Joint research and professional master's with content that, firstly, promotes training in research-related competencies and, secondly, training specialists in design, implementation and evaluation of Training, in school contexts as well as business and professional contexts.
Duration:
1 academic year
RUCT code: 4311781
ECTS Number: 60
Seats number: 25
Dean or center director:
MARIA DEL MAR LORENZO MOLEDO
Title coordinator:
Bibiana Regueiro Fernandez
bibiana.regueiro [at] usc.es
Use languages:
Spanish, Galician
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
434/2009 do 3 de decembro (DOG 15/12/2009)
BOE publication date:
24/08/2010 (mod 17/01/2022)
Last accreditation date:
15/10/2019
It is a joint research and professional Master鈥檚. Firstly, it promotes training in research-related competencies to continue studying a doctorate in the various lines of research open in the departments of Didactics and School Organization and Computer Diagnostic and Research Methods in Education for this Master's.
Secondly, the Master's is aimed at training specialists in Training, in both school contexts as well as all business and professional contexts in which today's education professionals perform their duties (companies, town councils, government agencies, research centres, technology centres, trade unions, civil organisations and associations, etc.). The curriculum sets 2 semesters and adopts a modular programme with the idea of providing integrated training as possible and an interdisciplinary view of the training world (needs, strategies, resources, models ...).
Duration:
1 academic year
RUCT code: 4311781
ECTS Number: 60
Seats number: 25
Dean or center director:
MARIA DEL MAR LORENZO MOLEDO
Title coordinator:
Bibiana Regueiro Fernandez
bibiana.regueiro [at] usc.es
Use languages:
Spanish, Galician
Coordinator university:
University of Santiago de Compostela
Partaker universities:
University of Santiago de Compostela
Xunta de Galicia title implantation authorization date:
434/2009 do 3 de decembro (DOG 15/12/2009)
BOE publication date:
24/08/2010 (mod 17/01/2022)
Last accreditation date:
15/10/2019
It is a joint research and professional Master鈥檚. Firstly, it promotes training in research-related competencies to continue studying a doctorate in the various lines of research open in the departments of Didactics and School Organization and Computer Diagnostic and Research Methods in Education for this Master's.
Secondly, the Master's is aimed at training specialists in Training, in both school contexts as well as all business and professional contexts in which today's education professionals perform their duties (companies, town councils, government agencies, research centres, technology centres, trade unions, civil organisations and associations, etc.). The curriculum sets 2 semesters and adopts a modular programme with the idea of providing integrated training as possible and an interdisciplinary view of the training world (needs, strategies, resources, models ...).
Cr茅ditos que tiene que realizar un estudiante para obtener el t铆tulo de m谩ster:
Materias obligatorias: 24 ECTS
Materias optativas: 18 ECTS
Pr谩cticas Obrigatorias 6 ECTS
Trabajo fin de M谩ster: 12 ECTS
Cr茅ditos totales: 60 ECTS
El t铆tulo contempla dos itinerarios diferentes:
1. Innovaci贸n y Calidad
2. Orientaci贸n y Asesoramiento
El alumnado puede escoger entre cursar un itinerario, superando todas las materias del m贸dulo correspondiente, ou elegir libremente las materias optativas de la titulaci贸n.
Joint research and professional master鈥檚 with content that, firstly, promotes training in research-related competencies and, secondly, training specialists in design, implementation and evaluation of Training, in school contexts as well as business and professional contexts.
No se contempla
Cr茅ditos que tiene que realizar un estudiante para obtener el t铆tulo de m谩ster:
Materias obligatorias: 24 ECTS
Materias optativas: 18 ECTS
Pr谩cticas Obrigatorias 6 ECTS
Trabajo fin de M谩ster: 12 ECTS
Cr茅ditos totales: 60 ECTS
El sistema de apoyo y orientaci贸n a los estudiantes se fundamenta en la tutor铆a individualizada y en
un sistema de orientaci贸n del conjunto de profesores. El sistema de orientaci贸n conjunto utilizar谩 dos estrategias:
a) Reuniones peri贸dicas para el an谩lisis del progreso acad茅mico, de las necesidades y l铆neas para la mejora y de la proyecci贸n en los 谩mbitos profesionales. Se contempla en esta estrategia una reuni贸n avanzado el curso para la asignaci贸n de tutores del proyecto final de M谩ster que incluye la deliberaci贸n conjunta sobre el 谩mbito en el que cada proyecto se centrar谩. Una vez asignado tutor, el asesoramiento y seguimiento del proyecto ser谩 individualizado.
b) Un espacio en red virtual que utiliza una plataforma colaborativa en red donde se pueden
gestionar documentaci贸n, grupos de trabajo, se pueden organizar debates y, a trav茅s de foros, realizar una reflexi贸n sobre el proceso de formativo que consolide el aprendizaje.
Para acceder aos ensinos oficiais de M谩ster ser谩 necesario estar en posesi贸n de:
A.1. Un t铆tulo universitario oficial espa帽ol.
A.2. Un t铆tulo expedido por unha instituci贸n de educaci贸n superior pertencente a outro Estado integrante do Espazo Europeo de Educaci贸n Superior que faculte no mesmo para o acceso a ensinos de M谩ster.
A.3. Un t铆tulo pertencente a un sistema educativo alleo ao Espazo Europeo de Educaci贸n, previa comprobaci贸n pola Universidade de que o citado t铆tulo acredita un nivel de formaci贸n equivalente aos correspondentes t铆tulos universitarios oficiais espa帽ois e faculta no pa铆s expedidor do t铆tulo para o acceso a ensinos de posgrao.
A.4. Un t铆tulo superior das Ensinanzas Art铆sticas Superiores do sistema educativo espa帽ol.
Modalidad: criterios espec铆ficos
Titulaciones por orden de preferencia:
1. Titulaciones de Ciencias de la Educaci贸n: Pedagog铆a, Psicopedagog铆a, Maestro, e Ed. Social.
2. Titulaciones en Psicolog铆a; en Sociolog铆a; en Documentaci贸n; en Actividad F铆sica y Deporte; en Periodismo; en Comunicaci贸n Audiovisual; en Econom铆a; en Administraci贸n y Direcci贸n de Empresas; en Ciencias Pol铆ticas y de la Administraci贸n; en Investigaci贸n y Ciencias de Mercado; otras titulaciones de la rama de Ciencias Sociales y Jur铆dicas
3. Titulaciones de la rama de Humanidades
4. Titulaciones de Ciencias y Ciencias de la Salud
Los alumnos procedentes de pa铆ses de lengua diferente al gallego, portugu茅s ou espa帽ol deber谩n acreditar el nivel de lengua gallega: Celga II, o espa帽ola: B2, seg煤n el Acuerdo del Consejo de Gobierno de la 奇趣腾讯分分彩 de 30 de julio de 2018.
De non poseer alguno de los t铆tulos, la 奇趣腾讯分分彩 les realizar谩 una prueba de nivel y, de no superarla, deber谩n asistir a un curso intensivo de gallego o espa帽ol en el primer semestre hasta alcanzar el nivel requerido.
Criterios de Selecci贸n:
-Se tendr谩 en cuenta la nota media del expediente.
-Se multiplicar谩 la nota media por el grado de afinidad de la titulaci贸n: 1, 2, 3, 4 (de menor a mayor afinidad).
-Se ordenar谩n los expedientes de acuerdo con el resultado.
Informaci贸n actualizada en cada convocatoria de matr铆cula
1. To know in depth the different areas of projection of the Pedagogical Research and labor insertion of postgraduate students in Education.
2. To know the different specialized professional activities (positions and functions) performed by postgraduates in Education.
3. To develop specialized work competences in attractive areas of professional intervention in areas that require specialization (quality, e-learning, design of digital teaching content, individual or institutional advice, skills validation, continuous training, educational research and innovation etc.)
4. To design training proposals to deal with diversity contexts and gender equality, equity and respect for human rights.
5. To improve / complete the transversal competences of education professionals for research, development and innovation (R + D + I) as fundamental bases for professional improvement and the quality of the functions and services provided by education specialists in their work contexts.
6. To analyze the contributions of pedagogical research and the processes of scientific knowledge in various specialized fields.
1. To know and use a variety of resources and specialized techniques for the construction of
scientific knowledge on Training.
2. To pose and solve practical problems using creative problem solving strategies.
3. To adopt favorable attitudes towards participation and involvement in training processes and
a collaborative professional line of action.
4. To organize and manage human, material and Technological resources in training environments.
5. To use teaching methodologies effectively.
6. To assume an ethical and methodological commitment to scientific and professional practice.
7. To have initiative in complex contexts to solve educational situations that affect students with different abilities and different learning pace.
8. To adapt to new or changing situations, react positively and accept, understand or introduce new points of view when necessary.
9. To act professionally and with objectivity when judging according to democratic values.
10. To develop a critical attitude in professional performance.
Desarrollar una actitud positiva, cr铆tica y plural de la investigaci贸n como herramienta de
comprensi贸n y mejora de la realidad educativa.
2. Tomar conciencia del valor social del conocimiento cient铆fico.
3. Comprender y aplicar t茅cnicas y estrategias metodol贸gicas adecuadas para la resoluci贸n de
casos.
4. Identificar aspectos espec铆ficos de las problem谩ticas y tendencias educativas actuales.
5. Desarrollar una actitud positiva hacia la incorporaci贸n de las t茅cnicas y/o procedimientos de
recogida de informaci贸n en el trabajo profesional.
6. Contribuir al establecimiento de pol铆ticas o estrategias de actuaci贸n para la mejora de la
蹿辞谤尘补肠颈贸苍.
7. Participar de forma colaborativa en el desarrollo del conocimiento cient铆fico, empleando un
lenguaje formal cient铆fico y promoviendo la transferencia de los hallazgos de la investigaci贸n
educativa a la pr谩ctica profesional.
8. Dise帽ar y poner en marcha procesos formativos de calidad que respondan a necesidades
de la pr谩ctica profesional y nichos formativos emergentes.
9. Implicarse, aconsejar, organizar y dirigir planes de formaci贸n, desde el diagn贸stico de
necesidades hasta la concreci贸n en acciones de formaci贸n organizadas por prioridad, as铆
como su evaluaci贸n y seguimiento.
10. Conocer los fundamentos y la metodolog铆a de evaluaci贸n, referida a programas, contextos,
procesos, productos, profesionales, instituciones y/o organizaciones y sistemas educativos
11. Promover, planificar y dirigir la implantaci贸n de procesos y modelos de gesti贸n de la calidad.
12. Ayudar a otros profesionales en la elaboraci贸n de programas de formaci贸n tomando como
soporte los medios y redes de informaci贸n y comunicaci贸n.
13. Dise帽ar materiales did谩cticos y entornos formativos en red ajustados a las caracter铆sticas de
los sujetos y los contextos en los que van a ser implementados.
14. Elaborar y utilizar dispositivos de evaluaci贸n diagn贸stica de las caracter铆sticas de sujetos y
colectivos en relaci贸n a sus conocimientos, destrezas, valores y actitudes.
15. Detectar y evaluar los diferentes factores tanto personales, interpersonales o sociales que
inciden en determinadas situaciones y que son generadores o mantienen situaciones de
别虫肠濒耻蝉颈贸苍.
La movilidad de los/as estudiantes est谩 regulada a trav茅s del 鈥淩eglamento de intercambios interuniversitarios鈥. A trav茅s de la Oficina de Relaciones Exteriores se gestionan programas de intercambio tanto nacionales (SICUE), como europeos (ERASMUS) y extracomunitarios (intercambios con pa铆ses de Am茅rica Latina o pa铆ses de habla inglesa):
Se redactar谩 un plan de pr谩cticas, en el que se establecer谩n los procedimientos: asignaci贸n de plazas y tutores, preparaci贸n, desarrollo y evaluaci贸n.
El proceso de gesti贸n de las pr谩cticas externas que tiene por objeto establecer c贸mo organizar y gestionar las pr谩cticas de los estudiantes en empresas e instituciones de forma que se garantice la calidad, el reconocimiento acad茅mico y el aprovechamiento m谩s adecuado de las mismas por parte de los/las estudiantes de la 奇趣腾讯分分彩. Estas pr谩cticas est谩n orientadas a completar la formaci贸n de los alumnos y titulados universitarios as铆 como facilitar su acceso al mundo profesional.
Con el objetivo de comprobar el correcto desarrollo de las pr谩cticas por parte de las entidades colaboradoras y del propio alumnado as铆 como para detectar situaciones irregulares y carencias del proceso, se ha decidido implantar los siguientes mecanismos de control, sin perjuicio de otros que pudiesen a帽adirse:
- Orientaci贸n al estudiante a trav茅s del coordinador de pr谩cticas.
- Medici贸n de la satisfacci贸n de los estudiantes y empresas a trav茅s de encuestas.
- Gesti贸n de quejas y reclamaciones a trav茅s del Centro y de la Oficina de An谩lisis de las Reclamaciones.
- Memoria del proceso y Plan de mejora anual.
La metodolog铆a de ense帽anza incluir谩:
- Explicaciones al alumnado por parte del coordinador/a y de los/as supervisores/as sobre el proceso, desarrollo e instituciones en las que se va a realizar la experiencia profesional que supone el Practicum y presentaci贸n de las actividades a realizar.
- Contacto y coordinaci贸n entre el supervisor/a y el tutor/a en la instituci贸n.
- Estancia de los/as alumnos/as en las instituciones.
- Seguimiento y tutor铆a del alumnado en las instituciones.
- Tutor铆a y seguimiento para la elaboraci贸n del Proyecto del Practicum.
- Evaluaci贸n del Practicum.
Las tareas a realizar en el proceso de estancia en distintas instituciones, centros, empresas,administraciones, etc ser谩n.:
- Observaci贸n y an谩lisis de las realidades sociales e institucionales que configuran la especializaci贸n profesional.
- Organizaciones y relaciones laborales de su familia profesional.
- Dise帽o, desarrollo y evaluaci贸n de programas o proyectos de 蹿辞谤尘补肠颈贸苍.
- An谩lisis de los Procesos de Formaci贸n en marcha.
El proyecto final del M谩ster: es el trabajo final y podr谩 enfocarse desde diversas orientaciones:
- Como elaboraci贸n personal de los contenidos trabajados al largo del curso.
- Como profundizaci贸n tutorizada en alguno de los 谩mbitos/problem谩ticas de la profesi贸n que
m谩s hayan interesado al estudiante (an谩lisis conceptual en profundidad).
- Como inicio-continuaci贸n en los procesos de investigaci贸n a trav茅s de un trabajo de investigaci贸n, lo que implicar铆a la incorporaci贸n de los estudiantes a los grupos de investigaci贸n existentes en los departamentos.
Para iniciar el Trabajo de Fin de Master ser谩 necesario haber superado todas las asignaturas del
primer cuatrimestre. En el momento de la presentaci贸n del trabajo el alumno deber谩 tener superado todos los dem谩s cr茅ditos necesarios para el t铆tulo. El Trabajo de Fin de M谩ster podr谩 ser presentado en ambos cuatrimestres.
The teaching staff consists of lecturers with PhD from departments of Didactics and School Organization and Computer Diagnostic and Research Methods in Education, with proven experience. 75% of the teaching staff has over 20 years of teaching experience.
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
Offer |
|||||||
|
IN01 Offered places Number of places offered for each academic year. Scale info: Whole number |
25,0 |
25,0 |
25,0 |
25,0 |
25,0 |
25,0 |
|
|
Enrolment |
|||||||
|
IN02 Enrollment Number of students enrolled in an academic year without counting students from incoming mobility programs. Scale info: Whole number |
22,0 |
30,0 |
30,0 |
25,0 |
36,0 |
22,0 |
|
|
IN03 Access enrollment Number of students enrolling in a study plan for the first time. This includes students who transfer their transcripts, access by partial validation of foreign studies or who adapt from plans in extinction. Scale info: Whole number |
13,0 |
21,0 |
21,0 |
16,0 |
24,0 |
11,0 |
|
|
IN04 New enrollment by pre-registration Number of students who enroll in the first year of a study plan for the first time, that is, not counting students who access through partial validation of foreign studies, transfers or adaptations from plans in extinction. Scale info: Whole number |
13,0 |
21,0 |
21,0 |
16,0 |
24,0 |
11,0 |
|
|
IN05 Variation in new enrollment by pre-registration Relative variation rate of new admission enrollment by pre-registration. Scale info: Percentage with two decimal places. |
-35,0 |
61,54 |
0,0 |
-23,81 |
- |
- |
|
|
Admittance profile |
|||||||
|
IN06 Average access grade by pre-registration Average entrance grade for pre-registration of students starting studies. Determines the entry profile. Scale info: Rational number with two decimal places. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values 鈥嬧媓ave been 10.00 points, 12.00 points or 14.00 points). |
7,734 |
7,3372 |
7,5558 |
7,2978 |
7,7996 |
6,7569 |
|
|
IN08 Percentage of foreign students over total enrolled Percentage of foreign students over enrolled students, excluding students enrolled in incoming mobility programs. Scale info: Percentage with two decimal places |
0,0 |
10,0 |
3,33 |
0,0 |
8,33 |
18,18 |
|
|
IN09 Percentage of national students from outside Galicia over total enrolled Percentage of national students from outside Galicia on enrolled students, without counting students enrolled in incoming mobility programs. Scale info: Percentage with two decimal places |
0,0 |
0,0 |
3,33 |
0,0 |
5,56 |
9,09 |
|
|
IN13 Percentage of enrolled students who are 奇趣腾讯分分彩 graduates Number of students enrolled in the master's program who graduated from 奇趣腾讯分分彩. Scale info: Percentage with two decimal places |
- |
- |
73,33 |
72,0 |
72,22 |
68,18 |
|
|
Adaptation to demand |
|||||||
|
IN12 Occupancy rate Number of new students entering through pre-registration divided by the places offered. Scale info: Percentage with two decimal places |
52,0 |
84,0 |
84,0 |
64,0 |
96,0 |
44,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
External mobility |
|||||||
|
IN18 Percentage of students received by 奇趣腾讯分分彩 from mobility programs over total enrolled Number of students received at 奇趣腾讯分分彩 in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree. Scale info: Percentage with two decimal places |
4,55 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
IN22 Percentage of graduates in an academic year who completed internships in companies or institutions during their studies Percentage relationship between graduates of a degree in an academic year who have carried out internships in companies and institutions throughout their studies, out of the total number of students graduating in that degree and in that same academic year. Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
93,33 |
100,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
Drop-out |
|||||||
|
IN41 Dropout rate under RD 1393/2007 Percentage relationship between students in a new admission cohort who should have obtained their degree in the previous academic year and who did not enroll in either that academic year or the previous one. Scale info: Percentage with two decimal places |
25,0 |
0,0 |
4,76 |
33,33 |
20,0 |
30,43 |
|
|
Assessment |
|||||||
|
IN36 Evaluation rate Percentage relationship between the total number of ordinary credits for which the students applied and the total number of ordinary credits enrolled. Scale info: Percentage with two decimal places |
87,84 |
89,04 |
63,58 |
74,5 |
72,23 |
80,0 |
|
|
Average duration of studies |
|||||||
|
IN38 Average duration of studies Average duration (in years) in which students take to complete the credits corresponding to the curriculum. Scale info: Rational number with two decimal places |
1,3333 |
1,5714 |
1,5833 |
1,5 |
1,5714 |
1,6667 |
|
|
Efficiency of graduates |
|||||||
|
IN53 Efficiency rate (graduates' performance) Percentage ratio between the total number of credits that a student passed during the degree in which he graduated and the total number of credits in which he enrolled. Scale info: Percentage with two decimal places |
93,75 |
89,74 |
87,59 |
90,91 |
88,05 |
85,71 |
|
|
Students per group |
|||||||
|
IN32 Average number of students per interactive teaching group Relationship between the number of enrolled students and the number of interactive teaching groups. Scale info: Rational number with two decimal places |
8,3333 |
13,9167 |
14,1667 |
10,9167 |
15,5833 |
7,3333 |
|
|
IN55 Average number of students enrolled in mandatory and basic training courses per theoretical group (lectures) Relationship between the number of students enrolled in compulsory basic education subjects and the number of theory groups in those subjects. Scale info: Rational number with two decimal places |
13,0 |
21,0 |
21,75 |
16,5 |
25,25 |
11,75 |
|
|
IN56 Average number of students enrolled in elective courses per theoretical group (lectures) Relationship between the number of students enrolled in optional subjects and the number of theory groups in those subjects. Scale info: Rational number with two decimal places |
6,8571 |
10,375 |
10,375 |
8,125 |
10,75 |
5,125 |
|
|
Success |
|||||||
|
IN35 Success rate Percentage ratio between the total number of ordinary credits that students have passed and the total number of ordinary credits for which they have applied. Scale info: Percentage with two decimal places |
98,46 |
99,01 |
93,22 |
94,68 |
95,84 |
95,0 |
|
|
IN50 Success rate of graduates Percentage relationship between the total number of credits that a student passed throughout the degree from which he/she graduated and the total number of credits that he/she applied for. Scale info: Percentage with two decimal places |
93,75 |
89,74 |
99,17 |
100,0 |
100,0 |
96,77 |
|
|
Graduation |
|||||||
|
IN37 Graduation rate Percentage ratio between students who completed their studies within the time provided for in the study plan or in an additional academic year and their entry cohort. It shows information on the degree of effectiveness of the students and the institution in relation to their academic activity. Scale info: Percentage with two decimal places |
60,0 |
100,0 |
85,71 |
38,1 |
60,0 |
60,87 |
|
|
Performance |
|||||||
|
IN34 Performance rate Percentage relationship between the total number of ordinary credits that students passed and the total number of ordinary credits in which they enrolled. Scale info: Percentage with two decimal places |
86,49 |
88,16 |
59,27 |
70,54 |
69,23 |
76,0 |
|
|
Satisfaction |
|||||||
|
IN19 Students' satisfaction with external internships Average rating of the student satisfaction survey with external internships. Scale info: Minimum 0.00, maximum 5.00 |
3,8889 |
- |
5,0 |
4,74 |
- |
4,6111 |
|
|
IN20 Professional tutors' satisfaction with external internships Average rating of the professional tutors' satisfaction survey with external internships. Scale info: Minimum 0.00, maximum 5.00 |
3,3333 |
- |
4,5 |
4,75 |
4,38 |
- |
|
|
IN23 Graduates' satisfaction with the public information available Average rating of the graduate satisfaction survey with available public information. Scale info: Minimum 0.00, maximum 5.00 |
2,3 |
- |
- |
- |
- |
- |
|
|
IN33 Graduates' satisfaction with services Average rating of the questions relating to satisfaction with the services of the graduate survey. Scale info: Minimum 0.00, maximum 5.00 |
3,5 |
- |
- |
- |
- |
- |
|
|
IN42 General satisfaction of graduates with the degree program Average rating of questions regarding satisfaction with the degree in the graduate survey. Scale info: Minimum 0.00, maximum 5.00 |
2,587 |
- |
3,26 |
3,55 |
- |
4,82 |
|
|
IN46 Students' satisfaction with the teaching received Average rating of the student satisfaction survey with the teaching received. Scale info: Minimum 0.00, maximum 5.00 |
4,59 |
4,25 |
4,4 |
4,23 |
4,21 |
4,15 |
|
|
IN47 Teachers' satisfaction with the teaching provided Average rating of the teacher satisfaction survey with the teaching provided. Scale info: Minimum 0.00, maximum 5.00 |
4,2946 |
4,3894 |
4,3628 |
4,3654 |
4,2596 |
4,4144 |
|
|
IN48 Response rate to the satisfaction survey Percentage of response to the satisfaction survey by students. Scale info: Percentage with two decimal places |
50,0 |
54,5455 |
30,4348 |
47,3684 |
19,2308 |
21,4286 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
IN24 Percentage of Teaching and Research Staff (PDI) with six-year research periods Percentage relationship between the PDI with six years and the total PDI with teaching in the degree and which can have six years Scale info: Percentage with two decimal places |
82,35 |
83,33 |
100,0 |
88,89 |
90,91 |
91,67 |
|
IN25 Percentage of PDI with a PhD over total PDI Percentage ratio between the doctoral PDI and the total PDI with teaching in the title. Scale info: Percentage with two decimal places |
72,73 |
73,68 |
55,0 |
70,59 |
80,95 |
85,0 |
|
IN26 Percentage of civil servant PDI over total PDI Percentage relationship between the official PDI and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places |
50,0 |
42,11 |
35,0 |
35,29 |
38,1 |
30,0 |
Cr茅ditos que tiene que realizar un estudiante para obtener el t铆tulo de m谩ster:
Materias obligatorias: 24 ECTS
Materias optativas: 18 ECTS
Pr谩cticas Obrigatorias 6 ECTS
Trabajo fin de M谩ster: 12 ECTS
Cr茅ditos totales: 60 ECTS
El t铆tulo contempla dos itinerarios diferentes:
1. Innovaci贸n y Calidad
2. Orientaci贸n y Asesoramiento
El alumnado puede escoger entre cursar un itinerario, superando todas las materias del m贸dulo correspondiente, ou elegir libremente las materias optativas de la titulaci贸n.
Joint research and professional master鈥檚 with content that, firstly, promotes training in research-related competencies and, secondly, training specialists in design, implementation and evaluation of Training, in school contexts as well as business and professional contexts.
No se contempla
Cr茅ditos que tiene que realizar un estudiante para obtener el t铆tulo de m谩ster:
Materias obligatorias: 24 ECTS
Materias optativas: 18 ECTS
Pr谩cticas Obrigatorias 6 ECTS
Trabajo fin de M谩ster: 12 ECTS
Cr茅ditos totales: 60 ECTS
El sistema de apoyo y orientaci贸n a los estudiantes se fundamenta en la tutor铆a individualizada y en
un sistema de orientaci贸n del conjunto de profesores. El sistema de orientaci贸n conjunto utilizar谩 dos estrategias:
a) Reuniones peri贸dicas para el an谩lisis del progreso acad茅mico, de las necesidades y l铆neas para la mejora y de la proyecci贸n en los 谩mbitos profesionales. Se contempla en esta estrategia una reuni贸n avanzado el curso para la asignaci贸n de tutores del proyecto final de M谩ster que incluye la deliberaci贸n conjunta sobre el 谩mbito en el que cada proyecto se centrar谩. Una vez asignado tutor, el asesoramiento y seguimiento del proyecto ser谩 individualizado.
b) Un espacio en red virtual que utiliza una plataforma colaborativa en red donde se pueden
gestionar documentaci贸n, grupos de trabajo, se pueden organizar debates y, a trav茅s de foros, realizar una reflexi贸n sobre el proceso de formativo que consolide el aprendizaje.
Para acceder aos ensinos oficiais de M谩ster ser谩 necesario estar en posesi贸n de:
A.1. Un t铆tulo universitario oficial espa帽ol.
A.2. Un t铆tulo expedido por unha instituci贸n de educaci贸n superior pertencente a outro Estado integrante do Espazo Europeo de Educaci贸n Superior que faculte no mesmo para o acceso a ensinos de M谩ster.
A.3. Un t铆tulo pertencente a un sistema educativo alleo ao Espazo Europeo de Educaci贸n, previa comprobaci贸n pola Universidade de que o citado t铆tulo acredita un nivel de formaci贸n equivalente aos correspondentes t铆tulos universitarios oficiais espa帽ois e faculta no pa铆s expedidor do t铆tulo para o acceso a ensinos de posgrao.
A.4. Un t铆tulo superior das Ensinanzas Art铆sticas Superiores do sistema educativo espa帽ol.
Modalidad: criterios espec铆ficos
Titulaciones por orden de preferencia:
1. Titulaciones de Ciencias de la Educaci贸n: Pedagog铆a, Psicopedagog铆a, Maestro, e Ed. Social.
2. Titulaciones en Psicolog铆a; en Sociolog铆a; en Documentaci贸n; en Actividad F铆sica y Deporte; en Periodismo; en Comunicaci贸n Audiovisual; en Econom铆a; en Administraci贸n y Direcci贸n de Empresas; en Ciencias Pol铆ticas y de la Administraci贸n; en Investigaci贸n y Ciencias de Mercado; otras titulaciones de la rama de Ciencias Sociales y Jur铆dicas
3. Titulaciones de la rama de Humanidades
4. Titulaciones de Ciencias y Ciencias de la Salud
Los alumnos procedentes de pa铆ses de lengua diferente al gallego, portugu茅s ou espa帽ol deber谩n acreditar el nivel de lengua gallega: Celga II, o espa帽ola: B2, seg煤n el Acuerdo del Consejo de Gobierno de la 奇趣腾讯分分彩 de 30 de julio de 2018.
De non poseer alguno de los t铆tulos, la 奇趣腾讯分分彩 les realizar谩 una prueba de nivel y, de no superarla, deber谩n asistir a un curso intensivo de gallego o espa帽ol en el primer semestre hasta alcanzar el nivel requerido.
Criterios de Selecci贸n:
-Se tendr谩 en cuenta la nota media del expediente.
-Se multiplicar谩 la nota media por el grado de afinidad de la titulaci贸n: 1, 2, 3, 4 (de menor a mayor afinidad).
-Se ordenar谩n los expedientes de acuerdo con el resultado.
Informaci贸n actualizada en cada convocatoria de matr铆cula
1. To know in depth the different areas of projection of the Pedagogical Research and labor insertion of postgraduate students in Education.
2. To know the different specialized professional activities (positions and functions) performed by postgraduates in Education.
3. To develop specialized work competences in attractive areas of professional intervention in areas that require specialization (quality, e-learning, design of digital teaching content, individual or institutional advice, skills validation, continuous training, educational research and innovation etc.)
4. To design training proposals to deal with diversity contexts and gender equality, equity and respect for human rights.
5. To improve / complete the transversal competences of education professionals for research, development and innovation (R + D + I) as fundamental bases for professional improvement and the quality of the functions and services provided by education specialists in their work contexts.
6. To analyze the contributions of pedagogical research and the processes of scientific knowledge in various specialized fields.
1. To know and use a variety of resources and specialized techniques for the construction of
scientific knowledge on Training.
2. To pose and solve practical problems using creative problem solving strategies.
3. To adopt favorable attitudes towards participation and involvement in training processes and
a collaborative professional line of action.
4. To organize and manage human, material and Technological resources in training environments.
5. To use teaching methodologies effectively.
6. To assume an ethical and methodological commitment to scientific and professional practice.
7. To have initiative in complex contexts to solve educational situations that affect students with different abilities and different learning pace.
8. To adapt to new or changing situations, react positively and accept, understand or introduce new points of view when necessary.
9. To act professionally and with objectivity when judging according to democratic values.
10. To develop a critical attitude in professional performance.
Desarrollar una actitud positiva, cr铆tica y plural de la investigaci贸n como herramienta de
comprensi贸n y mejora de la realidad educativa.
2. Tomar conciencia del valor social del conocimiento cient铆fico.
3. Comprender y aplicar t茅cnicas y estrategias metodol贸gicas adecuadas para la resoluci贸n de
casos.
4. Identificar aspectos espec铆ficos de las problem谩ticas y tendencias educativas actuales.
5. Desarrollar una actitud positiva hacia la incorporaci贸n de las t茅cnicas y/o procedimientos de
recogida de informaci贸n en el trabajo profesional.
6. Contribuir al establecimiento de pol铆ticas o estrategias de actuaci贸n para la mejora de la
蹿辞谤尘补肠颈贸苍.
7. Participar de forma colaborativa en el desarrollo del conocimiento cient铆fico, empleando un
lenguaje formal cient铆fico y promoviendo la transferencia de los hallazgos de la investigaci贸n
educativa a la pr谩ctica profesional.
8. Dise帽ar y poner en marcha procesos formativos de calidad que respondan a necesidades
de la pr谩ctica profesional y nichos formativos emergentes.
9. Implicarse, aconsejar, organizar y dirigir planes de formaci贸n, desde el diagn贸stico de
necesidades hasta la concreci贸n en acciones de formaci贸n organizadas por prioridad, as铆
como su evaluaci贸n y seguimiento.
10. Conocer los fundamentos y la metodolog铆a de evaluaci贸n, referida a programas, contextos,
procesos, productos, profesionales, instituciones y/o organizaciones y sistemas educativos
11. Promover, planificar y dirigir la implantaci贸n de procesos y modelos de gesti贸n de la calidad.
12. Ayudar a otros profesionales en la elaboraci贸n de programas de formaci贸n tomando como
soporte los medios y redes de informaci贸n y comunicaci贸n.
13. Dise帽ar materiales did谩cticos y entornos formativos en red ajustados a las caracter铆sticas de
los sujetos y los contextos en los que van a ser implementados.
14. Elaborar y utilizar dispositivos de evaluaci贸n diagn贸stica de las caracter铆sticas de sujetos y
colectivos en relaci贸n a sus conocimientos, destrezas, valores y actitudes.
15. Detectar y evaluar los diferentes factores tanto personales, interpersonales o sociales que
inciden en determinadas situaciones y que son generadores o mantienen situaciones de
别虫肠濒耻蝉颈贸苍.
La movilidad de los/as estudiantes est谩 regulada a trav茅s del 鈥淩eglamento de intercambios interuniversitarios鈥. A trav茅s de la Oficina de Relaciones Exteriores se gestionan programas de intercambio tanto nacionales (SICUE), como europeos (ERASMUS) y extracomunitarios (intercambios con pa铆ses de Am茅rica Latina o pa铆ses de habla inglesa):
Se redactar谩 un plan de pr谩cticas, en el que se establecer谩n los procedimientos: asignaci贸n de plazas y tutores, preparaci贸n, desarrollo y evaluaci贸n.
El proceso de gesti贸n de las pr谩cticas externas que tiene por objeto establecer c贸mo organizar y gestionar las pr谩cticas de los estudiantes en empresas e instituciones de forma que se garantice la calidad, el reconocimiento acad茅mico y el aprovechamiento m谩s adecuado de las mismas por parte de los/las estudiantes de la 奇趣腾讯分分彩. Estas pr谩cticas est谩n orientadas a completar la formaci贸n de los alumnos y titulados universitarios as铆 como facilitar su acceso al mundo profesional.
Con el objetivo de comprobar el correcto desarrollo de las pr谩cticas por parte de las entidades colaboradoras y del propio alumnado as铆 como para detectar situaciones irregulares y carencias del proceso, se ha decidido implantar los siguientes mecanismos de control, sin perjuicio de otros que pudiesen a帽adirse:
- Orientaci贸n al estudiante a trav茅s del coordinador de pr谩cticas.
- Medici贸n de la satisfacci贸n de los estudiantes y empresas a trav茅s de encuestas.
- Gesti贸n de quejas y reclamaciones a trav茅s del Centro y de la Oficina de An谩lisis de las Reclamaciones.
- Memoria del proceso y Plan de mejora anual.
La metodolog铆a de ense帽anza incluir谩:
- Explicaciones al alumnado por parte del coordinador/a y de los/as supervisores/as sobre el proceso, desarrollo e instituciones en las que se va a realizar la experiencia profesional que supone el Practicum y presentaci贸n de las actividades a realizar.
- Contacto y coordinaci贸n entre el supervisor/a y el tutor/a en la instituci贸n.
- Estancia de los/as alumnos/as en las instituciones.
- Seguimiento y tutor铆a del alumnado en las instituciones.
- Tutor铆a y seguimiento para la elaboraci贸n del Proyecto del Practicum.
- Evaluaci贸n del Practicum.
Las tareas a realizar en el proceso de estancia en distintas instituciones, centros, empresas,administraciones, etc ser谩n.:
- Observaci贸n y an谩lisis de las realidades sociales e institucionales que configuran la especializaci贸n profesional.
- Organizaciones y relaciones laborales de su familia profesional.
- Dise帽o, desarrollo y evaluaci贸n de programas o proyectos de 蹿辞谤尘补肠颈贸苍.
- An谩lisis de los Procesos de Formaci贸n en marcha.
El proyecto final del M谩ster: es el trabajo final y podr谩 enfocarse desde diversas orientaciones:
- Como elaboraci贸n personal de los contenidos trabajados al largo del curso.
- Como profundizaci贸n tutorizada en alguno de los 谩mbitos/problem谩ticas de la profesi贸n que
m谩s hayan interesado al estudiante (an谩lisis conceptual en profundidad).
- Como inicio-continuaci贸n en los procesos de investigaci贸n a trav茅s de un trabajo de investigaci贸n, lo que implicar铆a la incorporaci贸n de los estudiantes a los grupos de investigaci贸n existentes en los departamentos.
Para iniciar el Trabajo de Fin de Master ser谩 necesario haber superado todas las asignaturas del
primer cuatrimestre. En el momento de la presentaci贸n del trabajo el alumno deber谩 tener superado todos los dem谩s cr茅ditos necesarios para el t铆tulo. El Trabajo de Fin de M谩ster podr谩 ser presentado en ambos cuatrimestres.
The teaching staff consists of lecturers with PhD from departments of Didactics and School Organization and Computer Diagnostic and Research Methods in Education, with proven experience. 75% of the teaching staff has over 20 years of teaching experience.
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
Offer |
|||||||
|
IN01 Offered places Number of places offered for each academic year. Scale info: Whole number |
25,0 |
25,0 |
25,0 |
25,0 |
25,0 |
25,0 |
|
|
Enrolment |
|||||||
|
IN02 Enrollment Number of students enrolled in an academic year without counting students from incoming mobility programs. Scale info: Whole number |
22,0 |
30,0 |
30,0 |
25,0 |
36,0 |
22,0 |
|
|
IN03 Access enrollment Number of students enrolling in a study plan for the first time. This includes students who transfer their transcripts, access by partial validation of foreign studies or who adapt from plans in extinction. Scale info: Whole number |
13,0 |
21,0 |
21,0 |
16,0 |
24,0 |
11,0 |
|
|
IN04 New enrollment by pre-registration Number of students who enroll in the first year of a study plan for the first time, that is, not counting students who access through partial validation of foreign studies, transfers or adaptations from plans in extinction. Scale info: Whole number |
13,0 |
21,0 |
21,0 |
16,0 |
24,0 |
11,0 |
|
|
IN05 Variation in new enrollment by pre-registration Relative variation rate of new admission enrollment by pre-registration. Scale info: Percentage with two decimal places. |
-35,0 |
61,54 |
0,0 |
-23,81 |
- |
- |
|
|
Admittance profile |
|||||||
|
IN06 Average access grade by pre-registration Average entrance grade for pre-registration of students starting studies. Determines the entry profile. Scale info: Rational number with two decimal places. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values 鈥嬧媓ave been 10.00 points, 12.00 points or 14.00 points). |
7,734 |
7,3372 |
7,5558 |
7,2978 |
7,7996 |
6,7569 |
|
|
IN08 Percentage of foreign students over total enrolled Percentage of foreign students over enrolled students, excluding students enrolled in incoming mobility programs. Scale info: Percentage with two decimal places |
0,0 |
10,0 |
3,33 |
0,0 |
8,33 |
18,18 |
|
|
IN09 Percentage of national students from outside Galicia over total enrolled Percentage of national students from outside Galicia on enrolled students, without counting students enrolled in incoming mobility programs. Scale info: Percentage with two decimal places |
0,0 |
0,0 |
3,33 |
0,0 |
5,56 |
9,09 |
|
|
IN13 Percentage of enrolled students who are 奇趣腾讯分分彩 graduates Number of students enrolled in the master's program who graduated from 奇趣腾讯分分彩. Scale info: Percentage with two decimal places |
- |
- |
73,33 |
72,0 |
72,22 |
68,18 |
|
|
Adaptation to demand |
|||||||
|
IN12 Occupancy rate Number of new students entering through pre-registration divided by the places offered. Scale info: Percentage with two decimal places |
52,0 |
84,0 |
84,0 |
64,0 |
96,0 |
44,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
External mobility |
|||||||
|
IN18 Percentage of students received by 奇趣腾讯分分彩 from mobility programs over total enrolled Number of students received at 奇趣腾讯分分彩 in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree. Scale info: Percentage with two decimal places |
4,55 |
0,0 |
0,0 |
0,0 |
0,0 |
0,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
IN22 Percentage of graduates in an academic year who completed internships in companies or institutions during their studies Percentage relationship between graduates of a degree in an academic year who have carried out internships in companies and institutions throughout their studies, out of the total number of students graduating in that degree and in that same academic year. Scale info: Percentage with two decimal places |
100,0 |
100,0 |
100,0 |
100,0 |
93,33 |
100,0 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|
|---|---|---|---|---|---|---|---|
|
Drop-out |
|||||||
|
IN41 Dropout rate under RD 1393/2007 Percentage relationship between students in a new admission cohort who should have obtained their degree in the previous academic year and who did not enroll in either that academic year or the previous one. Scale info: Percentage with two decimal places |
25,0 |
0,0 |
4,76 |
33,33 |
20,0 |
30,43 |
|
|
Assessment |
|||||||
|
IN36 Evaluation rate Percentage relationship between the total number of ordinary credits for which the students applied and the total number of ordinary credits enrolled. Scale info: Percentage with two decimal places |
87,84 |
89,04 |
63,58 |
74,5 |
72,23 |
80,0 |
|
|
Average duration of studies |
|||||||
|
IN38 Average duration of studies Average duration (in years) in which students take to complete the credits corresponding to the curriculum. Scale info: Rational number with two decimal places |
1,3333 |
1,5714 |
1,5833 |
1,5 |
1,5714 |
1,6667 |
|
|
Efficiency of graduates |
|||||||
|
IN53 Efficiency rate (graduates' performance) Percentage ratio between the total number of credits that a student passed during the degree in which he graduated and the total number of credits in which he enrolled. Scale info: Percentage with two decimal places |
93,75 |
89,74 |
87,59 |
90,91 |
88,05 |
85,71 |
|
|
Students per group |
|||||||
|
IN32 Average number of students per interactive teaching group Relationship between the number of enrolled students and the number of interactive teaching groups. Scale info: Rational number with two decimal places |
8,3333 |
13,9167 |
14,1667 |
10,9167 |
15,5833 |
7,3333 |
|
|
IN55 Average number of students enrolled in mandatory and basic training courses per theoretical group (lectures) Relationship between the number of students enrolled in compulsory basic education subjects and the number of theory groups in those subjects. Scale info: Rational number with two decimal places |
13,0 |
21,0 |
21,75 |
16,5 |
25,25 |
11,75 |
|
|
IN56 Average number of students enrolled in elective courses per theoretical group (lectures) Relationship between the number of students enrolled in optional subjects and the number of theory groups in those subjects. Scale info: Rational number with two decimal places |
6,8571 |
10,375 |
10,375 |
8,125 |
10,75 |
5,125 |
|
|
Success |
|||||||
|
IN35 Success rate Percentage ratio between the total number of ordinary credits that students have passed and the total number of ordinary credits for which they have applied. Scale info: Percentage with two decimal places |
98,46 |
99,01 |
93,22 |
94,68 |
95,84 |
95,0 |
|
|
IN50 Success rate of graduates Percentage relationship between the total number of credits that a student passed throughout the degree from which he/she graduated and the total number of credits that he/she applied for. Scale info: Percentage with two decimal places |
93,75 |
89,74 |
99,17 |
100,0 |
100,0 |
96,77 |
|
|
Graduation |
|||||||
|
IN37 Graduation rate Percentage ratio between students who completed their studies within the time provided for in the study plan or in an additional academic year and their entry cohort. It shows information on the degree of effectiveness of the students and the institution in relation to their academic activity. Scale info: Percentage with two decimal places |
60,0 |
100,0 |
85,71 |
38,1 |
60,0 |
60,87 |
|
|
Performance |
|||||||
|
IN34 Performance rate Percentage relationship between the total number of ordinary credits that students passed and the total number of ordinary credits in which they enrolled. Scale info: Percentage with two decimal places |
86,49 |
88,16 |
59,27 |
70,54 |
69,23 |
76,0 |
|
|
Satisfaction |
|||||||
|
IN19 Students' satisfaction with external internships Average rating of the student satisfaction survey with external internships. Scale info: Minimum 0.00, maximum 5.00 |
3,8889 |
- |
5,0 |
4,74 |
- |
4,6111 |
|
|
IN20 Professional tutors' satisfaction with external internships Average rating of the professional tutors' satisfaction survey with external internships. Scale info: Minimum 0.00, maximum 5.00 |
3,3333 |
- |
4,5 |
4,75 |
4,38 |
- |
|
|
IN23 Graduates' satisfaction with the public information available Average rating of the graduate satisfaction survey with available public information. Scale info: Minimum 0.00, maximum 5.00 |
2,3 |
- |
- |
- |
- |
- |
|
|
IN33 Graduates' satisfaction with services Average rating of the questions relating to satisfaction with the services of the graduate survey. Scale info: Minimum 0.00, maximum 5.00 |
3,5 |
- |
- |
- |
- |
- |
|
|
IN42 General satisfaction of graduates with the degree program Average rating of questions regarding satisfaction with the degree in the graduate survey. Scale info: Minimum 0.00, maximum 5.00 |
2,587 |
- |
3,26 |
3,55 |
- |
4,82 |
|
|
IN46 Students' satisfaction with the teaching received Average rating of the student satisfaction survey with the teaching received. Scale info: Minimum 0.00, maximum 5.00 |
4,59 |
4,25 |
4,4 |
4,23 |
4,21 |
4,15 |
|
|
IN47 Teachers' satisfaction with the teaching provided Average rating of the teacher satisfaction survey with the teaching provided. Scale info: Minimum 0.00, maximum 5.00 |
4,2946 |
4,3894 |
4,3628 |
4,3654 |
4,2596 |
4,4144 |
|
|
IN48 Response rate to the satisfaction survey Percentage of response to the satisfaction survey by students. Scale info: Percentage with two decimal places |
50,0 |
54,5455 |
30,4348 |
47,3684 |
19,2308 |
21,4286 |
|
Indicator |
2018-2019 |
2019-2020 |
2020-2021 |
2021-2022 |
2022-2023 |
2023-2024 |
|---|---|---|---|---|---|---|
|
IN24 Percentage of Teaching and Research Staff (PDI) with six-year research periods Percentage relationship between the PDI with six years and the total PDI with teaching in the degree and which can have six years Scale info: Percentage with two decimal places |
82,35 |
83,33 |
100,0 |
88,89 |
90,91 |
91,67 |
|
IN25 Percentage of PDI with a PhD over total PDI Percentage ratio between the doctoral PDI and the total PDI with teaching in the title. Scale info: Percentage with two decimal places |
72,73 |
73,68 |
55,0 |
70,59 |
80,95 |
85,0 |
|
IN26 Percentage of civil servant PDI over total PDI Percentage relationship between the official PDI and the total PDI with teaching in the degree. Scale info: Percentage with two decimal places |
50,0 |
42,11 |
35,0 |
35,29 |
38,1 |
30,0 |