Psychology of Education 2 2017/2018
- 5 ECTS
- Taught in Portuguese
- Both continuous and final Assessment
- relevant skillset
.Students are expected to grasp the potentialities and potentialities of this scientific area, that is, to know what the object of study, what models are associated with it, the research and application themes or intervention, as well as the contexts and resources of professional psychologists of education. Objective will also be for students to be able to distinguish this area from others that are very close to or included in it (School Psychology and Instructional Psychology).
The specific objectives and competences to be acquired are: to delimit the professional dimension of the Educational Psychologist; to discuss the instrumentality of the contents conveyed in the praxis of the educational psychologist; to equate the role (s) of the Educational Psychologist in the various educational contexts; to develop observation, research and intervention capacities in the field of Educational Psychology.
Have successfully completed the tasks of the discipline of Educational Psychology 1.
Recognize the theoretical principles of psychological intervention in educational contexts.
In this curricular unit an active teaching methodology will be implemented with the use of teaching and learning strategies that will involve the students. Specifically, lectures and reading exploration activities will be held.
As resources will be used the frame, the computer and the video projector. UPT's digital databases as well as the UPT elearning platform will also be indispensable working tools.
Body of Work
.A) Conceptualization of Educational Psychology: Scientific area; Fundamental and applied dimensions; Contexts of analysis / intervention; Professional profile; Research and intervention methodologies
B) Educational Psychology and School Psychology: conceptual delimitation; functions, modalities and contexts of differentiated and concomitant intervention
C) Teaching-learning process; Agents and components; educational situations, teaching methodological orientations. Constructivist alignment.
D) Observation of educational situations: questions about the observation process; instruments of observation; school learning
E) Educational Interaction and School Learning. Psychopedagogy.
F) Planning of psychoeducational intervention: components; drafting of plans.
G) Psychology and Orientation Services; Network of Psychological Support Services in Higher Education; International federations and editorial lines in the field of Educational Psychology
arros de Oliveira, J. H. (2005). Psicologia da Ed. (vol. I e II). Porto: Livpsic-Psicologia.
Beltrán, Llera, J., &Rosselló, C. G. (Eds.) (1996). Psicología de laInstrucción I. Variables y procesos básicos. Madrid: SíntesisPsicología.
Bidarra, M. G. (1998). Psicologia da educação: Identidade(s) de uma disciplina. Revista Portuguesa de Pedagogia, 32(3), 99-118.
Coll, C. (1995). Psicología y educación: Aproximacion a losobjetivos y contenidos de la psicologia de laeducación. In C. Coll, J. Palacios, & A. Marchesi (Eds.),Desarrollo psicológico y educación: II. Psicologia de laEducación(pp. 15-30). Madrid: Alianza.
Coll, C., et al. (1999). Psicologia da Educação. Porto Alegre: ARTMED.
Coll, C., Marchesi, A., &Palacios, J.(2004). Desenvolvimento Psicológico e Educação. Psicologia da Educação (2ª ed., Vol. 2.). Porto Alegre: ArtMed
Coll, C., Palacios, J. y Marchesi, A. (Coords.) (2001). Desarrollo psicológico y educación. Vol II. Psicología de laeducación escola
Lopes, J. A. (2004). A hiperatividade. Lisboa: Edições Quarteto
Sternberg, R. J., & Williams, W. M. (2002). Educational Psychology. Boston: Allyn & Bacon.
Raposo, N. V. (1995). Estudos de psicopedagogia (2ª ed.). Coimbra: Coimbra Editora [1ª ed.: 1983].
Ruivo, J. B. (1991). Tendências actuais da psicologia educacional. Psicologia. VIII, 1: 5-9.
Epistemological framework of Educational Psychology: Conceptualization; Scientific area; Fundamental and applied dimensions; Contexts of analysis / intervention; Professional profile; Research and intervention methodologies
Psychology of Education and Psychology of school: conceptual delimitation; functions, modalities and contexts of intervention
Teaching-learning process; Agents and components; educational situations, methodological orientations of
Observation of educational situations: questions surrounding the observation process; instruments of observation; school learning
Educational Interaction and School Learning
Psychoeducational intervention planning: components; drafting of plans.
Demonstration of the syllabus coherence with the curricular unit's objectives
The contents will be approached with the aim of promoting knowledge, understanding, application and analysis skills.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
The profitability of interrogative methodologies, with the use of debates, arguments and dialogues, and active methodologies, in the form of group work, presentation and discussion of the work with the use of interrogation, debate and storm of ideas will validate the acquisition of the proposed objectives .
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Commitment to effectiveness|
|Commitment to quality|
|Event organization, planning and management||Yes||Yes|
|Information and learning management||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes|
|Written and verbal communications skills||Yes||Yes|