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 Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Know:
• Understand the object and purposes of the education.
• Understand the relations among learning and development.
• Know, comprise and analyse the psychological processes involved in the process of education-learning.
• Know the main theories on the process of education-learning in the educational outlines and the factors that influence them.
Know do:
• Handle different sources of information that relate with the psychology of the education.
• Use the knowledge typical of the matter like instrument for the preparation of criteria of educational intervention.
• Familiarise with procedures promote of the educational activity, the motivational technicians and the strategies of learning and to teach to think and study.
• Develop skills of intervention in the process of education-learning and purchase a methodological rigour and strategies that allow to confront the psychoeducational problematic.
Know be:
• Develop a critical attitude, reflexive and creative front the psychoeducational problems.
• Till habits of work promote of the participation and of the observation that incite to maintain an attitude of permanent update in his profession.
• Adopt an expensive favourable disposal the work in squad, the collaboration with the mates/and promote values of respect, tolerance, ethical commitment and opening, so much in the period of formation as in the back professional behaviour.
Bloc 1: Introduction to the Psychology of the Education.
1.Object of studio, contents and his relationship with the educational profession.
Bloc 2: The processes of change.
2.Models of learning behavioral and cognitive social.
3.Construtivismo And learning.
4.Theory sociocultural.
Bloc 3: Factors and psychological processes involved in the learning.
5.Cognitive variables: intelligence, aptitudes and strategies, the creativity and the education.
6.Affective variables: motivation, self-concept and self-esteem.
7.Interactions among cognitive and motivational processes: styles of learning.
Bloc 4: school Context and education.
8.as Interactions in the process of education-learning.
9.Learning, teaching and curriculum contents.
BASIC BIBLIOGRAPHY
1. Cerdán, R. & Salmerón, L. (coords.) (2018). Claves para la práctica de la psicología educativa. Paraninfo.
2. Coll, C., Palacios, J. & Marchesi, A. (comps.) (2014). Desarrollo psicológico y educación II. Psicología de la educación escolar [Recurso electrónico]. Alianza.
3. López Escribano, C., Aguado Orea, J., & Solbes Canales, I. (2020). Psicología de la educación. Síntesis.
4. Losada-Puente, L. & Fiuza Asorey, M.J. (2022). Recursos formativos en Psicología de la Educación. Pirámide.
COMPLEMENTARY BIBLIOGRAPHY
• Álvarez-Pérez, L. (2007). Prácticas de Psicología de la educación. Pirámide.
• Beltrán, J. & Bueno, A. (1995): Psicología de la educación. Marcombo.
• Beltrán, J., García-Alcaniz, &., Moraleda, M., Calleja, F. & Santiuste, V. (1987). Psicología de la educación. EUDEMA
• Bueno, J.A. & Castanedo C. (1998). Psicología de la Educación aplicada. CCS.
• Coll, C. (1998). Psicología de la educación. Edhasa.
• Coll C., Palacios, J. & Marchesi, A. (2007). Desarrollo psicológico & educación II. Psicología de la educación escolar. Alianza.
• González, Y. & Bueno, J.A. (2004). Psicología de la educación & él desarrollo en la edad escolar. CCS.
• González-Pienda, J., González-Cabanach, R., Núñez, J.C. & Valle, A. (2002). Manual de psicología de la educación. Pirámide.
• Hernández, P. (1991). Psicología de la educación. Trillas.
• Martín-Bravo, C. (1999). Psicología de él desarrollo & de la educación en la edad escolar. Ambito.
• Mirás, F., Salvador, M. & Álvarez, J. (2001). Psicología de la educación & de él desarrollo en la edad escolar. Grupo Editorial Universitario.
• Prados, M. M., Pertegal, M. A., Sánchez, V., Reina, M. C., Sánchez-Queija, I. … & Mora, J.A. (2014). Manual de psicología de la educación. Para docentes de Educación Infantil & Primaria [Recurso electrónico]. Pirámide.
• Sampascual, G. (2001). Psicología de la educación. UNED.
• Santrock, J.W. (2006). Psicología de la educación. Trillas.
•Trianes, M.V. & Gallardo, J.A. (2005). Psicología de la educación & de él desarrollo en los contextos escolares. Pirámide.
• Valle, A. & González-Cabanach. R. (1998). Psicología de la Educación I. Variables personales y aprendizaje escolar. Servicio de Publicaciones de la Universidad de A Coruña.
• Woolfolk, A. (2006). Psicología educativa. Pearson.
GENERALS
CG2 - Design, schedule and evaluate processes of education-learning, so much individually as in collaboration with another/educational ace and professionals of the centre.
CG4 - Design and regulate spaces of learning in contexts of diversity and that attend to the equality of gender, to the equity and in this regard to the human rights that conform the values of the citizen formation.
CG10 – Think on the practices of classroom for innovar and improve the educational work. Purchase habits and skills for the autonomous and cooperative learning and promote it among the/the students.
CG11 - Know and apply in the classrooms the technologies of the information and of the communication. Selectively discern the audiovisual information that contributes to the learnings, to the civic formation and to the cultural wealth.
BASIC
CB2 - That the/the students know to apply his knowledges to his work or vocation of a professional form and possess the competitions that are used to to show by means of the preparation and defence of arguments and the resolution of problems inside his area of studio.
CB3 - That the/the students have the capacity to gather and interpret notable data (usually inside his area of studio) to issue trials that include a reflection on notable subjects of social type, scientific or ethical.
CB4 - That the/the students can transmit information, ideas, problems and solutions to a so much specialised public how no skilled.
CB5 - That the/the students develop those skills of necessary learning to undertake back studios with a tall degree of autonomy.
SPECIFIC
CE1 - Comprise the processes of relative learning to the period 6-12 in the familiar context, social and school.
CE5 - Know the proposals and current developments based in the learning of competitions.
CE6 - Identify and schedule the resolution of educational situations that affect to students with different capacities and distinct rhythms of learning.
TRANSVERSAL
CT1 - Instrumental knowledge of foreign tongues.
CT2 - Instrumental knowledge of the Galician tongue.
CT3 - Instrumental knowledge of the technologies of the information and of the communication.
The methodological proposal to employ aims to combine the format of expositive class with the active and participatory methodologies, as well as the autonomous work and the self-learning. For the teaching of this matter will employ different tools that the University of Santiago de Compostela put at disposal of the students and teachers, such as Teams, Forms, Onedrive, Stream, and Virtual Campus, among others.
The face-to-face activities with the group of complete class will have how objectively enter and explain the sense of the subjects, clarify the important concepts, orient and guide the realization of works, give a global vision of the contents of the different pads and knowledge relates to facilitate the significance of the learnings, by what the exposure will accompany, when it was pertinent, of previous organizers, definitions, synoptic pictures, diagrams…The support of visual material and resources in net will employ to clear the contents treated and serve of reference that's that of party for the works and activities of character group.
With the work in seminars aims to deepen in concrete appearances of the theoretical classes; The activities to do will include the reading and commentary of documents, responses to questions, analysis of practical situations, viewing of videos, study of cases, debates and realization of works. With them, it aims that the students learn to handle different sources of information, facilitate the transfer of the theory to the practice, learn to elaborate and present reports, compare different points of view and was able to build shared meanings helped by the work mediator of the educational. The concretion of the required tasks and the necessary materials will be presented to the students in the corresponding sessions of class.
The activities to develop in the small groups will be focused on the resolution of problems, conflicts and doubts, so much to individual level as of group and to the follow-up in the process of preparation of works.
It is necessary to indicate that the student body will have access to a documentary dossier with a set of readings with which they will be able to do the work to those referred to in the section of methodology. This compulsory bibliography, together with a wide list of optional references, appears in the Educational Guide that is the disposal of the student body in the Virtual Campus.
This matter is taught in two groups (morning and evening) of the Degree of Master/to in Primary Education. In general way, the faculty commissioned of this matter will value in a weighted way the assistance to the class, the specific tests and the documents written that, in its different modalities, program. Depending on the singularity with which the teaching staff commissioned from each one of the aforementioned groups decides to organize the teaching, the educational Guides contemplate the weight that in the final qualification have the examination, the participation of the students in the activities programmed for each one of the sessions of the course and the preparation, in cooperative squads and/or individually, monographs, reports, reviewings.
In the educational Guide of the morning shift foresees two instruments of evaluation: group report-synthesis (80%) and report-individual synthesis (20%). In accordance with the educational Guide, in the two reports-synthesis will value the importance of the content, the structure and the organization of the speech, the integration and conceptual relationship, the understanding, the suitable expression and the reflection.
In the educational Guide of the turn of the evening the general criterion of party is that the final qualification proceeds in 15% of the participation in the development of the activities and dynamic proposals within the period of classes in the classroom, in 45% of the INDIVIDUAL activities (conceptual maps, audio-round-ups, tests...) Made on the theoretical contents treaties in the matter in the expository sessions and in 40% of the GROUP activities (reports, presentations, come them...) Proposals in the interactive sessions. As it establishes the Regulation of assistance the class in the official educations of degree and master of the University of Santiago de Compostela, approved in the Council of Government of 25 November 2024, in case to make in the sessions of classroom activities that have some type of weighting in the final qualification of the matter, the students who do not assist them by a justified cause will be able to compensate their absence through a test to make in the official date of examination of the matter.
Fraudulent performance of exercises or tests (Rule of evaluation of the academic performance of the students and of review of qualification, approved in Council of Government on 15 June 2011 and modified on 5 April 2017). The fraudulent performance of some exercise or test demanded in the evaluation of a matter will involve the qualification of suspense in the corresponding announcement, with independence of the disciplinary process that can be followed against the student offender. It will be considered fraudulent, among others, the realization of plagiarized works or obtained from accessible sources to the public without reworking or reinterpretation and without dates to the authors/ace and of the sources.
In the case of the student body of Dispenses/Exemption, the general criterion of the party is that the final qualification has to proceed in 50% of the activities made on the theoretical contents treaties in the matter in the expository sessions and in 50% of the activities proposed in the interactive sessions.
So much for a system of evaluation as for the other, splitting of the Rule of evaluation of the academic performance of the students and of review of qualification, approved in Council of Government on 15 June 2011 and modified on 5 April 2017, and all the time that employs a system of continuous evaluation, to be able to be evaluated/or in the matter:
1. The student body will have to attend obligatorily a minimum of 90% of the sessions of classes.
2. The student body will have to have taken part, made and presented, at least, 80% of all the compulsory works required during the school period.
3. The students will have to do all the activities that can only be carried out in person in the expository and interactive classes.
4. The individual or group works of the students have to be original. For evaluative purposes, a same work can not be used in following announcements neither for several matters, except in the activities programmed in a coordinated manner.
The non-realization of the activities proposed in the expository/interactive sessions and/or the no assistance to 90% of the classes will spend achieving a qualification of "no presented" in both announcements.
When they do not surpass the activities linked to the expository sessions or to the interactive sessions, the qualification that will appear in records, in the common and extraordinary announcement, will be of "suspense", with the numerical value more next to the 5 obtained in one or another section of evaluation.
The matter has a total of 51 hours of face-to-face classes, distributed in expository classes with the group of complete class, activities of groups in seminars, study of cases, guides and orientation of works and tutorials.
It estimates that the students will have to devote some 99 hours to their autonomous work to be able to surpass the matter. Of these, roughly 35 will be focused on tasks of study, preparation of materials, search of information and analysis of documents; around 45 it will devote them to the readings and preparation of works, diagrams, conceptual maps, search of complementary information or preparation of oral presentation. Finally, some 19 will employ for the work in recommended readings, the autonomous learning, the resolution of doubts and problems in the learning of the contents.
Given the basic character of the matter and its location in the plan of studies do not indicate previous requirements; it will be recommended that the student establish relations with the own contents of the matters of Psychology of the Development and Difficulties of Learning and Disorders of the Development.
It is essential that the student body actively involve from the start in the dynamics and operation of the matter to attain surpass it successfully; Likewise it recommends a sympathetic and meaningful boarding of the same abandoning the attitude of only receiving the usual information in other educational fields.
STUDENTS ARE INFORMED THAT:
• The works made by the student’s body have to hand, preferably, through the virtual classroom; anyway, the teachers will be able to request the delivery by other means.
• Environmental responsibility. If the/the educational of the matter requests the delivery in paper, must fulfil the following requirements:
- Avert cover of plastic or other unnecessary external wrappings.
- Whenever it was possible, employ staples in place of binding.
- Use the two faces of the paper and, in the case to be an impression, do it in quality “save of ink”.
- Not employing folios in target like separators of chapters or parts.
- Avert annexes that do not have direct reference with the subjects developed.
• Perspective of gender. It recommends do use of the language no sexist, so much in the daily work of classroom as in the academic works entrusted. It can obtain information to the respect in the link: https://www.usc.gal/cdn/ff/qkcbdjox5qgejqkeve81bav8ho1…
• Forcing of use of the account of post rai.
• Forcing of use of the institutional technological tools: Virtual Campus, Microsoft Office 365 and other tools facilitated by the faculty and authorised how institutional tools by the university.
• It will not be able to employ the mobile telephone, except when it use how instrument of work following the indications given by the/to educational, hold to the student’s body of the legal and academic consequences that derive of a no ideal use of the same.
• Process of education-learning: it is a private process and, therefore, like this must understand the communication and exchange of information among the/to educational and the students body enrolled in the matter.
• Forcing of the fulfilment of the rule of data protection https://www.usc.gal/Is/politica-privacy-proteccion-data.
Juan Carlos Pardo Perez
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813726
- juancarlos.pardo [at] usc.es
- Category
- Professor: University Lecturer
Zeltia Martínez López
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813679
- zeltia.martinez [at] usc.es
- Category
- PROFESOR/A PERMANENTE LABORAL
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_01 | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 10:30-12:00 | Grupo /CLE_01 | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 10:30-12:00 | Grupo /CLE_01 | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 12:00-13:30 | Grupo /CLIS_02 | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| Tuesday | |||
| 17:30-19:00 | Grupo /CLIS_04 | Galician | (NORTH CAMPUS) - CLASSROOM 22 |
| 19:00-20:30 | Grupo /CLE_02 + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 12 |
| Wednesday | |||
| 19:00-20:30 | Grupo /CLIS_03 + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 24 |
| Thursday | |||
| 16:00-17:30 | Grupo /CLIS_05 | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 01.19.2026 09:00-11:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.19.2026 09:00-11:00 | Grupo /CLE_02 + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.19.2026 09:00-11:00 | Grupo /CLE_02 + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 03 |
| 01.19.2026 09:00-11:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 03 |
| 06.15.2026 09:30-11:30 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 22 |
| 06.15.2026 09:30-11:30 | Grupo /CLE_02 + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 22 |