The curricular unit of educational psychology aims to contribute to the development of skills that integrate psychological factors in the performance of future teachers, necessary for the role of educators of children and young people through the discipline of Physical Education. Starting from the problem of a framework based on the profile of the student at the end of compulsory education: the LifeComp – European framework and on the OECD fundamentals for education until 2030, the more classical theoretical models of learning and the new approaches to learning and motor acquisition will be used to adapt the application of these theories and approaches through teaching methodologies and innovative pedagogies, to different teaching-learning situations. At the end of the training process, students will be encouraged to explore the different elements of classroom management in the light of what they have acquired throughout the UC training process.

1.       Concepts, object of study, and evolution of educational psychology.

2.       The future of education: profile of the student upon completion of compulsory education and international perspectives for the development of education, the student, and the future professional.

3.       Ecological perspectives and dynamic systems theory.

4.       Mind, brain, and education, and universal design for learning.

5.       Innovative pedagogies: Problem-based learning; Project-based learning; Cooperative learning; Experiential learning; Flipped classroom; Gamification and serious games.

6. Didactic management of classroom elements: physical, spatial, and personal.

It is intended that the training has a theoretical-practical nature, relating sessions based on theory, others on research and others on practice. Thus, for each theoretical class, there will be approximately one practical class by the students, requiring investigation and subsequent application of the contents. The more expository theoretical sessions are followed by sessions where students are challenged through different methodologies, ranging from: presentation of critical syntheses; questioning and answering “gamifications”; debates; peer class simulation; simulation of scientific conferences with discussion and defense of posters; and an individual written test.

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Ostrowska, B., M., Polak, M., Zaród, M., Verswijvel, B., Garnier, G., Söylemez, B., & Özdemir, C. (2021). Diretrizes Inovadoras para os Espaços de Aprendizagem. Projeto NOVIGADO.

Rodrigues, A. (2019). Aprendizagem Ativa: Como Inovar na Sala de Aula. Lisbon International Press.

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