Class Educational Psychology

The curricular unit of educational psychology aims to contribute to the development of skills that integrate psychological factors in the performance of future teachers, necessary for the role of educators of children and young people through the discipline of Physical Education. Starting from the problem of a framework based on the profile of the student at the end of compulsory education: the LifeComp ? European framework and on the OECD fundamentals for education until 2030, the more classical theoretical models of learning and the new approaches to learning and motor acquisition will be used to adapt the application of these theories and approaches through teaching methodologies and innovative pedagogies, to different teaching-learning situations. At the end of the training process, students will be encouraged to explore the different elements of classroom management in the light of what they have acquired throughout the UC training process. AI in Education.

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Concepts, object of study, and evolution of educational psychology. The future of education: profile of the student upon completion of compulsory education and international perspectives for the development of education, the student, and the future professional. Ecological perspectives and dynamic systems theory. Innovative pedagogies: Problem-based learning; Project-based learning; Cooperative learning; Experiential learning; Flipped classroom; Gamification and serious games. AI in Education - Prompts examples for: searching, planning, presenting and evaluating. Didactic management of classroom elements: physical, spatial, and personal.

The training is intended to have a theoretical-practical nature, articulating between sessions based on theory, research, and practice. Thus, for each theoretical class, there will be approximately one practical class, where students will be active agents, being required to conduct research and subsequently apply the content. More expository theoretical sessions will be followed by sessions where students are challenged through different methodologies, ranging from: critical synthesis presentations; gamified question-and-answer sessions; debates; peer teaching simulations; simulated scientific conferences with poster discussion and defense; and an individual written test. The use of AI for research, planning, presentation, and evaluation is promoted.

Button, C., Seifert, L., Chow, J. Y., Araujo, D., & Davids, K. (2021). Dynamics of skill acquisition: An ecological dynamics approach . Human Kinetics. Paniagua, A., & Istance, D. (2018). Teachers as Designers of Learning Environments: The importance of Innovative Pedagogies . OECD. https//doi.org/10.1787/978264085374-en. Ostrowska, B., M., Polak, M., Zaród, M., Verswijvel, B., Garnier, G., Söylemez, B., & Özdemir, C. (2021). Diretrizes Inovadoras para os Espaços de Aprendizagem . Projeto NOVIGADO. Rodrigues, A. (2019). Aprendizagem Ativa: Como Inovar na Sala de Aula . Lisbon International Press. Veiga, F. H. (2013). Psicologia da Educação - Teoria, Investigação e Aplicação: Envolvimento dos Alunos na Escola . Climepsi. Veiga, F. H. (2018). O Ensino na Escola de Hoje: Teoria, Investigação e Aplicação . Climepsi.