Monitoring Seminar of the Thesis Plan

Recommended Prerequisites

Not applicable.

Teaching Methods

Students have the ongoing support of a supervisor with whom they should discuss their doubts and reflections and from whom they receive individualized feedback on the development and progress of their work. This autonomous but supervised learning process allows students to acquire knowledge in a contextualized way and is geared towards their own interests.

Classes are in the form of a seminar, through direct contact with researchers who stimulate group debates on the basis of previously selected bibliography, class presentations and questions.

Participation in ongoing research studies is also used as a methodology to provide students with direct knowledge and experience of the various activities associated with research performance.

Learning Outcomes

This subject is geared towards individualized supervision, in the form of tutorials, so as to provide a more guided supervision of the student for the development of the thesis project to be presented at the end of the course.

By the end of this subject, students are expected to have developed and furthered competencies in a) research, through direct contact with the work of senior researchers so as to develop, in an original and progressively more autonomous manner, the conception and plan of a research study for the thesis; c) integrating and applying theoretical and methodological knowledge adapted to the aims of the research project to be developed and; d) knowledge and critical reflection on ethics and deontology in the accomplishment of research.

Work Placement(s)

No

Syllabus

I. Research Seminars

Theoretical and methodological characteristics within the scope of interpersonal and emotional skills promotion

(Paulo Lopes, Univ. Católica)

Students' approach to the study and promotion of self-regulating learning processes (Pedro Rosário, Univ. Minho)

Optimal experiences and their impact on individual and social development in adolescence

(Teresa Freire, Univ. Minho)

Study programme for self-regulated learning (PEAAR research team)

II. Participation in Research

Participation in the research of peers or senior researchers

III. Individualized Tutorial support

Course material is developed on the basis of each student's needs, both in terms of conceptual support and statistical and methodological support, in the form of individual tutorials.

Head Lecturer(s)

Joaquim Armando Gomes Alves Ferreira

Assessment Methods

Continuous evaluation
Evaluation is based on students' involvement, seminar attendance and collaboration in research: 100.0%

Bibliography

Lima, I., & Freire, T. (2009). Qualidade da experiência subjectiva no quotidiano escolar dos adolescentes:

Implicações desenvolvimentistas e educacionais. Análise Psicológica, 4 (XXVII), 523-534.

Lopes, P., & Salovey, P. (2008). Emotional inteligence and leadership: Implications for leader development. In C. Hoyt, G. Goethals & D. Forsyth (Eds.), Leadership at the crossroads. London: Praeger.

Rosário, P. (2004). (Des)venturas do Testas: Estudar o Estudar. Porto: Porto Editora.

Rudestam, K. & Newton, R. (2001). Surviving your dissertation: A comprehensive

guide to content and process (2nd ed.). Thousand Oaks: Sage.

Rugg, G. & Petre, M. (2004). The unwritten rules of PhD research. Berkshire: Open University Press McGraw – Hill Education

Veiga Simão, A. M., Lopes da Silva, A., & Sá, I. (Orgs.) (2007). Auto-regulação da aprendizagem. Das concepções às práticas. Lisboa: EDUCA.