Overall objectives:

1 - Shaping the origins, nature and evolution of PE;
2 - To Know and understand the potentiating learning system, addressing the variables inherent in this process, related to the student, the teacher, the school context and the educational community;
3 - Valuing research in the process of building knowledge about PE;
4 - To Know the process of inclusion of pupils with SEN's and conte mporary needs of the learning process;
5 - Provide the opportunity for students to participate in studies and investigations of some representative types of human learning.
6 - Skills:
7 - To Identify and demonstrate knowledge of the major reference works from PE;
8 - To Know the main types of learning theories and explanatory;
9 - To Identify and evaluate the influences of variables and meaningful learning contexts;
10 - To reflect on the implications of the PE and applications for research and psychological practices.

Syllabus:

1 - A context ualization of Psychology of Learning (PE).
2 - The student and learning.
2.1 - Processes and cognitive -personal and motivational variables involved in learning.
2.2 - Contextual-variables responsible for successful learning (school-family partnership).
2.3 - Learning strategies and multiple intelligences.
2.4 - Causal attributions.
2.5 - Problems of behaviour, indiscipline and (cyber) bullying, special needs and Inclusion.
3 - The teacher and the teaching/learning process.
3.1 - Personal and professional development of teachers and improving school.
3.2 - School Leadership and management of learning in the classroom.
3.3 - Group dynamics and cooperative/collaborative learning.
4 - Psychology of learning implications for research and psychological practice.
5 - Psychology of learning applications to special and contemporary needs of the learning process.

Literature/Sources:

BARROS OLIVEIRA, J. , 2010 , Psicologia da Educação , Porto: Legis
HARRIS, K.; GRAHAM, S. URDAN, T. , 2012 , APA Educational Psychology Handbook , Hardcover
NEELAM, Y. , 2003 , A Handbook of Educational Psychology , NY: Macmillan
POCINHO, M. & CANAVARRO, J. , 2009 , Sucesso escolar e estratégias de compreensão e expressão verbal , Lisboa: PEDAGO
WINNE, P . & ALEXANDER, P. , 2006 , Handbook of Educational Psychology , N J: Lawrence Associates
REYNOLDS, W., MILLER, G. & WEINER, I. , 2003 , Handbook of Psychology: Educational Psychology , N J: John Wiley & Sons, Inc.
SPRINTHA LL, N., & SPRINTHALL, R , 2001 , Psicologia Educacional: uma abordagem desenvolvimentista , Amadora: McGraw-Hill
TAVARES et al. , 2011 , Manual de Psicologia do Desenvolvimento e Aprendizagem , Porto: Porto Ed.
JESUS, S. N. , 2004 , Psicologia da Educação. , Coimbra: Quarteto Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Lecture method: students receive communication, but participation/interaction in discussions must exist. Reading, reflection and systematization of knowledge/skills from literature and proposed autonomous research. Audiovisual media will be used and case studies examined in practical classes and team will be providi ng. Creating opportunities extended from the contributions of teachers and students discussion; Building on the experience of teachers for exemplifying the content, processes and d ilemmas of psychological intervention. 1 written test (40%), to evaluate the ability of integration of content/critical reflection. Practical group work (30%), to operationalize different perspectives on a topic. Presentation to the class (oral=10%), they should be able to, under supervision, prepare a paper (20%) about the studied subject. Individual work about educational psychology authors (10%) and psychoeducational case study (20%). A minimum of 75% attendance is needed.