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Learning outcomes |
In this course unit, students are expected to develop a broad and integrated understanding of the contributions of educational psychology to teaching and learning processes in contemporary school contexts. By the end of the course unit, students should be able to:
1. Construct an up-to-date and reflective understanding of educational psychology and its contribution to teacher education;
2. Critically analyze the contributions of developmental and learning theories to pedagogical practice;
3. Identify personal and contextual factors that influence learning processes;
4. Apply evidence-based strategies for classroom management and assessment of learning;
5. Investigate in-service teachers’ perspectives on individual differences, inclusive education, and practices in contemporary classrooms;
6. Express ideas in a well-substantiated and rigorous manner, using oral and written communication;
7. Develop collaborative teamwork skills.
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Main Bibliography |
Anderman, E. M., Anderman, L. H., & Ormrod, J. E. (2024). Educational psychology: Developing learners (eleventh edition). Pearson.
Driscoll, M., P., & Burner, K. J. (2022). Psychology of learning for instruction (fourth edition). Pearson.
Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology: For learning and teaching (seventh edition). Cengage.
Gargiulo, R. M. & Bouck, E.C. (2019). Special education in contemporary society (seventh edition). SAGE.
Santrock, J. W., & Roehrig, A. D. (2024). Educational psychology (eighth edition). McGraw Hill.
Schutz, P. A., & Muis, K. R. (2024). Handbook of educational psychology (fourth edition). Routledge. Shunck, D. (2020). Learning theories: An educational perspective (eighth edition). Pearson.
Spandagou, I., Little, C., Evans, D., & Bonati, M. L. (2020). Inclusive education in schools and early childhood settings. Springer Nature.
Woolfolk, A., & Usher, E. L. (2024). Educational psychology: Active learning edition. Pearson.
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Teaching Methodologies and Assessment Criteria |
Assessment is continuous and consists of two individual written tests (with a combined weighting of 70% of the final grade) and a group fieldwork project (30%), with both written and oral components. The fieldwork project involves a small-scale investigation of in-service teachers’ perspectives regarding syllabus content 4 (i.e., individual differences and inclusive education) and content 5 (i.e., educational psychology in contemporary classrooms), promoting the articulation between theoretical knowledge and pedagogical practices in real contexts. Admission to the final exam requires a minimum attendance rate of 75%, a minimum grade of 7 (out of 20) in continuous assessment, and participation in all assessment components. The grade obtained in the regular, resit, or special examination is weighted at 100% of the final course unit grade. Detection of plagiarism in the written tests and/or in the fieldwork project will result in non-admission to the course unit.
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