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Presentation
Presentation
The Educational Psychology course aims to contribute to the development of skills that integrate psychological factors into the performance of future teachers, necessary for the role of educators of children and young people through the subject of physical education. Starting from the problem of a framework based on the student profile upon leaving compulsory education, LifeComp - European Framework and the OECD's fundamentals for education until 2030, the most classic theoretical models of learning and new approaches to motor learning and acquisition will be used to adapt the application of these theories and approaches through innovative teaching methodologies and 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 light of what they have acquired throughout the course.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 3
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULP6662-2705
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Educational Psychology and Professional Teaching Practice Definition, specificities, and historical evolution. Epistemological status and contributions of Educational Psychology to teaching practice. Conceptual framework and applications to the school, the classroom, and the professional internship in Physical Education. The teacher as observer, decision-maker, and promoter of learning contexts. 2. Central themes of Educational Psychology applied to Physical Education teaching 2.1 Development, adolescence, and diversity in the school context 2.2 Motivation, involvement, and student participation 2.3 Learning, self-regulation, and feedback 2.4 Classroom climate, pedagogical relationship, and behavior management 2.5 School, family, peers, and community 2.6 Case analysis from the professional internship
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Objectives
Objectives
LO1. To develop a broad understanding of Educational Psychology (EP), its relevance, epistemological status and contribution to the analysis of teaching, learning, and development processes; LO2. Identify individual, relational, motivational, socio-emotional, and contextual factors that influence student participation, engagement, and learning; LO3. Analyze real-life situations from the professional internship in light of models and concepts from Educational Psychology; LO4. Mobilize knowledge about motivation, self-regulation, expectations, self-efficacy, classroom climate, diversity, and inclusion to plan pedagogical strategies tailored to the characteristics of the classes; LO5. Develop observation, critical reflection, and informed pedagogical decision-making skills, articulating scientific literature; LO6. To design proposals for educational interventions, in the context of the classroom, group, or school; LO7. To reflect on the professional identity of teachers.
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Teaching methodologies
Teaching methodologies
The CU combines moments of conceptual exposition, critical analysis of scientific literature, guided discussion, and practical application to real or simulated situations of the professional internship in Physical Education. The classes assume a theoretical-practical logic, seeking to have students mobilize concepts from Educational Psychology to observe, interpret, and intervene in concrete situations of teaching, learning, motivation, inclusion, pedagogical relationship, and classroom management. Case studies, critical incidents, analysis of internship episodes, role-playing of pedagogical situations, debate of professional dilemmas, analysis of observation instruments, and construction of intervention proposals in a school context will be used. Whenever possible, students will be invited to bring examples from their classes, preserving the anonymity of the students, the school, and the collaborating teachers.
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References
References
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry. Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology for learning and teaching. (7 th ed.) Cengage Learning Australia. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research. Hellison, D. (2011). Teaching personal and social responsibility through physical activity. Human Kinetics. Schunk, D. (2020). Learning Theories. An Educational Perspective. New York: Pearson. Slavin, Robert E (2017). Educational Psychology: Theory and Practice (12 th ed). New York: Pearson. Veiga, F. (Org.). (2013). Psicologia da Educação: teoria, investigação e aplicação. Envolvimento dos alunos na escola. Lisboa: Climepsi.
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Assessment
Assessment
- Os estudantes devem manter-se em avaliação continua durante todo o semestre.
- As reapreciações do cumprimento dos objetivos mínimos serão realizadas de modo individual, em função do processo de cada estudante.
- Média ponderada igual ou superior a 9,5 valores; nota mínima de 9,5 valores em momentos de avaliação com possibilidade de uma recuperação para 9,5 valores, em apenas um elemento de avaliação com nota inferior a 9,5 valores, desde que a média ponderada seja no mínimo 9,5 valores.
Elementos de avaliação
Data limite
Ponderação
Componente prática de grupo (apresentação oral)
12 de Outubro
30%
Componente prática individual
Ao longo das aulas
30%
Teste escrito
23 de Novembro
30%
Participação
Ao longo das aulas
10%
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Mobility
Mobility
No
