Educational Psychology

Code:

FLUP0584

Acronym:

PSIEDU

Keywords
Classification	Keyword
OFICIAL	Teacher Training - Psychology
OFICIAL	Educational Training

Instance: 2007/2008 - 1S

Active?	Yes
Responsible unit:	Department of Geography
Course/CS Responsible:	Geography

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
EFA	0	Official Study Plan - LEFA	3	2,5	5	-
		Official Study Plan - LEFA	3	2,5	5	-
		Plano oficial - 1º ao 3º ano	3	2,5	5	-
EFI	0	Official Study Plan - LEFI	3	2,5	5	-
EIA	1	Official Study Plan - LEIA	3	2,5	5	-
		Plano oficial - 1º ao 3º ano	3	2,5	5	-
EPA	0	Official Study Plan - LEPA	3	2,5	5	-
		Official Study Plan - LEPA	3	2,5	5	-
EPE	0	Official Study Plan - LEPE	3	2,5	5	-
EPF	0	Official Study Plan - LEPF	3	2,5	5	-
EPI	3	Official Study Plan - LEPI	3	2,5	5	-
		Official Study Plan - LEPI	3	2,5	5	-
FIL	0	Plano oficial 2003 - 1º ao 3º ano	3	2,5	5	-
GEO	16	Official Study Plan - LGEO	4	2,5	5	-
		Plano oficial 2003 - 1º ao 3º ano	3	2,5	5	-
HIS	14	Official Study Plan - LHIS	1	2,5	5	-
			2
			3
			4

Teaching language

Portuguese

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 Psychology
1.1. 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.

Mandatory literature

Bessa, N., & Fontaine, A.; Cooperar para aprender: Uma introdução à aprendizagem cooperativa, Edições Asa, 2002
Campos, B. P. ; Políticas de formação de profissionais de ensino em escolas autónomas, Afrontamento, 2002
Campos, B. P. (Coordenador); Psicologia do desenvolvimento e educação de jovens (Vols. I e II), Universidade Aberta, 1990
Coll, C., Martin, E., Mauri, T., Miras, M., Onrubia, J., Solé, I., & Zabala, A.; O construtivismo na sala de aula, Edições Asa, 2001
Coll, C., Palacios, J., & Marchesi, A. (1995); Desenvolvimento psicológico e educação (Vols. I e II), Artes Médicas, 1995
Fosnot, C. T.; Construtivismo e educação, Instituto Piaget, 1999
Lourenço, O.; Psicologia do desenvolvimento cognitivo, Almedina, 2002
Lourenço, O.; Desenvolvimento sócio-moral, Universidade Aberta, 2002
Menezes, I.; Desenvolvimento psicológico na formação pessoal e social, Edições Asa, 1999
Perrenoud, P.; Porquê construir competências a partir da escola?, Edições Asa, 2001
Piaget, J; Pedagogia, Instituto Piaget, 1999
Miranda, G. L., & Bahia, S. (Organizadoras); Psicologia da educação, Relógio D'Água, 2005
Pinto, C. A.; Sociologia da escola, McGraw-Hill, 1995
Sprinthall, N. A., & Sprinthall, R. C. ; Psicologia educacional, McGraw-Hill, 1993

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.

Evaluation Type

Evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Subject Classes	Participação presencial	56,00
	Total:	-	0,00

Eligibility for exams

Not applicable

Calculation 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

According to the Assessment Regulations in force.

Special assessment (TE, DA, ...)

Not applicable

Classification improvement

According to the Assessment Regulations in force.

Observations

Language of instruction: Portuguese.