| Code |
14883
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| Year |
3
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
T(30H)/TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
NA
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Mode of delivery |
Face to face
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Work placements |
Not available
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Learning outcomes |
The aim of this course is for students to acquire a general and integrative view of the theory, research and practice of psychology in an educational context, particularly in the field of self-regulation of learning, violence and indiscipline at school and vocational development. At the end of the course, students should be able to:
1. Characterise the work of psychologists in an educational context;
2. Understand self-regulation processes and their components;
3. Reflect on the different strategies/actions for preventing violence and indiscipline at school;
4. Describe the main assumptions and variables related to supporting the decision-making process and/or vocational and career intervention;
5. Contribute to collaborative teamwork;
6. Communicate and substantiate, orally and in writing, the process and results of their activity;
7. Use self-regulatory learning strategies (e.g. organising information, self-assessment).
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Syllabus |
1. Psychologists' roles and functions in educational contexts:
1.1 Theoretical and legal foundations
1.2 Objectives, targets and methods
1.3 Examples of actions (e.g. prevention programmes and inclusion practices)
2. Self-regulation of learning
2.1 Theoretical and conceptual foundations;
2.2 Model of the cyclical phases of self-regulated learning and self-regulation processes
2.3 Cognitive, social and instructional variables
3. Violence and indiscipline at school
3.1 Theoretical and legal foundations
3.2 General topics of psychoeducational action
4. Vocational and career development
4.1. The decision-making process: summarising the main models
4.2 Theoretical foundations of vocational and career intervention
4.3 Vocational needs and competences at some of the main stages of development
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Main Bibliography |
Freeman, R. P., & Stone, T. (2006). Study skills for psychology: Succeeding in your degree. London: Sage Publications.
Gutkin, T.B. & Reynolds, C.R. (2010), Handbook of School Psychology (4th Ed.). New York: John Wiley & Sons.
Ordem dos Psicólogos Portugueses (2024). Referencial para intervenção dos Psicólogos em contexto escolar. Lisboa.
Slavin, R.E. (2012). Educational Psychology: Theory and practice (10th Ed.). US: Pearson New International Edition.
Sokol, B. W., Grouzet, F. M. E. & Müller, U. (Eds.) (2013). Self-Regulation and Autonomy. Cambridge: Cambridge University Press.
Taveira, M. C., & Silva, J. T. (Coord.) (2011) Psicologia Vocacional: Perspectivas Para a Intervenção (2ª ed.). Coimbra: Imprensa da Universidade de Coimbra.
Veiga, F.H. (2013). Psicologia da educação: Teoria, investigação e aplicação. Lisboa: Climepsi.
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Teaching Methodologies and Assessment Criteria |
The teaching/learning activities and pedagogical methodologies are developed in theoretical sessions (with exposition and discussion of content, prepared and deepened in independent study and through active and self-directed learning), and theoretical-practical sessions (with resolution and presentation of theoretical-practical exercises to explore knowledge and expectations relating to the topic under study; monitoring of ongoing activities and feedback on work carried out); independent study (with literature review and deepening of knowledge). Processes of reflection and performance assessment are encouraged in all areas.
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Language |
Portuguese. Tutorial support is available in English.
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