| Code |
12149
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
8
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| Workload |
TP(60H)
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| Scientific area |
Educação
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Entry requirements |
-No requirements
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Learning outcomes |
Objectives: to acquire a general and integrated view on the contribution of educational and developmental psychology
to the processes and practices of teaching and learning.
Learning outcomes:
1. To understand the contribution of educational psychology in teacher training;
2. To present and critically analyze the contribution of some development and le arning theories to the pedagogical
practice;
3. To just ify the implementation of classroom management strategies in disruptive behaviors prevention;
4. To build a reflective and updated view on supporting students with Special Educational Needs;
5. To express ideas in a reasoned and accurate manner, using oral and written communication;
6. To collaborate constructively and responsibly in teamwork.
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Syllabus |
1. INTRODUCT ION TO EDUCATIONAL PSYCHOLOGY:
1.1. Object of study,
1.2. Educational Psy chology in teacher training;
2. PSYCHOLOGICAL DEVELOPMENT AND EDUCATION:
2.1. Human development: introductory concepts,
2.2. Cognitive development in childhood and adolescence,
2.3. Psychosocial development in childhood and adolescence,
2.4. Educational implications of developmental theories;
3. LEARNING THEORIES AND PROCESSES:
3.1. Behaviorist paradigm of learning,
3.2. Social learning by observation or modeling,
3.3. Cognitive and constructivist learning paradigms;
4. PEDAGOGICAL RELATIONSHIP AND CLASSROOM MANAGEMENT;
5. SPECIAL EDUCATIONAL NEEDS:
5.1. Basic concepts and principles,
5.2. Educational practices in Special Education.
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Main Bibliography |
Ferreira, M. M. , Prado, S. A., & Cadavieco, J. F. (2015). La educación inclusiva en Portugal y España: naturaleza y fundamentos. Magister, 27(1),44-50
Maia, V. O., & Freire, S. (2020). A diferenciação pedagógica no contexto da educação inclusiva. Revista Exitus, 10, 1-29. DOI:https://10.24075/2237-9460.2020v10nOID1147
R Arends (1995). Aprender a ensinar. Lisboa: McGraw-Hill
L M Correia (2008). A escola contemporânea e a inclusão de alunos com NEE: considerações para a educação com sucesso. Porto: Porto Editora
R M Gargiulo (2012). Special education in contemporary society: an introduction to exceptionality. Thousand Oaks: SAGE Publications
J A L Lopes (2002). Problemas de comportamento, problemas de aprendizagem e problemas de “ensinagem”. Coimbra: Quarteto
J H B Oliveira (2005). Psicologia da educação. Porto: Legis
R E Slavin (2006). Educational psychology: theory and practice, 8th ed. Boston, MA: Allyn and Bacon
A E Woolfolk (2000). Psicologia da educação. Porto Alegre: Artmed
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Teaching Methodologies and Assessment Criteria |
Teaching methodologies: brief theoretical presentation followed by group analysis and discussion of the themes developed.
ASSESSMENT
Modalities
1. Group work: Analysis and synthesis of themes on Human Development and Theories of Learning.
2. Individual work: essay on special educational needs
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Language |
Portuguese. Tutorial support is available in English.
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