Specialized Seminar in Psychology and Education
Objectives
1) Acquisition of skills to better understand the issues and problems of Educational Psychology;
2) Understand and distinguish the different theoretical perspectives to teaching / learning;
3) Understand and identify the different factors that influence the pedagogical relationship,
understand their levels and types of action and analyse underlying consequences of these actions;
4) Acquisition of the ability to critically analyse, evaluate and synthesize ideas regarding different
practices in education so that they can reflect a sustained way on practical and educational
interventions;
5) Acquisition of skills in the field of Educational Research enabling the dissemination of the research
General characterization
Code
73221106
Credits
10
Responsible teacher
Available soon
Hours
Weekly - 2
Total - Available soon
Teaching language
Portuguese
Prerequisites
n.a.
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%
Subject matter
1) Component cognitive and socio-cognitive of learning processes
2) Different approaches to teaching / learning (models of information processing, constructivist and
socio-constructivist) process
3) Influence of context in the teaching / learning;
4) Assessment and Learning: Perspectives Evaluation; Phases of the evaluation process
5) Affective aspects involved in the teaching / learning process: motivation, Self-concept and selfesteem
6) Education and Diversity
The school integration movements
Inclusive education
Education and Quality
Research in Inclusive Education