2024
Dynamics on Teaching-Learning Processes
Name: Dynamics on Teaching-Learning Processes
Code: PSI11141M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, French
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
- To confront students with issues and themes that may be present in their professional practice.
- To prepare students to conceptualize, evaluate and intervene in teaching and learning processes and in the management of the contexts in which these processes take place.
- To prioritize the articulation of content, highlighting the interrelationships between the various areas of psychology, with a view to enhancing psychological intervention in teaching and learning processes in formal, informal and non-formal educational contexts, promoting the overall development of the person.
- To prepare students for a professional practice based on the assumptions of reflection and research and on solid principles of ethics and professional deontology.
- To enable research work that allows in-depth study and reflection on issues/problems relevant to psychological intervention in educational and teaching-learning contexts.
- To prepare students to conceptualize, evaluate and intervene in teaching and learning processes and in the management of the contexts in which these processes take place.
- To prioritize the articulation of content, highlighting the interrelationships between the various areas of psychology, with a view to enhancing psychological intervention in teaching and learning processes in formal, informal and non-formal educational contexts, promoting the overall development of the person.
- To prepare students for a professional practice based on the assumptions of reflection and research and on solid principles of ethics and professional deontology.
- To enable research work that allows in-depth study and reflection on issues/problems relevant to psychological intervention in educational and teaching-learning contexts.
Contents
1. INTRODUCTION
1.1 Framework for Psychological Intervention in Education
1.2 The Portuguese education system, its structure and organization.
1.3 Formal, informal and non-formal educational contexts.
2. EDUCATION
2.1. The educational agent in the teaching and learning process
2.1. The role of the educator in teaching and learning
2.3 Psychological intervention in teaching processes
3. LEARNING
3.1. Learning in different educational contexts
3.2 The individual and their learning process
- Individual factors and characteristics
- Contextual factors
- Psychological intervention in learning processes
4. RELATIONAL DYNAMICS IN TEACHING AND LEARNING PROCESSES
4.1 Management of learning spaces
- Problematic behavior
- Positive support strategies
5. EVALUATION
1.1 Framework for Psychological Intervention in Education
1.2 The Portuguese education system, its structure and organization.
1.3 Formal, informal and non-formal educational contexts.
2. EDUCATION
2.1. The educational agent in the teaching and learning process
2.1. The role of the educator in teaching and learning
2.3 Psychological intervention in teaching processes
3. LEARNING
3.1. Learning in different educational contexts
3.2 The individual and their learning process
- Individual factors and characteristics
- Contextual factors
- Psychological intervention in learning processes
4. RELATIONAL DYNAMICS IN TEACHING AND LEARNING PROCESSES
4.1 Management of learning spaces
- Problematic behavior
- Positive support strategies
5. EVALUATION
Teaching Methods
Theoretical classes: exposition of the programmatic contents.
Practical classes: analysis, discussion and reflection of practical situations and relation to the theoretical programmatic content.
Guidance tutorial: follow up and support students to the group work.
Practical classes: analysis, discussion and reflection of practical situations and relation to the theoretical programmatic content.
Guidance tutorial: follow up and support students to the group work.
Assessment
Continuous assessment in this course involves three compulsory assessment elements: a written test, group work to be presented in practical classes and a short reflection paper (critical analysis of a text/article), with no grade lower than 9.5 in any of the assessment elements.
The final grade will be based on the three assessment elements, weighted as follows: written test (55%) group work (30%) reflection paper (15%).
Students who obtain a mark equal to or higher than (10) will be considered to have passed.
In the normal and appeal assessment, students must take a theory test and a practical test, covering all the content of the theory and practical classes. A mark of less than 10 in any of the assessment tests will result in failure.
The final grade will be obtained according to the following weighting: Theoretical test (60%); Practical test (40%).
The final grade will be based on the three assessment elements, weighted as follows: written test (55%) group work (30%) reflection paper (15%).
Students who obtain a mark equal to or higher than (10) will be considered to have passed.
In the normal and appeal assessment, students must take a theory test and a practical test, covering all the content of the theory and practical classes. A mark of less than 10 in any of the assessment tests will result in failure.
The final grade will be obtained according to the following weighting: Theoretical test (60%); Practical test (40%).
Teaching Staff
- Heldemerina Chimuma Domingos Samutelela Pires [responsible]
Certificações
