Psychosocial Analysis of Educational Situations

Recommended Prerequisites

None.

Teaching Methods

Lectures, group discussion and practical assignments. Audiovisual and IT resources.

Learning Outcomes

The unit Psychosocial Analysis of Educational Situations aims to study the psychosocial dimensions of the educational process, in particular the understanding of the social contexts and group processes and interpersonal relationships that occur in schools and classrooms. Its intention is to understand the social matrix in which the learning, development and education are inscribed.

Learning Outcomes

- To identify the characteristis and dynamics of educational processes and the diversity of contexts in which they occur

- To develop skills of observation and analysis of educational situations

- To understand the functioning of schools/classrooms and structures/processes that influence school achievement.

Work Placement(s)

No

Syllabus

1. Institutional Contexts and educational situations.

1.1 Nature, functions and objectives of school education.

1.2 School as a social organization: characteristics.

1.3 Attributes of effective schools.

1.4 Teaching cultures.

2. Class group and the ecology of the classroom.

2.1 Climate of the classroom.

2.2 General characteristics of life in the classroom.

2.3 Processes and structures of the classroom.

2.4 Stages of development of the class group.

3. The pedagogical relationship.

3.1 Structure of statutes and roles.

3.2 Reciprocal representations teacher-student.

3.3 Effect of expectation at school and socio-cognitive and motivational variables related to academic performance.

3.4 Interaction, communication and language.

Head Lecturer(s)

Maria Graça Amaro Bidarra

Assessment Methods

Continuous evaluation
Practical works : 30.0%
Frequency: 70.0%

Final evaluation
Exam: 100.0%

Bibliography

Babad, E. (2009). The social psychology of the classroom. New York: Routledge.

Bidarra, M. G. (1998). Psicologia da Educação: Identidade(s) de uma disciplina. Revista Portuguesa de Pedagogia, 32(3), 99-118.

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching. (2ª ed.). New York: MacMillan Publishing.

Fox, R. (2005). Teaching & Learning: Lessons from psychology (pp 53-67).Oxford: Blackwell.

Freitas, L. V., & Freitas, C. V. (2002). Aprendizagem cooperativa. Porto: ASA.

Hargreaves, H. (1998). Os professores em tempo de mudança:  O trabalho e a cultura dos professores na idade pós-moderna. Lisboa: McGraw-Hill.

Lautier, N. (2001). Psychosociologie de l'éducation: Regard sur les situations d'enseignement. Paris: Armand Colin.

Raposo, N.V. (1995). Estudos de psicopedagogia (2ª ed.).Coimbra:Coimbra Editora.

Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. New York: Falmer Press.