Class Psychology of Education

Educational Psychology aims to enhance the teaching/learning process by addressing the variables inherent to this process, related to the student, teacher, school context and educational community with a view to academic success. In this UC, scientific knowledge about human behaviour in educational situations and there will be space for reflection and questions about the future of Education in the current technological age - namely, what kind of knowledge, attitudes, and values will require students to succeed and model their world, and how educational systems can develop this set of competencies. The topics included at UC allow the student as a future social educator to have an ecological perspective on the teaching-learning process and productive learning environments, which may facilitate their integration into multidisciplinary teams in the school context.

1. Introduction
a. OECD: The future of Education and skills 2030. 
b. UNESCO: The four pillars of Education 
c. Lifelong skills: definitions and descriptors
d. Educational Psychology: object of study and action fields
2. Psychological variables related to the student
a. Cognitive and socio-emotional skills that influence school performance.
b. Motivate the student for learning: concept and theoretical conceptions about motivation.
3. Psychological and social variables related to teacher/school
a. Productive learning environments: characteristics and processes 
b. Psychological variables of teacher well-being
c. Psychological and environmental causes of teacher ill-being
d. School environment and promotion of the psychological health of teachers 
4. Guide to Key Lifelong Skills 
a. Guidelines - learning environments to promote the acquisition of lifelong skills.
b. Strategies and practices
 

Theoretical and theoretical-practical classes: Exposure of academic contents, interrogative method, debate of ideas, practical dialectic-feedback-review, demonstrative approach using audio visual resources (videos), group discussions, abstracts, construction of conceptual maps, deconstruction of scientific articles.

Evaluation modality: (i) Attendance and participation implies 75% presences (10%); (ii) Continuous evaluation: abstracts, construction of conceptual maps and deconstruction of scientific articles (40%); (iii) Final evaluation: written work with oral presentation and defence (50%). The time of appeal consists of written work with a weighting of 100% in the final note, which will focus on all theoretical and practical contents.

• Sala, A. & Herrero Ramila, C., (2022). LifeComp into Action: Teaching life skills in the classroom and beyond. Luxembourg: Publications Office of the European Union. doi:10.2760/22023. https://publications.jrc.ec.europa.eu/repository/handle/JRC130003
• Miranda, L. G., & Bahia, S. (2010). Psicologia da educação: temas de desenvolvimento, aprendizagem e ensino. Relógio D’Água
• Sprinthall, N.A., & Sprinthall, R.C. (1993). Psicologia Educacional. Editora McGraw-Hill de Portugal.
• Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.
• Gomes, A. P., & Quintão, S. d. (2011). Burnout, satisfação com a vida, depressão e carga horária em professores. Agrupamento de escolas Eugénio dos Santos, Lisboa; Faculdade de Ciências Médicas da Universidade Nova de Lisboa; CEDOC – Centro de Estudos de Doenças Crónicas, Lisboa.