Teaching and Learning Processes in School Context

Recommended Prerequisites

None

Teaching Methods

Lecturing, presentation and discussion of assignments carried out by students, development of teaching and learning programs

Learning Outcomes

This curricular unit  aims  to provide a specific training focused on teaching and learning at school setting. It is centered on two domains: 1) on teaching processes and 2) on students’ learning processes.

At the end, students should:

-  know and to analyze the theoretical foundations of teaching organization

-  understand the role played by the educator in the analysis and organization of teaching

-  apply the acquired knowledge to the teaching organization

-  know and to understand the cognitive, socio-cognitive, and motivational

 processes involved in learning

- understand the influence of beliefs and expectations regarding teaching and learning in behavior and achievement in school context

- understand how the cognitive processes constrain and determine learning

- apply learning processes’ knowledge, aiming to promote school achievement.

Work Placement(s)

No

Syllabus

1. Teaching organization and teaching analysis

Foundations of teaching analysis and of teaching organization: teaching knowledge; guidelines; educators’ decisions

Theoretical framework for analyzing and organizing teaching

Teaching: diagnosis, planning and evaluation

2. The study of socio-cognitive and motivational processes in schools

Beliefs and implicit theories about teaching and learning

Causal attributions and expectations of results’ monitoring

Theory of goals’ achievement

3. Cognitive processes involved in learning

Attention and memory. Cognitive load theory

Comprehension. Comprehension strategies

Problem solving. Problem solving strategies. The role of specific knowledge domain.

Head Lecturer(s)

Maria Graça Amaro Bidarra

Assessment Methods

Assessment
Exam (100%) or Midtern exam (70%) + Other (30%): 100.0%

Bibliography

Cordeiro, P. M., Lens, W., & Bidarra, M. G. (2009). O lugar das variáveis motivacionais no processo de instrução e aprendizagem: A teoria dos objectivos de realização. Revista Portuguesa de Pedagogia, 43 (2), 305-328.

-Mayer, R. (2011). Applying the science of learning. Boston, MA : Pearson

-Paas, F., Ayres, P. (2014). Cognitive load theory: a broader view on the role of memory in learning and education. Educational Psychological Review, 26, 191-195.

-Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass.