Psychology of Education 1 2017/2018
- 5 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
By the end of this course, students must be able to:
-Delimitate the focus of Educational Psychology research and practice;
-Identify theoretical approaches to learning and their practical implications;
-Identify contextually integrated theoretical approaches to human development and their practical implications;
-Understand the relevance of the family, school and peer group settings as well as of social-cultural diversity in the research and practice of Educational Psychology.
Classes will include a theoretical and a practical component. The theoretical component will include the exposition and clarification of concepts, conceptual models and research results. The practical component will focus on classroom inquiring and critical discussion of the lectured contents. A continuous evaluation methodology will be adopted, including two short-tests and a group assignment.
Body of Work
1 Focus of Educational Psychology research and practice;
2 Historical, social and political framework of Educational Psychology;
3 Theoretical approaches to learning and their practical implications;
4 Theoretical contextually integrated approaches to human development and their practical implications;
5 Considerations about the family, school, peer group, social-cultural diversity and specific populations in Educational Psychology.
Barros, J.O. (2010). Psicologia da Educação: Aprendizagem Aluno. Porto: Legis.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
Milaret, G. (1999). Psicologia da Educação. Lisboa: Instituto Piaget.
Redding, S. (2002). Parents and Learning. Geneva: International Academy of Education.
Sprinthall, N.A., & Sprinthall, R.C. (1993). Psicologia Educacional: Uma abordagem desenvolvimentista. Alfragide: McGraw-Hill.
Veiga, F.H. (2013). Psicologia da Educação. Lisboa: Climepsi Editores.
Mendes, S.A., Lasser, J., Abreu-Lima, I.M., & Almeida, L.S. (2017). All different or all the same: Exploring the diversity of professional practices in Portuguese schools. European Journal of Psychology of Education, 32, 51-269. doi: 10.1007/s10212-016-0297-6
Pintrich, P.R. (2000). Educational psychology at the millenium: A look back and a look forward. Educational Psychologist, 35, 221-226. doi: 10.1207/S15326985EP3504_01
-Week 1: Presentation. Focus of Educational Psychology research and practice.
-Week 2: Historical framework of Educational Psychology. William James, Torndike and Binet contributions. Social and political framework of Educational Psychology.
-Week 3: Behavioural theoretical approaches to learning and practical implications.
-Week 4: Cognitive theoretical approaches to learning and practical implications.
-Week 5: Social-constructivist theoretical approaches to learning and practical implications.
-Week 6: Contextually integrated theoretical approaches to human development; Bronfenbrenner's ecological model.
-Week 7: First short-test.
-Week 8: The role of family in Educational Psychology.
-Week 9: The role of school in Educational Psychology.
-Week 10: The role of peers in Educational Psychology.
-Week 11: Social-cultural diversity in Educational Psychology.
-Week 12: Second short-test.
-Weeks 13 and 14: Educational Psychology and specific populations.
-Week 15: Report delivery and presentation of group assignments.
Demonstration of the syllabus coherence with the curricular unit's objectives
The programatic contents offer an introduction to Educational Psychology. Learning and human development are highlighted as the focus of Educational Psychology research and practice. Individuals' life contexts are emphasised in the understanding of Educational Psychology problematics, research and practical efforts.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
The theoretical and practical components of the classes coupled with the continuous evaluation methodology afford students the possibility to identify concepts, theoretical approaches and systemic assumptions underlying Educational Psychology research and practice. Such components also foster students' reflexivity and critical analysis of the lectured contents.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Adapting to new situations||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Balanced decision making||Yes|
|Commitment to effectiveness||Yes|
|Commitment to quality||Yes|
|Ethical and responsible behaviour|
|Event organization, planning and management||Yes||Yes|
|Foreign language proficiency||Yes||Yes|
|Information and learning management||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes|
|Understanding multiculturalism and valuing diversity||Yes|