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Educational Psychology
| Code: | FLUP0584 | Acronym: | PSIEDU |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Teacher Training - Psychology |
| OFICIAL | Educational Training |
Instance: 2004/2005 - 1S
| Active? | Yes |
| Responsible unit: | Autonomous Section of Education |
| Course/CS Responsible: | Geography |
Cycles of Study/Courses
Objectives
Introduction:Students will be introduced to issues related with the major theories of adolescent psychological development (from a cognitive, socio-moral and identity perspective), to the teacher’s personal and professional development and his/her role in the education process, and to the educational implications of the development processes of both student and teacher, as well as the value of the school context. The importance of these three aspects in a modern concept of Educational Psychology will be pointed out.
General aims:
1. Introduction to Educational Psychology and its relevance in the training of teachers;
2. Identification of the basic concepts associated to Educational Psychology;
3. Analysis of the implications of Educational Psychology in the teaching process;
4. Relationship between Educational Psychology with processes, agents and teaching-learning contexts;
5. Application of Educational Psychology in the school context, in order to promote the student’s psychological development.
Program
1. Introduction to Educational Psychology1.1. The emergency and evolution of Educational Psychology;
1.2. Contemporary conceptions of Educational Psychology;
1.3. Educational Psychology and the training of teachers;
1.4. Teaching-learning models;
2. Psychological development and education
2.1. Psychological development as an objective of education;
2.2. Cognitive development;
2.3. Educational implications of cognitive development;
2.3.1. The cognitive structural approach, the lifecycle approach, the contextualist approach and the psychometric approach;
2.3.2. Jean Piaget's constructivist theory;
2.3.3. Educational implications of Jean Piaget's theory: active and constructivist methods;
2.3.4. Lev Vygotsky's socio-cultural theory;
2.3.5. Educational implications of Lev Vygotsky's theory.
2.4. Moral development;
2.4.1. The psychoanalytic approach, the socio-cognitive approach, and the cognitive structural approach;
2.4.2. Jean Piaget's moral development concept;
2.4.3. Lawrence Kohlberg's moral development concept;
2.5. Educational implications of the theory of moral development: strategies in promoting moral development;
2.6. Development of the identity;
2.6.1. Erik Erikson’s psychosocial theory;
2.6.2. James Marcia’s theory of identity statuses.
2.7. Educational contexts and identity development:
2.8. Special educational needs;
2.8.1. Characterization;
2.8.2. Educational implications.
2.9. School and development.
2.9.1. Curriculum and promotion of psychological development: problems and intervention strategies;
2.9.2. Educational and formative systems: development of competences versus acquisition of knowledge.
3. The Teacher
3.1. The teacher’s personal and professional development: development of self-knowledge and teaching concepts;
3.2. The teacher’s behaviours, representations and expectations regarding the issue of education: implications of pedagogical practice;
3.3. Teaching styles and educational practices;
3.4. The reformulation of the teacher's role in contemporary education.
4. The school and other contexts
4.1. The school: an organizational space;
4.2. Conflict behaviour in school;
4.3. School, social, community and family environment.
Main Bibliography
Azevedo, J. (2001). Avenidas da liberdade: Reflexões de política educativa (3ª Ed.). Porto: Asa.Campos, B. P. (2002). Políticas de formação de profissionais de ensino em escolas autónomas. Porto: Afrontamento.
Campos, B. P. (1990) (Coordenador), Psicologia do desenvolvimento e educação de jovens (Vols.I e II). Lisboa: Universidade Aberta.
Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I., & Zabala, A. (2001). O construtivismo na sala de aula. Porto: Asa.
Coll, C., Palacios, J., & Marchesi, A. (1995) (Coord.). Desenvolvimento psicológico e educação (Vol. 1 e 2). Porto Alegre: Artes Médicas.
Fosnot, C. T. (1999). Construtivismo e educação: Teoria, perspectivas e prática. Lisboa: Instituto Piaget.
Gilligan, C. (1997). Teoria psicológica e desenvolvimento da mulher. Lisboa: Fundação Calouste Gulbenkian.
Hartley, J. (1998). Learning and studying: a research perspective. London: Routledge.
Lourenço, O. (2002). Psicologia do desenvolvimento cognitivo: Teoria, dados e implicações (2ª Ed.). Coimbra: Almedina.
Lourenço, O. (1998). Psicologia do desenvolvimento moral: Teoria, dados e implicações (2ª Ed.). Coimbra: Almedina.
Marlowe, B. A. (1998). Creating and sustaining the constructivist classroom. Thousand Oaks: Corwin Press.
Menezes, I. (1999). Desenvolvimento psicológico na formação pessoal e social. Porto: Asa.
Miller, P. H. (1993). Theories of developmental psychology (3ª Ed.). New York: W. H. Freeman.
Moll, L.C. (Ed.) (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.
Nóvoa, A. (1992). As organizações escolares em análise. Lisboa. Publicações D. Quixote.
Pacheco, J. A., & Flores, M. A. (1999). Formação e avaliação de professores. Porto: Porto Editora.
Perrenoud, P. (2001). Porquê construir competências a partir da escola? Porto: Asa.
Piaget, J. (1999). Pedagogia. Lisboa: Instituto Piaget.
Piaget, J. (1969). Psychologie et pédagogie. Paris: Denoël/Gonthier.
Pinto, C. A. (1995). Sociologia da escola. Lisboa: McGraw-Hill.
Sprinthall, N. A., & Sprinthall, R. C. (1993). Psicologia educacional. Lisboa: McGraw-Hill.
Vygotsky, L. S. (2001). Pensamento e linguagem (Vol. I). V. N. de Gaia: Estratégias Criativas.
Watkins, C. & Wagner, P. (2000). Improving scholl behaviour. London: Paul Chapman Publishing Ltd.
Teaching methods and learning activities
Explanatory theoretical classes.Practical classes in which students will carry out several assignments related to the topics covered in theoretical classes.
Software
No specific software required.Evaluation Type
Eligibility for exams
Not applicableCalculation formula of final grade
Students may choose to submit a dossier of reports on the respective classes, corresponding to 25% of the final classification. They will also take a final exam that corresponds to 75%.If they choose to take the final exam only, like the rest of the students, it will be more extensive and correspond to 100% of the final classification.
Examinations or Special Assignments
Not applicable.Special assessment (TE, DA, ...)
Not applicableClassification improvement
According to the Assessment Regulations in force.Observations
Language of instruction: Portuguese.Copyright 1996-2024 © Faculdade de Letras da Universidade do Porto
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Page created on: 2024-09-27 at 13:17:49 | Acceptable Use Policy | Data Protection Policy | Complaint Portal
Page created on: 2024-09-27 at 13:17:49 | Acceptable Use Policy | Data Protection Policy | Complaint Portal