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)
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)
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)
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)