.
- To know several evaluation and research procedures for the analysis of the contexts where the psychopedagogical intervention takes place.
- To develop models of preventive and collaborative psychopedagogical intervention to support the teaching staff and other instances of pedagogical coordination of the centers that facilitate decision making on various aspects of the educational project.
- Apply different models and strategies from an inclusive approach for educational attention to diversity in formal and non-formal contexts of education.
- To develop the functions of tutoring and educational guidance and professional orientation from different models of professional performance.
- Apply strategies of psychopedagogical intervention with the families to achieve their collaboration and participation in the integral formation of the students.
- To plan processes of psychopedagogical evaluation, diagnosis of educational needs and / or evaluation of professional competences to design intervention programs in contexts of formal and non-formal education.
- Know different strategies of psychopedagogical intervention for acting with socially disadvantaged groups.
Orientation and tutoring
In the Faculty of Education of the University of La Laguna has been implanted for several years a model of orientation to the students, structured in three fundamental levels of intervention:
a) Level 1 of Classroom: through the academic tutoring that develops each teacher in the scope of his subject, supporting the students through a supervised follow-up to the achievement of the academic objectives and the specific competencies established in the teaching guides. The tutorials will complement the training in theoretical and practical classes, and will provide the student with the necessary tools to advance their training. In this process virtual resources, especially the virtual classrooms and the moddle platform, have great relevance.
b) Level 2 Degree: through the development of the plan career tutorials. It is assigned a tutor that facilitates the students' academic adaptation, guides them about the resources they have for learning and offers them support to make decisions about their academic itinerary and their professional project.
c) Faculty Level 3: through the information, orientation and complementary training that is carried out by the Service of Orientation and Information to the Students of the Faculty of Education (SOIA). This is a specific service of the Faculty of Education and is developed through a model of mentoring (involving students / mentors of the different degrees of the Faculty that advise colleagues of their degree). More detailed SOIA information can be consulted on the website of the Student Orientation and Information Service.
1. Observation, analysis and reflection on the social and educational reality of the institution in which the stay in practices is realized
2. Analysis and reflection on the programs of action of that unit or department or institution
3. Design, implementation and evaluation of concrete actions that the tutor proposes based on what is planned in the center's or service's programming.
4. Critical reflection on the actions themselves
5. Making a final report or report
Presential activities through which a practical component is provided to the academic formation, connecting the training received with the professional activities (practical activities in companies, organizations and educational centers, etc.)
Coordinator of External Practices: David Pérez Jorge (firstname.lastname@example.org)
Lines or areas of research:
1. Quality approaches applied to inclusive education processes:
- Design of plans and advice to organizations applying quality systems.
- Quality standards and agencies.
2. Family and education.
- Psychopedagogical orientation in family-school relations.
3. Vocational and occupational guidance.
- Guidance for decision making.
- Orientation to disadvantaged groups.
4. Psycho-pedagogical intervention and disability.
- Pupils with educational support needs.
- Curricular strategies for specific attention.
5. Psychopedagogical evaluation.
- Instruments for the evaluation of variables involved.
- Evaluation processes.
6. Diagnosis of educational needs: formal and non-formal education.
- Evaluation of competences of formal, non-formal and informal learning (professional action).
- Factors related to educational processes and developments.
7. Tutorial action plans.
8. Learning difficulties.
9. Early care.
10. Multicultural education, xenophobia and racism.
11. Community intervention.
Coordinator of Work End of Master: Pedro Álvarez Pérez (email@example.com)
Program taught in: