Educational Psychology

Code: PSI11440M

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

Saúde de qualidade - Assegurar uma vida saudável e promover o bem-estar para todos, em todas as idades.

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Igualdade de género - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.

Learning Goals

1. Deepen knowledge about psychological development, learning processes and dynamics of educational relationships.
2. Know and understand the complexity and interdependence of development and learning processes in light of the main psychological perspectives.
3. Describe and critically analyze psychological phenomena underlying educational processes, in their personal, socio-cognitive, relational and contextual dimensions.
4. Deepen knowledge that enables intervention in the dynamics of educational relationships (teaching processes, expectations, interactions, classroom management and conflict resolution, etc.) that is scientifically based and promotes positive educational environments.
5. Develop self-knowledge and emotion management skills, which enable personal development and dealing with problems related to teaching activities.
6. Know psychological research in the field of Educational Psychology and its application to educational contexts.

1. Introduction
Perspectives on Educational Psychology
Educational Psychology in teacher training
2. Psychological Development
Theoretical perspectives on psychological development.
Human development in context
3. Learning in educational contexts
Theoretical perspectives on learning in educational contexts: behavioral, cognitive, sociocognitive, constructivist and socioconstructivist perspectives
Self-efficacy, metacognition and self-regulation of learning
Motivation, teaching and learning
4. Psychological and Relational Factors involved in Educational Processes
Personal, sociocognitive and relational dimensions
Social and emotional skills
5. Dynamics of Educational Relationships
Representations and expectations in the educational relationship
Diversity(ies) in educational contexts
Educational relationship and classroom management
Socio-emotional learning and promotion of positive educational environments
School climate and student engagement in school

Teaching Methods

The syllabus promotes articulation between theoretical foundations, research and practical situations. Classes are developed through: a) classes presenting course contents, aiming to develop students' critical and reflective thinking, through the analysis and discussion of theoretical models and their application to practical situations; b) theoretical-practical classes with analysis, discussion and reflection of practical situations, relating Educational Psychology to intervention in educational situations. Group work is planned on topics related to psychoeducational problems, encouraging knowledge of research carried out in the field of Educational Psychology.
The aim is to encourage cooperative work, autonomous research work, project development, the use of digital resources, etc. 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 methods.
Continuous assessment: a) written test, covering all the material taught (60%); b) group work (40%), consisting of deepening a topic related to a psychoeducational problem. Group work is presented orally and discussed in class, with feedback being given and the possibility of improving the final written work.
Final assessment: a) written test on the subject taught (65%); b) individual work, along the same lines as the continuous assessment work (35%), with oral presentation and discussion. The questions on the written tests are designed to assess students' ability to analyze and reflect.
Classes are mandatory (minimum attendance of 75%).