Psychology and Education
Code
73221106
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Línguas, Culturas e Literaturas Modernas
Credits
10
Weekly hours
2
Teaching language
Portuguese
Objectives
a) Acquire skills in a systematic understanding of the issues and problems of Educational Psychology;
b) Understand and distinguish the different theoretical perspectives approach to teaching and learning
c) Identify and analyze some of the social cognitive and affective factors that affect teaching and learning.
d) To reflect and to analysis the assessment practices of teachers and their effects on student behavior.
e) Acquire skills in a systematic understanding of the issues and problems in Special Needs Education;
f) To acquire skills to critically analyze, evaluate and develop research in the field of Psychology and Education
Prerequisites
Subject matter
Module I
Social cognitive and affective components of learning processes
Different approaches to teaching / learning process
Context Influence on teaching / learning
Self-concept and Self-Esteem
Construction of the self-concept and self-esteem
Relations between self-concept, self-esteem and academic performance
Motivation in education
Development of motivation for learning.
Some variables that influence the motivation for learning
Module II
Assessment and Learning
Main paradigms of assessment.
The assessment modalities: summative, diagnosis, formative, training, continuum and self-assessment: Conception; Functions; Procedures; Obstacles to change
Stages of the Process of Assessment: Planning; Collection of Information; Formularization of Judgments of value and the Taking of Decisions
Module III
Special educational needs
Education and Difference
Intervention and research in special education
Families´ empowerment in the inclusion process
Early Childhood Intervention
Bibliography
Arends, R. I. (2008). Aprender a ensinar (7ª Ed.).
Alexander, P. A., & Winne, P. H. (2006). Handbook of educational psychology (2nd ed.).
Black, P. & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5-3.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box.
Brophy, J. (2004). Motivating students to learn.
Florian Lani (Ed.) (2007). The SAGE handbook of special education.
Gaitas, S. & Morgado, J. (2010). Educação, Diferença e Psicologia, Análise Psicológica, 28(2), 359-375.
Jorro, A. (2000). Lenseignant et lévaluation.
McMillan J. (2007). Classroom assessment.
Morgado, J. (2011) Qualidade e Educação Inclusiva. D. Rodrigues (Org.) Educação Inclusiva: dos conceitos às práticas, 109-124.
Morgado, J. (2004). Qualidade na Educação. Um desafio aos professores.
Pinto, A. I., Grande, C., Aguiar, C., Almeida, I. C., Felgueiras, I., Pimentel, J. S., (2012). Early childhood intervention in Portugal: An overview based on the Developmental Systems Model. Infants & YoungInfants & Young Children, 25(4), 1-13.
Woolfson, L.(2011).Educational Psychology: The impact of psychological research on education
Teaching method
We will mainly use active methodologies (debates, discussions, problem solving, individually and in group work) about theoretical and pratical works.
The developed approach will not only encourage critical reflection and reasoned of students on these subjects as well as the contact and appropriation of methodologies and tools used in the characterization of these constructs and research.
Evaluation method
1) Students may choose the module which will make the assessment in classroom or at home (it can not be in the same module) having for this to warn the teacher responsible for the module in the first week of classes of the respective module.
2) assessment in classroom:\"Oral presentation and discussion of a topic / module theme.\" Weighting 40%
3) Assessment at home:\" Recension of bibliography \" (focuses on a set of documents). Weighting 60%