Teaching of Psychology

Recommended Prerequisites

Unconditional. However, it would be convenient that student have a level of reading and understanding in English and Spanish, besides Portuguese.

Teaching Methods

On an educational level, expository strategies will be used, demonstrating, on the lecturer’s behalf, and through discussion and oriented research, by the students. Systematic handling of lesson plans of existing programmes, of teaching and learning resource materials. On more practical terms, students will test lesson planning tasks and elaborate assessment strategies of knowledge and skills.

Learning Outcomes

The students are required to

as a general objective,

* to learn to teach and learn to teach how to learn

Specifically, to

* learn what, for what, how, plan (and react) to educational action:

- know how to plan lessons, sessions

- know how to manage interaction timing

- know how to select content material

- know how to select strategies, activities and resources for teaching and learning

- know how to evaluate skills, content (educational evaluation)

- know the syllabus and programmes being used

- updating all the above mentioned competencies.

Work Placement(s)

No

Syllabus

1:  Epistemological framework for the teaching of psychology

Conceptualisation of teaching psychology: the scientific study of the teaching of  Psychology

Professional / lecturer competency (functional intervention analysis)

Intervention contexts, of the Portuguese education system (different levels of education, focusing on secondary education, presentation of curricular guidelines from the Ministry of Education and the respective programmes)

Methodology guidelines for teaching (models and perspectives: maturacionist, behaviorist and constructivist; implications of the various facets of the teaching-learning process)

2: Teaching-learning process

The agents and components

The planning process (components: objectives, content, teaching, learning and assessment resources)

The interaction process (examples and features: teaching and learning strategies)

The learners evaluation process (types and resources, strategies, forms and scoring criteria).

Head Lecturer(s)

Ana Paula Mendes Correia Couceiro Figueira

Assessment Methods

Assessment
The task of training classes count for 40% of the final assessment. The remaining 60% is completed on an individual basis, involving the planning of a lesson / session or theme, applying all components and simulated to colleagues.: 100.0%

Bibliography

Griggs, R. A., & Jackson, S. L. (2011). Teaching introductory psychology: Tips from ToP. Retrieved from the STP: http://teachpsych.org/ebooks/tips2011/index.php

Irons, J. G., Beins, B. C., Burke, C., Buskist, B., Hevern, V., & Williams, J. E. (Eds.). (2006). Teaching psychology in autobiography: Perspectives from exemplary psychology teachers, vol. 2. S T P. Retrieved from the STP: http://www.teachpsych.org/resources/tia2006/

Korn, J. H., & Sikorski, J. (2010). A Guide for Beginning Teachers of Psychology. Retrieved from the Society for the Teaching of Psychology (STP): http://teachpsych.org/ebooks/guide2010/index.php

Preparing the New Psychology Professoriate: Helping Graduate Students Become Competent Teachers (2004)

Promoting Student Engagement V 1: Programs, Techniques and Opportunities (2011)

Promoting Student Engagement V 2: Activities, Exercises and Demonstrations for Psychology Courses (2011)

The STP Guide to Graduate Student Training in the Teaching of Psychology (2007)