Class Psychology of Education

Educational Psychology aims to enhance the teaching/learning process by addressing the variables inherent to this process, which are related to the student, the teacher, the school context and the educational community with a view to educational success. In this curricular unit (CU), scientific knowledge in educational psychology will be addressed, as well as human behaviour in educational situations. There will be space for reflection and questioning about the future of Education in the current technological era - namely, what kind of knowledge, attitudes and values students will need to succeed and shape their world and how educational systems can develop this set of factors. The topics covered in the UC allow the student (as a future social educator) to have an ecological perspective on the teaching-learning process and productive learning environments, which may facilitate their integration into multidisciplinary teams in an educational context.

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  1. Introduction a. OECD: The future of Education and skills 2030.  b. UNESCO: The four pillars of Education  c. Lifelong skills: definitions and descriptors d. Educational Psychology: object of study and action fields 2. Psychological variables related to the student a. Cognitive and socio-emotional skills that influence school performance. b. Motivate the student for learning: concept and theoretical conceptions about motivation. 3. Psychological and social variables related to teacher/school a. Productive learning environments: characteristics and processes  b. Psychological variables of the teachers’ well-being c. Psychological and environmental causes of teacher ill-being d. School environment and promotion of the psychological health of teachers  4. Guide to Key Lifelong Skills  a. Guidelines - learning environments to promote the acquisition of lifelong skills. b. Strategies and practices to promote psychological health of teachers

Teaching methodologies include exposition of theoretical content, discussion and collaboration methods (group discussions and debates on a given topic), summaries with concept maps, and deconstruction of scientific articles. The final work focuses on a project-based methodology. The dialectic of practice-feedback-revision of individual and group work throughout the semester allows students to improve their learning.

·       Sala, A. & Herrero Ramila, C., (2022). LifeComp into Action: Teaching life skills in the classroom and beyond. Luxembourg: Publications Office of the European Union.  ·       Miranda, L. G., & Bahia, S. (2010). Psicologia da educação: temas de desenvolvimento, aprendizagem e ensino. Relógio D’Água ·       Sprinthall, N.A., & Sprinthall, R.C. (1993). Psicologia Educacional. Editora McGraw-Hill de Portugal. ·       Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.   ·       Gomes, A. P., & Quintão, S. d. (2011). Burnout, satisfação com a vida, depressão e carga horária em professores. Agrupamento de escolas Eugénio dos Santos, Lisboa; Faculdade de Ciências Médicas da Universidade Nova de Lisboa; CEDOC – Centro de Estudos de Doenças Crónicas, Lisboa.