Cursos / 1º Ciclo / Institute of Psychology and Educational Sciences :: Psychology
PSICOLOGIA DA EDUCAÇÃO - 2018/2019
3º curricular year
Semestralidade: 2nd semester
ECTS: 6
Teachers
Leading Teacher: Prof. Doutora Joana Cruz
Assistant Professor: Sandra Santos
Class type and School hours
Orientação Tutorial : 1 Horas
Teórico-prática : 2 Horas
Teaching Language
Portuguese
Main Aims/Objectives
The main aim of Psychology of Education is to prepare students in what refers the study and the reflection on the principal paradigms and methodologies in order to offer them the possibility to develop research and intervention in educational fields whose main concern is to take into account a global analysis of development and learning processes from childhood to late adulthood, allowing motivation, learning and success through the life span.
Specific Aims/Objectives
1) To know Psychology of Education history.
2) To develop capabilities related to the evaluation and intervention in an educative context.
3) To critically analyze the Educational Psychologist intervention domains.
Skills to be acquired
1) To study Educational Psychology through ecological approaches.
2) To identify and to apply the generalities and the speficic characteristics of educational psychological consult.
3) To develop and apply effective psychological strategies in order to evaluate and to implement an intervention regarding teaching/learning processes, considering the multiple agents and contexts.
Teaching Procedures
Exposure lessons.
Practical exercises.
Interview to educational/scholar psychologists
Psychological evaluation.
pratical task that envolves a oral and a written presentation.
Case studies.
Study visit.
Programme
1.Educational Psychology: context, perspectives and intervention models.
1.1. Educational psychology and school psychology: Conceptual delimitation.
2.The educational psychologist and their tasks.
2.1. General and specific characteristics of psychological education consultation.
2.2. From psychological consultation models to consulting models.
2.3. Psychoeducational based service: ecological interventions.
2.4. Technical Reference for School Psychologists.
3.The educational psychologist and the school context.
3.1. Inclusive education: evolution of intervention models.
3.2. The multilevel approaches.
3.3. Decree-Law Nº. 54/2018.
3.4. Reading and writing: learning processes.
4.The educational psychologist and the family context.
4.1. Family. The Family Life Cycle.
4.2. Parental educational styles.
Evaluation Type
a) Attendance;
b) Participation in initiatives and work done in class;
c) Interventions;
d) Writings moments;
e) Individual work and / or group work.
Teaching Resources
Library.
Classroom assessement.
Pedagogical supervision.
Theoretical and bibliographic support.
Sustainability Objectives
Keywords
Education.
Psychology.
Student.
Learning and teaching process.
Main Bibliography
Author | ALEXANDER, Patricia & WINNE, Philip (Eds) |
---|---|
Title | Handbook of educational psychology |
Place | Mahwah, N.J. |
Editor | Lawrence Erlbaum Associates |
Year | 2006 |
Author | REYNOLDS, Cecil & GUTKIN, Terry (Eds) |
Title | Handbook of school psychology |
Edition | 13ª ed. |
Place | New York |
Editor | John Wiley & Sons |
Year | 1999 |
Author | DAMON, William & LERNER, Richard |
Title | Handbook of child psychology,vol 1, 2, 3 e 4 |
Edition | 6.ª ed. |
Place | New Jersey |
Editor | John Wiley & Sons |
Year | 2006 |
Complementary Bibliography
Author | MIRANDA, Guilhermina & BAHIA, Sara (Org.) |
---|---|
Title | Psicologia da Educação - Temas de Desenvolvimento, |
Author | LOPES, João |
Title | Comportamento, aprendizagem e “ensinagem” na ordem |