INTU ICESI VIRTUAL ES

Why study a master's degree in education?

Teacher training policies seek to make pedagogical and didactic processes an indispensable resource for meaningful, active and empowering learning. Teachers fill a special place in education processes. They represent a factor of quality because they are responsible for guiding and accompanying their students in the construction of knowledge. Furthermore, they share the responsibility for educating people to become good citizens, critical subjects, individuals capable of solving common problems in complex social environments, actors whose capacity for action allows them to intervene in processes of change and improvement, individuals with a great spirit of solidarity, who are open-minded, tolerant and respectful to the environment and of cultural differences.

All of the above acquires greater significance when we consider that knowledge is the raw material of contemporary society; therefore, educational spaces are summoned to promote the most favorable conditions for students to access knowledge actively and become actors of the current society.

In this sense, Universidad ICESI is a pioneer in the adoption and implementation of an educational model that is based on making students the protagonists of their training process, and where professors design learning experiences and act as motivating guides and evaluators of the process. Our experience and results in the design and implementation of active learning educational strategies assure us that we are traveling the right path to stimulate individual, autonomous and permanent learning, and motivate us and enable us to share with the educational community the philosophy, strategy and achievements of our conception of learning.

We have a master's degree with high quality world standards

Why study this master's degree at Universidad Icesi?

At the heart of contemporary educational policies, the subject of learning occupies special attention and such policies demand that educators undergo further training and achieve theoretical-practical qualification.

The new challenges of educational institutions are the product of economic transformations, educational reforms and new conceptions of teacher performance, lifelong learning, and teaching and learning based on competences. Such a scenario requires the training of educators who are capable of generating real learning processes, competent in communicating their knowledge, innovative in their pedagogical and didactic practices, researchers of school reality, willing to train permanently and able to develop critical thought.

The scope of the Master’s Degree in Education of ICESI is delimited by the theoretical-practical study of the facts and acts of teaching and learning, knowledge, research and solution of the problems and difficulties inherent in teaching and learning and evaluation of academic knowledge and competences.

Objective

Students will be able to enrich their pedagogical, didactic, and evaluation practices in teaching-learning processes; undertake processes of design, management, and evaluation of curricula through observation, intervention, and innovation of their practices.

Directed at:

Professionals who work in the public or private sectors of education, execute teaching functions; education professionals who carry out management and administration activities in public or private educational institutions and educators interested in the use of ICT in the field of teaching and learning.

Duration and Methodology

The program lasts two years, with biweekly meetings at the following times: Fridays from 5:00 to 9:00 p.m. and Saturdays from 8:00 a.m. 12:00 p.m. and from 1:00 to 5:00 p.m. Methodologically, the program draws on the relationship between theory and practice and its approach is constructivist. The curriculum structure of the program is interdisciplinary and flexible.

To meet the training goals, the program combines on-campus sessions with independent distance learning. The latter will be developed with the help of MOODLE (online learning platform). The academic activities of the courses aim at the construction of knowledge by the student and are organized based on the principles of flexibility and educational and teaching interdisciplinarity.

Graduate Profile

A graduate of the Master’s in Education program will be able to: -Design and plan curricular proposals. -Manage and evaluate in accordance with the curricular guidelines and the educational project of the institution where he/she works. -Transform pedagogical, didactic and evaluation practices in the teaching-learning process. -Apply ICT in the teaching-learning processes. - Understand academic texts in first and second languages, as well as produce written documents in Spanish. -Promote a type of coexistence where differences are respected and adopt learning as an attitude of life.

Master’s Report

The master’s report has an interdisciplinary approach and is governed by observation and intervention in educational institutions. The research is carried out in three main lines:

Pedagogical practices, competences and school innovation

The pedagogical practices of teachers are the central axis of the facts and acts of education. Within the framework of a society of learning, competences define pedagogical processes and extend an invitation to create methodological conditions in terms of innovation. In this research area, through intervention in the classroom, participants will be able to investigate about the conditions, obstacles, difficulties and development of pedagogical practices that influence competence-based learning and teaching. Similarly, pedagogical innovation is privileged as an element of educational knowledge.

Curriculum and management of educational processes

The curriculum is the organizing concept of the education system. Its various definitions, its different modes of organization, and the different components integrate a complex system whose vertex is the relationship between the principles, ends, and means of education. There are diverse curricular theories and multiple exponents. The practice of curricular regulatory principles is an important dimension of the school system. Along these lines, students participate in projects that aim to understand the curricular reality and school management in educational institutions.

Coexistence and school conflict

The school system is defined by the set of institutions, subjects, practices and knowledge whose relationships materialize the established and emerging forms of control and subjectivity. The crucial role of an educational institution is the education of subjects. Social transformations and the emergence of new patterns of sociability impact such institutions. Along these lines, problems related to coexistence and school conflict are privileged. Students have the permanent support of a large group of professors with high levels of training and extensive academic and research experience.