The Use of Cultural and Artistic Expressions as Tools for Teaching Portuguese as a Foreign Language.
Authorship
M.J.D.A.M.
Specialization in Language and Literature: Foreign Languages
M.J.D.A.M.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 10:00
09.12.2025 10:00
Summary
The cultural and geographical proximity between Galicia and Portugal makes the teaching of Portuguese as a foreign language one of the most popular choices within the public education system. This creates a virtually unique context for foreign language teaching, where the use of didactic materials that build on this proximity is especially encouraged. This paper aims to reflect on the use of cultural and artistic resources as teaching tools in the classroom, exploring the various ways they can contribute to the teaching of PLE.
The cultural and geographical proximity between Galicia and Portugal makes the teaching of Portuguese as a foreign language one of the most popular choices within the public education system. This creates a virtually unique context for foreign language teaching, where the use of didactic materials that build on this proximity is especially encouraged. This paper aims to reflect on the use of cultural and artistic resources as teaching tools in the classroom, exploring the various ways they can contribute to the teaching of PLE.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Analysis of the gender perspectivein the Wood, Furniture and Cork Vocational Family in the provision of Vocational Training.
Authorship
J.B.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.B.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 16:00
09.16.2025 16:00
Summary
The current education system should promote gender equality by implementing strategies in Vocational Education and Training (VET) that advance equal opportunities and participation. The gender perspective is a fundamental conceptual tool for understanding differences between men and women across cultural contexts. This study examines gender equality in VET, focusing on the Wood, Furniture, and Cork sector (at IES Melide, A Coruña, Galicia, Spain) a traditionally male dominated field with only 6.8% female students in Galicia. Following a theoretical review of gender and technical-vocational education, the research analyzes the educational institution's reality, considering its socioeconomic and cultural context. Objectives include identifying discriminatory factors, challenging current conditions, and proposing equity-driven changes. Through quantitative-analysis questionnaires administered to faculty and students, results provide a diagnostic assessment of existing inequalities, reflections, and improvement proposals for more inclusive professional education. This work aims to expose gender biases in this training program and promote practices fostering equitable participation in a sector dominated by gender stereotypes
The current education system should promote gender equality by implementing strategies in Vocational Education and Training (VET) that advance equal opportunities and participation. The gender perspective is a fundamental conceptual tool for understanding differences between men and women across cultural contexts. This study examines gender equality in VET, focusing on the Wood, Furniture, and Cork sector (at IES Melide, A Coruña, Galicia, Spain) a traditionally male dominated field with only 6.8% female students in Galicia. Following a theoretical review of gender and technical-vocational education, the research analyzes the educational institution's reality, considering its socioeconomic and cultural context. Objectives include identifying discriminatory factors, challenging current conditions, and proposing equity-driven changes. Through quantitative-analysis questionnaires administered to faculty and students, results provide a diagnostic assessment of existing inequalities, reflections, and improvement proposals for more inclusive professional education. This work aims to expose gender biases in this training program and promote practices fostering equitable participation in a sector dominated by gender stereotypes
Direction
DIAZ BALADO, ALICIA (Tutorships)
DIAZ BALADO, ALICIA (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Active learning for Physics and Chemistry in 4th year of Compulsory Secondary Education
Authorship
J.L.C.T.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.L.C.T.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 17:00
09.16.2025 17:00
Summary
This work presents the design of a didactic proposal based on the active learning methodology, aimed at the subject of Physics and Chemistry in the fourth year of compulsory secondary education (ESO). The motivation arises from the limited effectiveness of recent legislative reforms in improving student interest and performance in STEM disciplines (Science, Technology, Engineering, and Mathematics), as noted by Eurydice (2015) and INE (2024). In contrast, active learning has proven to be an effective strategy in other contexts, particularly in U.S. universities, where its implementation has enhanced student engagement and comprehension (Freeman et al., 2014). The proposal adapts the SCALE-UP model through contextualized experimental activities that promote teamwork, critical thinking, and active participation. In addition, formative assessment mechanisms are included to support its practical implementation. The conclusions emphasize the feasibility and relevance of incorporating this methodology into secondary education, as a means to foster a more dynamic, motivating, and meaningful learning experience.
This work presents the design of a didactic proposal based on the active learning methodology, aimed at the subject of Physics and Chemistry in the fourth year of compulsory secondary education (ESO). The motivation arises from the limited effectiveness of recent legislative reforms in improving student interest and performance in STEM disciplines (Science, Technology, Engineering, and Mathematics), as noted by Eurydice (2015) and INE (2024). In contrast, active learning has proven to be an effective strategy in other contexts, particularly in U.S. universities, where its implementation has enhanced student engagement and comprehension (Freeman et al., 2014). The proposal adapts the SCALE-UP model through contextualized experimental activities that promote teamwork, critical thinking, and active participation. In addition, formative assessment mechanisms are included to support its practical implementation. The conclusions emphasize the feasibility and relevance of incorporating this methodology into secondary education, as a means to foster a more dynamic, motivating, and meaningful learning experience.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Pedagogical recommendations for media and information literacy in secondary education: a systematic review
Authorship
A.C.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.C.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 16:00
09.12.2025 16:00
Summary
The growing volume of digital information, disinformation and the rise of hate speech make it necessary for citizens Media and Information Literacy (MIL). This is relevant for different types of education: informal, non-formal and formal. Within the latter, secondary education is a key stage in which students acquire essential knowledge and skills for adult life. The research question guiding this Master's thesis is: What are the main recommendations for developing MIL competences in secondary school students? To answer this question, a systematic review of the scientific literature was carried out using the Web of Science and Scopus databases. The result of the search had a total of 70 articles, with 17 articles from nine countries in Europe and South America finally selected. Different educational interventions were documented both to obtain information on students' opinions and competences through questionnaires, interviews, skills tests, as well as educational experiences using audiovisual, professional tools and serious games that improved the AMI competences of most of the students. Although there is a horizon of research and work ahead, these results are promising for the daily performance of secondary school teachers.
The growing volume of digital information, disinformation and the rise of hate speech make it necessary for citizens Media and Information Literacy (MIL). This is relevant for different types of education: informal, non-formal and formal. Within the latter, secondary education is a key stage in which students acquire essential knowledge and skills for adult life. The research question guiding this Master's thesis is: What are the main recommendations for developing MIL competences in secondary school students? To answer this question, a systematic review of the scientific literature was carried out using the Web of Science and Scopus databases. The result of the search had a total of 70 articles, with 17 articles from nine countries in Europe and South America finally selected. Different educational interventions were documented both to obtain information on students' opinions and competences through questionnaires, interviews, skills tests, as well as educational experiences using audiovisual, professional tools and serious games that improved the AMI competences of most of the students. Although there is a horizon of research and work ahead, these results are promising for the daily performance of secondary school teachers.
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)
Social media education: the context of influencers on Instagram from a media literacy perspective
Authorship
N.C.C.
Specialization in Language and Literature: Foreign Languages
N.C.C.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 12:30
09.16.2025 12:30
Summary
Media literacy, so present in all levels of the Spanish educational community, does not really address the real challenges of new technologies and social networks in the classroom. The current context, now totally digitalised, requires teachers to make an effort to develop new didactic perspectives that introduce how to teach students to use social networks in secondary school classrooms. In order to better understand the universe of one of the platforms most used by the new generations, Instagram, we explore all its elements, including the phenomenon of influencers. Based on the knowledge of how these online actors work and what kind of risks young people can be exposed to, a guide of good practices is designed, which teachers can integrate into their classes to broaden the concept of media literacy they educate students about.
Media literacy, so present in all levels of the Spanish educational community, does not really address the real challenges of new technologies and social networks in the classroom. The current context, now totally digitalised, requires teachers to make an effort to develop new didactic perspectives that introduce how to teach students to use social networks in secondary school classrooms. In order to better understand the universe of one of the platforms most used by the new generations, Instagram, we explore all its elements, including the phenomenon of influencers. Based on the knowledge of how these online actors work and what kind of risks young people can be exposed to, a guide of good practices is designed, which teachers can integrate into their classes to broaden the concept of media literacy they educate students about.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
DOSIL DIAZ, CARLOS (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
DOSIL DIAZ, CARLOS (Member)
Integration of alternative pedagogies in Spain’s public schools
Authorship
C.C.G.
Specialization in Language and Literature: Foreign Languages
C.C.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 10:30
09.16.2025 10:30
Summary
Far from having the necessary material conditions to be in an ideal situation, public education in Spain faces various obstacles in offering students the service each of them needs from a traditional perspective. Given the difficulty of achieving structural change, this Master's Thesis focuses on the possibility of change within the more immediate reality of the classroom; navigating the potential integration of certain aspects of alternative pedagogies (such as the Montessori or Waldorf methods, Progressive Pedagogy, Democratic Schools, or Free Schools, among other) into what we would consider the ‘traditional classroom’. Thus, through a literature review, this paper will explore the nature of these pedagogies and their potential for integration. On the other hand, through a qualitative study involving various professionals from different public secondary schools, the real possibility of putting this proposal into practice will be assessed.
Far from having the necessary material conditions to be in an ideal situation, public education in Spain faces various obstacles in offering students the service each of them needs from a traditional perspective. Given the difficulty of achieving structural change, this Master's Thesis focuses on the possibility of change within the more immediate reality of the classroom; navigating the potential integration of certain aspects of alternative pedagogies (such as the Montessori or Waldorf methods, Progressive Pedagogy, Democratic Schools, or Free Schools, among other) into what we would consider the ‘traditional classroom’. Thus, through a literature review, this paper will explore the nature of these pedagogies and their potential for integration. On the other hand, through a qualitative study involving various professionals from different public secondary schools, the real possibility of putting this proposal into practice will be assessed.
Direction
Vázquez Regueiro, Teresa Susana (Tutorships)
Vázquez Regueiro, Teresa Susana (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
SANTAMARIA QUEIRUGA, OLAYA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
Barreira Cerqueiras, Eva María (Chairman)
SANTAMARIA QUEIRUGA, OLAYA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
Using inquiry as an active methodology in teaching tree Micropropagation: a practical approach in the first course of the High Cycle of Forest Management and Natural Resources.
Authorship
B.C.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
B.C.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 18:00
09.16.2025 18:00
Summary
Abstract The aim of this work was the design and evaluation of a teaching proposal to apply the scientific method through the methodology of Inquiry-Based Learning, in the teaching of Forest Micropropagation in the 1st year of the High Cycle of Forestry and Natural Environment Management. The aim is to evaluate the effectiveness of this methodology in the motivation and learning of the concepts of this subject compared to traditional methodologies and with respect to the students' previous knowledge. The proposal was contextualised in a real R+D+i project of a forest company close to the school, using natural resources from the area, and through the implementation of 4 activities proposed in line with the objectives of the company's project, and coinciding with the phases of the Forest MIcropropagation process. A previous knowledge questionnaire and a summative evaluation of the knowledge acquired after the implementation of the proposal were carried out, which seems to show an improvement in the adquisition of competences compared to the previous situation and compared to other pupils who studied the subject using the traditional method. Also, the students showed a high motivation and interest in applying this methodology and using local resources for learning the subject.
Abstract The aim of this work was the design and evaluation of a teaching proposal to apply the scientific method through the methodology of Inquiry-Based Learning, in the teaching of Forest Micropropagation in the 1st year of the High Cycle of Forestry and Natural Environment Management. The aim is to evaluate the effectiveness of this methodology in the motivation and learning of the concepts of this subject compared to traditional methodologies and with respect to the students' previous knowledge. The proposal was contextualised in a real R+D+i project of a forest company close to the school, using natural resources from the area, and through the implementation of 4 activities proposed in line with the objectives of the company's project, and coinciding with the phases of the Forest MIcropropagation process. A previous knowledge questionnaire and a summative evaluation of the knowledge acquired after the implementation of the proposal were carried out, which seems to show an improvement in the adquisition of competences compared to the previous situation and compared to other pupils who studied the subject using the traditional method. Also, the students showed a high motivation and interest in applying this methodology and using local resources for learning the subject.
Direction
VELOSO FREIRE, JAVIER (Tutorships)
VELOSO FREIRE, JAVIER (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Integrated Teaching of English and Galician in the Foreign Language Classroom using Audiovisual Translation
Authorship
A.G.F.
Specialization in Language and Literature: Foreign Languages
A.G.F.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 11:30
09.16.2025 11:30
Summary
Taking into account the importance of digital competence in Secondary Education, the first objective of this dissertation will be to study the usage of ICT resources, specifically audiovisual translation, in the Second Language classroom. The second objective, no less significant than the first, will be to demonstrate the necessity of integrated teaching for the enhancement of the competences in two languages (English and Galician) and the development of plurilingual competence. As we will demonstrate in the theoretical framework of the dissertation, at present the usage of Galician among the youth is currently decreasing alarmingly, while Spanish dominates in every aspect of people’s daily lives. This way, being able to integrate Galician language to English in certain second language classroom tasks will increase the time dedicated to Galician and will also enhance our student’s competences in Galician language itself. In the implemented part of the dissertation, using the methodology of task-based approach, we will establish a didactic proposal focused on audiovisual translation from English to Galician. We will try to demonstrate that audiovisual translation is a motivational resource, facilitator of significant learning at the same that it improves the communicative and plurilingual competences of the Secondary Education students.
Taking into account the importance of digital competence in Secondary Education, the first objective of this dissertation will be to study the usage of ICT resources, specifically audiovisual translation, in the Second Language classroom. The second objective, no less significant than the first, will be to demonstrate the necessity of integrated teaching for the enhancement of the competences in two languages (English and Galician) and the development of plurilingual competence. As we will demonstrate in the theoretical framework of the dissertation, at present the usage of Galician among the youth is currently decreasing alarmingly, while Spanish dominates in every aspect of people’s daily lives. This way, being able to integrate Galician language to English in certain second language classroom tasks will increase the time dedicated to Galician and will also enhance our student’s competences in Galician language itself. In the implemented part of the dissertation, using the methodology of task-based approach, we will establish a didactic proposal focused on audiovisual translation from English to Galician. We will try to demonstrate that audiovisual translation is a motivational resource, facilitator of significant learning at the same that it improves the communicative and plurilingual competences of the Secondary Education students.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
Barreira Cerqueiras, Eva María (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
Barreira Cerqueiras, Eva María (Member)
Development of critical thinking in the classroom through the socio-scientific controversies of veganism
Authorship
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 17:00
09.12.2025 17:00
Summary
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established choice and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the ultimate goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established choice and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the ultimate goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (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)
Discourse, rationality, and identity: theoretical framework and didactic application in the critical analysis of the use and consumption of contemporary communication platforms.
Authorship
J.J.L.J.
Specialization in Language and Literature: Foreign Languages
J.J.L.J.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 11:00
09.12.2025 11:00
Summary
The aim of this work is to address some relevant issues within the theoretical framework of discourse analysis and communicative rationality in order to defend its relevance and application in the educational context. Specifically, it introduces the distinctive nature of discourse theory; examines the communicative-discursive basis of social order; advocates the relevance of addressing the political dimension of language and understanding dispute as a constituent element of democratic societies; analyses how the media and new digital platforms structure linguistic exchanges, rationalities, subjectivities and identities that underpin the social, political and cultural order; and finally, defines a practical model of guided debate in the classroom as an educational strategy for students to develop autonomy and critical understanding of how they constitute themselves as speakers and how their own process of argumentative reasoning operates. The overall objective of the work is, therefore, to provide theoretical and practical tools so that students become less vulnerable to the partial interests that are embedded in the discourses circulating in the media and have a more solid basis on which to resolve disputes through dialogue and reach normative agreements.
The aim of this work is to address some relevant issues within the theoretical framework of discourse analysis and communicative rationality in order to defend its relevance and application in the educational context. Specifically, it introduces the distinctive nature of discourse theory; examines the communicative-discursive basis of social order; advocates the relevance of addressing the political dimension of language and understanding dispute as a constituent element of democratic societies; analyses how the media and new digital platforms structure linguistic exchanges, rationalities, subjectivities and identities that underpin the social, political and cultural order; and finally, defines a practical model of guided debate in the classroom as an educational strategy for students to develop autonomy and critical understanding of how they constitute themselves as speakers and how their own process of argumentative reasoning operates. The overall objective of the work is, therefore, to provide theoretical and practical tools so that students become less vulnerable to the partial interests that are embedded in the discourses circulating in the media and have a more solid basis on which to resolve disputes through dialogue and reach normative agreements.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
The Relevance of the Globalized World in the Study and Teaching of Languages: English as a Globalized Language
Authorship
P.M.L.
Specialization in Language and Literature: Foreign Languages
P.M.L.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 12:00
09.12.2025 12:00
Summary
This paper analyzes, from a historical perspective, the position of English within a globalized and interconnected world. The main objective has been to demonstrate its role as a global lingua franca, how it has reached that point, and the implications this has for its teaching and learning. To support this analysis, the research has been based on a bibliographic review of relevant material. The findings confirm the unique status of English as a vehicle for international communication in a wide variety of fields, and explain how this position influences its perception, pedagogy, and expansion within educational systems. As a final critical reflection, the need is raised to adapt education and the role of the teacher to this new global context, with the aim of developing functional speakers of the language.
This paper analyzes, from a historical perspective, the position of English within a globalized and interconnected world. The main objective has been to demonstrate its role as a global lingua franca, how it has reached that point, and the implications this has for its teaching and learning. To support this analysis, the research has been based on a bibliographic review of relevant material. The findings confirm the unique status of English as a vehicle for international communication in a wide variety of fields, and explain how this position influences its perception, pedagogy, and expansion within educational systems. As a final critical reflection, the need is raised to adapt education and the role of the teacher to this new global context, with the aim of developing functional speakers of the language.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Didactic proposal for a job workshop
Authorship
N.R.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
N.R.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.15.2025 15:00
09.15.2025 15:00
Summary
This Master's Thesis presents an intervention proposal aimed at obtaining the SEAD0411 professional certification within the framework of a job workshop. The main objective is to contribute to the training and employment of unemployed individuals in the Galician forestry sector, especially in the field of wildfires. The proposal is based on a theoretical foundation rooted in project-based learning (PBL), with a curriculum tailored to the reality of a region in the Meira area. The work structures the intervention around the specific contents of one of the training units, proposing objectives, active methodologies, and contextualized evaluations. This initiative aims to address both the training needs of the population and the actual demand for professionals in this strategic sector for Galicia.
This Master's Thesis presents an intervention proposal aimed at obtaining the SEAD0411 professional certification within the framework of a job workshop. The main objective is to contribute to the training and employment of unemployed individuals in the Galician forestry sector, especially in the field of wildfires. The proposal is based on a theoretical foundation rooted in project-based learning (PBL), with a curriculum tailored to the reality of a region in the Meira area. The work structures the intervention around the specific contents of one of the training units, proposing objectives, active methodologies, and contextualized evaluations. This initiative aims to address both the training needs of the population and the actual demand for professionals in this strategic sector for Galicia.
Direction
Barreira Cerqueiras, Eva María (Tutorships)
Barreira Cerqueiras, Eva María (Tutorships)
Court
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
Visibility of Gender in Secondary Education: Vocational Education and Training
Authorship
L.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
L.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.15.2025 16:00
09.15.2025 16:00
Summary
This master’s Thesis aims to conduct an analysis from a gender perspective in Vocational Education and Training (VET), focusing on the Mechanical Manufacturing sector in an educational centre in the province of Lugo. The low female presence in this field highlights the persistence of stereotypes and barriers that influence students’ educational choices and reproduce structural inequalities. The main objective is to identify the cultural, social, and educational factors that affect this low female participation, as well as to examine the role played by teaching materials and instructional practices in either perpetuating or overcoming these inequalities. The research is based on a theoretical framework that addresses the social construction of gender, horizontal segregation in VET, and the importance of promoting more equitable and inclusive education. A mixed methodology will be employed, using both quantitative and qualitative techniques, with a transversal gender approach. This study seeks to contribute to critical reflection on the educational reality in technical VET and to propose actions that foster greater equity and inclusion in traditionally male-dominated training environments.
This master’s Thesis aims to conduct an analysis from a gender perspective in Vocational Education and Training (VET), focusing on the Mechanical Manufacturing sector in an educational centre in the province of Lugo. The low female presence in this field highlights the persistence of stereotypes and barriers that influence students’ educational choices and reproduce structural inequalities. The main objective is to identify the cultural, social, and educational factors that affect this low female participation, as well as to examine the role played by teaching materials and instructional practices in either perpetuating or overcoming these inequalities. The research is based on a theoretical framework that addresses the social construction of gender, horizontal segregation in VET, and the importance of promoting more equitable and inclusive education. A mixed methodology will be employed, using both quantitative and qualitative techniques, with a transversal gender approach. This study seeks to contribute to critical reflection on the educational reality in technical VET and to propose actions that foster greater equity and inclusion in traditionally male-dominated training environments.
Direction
DIAZ BALADO, ALICIA (Tutorships)
DIAZ BALADO, ALICIA (Tutorships)
Court
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
Neurodivergence and school inclusion: an analysis of the current educational reality
Authorship
A.R.G.
Specialization in Language and Literature: Foreign Languages
A.R.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.15.2025 10:00
09.15.2025 10:00
Summary
This TFM aims to analyze whether the concept of inclusive school, in relation to neurodivergence, can be considered a reality in schools or whether, on the contrary, it remains a term that is merely recorded in official documents. The starting point, therefore, is the idea of school as a key space to combat the stigma associated with neurodivergence and in which we shall offer an education based on empathy, respect and attention to diversity. The study will be structured in several parts: a theoretical review of the concept of inclusion and neurodivergence, as well as an analysis of the current legal framework in Spain. Subsequently, an empirical study will be carried out to know the reality experienced by students and teachers in the classrooms, in order to evaluate the inclusive practices that are being carried out and to contrast the opinions of both groups. The results will allow us to identify possible challenges or limitations that are preventing the implementation of truly inclusive and equitable educational centers.
This TFM aims to analyze whether the concept of inclusive school, in relation to neurodivergence, can be considered a reality in schools or whether, on the contrary, it remains a term that is merely recorded in official documents. The starting point, therefore, is the idea of school as a key space to combat the stigma associated with neurodivergence and in which we shall offer an education based on empathy, respect and attention to diversity. The study will be structured in several parts: a theoretical review of the concept of inclusion and neurodivergence, as well as an analysis of the current legal framework in Spain. Subsequently, an empirical study will be carried out to know the reality experienced by students and teachers in the classrooms, in order to evaluate the inclusive practices that are being carried out and to contrast the opinions of both groups. The results will allow us to identify possible challenges or limitations that are preventing the implementation of truly inclusive and equitable educational centers.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Aligning expectations and perceptions in mentoring: a comparative view between students and teachers
Authorship
M.R.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.R.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 18:00
09.12.2025 18:00
Summary
Mentoring is an inherent role for teachers and a key aspect for students’ comprehensive development. Effective mentoring requires a high level of involvement from tutors, together with the rest of the teaching staff and mentoring staff. Despite the solid theoretical framework on mentoring, the results obtained so far leave room for improvement, so students’ perspective, as the recipients of this action, can be key to more meaningful mentoring. In this study, a questionnaire was developed ad hoc to determine students' expectations of mentoring and their level of satisfaction with it in its different areas of intervention. This questionnaire was used to collect data in secondary education at a Galician high school. Results revealed high expectations and needs, but these do not fully align with the mentoring experience or the self-perception of the mentor teachers. It was also observed that the understanding of the role of mentoring, the effectiveness of academic and career guidance, and the importance placed on educational inclusion vary by gender. Finally, a series of recommendations are offered to achieve more meaningful and effective tutoring for students.
Mentoring is an inherent role for teachers and a key aspect for students’ comprehensive development. Effective mentoring requires a high level of involvement from tutors, together with the rest of the teaching staff and mentoring staff. Despite the solid theoretical framework on mentoring, the results obtained so far leave room for improvement, so students’ perspective, as the recipients of this action, can be key to more meaningful mentoring. In this study, a questionnaire was developed ad hoc to determine students' expectations of mentoring and their level of satisfaction with it in its different areas of intervention. This questionnaire was used to collect data in secondary education at a Galician high school. Results revealed high expectations and needs, but these do not fully align with the mentoring experience or the self-perception of the mentor teachers. It was also observed that the understanding of the role of mentoring, the effectiveness of academic and career guidance, and the importance placed on educational inclusion vary by gender. Finally, a series of recommendations are offered to achieve more meaningful and effective tutoring for students.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (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)
Level Up!: The Power of Video Games for Foreign Language Teaching.
Authorship
J.R.V.G.
Specialization in Language and Literature: Foreign Languages
J.R.V.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.15.2025 11:00
09.15.2025 11:00
Summary
This Master's final thesis aims to demonstrate how video games can be integrated into foreign language teaching in Secondary Education, giving video games a new role by combining entertainment and learning. With special attention to Decree 156/2022 and the Xunta de Galicia's E-Dixgal programme, the goal is to improve not only students' linguistic and plurilingual competence, but also their digital competence. The dissertation will consist of two parts: a theoretical section based on studies on the application of ICTs in the classroom and studies on video games and their versatility in the educational field. The second part will be a case study. To demonstrate the objectives of this work, a didactic proposal will be developed to showcase the potential of video games as a complement to traditional teaching methods in the classroom. If possible, it will be implemented during the Practicum period. To collect research results, questionnaires will be distributed to students, asking about their experience and opinions regarding their teachers' usual methods and the proposal
This Master's final thesis aims to demonstrate how video games can be integrated into foreign language teaching in Secondary Education, giving video games a new role by combining entertainment and learning. With special attention to Decree 156/2022 and the Xunta de Galicia's E-Dixgal programme, the goal is to improve not only students' linguistic and plurilingual competence, but also their digital competence. The dissertation will consist of two parts: a theoretical section based on studies on the application of ICTs in the classroom and studies on video games and their versatility in the educational field. The second part will be a case study. To demonstrate the objectives of this work, a didactic proposal will be developed to showcase the potential of video games as a complement to traditional teaching methods in the classroom. If possible, it will be implemented during the Practicum period. To collect research results, questionnaires will be distributed to students, asking about their experience and opinions regarding their teachers' usual methods and the proposal
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)