2024
Psychology of Education
Name: Psychology of Education
Code: PSI11111L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1. To know the organization of the Portuguese educational system.
2. Analyze critically the Psychology of Education in the evolution of its theoretical models and professional practices.
3. To know and analyze relevant and current research on School and Educational Psychology.
4. Acquire scientifically based knowledge of the roles and practices of School and Educational Psychologists and their intervention in educational contexts.
5. Critically analyze processes of development, learning and change, as well as personal, relational, contextual and social factors involved in educational processes.
6. Develop knowledge in the fields of psychological intervention in educational contexts, in order to contribute to the process of psychological development and well-being of those involved in educational situations.
7. Contact with different educational contexts and different psychological practices.
8. To know the ethical principles that guide the psychological investigation and practice
2. Analyze critically the Psychology of Education in the evolution of its theoretical models and professional practices.
3. To know and analyze relevant and current research on School and Educational Psychology.
4. Acquire scientifically based knowledge of the roles and practices of School and Educational Psychologists and their intervention in educational contexts.
5. Critically analyze processes of development, learning and change, as well as personal, relational, contextual and social factors involved in educational processes.
6. Develop knowledge in the fields of psychological intervention in educational contexts, in order to contribute to the process of psychological development and well-being of those involved in educational situations.
7. Contact with different educational contexts and different psychological practices.
8. To know the ethical principles that guide the psychological investigation and practice
Contents
1. Psychology of Education
Evolution of models in Educational Psychology
Intervention in Educational Psychology: practice and research
Ethical and deontological issues in Educational Psychology
2. Development, Learning and Change in Educational Contexts
Educational contexts and psychological development
Educational contexts, learning and change
School transitions, processes of adaptation and development
3. Personal, Relational and Social Dimensions in Educational Contexts
Personal, affective and motivational dimensions in educational contexts
Interpersonal and relational dynamics in educational processes
Social influences in school contexts and their impacts
School climate and involvement of the student in the school
4. Perspectives for psychological intervention
Prevention and problem solving
Social-emotional learning and promotion of positive educational environments
Promotion of well-being and mental health
Evolution of models in Educational Psychology
Intervention in Educational Psychology: practice and research
Ethical and deontological issues in Educational Psychology
2. Development, Learning and Change in Educational Contexts
Educational contexts and psychological development
Educational contexts, learning and change
School transitions, processes of adaptation and development
3. Personal, Relational and Social Dimensions in Educational Contexts
Personal, affective and motivational dimensions in educational contexts
Interpersonal and relational dynamics in educational processes
Social influences in school contexts and their impacts
School climate and involvement of the student in the school
4. Perspectives for psychological intervention
Prevention and problem solving
Social-emotional learning and promotion of positive educational environments
Promotion of well-being and mental health
Teaching Methods
The syllabus promotes articulation between theoretical foundations, research and practices. Theoretical classes, more focused on the exposition of syllabus, aim to develop students' critical and reflective thinking, through the analysis and discussion of theoretical models and their application to practical situations. In practical classes, diverse activities are developed: analysis and discussion of scientific articles, reflective analysis of practical situations, development of intervention projects in psychoeducational problems, with knowledge of research carried out in the field of Educational Psychology being encouraged. Moments of more direct contact with professional practice in Educational Psychology are planned. In this way, cooperative work, autonomous research work, project development, the use of digital resources, etc., are encouraged. Moodle is used to make materials available and encourage teacher-student communication
Assessment
The assessment is designed to enable to meet the objectives of the curricular unit, seeking different assessment modalities.
Continuous assessment: a) written test on the subject taught (60%); b) group work, which consists of the analysis and conceptual framing of a psychoeducational problem and presentation of intervention proposals for this problem (40%). Group work is presented orally and discussed in class, with feedback given and improvement of the final written work possible.
Final assessment: a) written test on the subject taught (65%); b) individual work, along the same lines as continuous assessment work (35%).
The questions in the written tests are designed to assess students' ability to analyze and reflect.
There may be an oral discussion of the assessment tests and assignments.
Theoretical and practical classes are mandatory (minimum attendance of 75%)
Continuous assessment: a) written test on the subject taught (60%); b) group work, which consists of the analysis and conceptual framing of a psychoeducational problem and presentation of intervention proposals for this problem (40%). Group work is presented orally and discussed in class, with feedback given and improvement of the final written work possible.
Final assessment: a) written test on the subject taught (65%); b) individual work, along the same lines as continuous assessment work (35%).
The questions in the written tests are designed to assess students' ability to analyze and reflect.
There may be an oral discussion of the assessment tests and assignments.
Theoretical and practical classes are mandatory (minimum attendance of 75%)
Teaching Staff
- Fátima Henriques Leal [responsible]
Certificações
