The methodological work plan aims to meet the major requirements of the Ministry of Higher Education and Scientific Research in all areas of education and scientific knowledge management.

The Council of Education of Castilla and León, through the University of Valladolid, has a team directed by three specialties, with the participation of experts from the four universities of the Autonomous Community of Castilla and León (University of Valladolid, University of Salamanca, University of Burgos, University of Leon), who are accompanied by leading Spanish experts from the University of Complutense of Madrid, University Autónoma of Madrid, University of Alcalá, University of Málaga, University of Alicante, University of Castilla La Mancha, University of País Vasco, University of Murcia and University Cádiz.

The methods are in line with each component: pedagogical methodology, teacher training and governance of the university system.

Each component provides, in each activity, the development of a know-how and a know-how to be (ideas on which the professional and personal learning system is based), as well as the skills for the exercise of the profession and the swarming.
In the PEDAGOGICAL METHODOLOGY section, the training affects the knowledge and application of methodologies called active and dynamic initiatives, such as the “reversed classroom” (where the trainer first teaches the group and then acts or asks for a task before continuing to explain it in depth), gamification and many other techniques.

In the TEACHER TRAINING section, the need is expressed to conceive this subject as a continuous, flexible and contextualised educational process that adapts to the paradigmatic changes and demands of society. To achieve this, we design adapted teacher training strategies to the possibilities and the needs of teachers and their environment.

In addition, we help them to set up a specific path for the training of teachers who have to teach online and do online tasks.

In the GOVERNANCE section, key aspects such as organisational structure, standardisation of educational offer formats, administrative action protocols, economic evaluation of necessary and available resources, evaluation of educational infrastructure centres, and impact of the programme on professional needs or internalisation are analysed.

Participants have the possibility to access learning materials via a virtual campus that we help to manage from Spain and which is located at the UFC in Algeria, allowing to work for individuals and teams.

Developing the ability to work in teams by carrying out group tasks, promoting service learning, overcoming the barriers of disability…

In addition to sharing a technological and pedagogical space, reflections and experiences are shared, such as service learning, measures to overcome barriers of disability, adaptation of spaces to new needs, and rehabilitation of degrees in hybrid or virtual modality.

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