ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
- Student must acquire personal, organizational and contextual basic knowledge as part of Educational Psychology, facing its future application in educational practice.
- Set targets of health and quality of life for the subjects involved in the different educational contexts
- To develop guidelines to optimize the educational process and the personal and contextual variables involved in it.
- To promote the integration of learners in all educational context
- To identify and prioritize psychological intervention in educational context
Module 1. Introductory aspects
Unit 1. Introduction to Educational Psychology. The Educational Psychologist in today's society
Unit 2. How to develop a psychoeducational intervention: Analysis of needs, objectives, activities, evaluation
Module 2. Learning contexts.
Unit 3. School Psychology. Teach and learn in the clasrrom context
Unit 4. The Psychology of Education in non-formal educational contexts: Family
Module 3. Psychological processes, variables and factors
Unit 5. Self-concept, self-esteem and learning.
Unit 6. Perception of self-efficacy. Self-regulated learning, learning strategies, and cognitive and learning styles
Unit 7. Motivation and learning.
Unit 8. Interests and emotions and their relationship with learning
Unit 9. Intelligence and learning capacity. Cognitive modifiability.
Unit 10. Divergent thinking and creative thinking.
BIBLIOGRAFÍA BÁSICA.
Alexander, P.; Winne, P. (2006). Handbook of educational Psychology. Lawrence Erlbaum Associates: N.J.
Pintrich, P., Schunck, D. (2006). Motivación en contextos educativos: Teoría, investigación y aplicaciones. Pearson Ed.: Madrid
Renninger, K.A., Hidi, S.E. (2019). The Cambridge handbook of motivation and learning. Cambridge University Press
Sternberg, R., Williams, W. (2010). Educational Psychology. Pearson Ed.: N.J.
Wentzel, K. y Miele, D. (ed.) (2016). Handbook of Motivation at School. N.Y.: Routledge
Woolfolk, A. (2014). Psicología Educativa. (12ª edición). Pearson Educación: Madrid.
BIBLIOGRAFÍA COMPLEMENTARIA.
Carrasco, J. (2004). EStrategias de aprendizaje para aprender más y mejor. Rialp: Madrid
Coll, C., Palacios, J. y Marchesi, A. (2007). Desarrollo Psicológico y Educación. Psicología de la Educación Escolar. Madrid: Alianza Editorial.
Cozier, W. (2001). Diferencias individuales en el aprendizaje: personalidad y rendimiento escolar. Madrid: Narcea
Mestre, J. (coord.) (2007). Manual de inteligencia emocional. Pirámide. Col. Psicología
Pellón, R., Huidobro, A. (2004). Inteligencia y aprendizaje. Ariel Psicología: Madrid
Suares, J.M. (2004). El aprendizaje autorregulado: variables estratégicas, motivacionales, evaluación e intervención. UNED: Madrid
Villa, A. y cols. (2005). Estilos cognitivos y autoconcepto en estudiantes universitarios: desarrollo de instrumentos de medida e impacto en el ajuste psicológico. ICE: Universidad de Deusto
Specific competencies of the degree to which contributes the subject:
- To know the research methods and designs as well as the different procedures for data analysis in Psychology.
- To know the main methods for psychological assessment, diagnosis and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
-To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
- To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
- To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
- To be able to select and apply adequate and specific psychological intervention procedures and instruments.
- To be able to set goals and to plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
- To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
- To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
- To conform with the deontological duties of Psychology.
The methodology used combines the lecture class format with active and participatory methodologies. Autonomous study is encouraged, following the philosophy of the Bologna plan. Therefore, the flipped classroom methodology will be used. Students study and prepare lessons outside of class, accessing the content of the subject at home. The lectures will be dedicated to carrying out activities (analyzing ideas, debates, group work, etc.), which will be presented and corrected in the interactive sessions. All this supported by new technologies and with the teacher's guidance.
It is intended that students learn to handle different sources of information, promote the transfer of theory to practice, learn to prepare and present reports, confront different points of view and be able to build shared meanings helped by the mediator work of the teacher. The completion of the required tasks and the necessary materials will be presented to the students through the corresponding lecture and seminar sessions.
The student will have the necessary documents for the development of the subject in the virtual campus.
The MS TEAMS tool will be used if necessary.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations)
Taking into account the face-to-face nature of the University of Santiago de Compostela, attendance at the work sessions (expository and interactive) will be a "condition sine qua non" to pass the subject. This assistance must compute a minimum of 75% of the assigned hours (expository and interactive), unless duly justified (i.e. medical certificate).
The evaluation of the theoretical content of the subject will be carried out through objective tests and will account for 50% of the final grade. It is mandatory to obtain a minimum total score of 2.5 out of 5 in these tests to pass the subject.
The evaluation of the activities carried out in the lecture sessions and presented in the interactive sessions will have an overall maximum score of 5 points. It will be necessary to have a minimum score of 2 points in the evaluation of the activities to be able to pass the subject. Failure to attend work sessions, without duly justified cause, implies a 50% reduction in the evaluation of the activities presented corresponding to those sessions.
Those students who have a teaching exemption must pass the theoretical content assessment tests, as well as the practical activities, which in this case will be carried out individually.
Failure to take the exam will mean being qualified exclusively on the basis of the interactive activities performed; the final score will be "Suspense" and the numerical score will correspond to the sum of the scores of the activities.
The grade of "Not presented" will be given to those students who have not taken the exam or have not carried out any proposed activity.
The second chance evaluation will be carried out through an exam on the official established date
Educational Psychology is a 6-credit subject, which is equivalent to about 150 hours of student work that is distributed as follows:
- 57 hours correspond to face-to-face classes, distributed in expository classes, medium group activities in seminars, tutorials, formative assessment and examination activities.
- 93 hours of student personal work, including 20 hours of reading materials, 45 hours of reporting and assignments, and 28 hours of study.
Conocer el ámbito de estudio propio de la psicología del desarrollo y de la educación, así como los principales enfoques teóricos de la misma y los correspondientes ámbitos de aplicación. Para ello, se recomienda haber cursado las materias “G2011104 Psicología del desarrollo y de la educación” y “G2011109 Psicología del desarrollo I” del Grado de Psicología.
- Mandatory use of the RAI email account, for communication with the teacher outside of school hours.
- Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university.
- The mobile phone may not be used, except when it is used as a work instrument following the indications given by the teacher, the students being responsible for the legal and academic consequences that may arise from improper use of the same
Contingency plan
Teaching methodology.
Given the situation of uncertainty in which we find ourselves due to the current health situation, it is possible that part of the content should be taught through synchronous or asynchronous telematic resources (narrated presentations, texts, self-assessment questionnaires ...) or that have to be worked autonomously by the student. These adaptations will be duly communicated to all students through the virtual campus of the subject and will be carried out, preferably through the MS TEAMS tool.
Evaluation.
Depending on the health circumstances, the evaluation tests may be carried out electronically.
For cases of fraudulent performance of exercises and / or tests, the provisions of the “Normative for the evaluation of two academic performance and for the review of qualifications” will apply.
Maria Del Carmen Torres Maroño
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813884
- mcarmen.torres [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 09:00-10:10 | Grupo A | Spanish | Classroom 8 |
| 10:20-11:30 | Grupo B | Spanish | Assembly Hall |
| Wednesday | |||
| 09:00-10:10 | Grupo B | Spanish | Assembly Hall |
| 10:20-11:30 | Grupo A | Spanish | Classroom 8 |
| 01.21.2022 16:30-18:30 | Grupo A | Classroom 1 |
| 01.21.2022 16:30-18:30 | Grupo B | Classroom 1 |
| 01.21.2022 16:30-18:30 | Grupo B | Classroom 5 |
| 01.21.2022 16:30-18:30 | Grupo A | Classroom 5 |
| 01.21.2022 16:30-18:30 | Grupo A | Classroom 6 |
| 01.21.2022 16:30-18:30 | Grupo B | Classroom 6 |
| 01.21.2022 16:30-18:30 | Grupo A | Classroom 7 |
| 01.21.2022 16:30-18:30 | Grupo B | Classroom 7 |
| 06.27.2022 16:30-18:30 | Grupo B | Classroom 4 |
| 06.27.2022 16:30-18:30 | Grupo A | Classroom 4 |
| 06.27.2022 16:30-18:30 | Grupo A | Classroom 5 |
| 06.27.2022 16:30-18:30 | Grupo B | Classroom 5 |
| 06.27.2022 16:30-18:30 | Grupo A | Classroom 6 |
| 06.27.2022 16:30-18:30 | Grupo B | Classroom 6 |