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
- To know the organization of the Portuguese educational system.
- Analyze critically the Psychology of Education in the evolution of its theoretical models.
- To know and analyze relevant and current research on School and Educational Psychology.
- Acquire scientifically based knowledge of the roles and practices of School and Educational Psychologists and their intervention in educational contexts.
- Critically analyze processes of development, learning and change, as well as personal, relational, contextual and social factors involved in educational processes.
- 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.
- Contact with different educational contexts and different psychological practices.
- To know the ethical principles that guide the psychological investigation and practice.
- Analyze critically the Psychology of Education in the evolution of its theoretical models.
- To know and analyze relevant and current research on School and Educational Psychology.
- Acquire scientifically based knowledge of the roles and practices of School and Educational Psychologists and their intervention in educational contexts.
- Critically analyze processes of development, learning and change, as well as personal, relational, contextual and social factors involved in educational processes.
- 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.
- Contact with different educational contexts and different psychological practices.
- To know the ethical principles that guide the psychological investigation and practice.
Contents
1. The Psychology of Education
- Evolution of models
- Psychological intervention in educational contexts: practice and research
- Ethical issues
2. Development, Learning and Change in Educational Contexts
- Psychological development, learning and change
- Perspectives on learning: behavioral, cognitive and constructivist
3. Personal, Relational and Social Dimensions in Educational Contexts
- Personal and affective dimensions: Self-esteem, self-concept, self-efficacy; Motivational processes
- Interpersonal and relational dynamics in educational processes: Representations and expectations; Risk behaviors and resilience.
- Social influences in school contexts and their impacts: Influence of peers; Influence of teachers; Influences of family and cultural contexts; Involvement of the student in the School
4. Perspectives for psychological intervention
- Prevention and problem solving
- Promotion of well-being and mental health
- Evolution of models
- Psychological intervention in educational contexts: practice and research
- Ethical issues
2. Development, Learning and Change in Educational Contexts
- Psychological development, learning and change
- Perspectives on learning: behavioral, cognitive and constructivist
3. Personal, Relational and Social Dimensions in Educational Contexts
- Personal and affective dimensions: Self-esteem, self-concept, self-efficacy; Motivational processes
- Interpersonal and relational dynamics in educational processes: Representations and expectations; Risk behaviors and resilience.
- Social influences in school contexts and their impacts: Influence of peers; Influence of teachers; Influences of family and cultural contexts; Involvement of the student in the School
4. Perspectives for psychological intervention
- Prevention and problem solving
- Promotion of well-being and mental health
Teaching Methods
The approach to the syllabus will be based on a permanent articulation between theory, investigation and psychological practices.
Theoretical classes: exposition of the programmatic contents and its relation with a psychological intervention that promotes the development and well-being of all the actors in educational contexts. Practical classes: analysis, discussion and reflection of practical situations and scientific articles, with different theoretical approaches; presentation and discussion of the group work. Tutorial orientation: support to practical work. It is expected moments of more direct contact with professional practice in Educational Psychology. Continuous assessment: a) written test, previously prepared by the students and / or solved in the classroom (65%); b) group work (35%). Exam assessment: written test (70%); b) individual or group work (30%).
Theoretical and practical classes are compulsory (minimum attendance of 75%).
Theoretical classes: exposition of the programmatic contents and its relation with a psychological intervention that promotes the development and well-being of all the actors in educational contexts. Practical classes: analysis, discussion and reflection of practical situations and scientific articles, with different theoretical approaches; presentation and discussion of the group work. Tutorial orientation: support to practical work. It is expected moments of more direct contact with professional practice in Educational Psychology. Continuous assessment: a) written test, previously prepared by the students and / or solved in the classroom (65%); b) group work (35%). Exam assessment: written test (70%); b) individual or group work (30%).
Theoretical and practical classes are compulsory (minimum attendance of 75%).
Assessment
In the regime of continuous assessment, students must take an individual written test (60%) and a group work (40%), as well as participate in activities that develop in class. The written test can previously prepared by the students and / or solved in the classroom and covers the entire subject. Group work consists of the analysis and conceptual framework of a psychoeducational problem and the presentation of intervention proposals for this problem; this work will be presented and discussed in class, also having a written version. The minimum grade in the written test and in the group work is 8 values. The final assessment regime assumes the completion of two assessment elements: 1) a written exam (60%); 2) an individual work, in the same way defined for the Continuous Assessment System (40%). In both assessment elements, oral discussion may take place. None of the partial notes may be less than 9 values.
Teaching Staff
- Fátima Henriques Leal [responsible]
Certificações
