Overall objectives:

1 - Perspectives on the origins, nature and evolution of Educational Psychology (PE)
2 - Understand the complexity of the system of teaching / learning process, by approaching the variables inherent in this process related to the student (trainee), the teacher (trainer), the school context and the educational community
3 - Benefit from the research in the EP on knowledge construction process
4 - To know the special educational needs (SEN) of the teaching / learning process and the process of inclusion
5 - Identify and demonstrate knowledge of the main reference works of the EP
6 - Identify and evaluate the influences of the variables and significant contexts of the teaching / learning process
7 - Reflect on the implications of PE and research applications
8 - Apply the knowledge acquired to specific educational situations and the special needs of the teaching / learning process

Syllabus:

1 - Contextualization of PE teacher training.
2 - The apprentice and learning.
3 - Cognitive, psychomotor and motivational processes and learning.
4 - Contextual arrangements that can promote learning.
5 - Learning strategies and multiple intelligences.
6 - Psychological reasons that can condition success and failure.
7 - Problems of behavior, indiscipline and (cyber) bullying.
8 - Group dynamics and cooperative / collaborative learning.

Literature/Sources:

BARROS OLIVEIRA, J. , 2005 , Psicologia da Educação , Quarteto Editora
LEE, S. W. , 2005 , Encyclopedia of school psychology , SAGE
NEELAM, Y , 2003 , A Handbook of Educational Psychology , Macmillan
POCINHO, M. & CANAVARRO, J. , 2009 , Sucesso escolar e estratégias de compreensão e expressão verbal , PEDAGO
PEACOCK, G., ERVIN, R., DALY III, E. & MERRELL, K. , 2009 , Practical Handbook of School Psychology , Macmillan
WINNE, P. & ALEXANDER, P. , 2006 , Handbook of Educational Psychology , Lawrence Ass.
PRESSLEY,M.,& McCORMICK,C. , 1995 , Advanced educational psychology for educators, researchers and policymakers , Harper Collins
REYNOLDS, W., MILLER, G. & WEINER, I.( , 2003 , Handbook of Psychology: Educational Psychology , John Wiley & Sons, Inc.
SPRINTHALL, N., & SPRINTHALL, R. , 1999 , Psicologia Educacional: uma abordagem desenvolvimentista , McGraw-Hill

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The lecture method will be adopted as a way of transmitting information, in a finished form led by the teacher, and with the student as receiver of the communication, and that participates and interacts frequently, in order to potentiate reflection and debate. Deductive and inductive exposition will also be implemented throughout the classes. Audiovisual media will be used and the contact with practice reality and specific topics will be held in practical classes. Students? evaluation system will include individual written tests (50%), which will assess the capacity of integration of content displayed in classrooms, the theoretical and conceptual rigor, and critical thinking. Team practical work will also be included (50%). Students will develop and deepen a theme within the program and into different perspectives on the topic. Apart from making a presentation to the class, students should be able, with supervision, to prepare a paper on the subject they have studied.