Government Pavilion, C/ Padre Herrera s/n
Post Office Box 456
38200, San Cristobal de La Laguna
Santa Cruz de Tenerife - Spain
Switchboard Tel.: (+34) 922 31 90 00
Hours: Mon, 8:00 a.m. to 9:00 p.m.
Self-care and professional sustainability in complex educational contexts
Self-care and professional sustainability in complex educational contexts
Overview
This micro-credential empowers teachers to recognize their role as caregivers, identifying distress and its impact on educational practice. The program addresses the design and application of self-care and emotional self-regulation strategies, geared towards conscious and sustainable professional practice in complex contexts.
- Recognizing the educational professional as the first agent of care, integrating self-care as an ethical, preventive and quality condition in the intervention with students with difficulties in self-regulation of behavior (DAC).
- Analyze the manifestations of professional discomfort and the personal, organizational and contextual factors that influence the exercise of the teaching role, defining responsibilities and promoting a co-responsible and conscious practice.
- Develop and apply personal strategies for emotional self-regulation and emotional, relational and bodily self-care, which promote professional sustainability and well-being in the medium and long term.
A university degree is not required to obtain this micro-credential. However, students wishing to obtain it must meet the following requirements.
access:
- Possess academic training or professional experience related to the field
educational, socio-educational, social or community, especially in work contexts with
childhood and adolescence and in contexts of direct intervention.
● Preference for access will be given to people who hold a Degree or
Diploma in Teaching (Early Childhood and/or Primary Education) or Master's Degree in Teacher Training, as well as those who are currently teaching or plan to teach. - Likewise, professionals with university degrees or Higher Vocational Training related to educational or socio-educational intervention, such as Social Education, Social Work, Psychology, Occupational Therapy, or the qualifications of Higher Technician in Early Childhood Education, Teaching and Socio-sports Animation, Socio-cultural and Tourist Animation, Social Integration, Communicative Mediation and Promotion of Gender Equality, may also access.
- In all cases, it will be necessary to demonstrate training interest and connection with direct or potential work with students, children or adolescents, consistent with the objectives of the micro-credential.
- Be between 25 and 64 years of age at the start date of training.
Academic program
MODULE 0 (6h) – Common Introductory Module 1. Starting Point: “The Essentials,” or in other words, the people. THE WHO. a. The teacher. How do I feel when I have to deal with students with difficulties in self-regulating their behavior (SRB)? b. The student: Who are SRB students? 2. School, social, and regulatory context in which to address educational intervention with SRB students. THE WHERE. 3. Psychoeducational framework for working with SRB students. THE HOW. 4. Diagnosis of training needs. What do I need to be able to relate educationally to SRB students? THE FROM WHERE.
MODULE 1 (6h) – Professional Self-Care: Detecting Distress and Sustaining the Role 1. Detecting Professional Distress. Distress as a signal, not a weakness, and its common manifestations in educational professionals. THE MEANING. 2. Impact of Distress on Educational Practice. THE INFLUENCE. a. How the professional's emotional state affects the classroom climate, the educational relationship, and decision-making. Risks. b. Self-care and educational quality: a direct relationship. 3. Professional boundaries and ethical responsibility. SHARED RESPONSIBILITY. 4. Applied Reflective Work. WHAT I CAN DO.
MODULE 2 (8h) – Emotional Self-Care Strategies and Personal Management of Complex Situations 1. Emotional Self-Care Applied to Daily Professional Life. PROTECTION. 2. Self-Regulation for Professionals in Complex Situations. THE TOOLS. 3. Body Care and Emotional Release. CARING FOR MY TOOLS. 4. Building Personal Self-Care Resources. MY TRAVEL KIT.
The training activities to be carried out during the delivery of the micro-credential will be:
- Theoretical classes: expository and explanatory sessions aimed at introducing the frameworks
conceptual, pedagogical criteria and psychoeducational foundations of the intervention with
DAC students. - Practical classes: sessions of practical application of the content covered, through
the analysis of real situations, resolution of theoretical-practical hypotheses and training
of educational responses. - Seminars, workshops, or other complementary activities: practical workshops,
simulations, experiential activities and discussion forums aimed at the development of
methodological and communicative skills. - Work: development of an applied project consisting of the design of a Teaching Kit
educational intervention adapted to the professional context of the participant. - Independent work: self-regulated activity of students based on materials
facilitated, personal reflection and preparation of the final work. - Exhibitions, debates and defenses of works and projects: presentation and comparison of
Teacher kit developed to promote shared learning and collective reflection. - Evaluation: continuous evaluation of the training process through practical activities and
evaluation of the final product.
Regarding the way to organize the teaching to achieve the objectives set out in the micro-credential, the organizational modality summarized below will be followed:
- Lectures/expository method: introduction and contextualization of key content.
- Practical classes: supervised activities aimed at applying the content to the students' professional context.
- Seminars: case analysis, shared reflection and comparison of professional experiences.
- Individual work: development of a personal professional self-care plan.
- Group work: contrast dynamics, peer support and shared meaning building.
- Exhibitions, debates and presentation of works and projects: sharing of learning and designed resources.
- Active methodologies: flipped classroom, cooperative learning, case studies and experiential dynamics, promoting student protagonism and conscious reflection on professional practice.
The micro-credential will have an evaluation system based on the following assessment tests:
- Case resolution, exercises and problems: reasoned analysis of complex educational situations linked to intervention with students with learning disabilities and to pedagogical decision-making.
- Attendance, participation or attitude: assessment of attendance and active participation in the proposed sessions, workshops, simulations and dynamics.
- Written works, memoirs, reports and projects: preparation and delivery of the Teaching Kit
- of educational intervention with students with learning difficulties.
- Oral presentation and defense of work: presentation of the designed Teaching Kit, with critical reflection on its applicability and collective comparison.
General information
Credits: 2 ECTS
Duration: 07/05/2026-28/05/2026
Teaching modality: In person
Location: Faculty of Education (Central Building) of the University of La Laguna
Valued at: €145
The cost of tuition for this Microcredential will be subsidized by the 'Plan for the development of university microcredentials', investment 6 of component 21 of the Addendum to the 'Recovery, Transformation and Resilience Plan', financed by the European Union – Next Generation EU, year 2025.
Short courses available in various formats (in-person, online, or hybrid). Ideal for learning without interrupting your professional life.
Content created and delivered by professionals and experts in the field, designed for immediate application.
Endorsed by the University of La Laguna. You will receive an official ECTS certificate, valid in the European Higher Education Area.
Teaching staff
