Overall objectives:

1 - To realize the complexity and interdependen ce of the teaching-learning processes, according to the main psychological theories.
2 - Analyse learning models and their contribution to the organization and management of education/education.
3 - Develop competencies that facilitate the promotion of student learning.

Syllabus:

1 - 1. Introduction.
1.1 - Main concepts and theoretical perspectives on development.
1.2 - Development and learning processes.
2 - Cognitive and sociocognitive development.
3 - Psychosocial development: determinants a nd processes, development of identity according to Erikson.
4 - Cognition, learning and teaching.
4.1 - Theories of cognition and learn ing: Piaget, Bruner, Ausubel and Gagné.
4.2 - Learning conditions and processes: Motivation, attention, memory and information processing. Self-efficacy (Bandura), attributions (Wein er), learning styles (Kolb) and metacognitive processes (Flavell).

Literature/Sources:

Klein, S. , 2012 , Learning: principles and applications (6th ed.) , Thousand Oaks: SAGE
Weiner, I., Lerne r, R., Easterbrooks, M., & Jayanthi, M . , 2013 , Handbook of psychology (2nd ed.) , New Jersey: John Wiley & Sons
Pocinho, M. & C anavarro, J. , 2009 , Sucesso escolar e estratégias de compreensão e expressão verbal , Lisboa: Edições Pedago
TAVARES et al. , 2011 , Manual de Psicologia do Desenvolvimento e Aprendizagem , Porto: Porto Editora
Miranda, G.; Bahia, S. , 2005 , Psicologia da educação: temas de desenvolvimento, aprendizagem e ensino , Lisboa: Relógio d'Água

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 providing. Creating opportunities extended from the contributions of teachers and students discussion; Building on the experience of teachers for exemplifying the content, processes and dilemmas 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 (except student workers).